How can we deliver powerful Interdisciplinary Learning?

Primary Probationer TeachersYvonne McBlain

yvonne.mcblain@falkirk.gov.uk01324 501985

Important Information• The submission deadline for the interim profile

is Monday 7th December 2015.• Please ensure everything is entered onto

your profile and I have all the paperwork required to sign off.

• It is essential that I have all paperwork (ensuring it is signed) by Friday 4th December.  Please note you can bring it to the Group Meeting that week

Important InformationCompleted profile must contain: •Personal Details verified – already signed off•Timetable – already signed off•IPDAP – already signed  off•5 observations – 3 now completed and should be entered onto your profile•12 meetings – 6 already submitted by Oct (and hopefully signed off)•CPD- currently ongoing •Key Strengths and Development Needs •PDAP

Learning Intentions:

We are developing our ability to plan valuable interdisciplinary learning

Success Criteria?Participants will be able to:1. Say why interdisciplinary learning is important2. Describe how interdisciplinary learning fits with

other aspects of classroom practice3. Plan learning which progresses pupil

understanding between or across curricular areas

Format :

• Group formation and concrete preparation• Cognitive conflict – what is IDL?• What makes strong IDL & how well are we

doing it?• Planning and delivering IDL together• Linking IDL with the rest of your teaching

Group formation

• Look for your place & get comfy

• Introduce yourself – who you are, where you work, where you trained, how you are feeling at the moment… - 1 min each

• What should your group be called? Have you found any connections which would help you name your group? Create your table label.

Group Task

Which image is the Odd One Out?

• Look at the images and come up with as many responses to the question as you can.

• Take turns to say why this is the odd one out• Repeat for all other sets of images if time

allows.

Co-operative learning methods• Individual accountability – everyone gets their

“voice on the table” – no-one can sit back and let the others do all of the work

• Group responsibility – making sure you contribute to the task in hand – making sure there is genuine co-operation

• Person who got up first this morning is number 1 – please number rest of your group

• Number 2 is resources person – collect table mat please

First big questionWhat makes Curriculum for Excellence different from previous curricula?Place mat activity:1.note your own thoughts in your space2.discuss what these have in common, & how they are different – number 3 watch time – 5 mins for whole task3.Number 4 please write your group thoughts as bullet points in the central space

CfE ÷ IDL = 1/4

Next big question• Why is interdisciplinary learning such an

important element of CfE?• Number 2 - resource person collect paper and

pens• Round Robin discussion – number 1 take notes• Number 3 – keep group on task (total time 4

mins)• Number 4 scribe/artist – use writing or drawing

to capture and communicate your final thoughts• Random numbers from random groups will feed

back

IDL as one of 1 of 4 Contexts

• IDL is one of the four contexts for learning. The others are:– Curriculum areas and subjects– Ethos and life of the school as a community– Opportunities for personal achievement

• These contexts often blend together within the overall design of the curriculum.

• Schools need an appropriate balance between IDL and discrete subject learning.

• Decisions about organising learning should be grounded in the principles of curriculum design.

Towards a “Flexible Framework”

Developing a flexible whole school frameworkFour contexts for learning

These will blend together within medium and short term planning. Each term there will be a balance between disciplinary and interdisciplinary learning: see whole

school framework.

• Interdisciplinary learning.

• Curriculum area focus for interdisciplinary learning.

• Curriculum areas to be taught discretely.

• Learning through the ethos & life of the school.

• Opportunities for Personal Achievement.

Achieving a level• Has achieved a breadth of learning across almost all

of the experiences and outcomes for a level, including significant aspects of the curriculum area

• Has responded consistently well to the level of challenge set out in these experiences and outcomes

• Has moved forward to more challenging learning in some aspects

• Has applied what he/she has learned in new and unfamiliar contexts

3rd & 4th big questions

3. What is IDL?

4. What are the features of good practice in IDL?

• Choose either of the two co-op methods you’ve used so far to complete this task

• 5 mins?

Features of good practice in IDL

• Starts with the experiences and outcomes, carefully selected within a few curriculum areas.

• Clear success criteria focus the intended learning, within and across the experiences and outcomes.

• Connections between disciplines within the interdisciplinary learning are clear and meaningful.

• Learning does not become ‘lost’ within the context. • Purpose, benefits and type of IDL are carefully

considered and understood by all. • Planning clearly shows where children are applying

existing knowledge and understanding.

Features of good practice in IDL• Children can discuss connections, compare and contrast

contributions of different curriculum areas, use and develop higher-order thinking skills.

• Activities meet the varying learning needs of children. • Progression is clear across the different curriculum areas. • Assessment is planned as an integral part of learning and

teaching, based around the success criteria • Principles of curriculum design are used to inform

teacher’s decisions about organising learning and their evaluations.

• Children can consolidate and extend their learning.

Areas for development?• From your discussion, your scribe should

record your main development needs on our master list on the wall

• You might have some ideas for next steps too?

• You might be able to say what kind of support would help you too?

Support & Ideas:

• Falkirk IDL Glow Group http://glo.li/103OdF4

IDL Central http://glo.li/1ftOaIZ

• Education Scotland Guidance http://glo.li/1fWHqDv

• Education Scotland Learning Journeys: http://glo.li/103NinR

Key Message 2015Updated Expectations 5.1 The Curriculum

• Staff are delivering a coherent experience providing progression and well-planned, joined up learning within the four aspects of the curriculum:well planned interdisciplinary projects and studies focus on a selection of Es & Os and support learners in making links across different aspects of their learning and build in opportunities for progression in knowledge and understanding and skills.

What is interdisciplinary learning?There are two broad types of interdisciplinary learning

which often overlap. • Learning planned to develop awareness and

understanding of the connections and differences across subject areas and disciplines. This can be through the knowledge and skill content, the ways of working, thinking and arguing or the particular perspective of a subject or discipline.

• Using learning from different subjects and disciplines to explore a theme or an issue, meet a challenge, solve a problem or complete a final project. This can be achieved by providing a context that is real and relevant, to the learners, the school and its community

Education Scotland website

Fruit salad or fruit smoothie?

Example of type 1• Inference in literacy & expressive arts

CfE ÷ (IDL+HOTS) = ELT• Analyse this example of a naturally connected

group or bundle of E & Os:• MTH 2-17c• MTH 2-17d• MTH 2-18a• SOC 2-14a• SOC 2-07a• SOC 2-10aWrite a short statement or list explaining why

these should be connected.

Connections?• Numeracy & Mapping Skills: using a compass,

plotting & following routes/directions, using scales/ratios, interpreting maps & plans, measuring in a range of ways, using co-ordinates, using symbols & keys

• Analysing & Interpreting texts – finding and using information, evaluating how that information relates to existing knowledge of landscape features, selecting relevant information, creating new texts, synthesising then communicating ideas & info…

Starting with a context

• The Romans at first level• Using the storyline approach• Active and engaging learning• Linking to our local area

• Not wrong to use your social studies as IDL – but shouldn’t be your only source

Type 2? - Romans at first level

The NAR Planning Flowchart

Planning for progression 3-18

• Working with partners across the local cluster.

• Develop a coherent overall plan for IDL.• Set the place of IDL within the totality of

the curriculum.

ProgressionTo demonstrate that they are making progress within a level, or to demonstrate that they have achieved a level, learners need planned opportunities to show that they: •have achieved a breadth of learning across the experiences and outcomes for a significant aspect of learning •can respond to the level of challenge set out in these experiences and outcomes and are moving forward to more challenging learning in at least some aspects •can apply what they have learned in new and unfamiliar situations. •http://glo.li/1NS3vUo

How should we plan for IDL?1) Think of where your learners are & need to be2) Identify E & Os and/or P & Ps to progress their

learning (bundle 2– 3 “subjects”)3) Is there a context or theme which connects this

learning?4) Is there a particular teaching approach which will

engage the learners & deepen their understanding?5) Integrate principles of Curriculum Design6) Build on prior learning7) Integrate effective assessment8) Ensure opportunities for learners to influence

planning

1. Use the E & O booklets to look for genuine connections

2. Think about contexts for learning (topics or themes) which you need to deliver

3. Consider the bundles of connected E & Os you deliver day in day out (see example of early level nativity) – are there other examples of these kinds of bundles which you could capture?

How should we plan for IDL?

Find your bundle of Es & Os• Not too many• Might be about natural connections & overlap of

subject content• Might focus on transferable skills• Could be about applying subject

knowledge/skills to a context, problem or project

• Will this learning be deeper because it is linked than it would be if taught separately?

At a relevant point

• Share the bundle you have chosen with a peer group

• Tell them why you think these E & Os should be bundled

• Note any feedback they give you

Next steps and ideas?• What do you think might be useful?• Would you like to continue working on your

bundle? Could you form a cluster bundling group?

• With or without support from me? Do you need a work space here or can you use your school?

• Methodology – rich task, pupil-led planning, storyline approach, big question, little question, skills development (HOTS) – watch out for further training in CPD Manager

Success Criteria?Participants will be able to:1. Say why interdisciplinary learning is important2. Describe how interdisciplinary learning fits with

other aspects of classroom practice3. Plan learning which progresses pupil

understanding between or across curricular areas

Thanks for your participation!