Interdisciplinary learning in action
description
Transcript of Interdisciplinary learning in action
Green Ambassadors InstituteLos Angeles, CAFebruary 7 & 102014
INTERDISCIPLINARY LEARNING IN ACTION
Amy FrameDirector of Curriculum
& Instruction
Sammy LyonService Learning Coordinator
WHO ARE WE?
WHO ARE YOU?
WHY ARE WE STILL HERE?
WHAT IS GREEN AMBASSADORS?
BEST PRACTICES
Middle School Best Practices
2b. Unit Design Cycle
Develops and implements standards-based curriculum and
assessments around themes, essential questions,
and big ideas.
High School Best Practices
2e. Interdisciplinary Connections
Integrates course with other disciplines; teaches themes,
essential questions, and big ideas .
Friday February 7ECHS Community Forum Student Projects Student Q & A Teacher Insights Work Time with ECHS
TeachersUnit Design Cycle
3 Entry Points Standards Themes Projects
Monday February 10ECMS Benchmark Refinement Day Teacher Teams at Work Scoring Teacher Models
with Rubrics Benchmark Refinement
Protocol Work Time with ECHS & ECMS Teachers
Unit Design Cycle Deepening Content
Knowledge Assessing & Reflecting
WHAT WE ARE GOING TO DO ?
WHAT IS INTERDISCIPLINARY
INSTRUCTION & WHY DO WE DO IT?
WHY?Real World
WHY? Real Science
Concrete, Project-Focused
Abstract, Concept Focused
HOW DO WE PLAN INTERDISCIPLINARY
INSTRUCTION?
UNIT DESIGN CYCLE
1. Choose learning
objectives.2.
Find thematic
connections.
3. Design the
project.
4. Deepen content
knowledge.
5. Analyze
assessment data.
Sort and group the Unit Design Cycle Words
Set them down on your poster paper arranged like some sort of graphic organizer.
Part 1ACTIVITY
THREE ENTRY POINTS
Project Design
Thematic Connections
UNIT DESIGN CYCLE
2. Find
thematic connections
.
a. Develop an Essential Question around your Theme.
a. Brainstorm Guiding Questions pertaining to each subject.
a. Explore Big Ideas, considering student development and community needs and interests.
a. Research available resources including curriculum, experts, field trips, school campus projects, parents, and organizations.
a. Develop an Essential Question around your Theme.
2. FIND THEMATIC CONNECTIONS.
The best essential questions are really alive. People ask, discuss, and debate them outside school. They arise naturally in discussion, and they open up thinking and possibilities—for novices and experts alike. They signal that inquisitiveness and open-mindedness are fundamental habits of mind and characteristic of lifelong learners. In a more practical sense, a question is alive in a subject if we really engage with it, if it seems genuine and relevant to us, and if it helps us gain a more systematic and deep understanding of what we are learning.
WHAT MAKES A QUESTION ESSENTIAL?
Quick Question
WHICH OF OUR TOUR QUESTIONS COULD BE ESSENTIAL QUESTIONS?
WHICH ARE MORE LIKE GUIDING QUESTIONS?
Big Ideas
are the answers to the Essential Questions and/or Guiding Questions are worth knowing; are important to our survival as a species; are the “ah-ha” moments; life lessons have multiple real-world applications may come from standards or combined standards are developed by teachers AND by students through the learning process
BIG IDEAS
CALIFORNIA’S ENVIRONMENTAL PRINCIPLES & CONCEPTS
Principle I: People Depend on Natural Systems
Principle II: People Influence Natural Systems
Principle III: Natural Systems Change in Ways that People Benefit from and can Influence
Principle IV: There are no Permanent or Impermeable Boundaries that Prevent Matter from Flowing between Systems
Principle V: Decisions Affecting Resources and Natural Systems are Complex and Involve Many Factors
THREE ENTRY POINTS
Project Design
Thematic Connections
UNIT DESIGN CYCLE
1. Choose learning
objectives.
NEXT GEN SCIENCE STANDARDS
UNIT PLANNING
• English• Math• History• Science• Handwork & Games• College
Prep & Advisory
a. Choose important content standards from each subject.
a. Include key skills standards such as collaboration and presentation.
a. Consider student development and community needs and interests when choosing learning objectives.
a. Scope and sequence your objectives throughout the year and across grade levels with colleagues.
a. Record standards on the Unit Learning Goals form.
1. CHOOSE LEARNING OBJECTIVES.
Quick Question
HOW ARE THE NEW STANDARDS AN
OPPORTUNITY FOR YOU?
TeamUnit Learning
GoalsTemplate
Grade: Unit #: Inter Unit Title:
Subjects: Teachers:
UNIT LEARNING GOALS
Benchmark
Standards
Class/Department Standards
Math English History Science
Math English History Science
THREE ENTRY POINTS
Project Design
Thematic Connections
UNIT DESIGN CYCLE
3. Design the
project.
Project Overview
Culminating Performance Task (CPT)
Interdisciplinary Unit Exam (IUE)
Component 1: Hands-On/Gro
up Work
Component 2:
Presentation/Event
Component 3: Individual-
Class Writing
Component 4:
Reflection
Essential Question
Guiding Questions Big Ideas
UNIT DESIGN CYCLE
1. Choose learning
objectives.2.
Find thematic
connections.
3. Design the
project.
4. Deepen content
knowledge.
5. Analyze
assessment data.
TEAM WORK TIME
UNIT DESIGN CYCLE
4. Deepen content
knowledge.
a. Define Unit Vocabulary and distribute to students, teachers, and parents. (academic terms used on the project description, rubric, or prompts, usually about 30 per unit).
b. Read core lit books and other key documents or media related to the unit. Discuss using the EQs and GQs.
c. Share resources to assist in lesson and field trip planning.
d. Write Review Guides for each class addressing EQs and GQs. Share this information with colleagues at meetings.
e. Follow the Review Day Protocol to prepare students for the CPT and IUE. All teachers must hear each other review.
4. DEEPEN CONTENT KNOWLEDGE.
UNIT DESIGN CYCLE
1. Choose learning
objectives.2.
Find thematic
connections.
3. Design the
project.
4. Deepen content
knowledge.
5. Analyze
assessment data.
UNIT DESIGN CYCLE
5. Analyze
assessment data.
a. Use the Analysis Day Protocol to calibrate your grading.
b. Record findings on the Data Analysis Guide throughout the scoring process.
c. Collect IBM Data from all teachers and report scores to students.
d. Publish your unit with student work samples to a binder and online to share with your colleagues.
e. Celebrate your successes and incorporate what you learned into future planning. (It’s a cycle!)
5. ANALYZE ASSESSMENT DATA.
Subject Standard Air Water Earth FireEnglish Position 88 91 61 61English Evidence 83 73 65 50English Conclusion 71 82 30 56History Silk Roads 79 73 65 67Math Find Percents 63 50 56 61
ScienceOrigins of Materials 92 91 83 72
EPC Natural Resources 35 28ESLR Think Critically 63 50 57 33Collaborative Skill Organize Materials 91 91 91 73
6TH GRADE IBM # 3: SILK ROAD BUSINESS PLAN
12:00-12:45LUNCH BREAK
Match the terms with their definitions.
Rearrange your graphic organizer if needed.
Glue words and definitions down.
Part 2ACTIVITY
Which steps on the Unit Design Cycle do you see teachers using?
What effects will these steps have on student learning?
TEAM WORK OBSERVATIONS
1. Choose learning objective
s. 2. Find
thematic connections
.
3. Design
the project.
4. Deepen content
knowledge.
5. Analyze
assessment data.
PITFALLS PATHWAYS
GREEN SCHOOL PROGRAMS
1. Thinking it’s easy or black and white thinking.
2. Making it too big.3. Not aligning the
assignments to the rubrics.
4. Not knowing content knowledge.
5. Using an old, dead project.
PITFALLS
1. Teach and assess your real standards.
2. Make time for Collaboration.
3. Do the teacher model, really.
4. Teach and practice team dynamics.
5. Let it be messy and experimental.
PATHWAYS
IBM Days1 – Plan2 – Refine3 – Analyze
Common Prep Time4 hours per week
Lunch Team Meetings30 minutes a week
Team Planning Days8 hours X 3 units/year
WARP THE SPACE TIME CONTINUUM
• August PD• 3 Weeks
GREEN AMBASSADORS CURRICULUM
• A-G Approved UC Course
• Being updated to reflect new standards this summer
• Working on middle school version
• Available online
GOOD CONDITIONS FOR TEACHING TEAMS
TEAM WORK TIME