Do you want to motivate students to learn?
Smart ELT. (2016). [Graphic Illustration February 9th, 2016]. Good and bad lesson targets. Retrieved from http://smartelt.com/the-smart-approach/smart-alt-training/smart-training-intro/
Teachers need to use an
interdisciplinary approach when creating units in order to connect subject
areas and lessons to the curriculum. Within the 21st century, many subject
boundaries are not distinct; in fact, they are fluid (Drake, Reid, &
Kolohon, 2014). Not only are subject boundaries fluid, the curriculum is also
fluid as it is in constant change to fit the needs of shifting societies. By implementing
an interdisciplinary approach, students will learn critical thinking by applying
many different disciplines to one specific topic. In order to design an interdisciplinary unit,
a teacher must begin by looking at who, what, where, why and when (Drake, Reid,
& Kolohon, 2014).
As a past elementary student, I
have not experienced an interdisciplinary lesson. When in school I was always
curious to know why we were learning certain topics and why those topics were beneficial
to me. I always questioned the teachers asking why we were learning what we
did, why it was one sided, and how did it connect to my education, but I never received
an answer. As a teacher candidate, I will
practice an interdisciplinary approach, as I believe it is important to connect
all aspects of education to students within the class in order for them to gain
interest, meanings and experience on how to apply their knowledge.
As a teacher candidate, I will
use the integrative design as a way to help students succeed within their learning,
as I do not want anyone to experience an undesirable education as I did. In university, I have learnt that an interdisciplinary
design needs to start with the teacher (who). It is also important to know what an interdisciplinary
design looks like. Once a teacher knows
how an interdisciplinary design looks, they need to know where to use it. In
this stage, teachers should ask themselves, in what unit and activities I would
use this approach. Once a teacher determines who, what and where of the design,
they need to focus on the why. The why stage is where the teacher determines
the purpose of their lesson and its relevance to the curriculum (Drake, Reid,
& Kolohon, 2014). Lastly, the teacher needs to think of when, the
appropriate time to implement the curriculum.
The last step in developing a
basis for an interdisciplinary design is getting to know their students, the
curriculum and brainstorm (Drake, Reid, & Kolohon, 2014). Getting to know
the curriculum is important for developing an interdisciplinary design, as the
teacher needs to see the big picture of the curriculum. By knowing the
curriculum, the teacher will be able to determine what they want their students
to know, do and be for the unit there are creating. Not only is it important to
know the curriculum, but it is crucial to know one’s own students. Teachers
should know their students in order to develop lessons, assessments and
information that will assist and interest their students. It is beneficial to
get to know your students because as a teacher you can change your style and
cater to the needs of the students in order to be a positive role model. Once a teacher knows the curriculum and their
students, they can then brainstorm, connecting the two aspects. Teachers can
use the knowledge of their students and the curriculum to help them develop 21st
century skills. The video below gives an example of interdisciplinary teaching and learning.
Lewis, S. (2014, June 24). Interdisciplinary Teaching and Learning. Retrieved from https://www.youtube.com/watch?v=7_IbNoLzZjs
References
Drake, S., Reid, J., & Kolohon, W.
(2014). Interweaving curriculum and classroom
assessment.Oxford University Press.
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