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Interdisciplinary Reading #2Interdisciplinary Reading #2 Concept map (with essential questions)Concept map (with essential questions) Interdisciplinary WheelInterdisciplinary Wheel Blog reaction to TeacherStory1Blog reaction to TeacherStory1

Interdisciplinary Curriculum Interdisciplinary Curriculum DesignDesign

What is Interdisciplinary curriculum?

A way to organize the curriculum, so that thecontent of one subject area is enriched andreinforced by another, and vice versa.

THEME

Language Arts Mathematics

Science Social Studies

ELD Music

An integrated thematic unit

Theoretical and Historical BackgroundTheoretical and Historical Background

James Mursell (1956): “Integration has to do, not primarilywith subject matter, but with people and their lives.”

John Dewey (1913): “. . . Education comes only throughwilling attention to and participation in schoolactivities. It follows that the teacher select theseactivities with reference to the child’s interests,powers, and capacities.”

Lev S. Vygotsky (1962) = “Each person must constructhis or her own reality . . . construction should alwaysprecede analysis.”

BenefitsBenefits improves higher order thinking skillsimproves higher order thinking skills gives the learner a more unified sense of gives the learner a more unified sense of

process and contentprocess and content improves the learner’s mastery of contentimproves the learner’s mastery of content teaches the student to adopt multiple teaches the student to adopt multiple

points of view on issuespoints of view on issues gives them ownership of their own studiesgives them ownership of their own studies improves their motivation to learnimproves their motivation to learn

-Ellis and Fouts (2001)

““Connections Approach”Connections Approach”Wiggins and Wiggins, 2001Wiggins and Wiggins, 2001

Thematic or content connectionThematic or content connection Conceptual connectionsConceptual connections Process connectionsProcess connections

Thematic or content connections

THEMEWomen who‘ve

a difference

Language ArtsRead and respond to

Biography ofEleanor Roosevelt

MathematicsGraph – various government

Positions held by women

ScienceAccomplishments of

Women scientists

Social StudiesHistory of women’s

suffrage

ELDInterview women in theCommunity about their

Accomplishments & goals.

MusicListen to/analyze musicby women composers

Conceptual orProcess connections

Common to various disciplines:

“Knowing how a process functions in one disciplinecan enhance the student’s understanding of howit functions in another.” (Wiggins, 2001)

Verbal literacy =Listening + Speaking+ Reading + Writing

Musical understanding = Performing + Creating +Listening

(Deriving meaning; morethan mere decoding)

(A deep understanding;More than mere note-reading)

Other discipline Music

Process connections (continued)

(Science/Kinder) Compare and (Science/Kinder) Compare and sort common objects by one sort common objects by one physical attribute.physical attribute.

(Science/Gr. 4) Differentiate (Science/Gr. 4) Differentiate among types of rocks by among types of rocks by referring to their methods of referring to their methods of formation.formation.

(Math/Gr. 1) Describe, extend (Math/Gr. 1) Describe, extend and explain ways to get to a and explain ways to get to a next element in simple next element in simple repeating patterns.repeating patterns.

(Language Arts/Gr. 4) (Language Arts/Gr. 4) Compare and contrast tales Compare and contrast tales from different cultures by from different cultures by tracing the exploits of one tracing the exploits of one character type.character type.

Compare and sort common Compare and sort common instruments by one physical or instruments by one physical or aural attribute.aural attribute.

Differentiate between musical Differentiate between musical textures by referring to their textures by referring to their methods of formation (e.g., methods of formation (e.g., fugues, homophonic forms)fugues, homophonic forms)

Create, perform and describe Create, perform and describe simple rhythmic and melodic simple rhythmic and melodic patterns.patterns.

Compare and contrast music Compare and contrast music from different cultures by from different cultures by tracing the musical treatment tracing the musical treatment of one instrument type.of one instrument type.

True Integration…GuidelinesTrue Integration…Guidelines

Have clear instructional goals, based on the Have clear instructional goals, based on the state standards, for your students.state standards, for your students.

Maintain the integrity of each discipline.Maintain the integrity of each discipline. Provide opportunities for the students to Provide opportunities for the students to

clearly see the cross-disciplinary clearly see the cross-disciplinary connections.connections.

The connections must be concept or process The connections must be concept or process oriented.oriented.

Always consider Always consider Bloom!!

Start with “Essential Questions”Start with “Essential Questions” Have no obvious right answerHave no obvious right answer Raise other important questionsRaise other important questions Address the philosophical or conceptual Address the philosophical or conceptual

foundations of a disciplinefoundations of a discipline Recur naturallyRecur naturally Are framed to provide and sustain student Are framed to provide and sustain student

interest!interest! Write an “Essential Question for each Write an “Essential Question for each

CONTENT area that “connects” to the othersCONTENT area that “connects” to the others

So let’s see some examples:So let’s see some examples:

http://edweb.sdsu.edu/courses/edtec596/Units/UnitIndex.html

Decide:•Are the units Interdisciplinary (or thematic)?•Do they offer authentic connections?•What are the “big ideas” the writers are attempting to address?•What are the essential questions?

CAN WE TALK?CAN WE TALK?

In a small group, answers these questions:

•Are the units Interdisciplinary (or thematic)?•Do they offer authentic connections?•What are the “big ideas” the writers are attempting to address?•What are the essential questions?

At the end of the time, regroup and write a ONE-DAY interdisciplinary unit on…

So let’s see look at YOUR final So let’s see look at YOUR final product!product!

Final ProductFinal Product Final Product RubricFinal Product Rubric Concept WebConcept Web Interdisciplinary WheelInterdisciplinary Wheel

http://clem.mscd.edu/~cstocke1/templates.htm