When a Train Station Becomes a Classroom

Tens of thousands of people pass through Gare de Dakar daily. Brisk feet carry passengers to and from le quai, headed towards their destinations or returning from them. Last November, the International School of Dakar (ISD)’s PreKindergarten 3 (PreK3) and 4 (PreK4) students joined these commuters, not only to travel, but to explore “where we are in place and time” and “how the world works” through an experiential learning visit to the train station, emphasizing the benefits of transdisciplinary learning.

Learning Through Inquiry at ISD

Where We Are in Place and Time is the Unit of Inquiry that the PreK3 students used to explore our position as human beings in the physical places and timeframes we occupy. The PreKindergarten teachers facilitated learning about different buildings and the various purposes they served. Through lines of inquiry, students discovered different types of buildings, their features, and the reasons behind why each is designed differently. 

For PreK4 students, the central idea of their unit, How the World Works, focused on the reason people create transportation systems to meet needs and how they follow predictable patterns. They looked at the purposes of different modes of transportation and how they function. Students delved into the evolution of transportation systems, exploring why they were created and how they were used. The key focus of the unit was understanding how the train system helps people move safely and efficiently from one place to another. 

Le Gare de Dakar Visit

Our ISD PreK students were highly engaged throughout their visit to Le Gare de Dakar and in their learning leading up to it. The day began with the bus ride from campus to the train station, which served as an extension of the classroom. Riding the bus allowed students to engage with land transportation first-hand, making the learning meaningful, memorable, and tangible. Students pointed out apartments, gas stations, mosques, hotels, and churches, reemphasizing lessons on buildings in communities.

At the train station, students were captivated by the building's architecture. Students asked thoughtful questions and made connections between the ticket machines and screens and their lessons in class. Meeting the staff and seeing the travelers helped them understand the purpose, function, and patterns of transportation systems.

The hands-on experience of being “travelers” - waiting, boarding, sitting safely, and watching the world move by through the windows - kept students excited and engaged in the learning of the trip, which, in turn, increased understanding. 

Students were able to explore how transportation systems work, understand the roles of the people who work in the train station, and experience the train station environment through hands-on observation. 

This excursion to the train station is one of many field trips our Elementary students take, which together create a classroom environment for transdisciplinary and experiential learning. 

Transdisciplinary and Experiential Learning 

According to the IB, transdisciplinary learning is essential to students’ development. It provides students with authentic, real-life contexts, in this case, the train station, to explore and engage in conversations that help them understand themselves and the world around them. Learning about different buildings and transportation systems in a classroom is not enough for applied learning. This experience of seeing, riding, touching, and experiencing trains and train systems creates an engaging environment that promotes play, discovery, exploration, and ultimately, understanding that lasts.

The train station became a vibrant and engaging classroom and an experience our young learners talked about for days afterward.