The
multidisciplinary or multi-subject curriculum is intended to correlate two or
more subjects in relation to some organizing theme, concept, topic, or issue.
Planning for such a curriculum usually begins with identification of a topic or
theme, followed by the question, "what can various subject areas
contribute to the study of the theme?" In this way two concerns are
addressed. First, as subjects are connected in the context of the theme or topic,
they may seem less fragmented to students. Second, by opening a topic to
consideration through the lenses of two or more subject areas, it may be better
and more completely understood. Like the separate subject approach, the
multidisciplinary or multi-subject approach continues the purpose of
encountering and mastering content from various subjects. Moreover, though a
central theme or topic is used to correlate them, the separate subjects retain
their identity and, typically, their separate time slots in the school
schedule. The multidisciplinary or multi-subject approach has roots in the
correlated curriculum advocated by the Herbaria’s in the late 19th century and
has also been referred to as "curriculum correlation" and
"parallel disciplines."
GOALS
Allow students
to expand their areas of knowledge and apply different disciplines in their
careers.
Allow
students to choose courses that are of interest and helpful for their stages of
personal and professional development.
Allow
students to have a broader perspective and to be more adaptable in an
ever-changing world.
STUDENT
LEARNING OUTCOMES
Students
will learn to think critically about their areas of study and to integrate
areas of learning.
Students
will demonstrate effective research skills.
Students
will develop effective communication skills.
Multidisciplinary Curriculum
A school’s
goals should be simple: that each student master a limited number of essential
skills and areas of knowledge. While these skills and areas will, to varying
degrees, reflect the traditional academic disciplines, the program’s design
should be shaped by the intellectual and imaginative powers and competencies
that the students need, rather than by subjects as conventionally defined. An
interdisciplinary curriculum combines several school subjects into one active
project or is organized to cut across subject-matter lines, bringing together
various aspects of the curriculum into meaningful association. It focuses on
broad areas of study since that is how children encounter subjects in the real
world—combined in one activity. In the interdisciplinary curriculum, the
planned learning experiences not only provide the learners with a unified view
of commonly held knowledge (by learning models, systems, and structures) but
also motivate and develop learners’ power to perceive new relationships and
thus to create new models, systems, and structures. Interdisciplinary
curriculum involves using the knowledge view and curricular approach that
consciously applies methodology and language from more than one discipline to
examine a central theme, issue, problem, topic, or experience.
Transforming:
Student thinking and work reflects an understanding of relationships and ideas
across disciplines.
Students
explore multiple disciplines through the use of project-based learning or other
student-centered learning approaches. Students examine multiple disciplines for
common skills, concepts, and ideas. Students apply the habits of mind for
reading, writing, and thinking across the disciplines. Students make connections,
pose questions, explore solutions as a means to engage in real-world scenarios
and application transfer, and apply knowledge to different contexts and
scenarios.
Curriculum
strands and themes are the organizing principles around which the curriculum is
built. They are broad—for example, Human Societies—and integrate content from
multiple areas (academics, the arts, vocational programs), and are built around
essential questions.
Students see
teachers working in different subject areas, teaching in different classroom
space and making similar points across subject areas. Students use multiple materials and
resources, including professional experts and networks, not just textbooks.
Students
work in flexible, cooperative groupings to solve problems and analyze texts,
demonstrating understanding of a task or concept through multiple perspectives.
Teachers have the common planning time necessary to work together to co-plan or
co-teach the units, or both.
Developing:
Teacher work reflects a focus on creating interdisciplinary curriculum.
Curriculum
is developed in which Thematic units are used as organizing principles.
Teacher
works as ‘coach’ facilitating active student learning.
Staff have
some common planning time or other professional development time to work
together to develop integrated curricula.
The linkage
of similar topics, concepts or skills from two or more subject areas taught
collaboratively with another teacher.
Teacher as
generalist with the ability to teach interdisciplinary material alone, although
they may plan with other teachers.
Teachers are
developing cross-curriculum sub objectives within a given curriculum guide.
Teachers are
developing model lessons that include cross-curricular activities and
assessments.
Teachers are
developing enrichment or enhancement activities with a cross-curricular focus
including. suggestions for cross-curricular “contacts” following each
objective.
Interdisciplinary
curriculum uses essential questions to guide exploration across disciplines.
Teachers are
developing assessment activities that are cross-curricular in nature.
Early:
Planning has extended from leadership to teachers.
Staff
development has occurred or been planned to develop integrated curricula.
Staff have
some common planning time or other professional development time to work
together to develop integrated curricula.
Teachers
choose themes/concepts that have opportunities for collaboration and deeper
exploration across curriculum areas. Lessons and assignments begin to focus on
understanding the interconnectedness of ideas across academic disciplines,
rather than fact memorization.
Teachers
cover similar topics in their concurrent lessons, but the material and projects
are not integrated.
A theme is
more like a series of activities rather than a way to facilitate student
learning and understanding of conceptual connections.
The content
from one subject area is used to augment or supplement the learning experience
in another subject area.
Resources
Civil Rights
History and Photography Curriculum. This project-based curriculum combines the
study of history with a mixed-media photography project "insert
themselves" into the Civil Rights Movement while conducting an in-depth
exploration of the era. Colors and Algebra Curriculum. This project provides
students with an opportunity to create a unique representation of their own
understanding of algebra through the use of color mixing and painting on
canvas. It uses colored manipulatives to motivate students at Life Learning
Academy to become successful, "hands on," learners in an algebra
class. Organic Opportunities Curriculum. This curriculum uses Life Learning
Academy's organic garden to teach gardening, entrepreneurship, nutrition, culinary
arts, math and construction. This curriculum was designed through a
collaboration of four teachers and includes significant opportunities for
project-based learning and community service.
Benefits
- improves higher order thinking skills
- gives the learner a more unified sense of process and content
- improves the learner’s mastery of content
- teaches the student to adopt multiple points of view on issues
- gives them ownership of their own studies
improves their motivation
to learn
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any suggestion on my side