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?

ICEBREAKER

WHO ARE YOU?

WHY ARE WE HERE?

WHAT IS GREEN AMBASSADORS?

GREEN AMBASSADORS CURRICULUM

• A-G Approved UC Course

• Being updated to reflect new standards this summer

• Working on middle school version

• Available http://greenambassadors.org/curriculum-download/

ECS 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 Themes Standards Projects

Teacher Work Time

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?

WHAT?

Disciplines Interdisciplinary

WHY USE INTERDISCIPLINARY

INSTRUCTION?

WHY?Real World

WHY? Real Science

WHY?Brain-Based Deep Learning with Multiple Intelligences

Higher Order

Thinking Skills

WHY?WASC

Criterion B1: Standards-Based Student Learning: Curriculum“To what extent is there integration among disciplines?”

National Green Schools Competition

Element 3A (20%)“Interdisciplinary learning about the key relationships between dynamic environmental, energy, and human systems.”

WHY?

IT’S ON THE TEST…

WHY?It’s in

the new standard

s!

Quick Question

WHY DO YOU THINK WE SHOULD DO

INTERDISCIPLINARY INSTRUCTION?

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.

THREE ENTRY POINTS

Project Design

Thematic Connections

UNIT DESIGN CYCLE

2. Find

thematic connections

.

a. Develop an Essential Question around your Theme.

b. Brainstorm Guiding Questions pertaining to each subject.

c. Explore Big Ideas, considering student development and community needs and interests.

d. Research available resources including curriculum, experts, field trips, school campus projects, parents, and organizations.

2. FIND THEMATIC CONNECTIONS.

Theme

a theme is a concept or unifying idea that can be examined from many angles and disciplines, usually something abstract such as “systems”History

National Standards (NCSS): Social Studies Themes

1. culture2. time, continuity, & change3. people, places, & environments4. individual development & identity5. individuals, groups, & institutions6. power, authority, & governance7. production, distribution & consumption8. science, technology, & society9. global connections10. civic ideals & practices

Topics

topics are the subjects being explored (often from standards), usually a specific thing, place, or event, such as “The Los Angeles River”

1. Pattern2. Cause and effect3. Scale, proportion,

and quantity4. Systems and

system models5. Energy and matter6. Structure and

function7. Stability and change

CROSS CUTTING CONCEPTS (THEMES)

Essential Questionthere is usually only one per unit relates to the theme of the unit applies to the real world interests students and adults over the time span of the unit because it leads to more questions and research is open-ended and debatable, with no easy answers requires information from multiple disciplines is determined by teachers with students’ interests in mind

Guiding Questionsthere are many per unit help answer the Essential Question may apply to one or more disciplines relate to one or more topics emerge from teachers and students throughout the unit

Is the American Dream sustainable?

What is the American Dream?What does it mean to be sustainable?

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

• The American Dream means different things to different people and groups.

• Being successful does not have to be defined by large homes and the accumulation of “stuff.”

• Groups have had different access and obstacles to attaining the American Dream.

Essential

Questions

Learning Objectives:

Content

Learning Objectives:

Skills

Topics & Themes

Outdoor & Community Experiences

Community Resources &

Needs Campus Resources &

Needs

Local Environment

al Issues

Students' Needs & Interests

Teachers' Interests &

Talents

One month mini-course, 1.0 credit

Includes: English, History, Math, Science, Spanish, College Prep, Art

Students & teachers arranged by grade level

Community Forum

ECHS INTERSESSION COMMUNITY FORUM

Time: From 9:30-10:30; Break until 10:45

See at least one 10th grade presentation

Observation Form

COMMUNITY FORUM OBSERVATIONGrade: 9th 10th 11th 12th

Room/Teacher: 

Time:

Theme 

Big Ideas & Knowledge Students Demonstrate 

Skills Students DemonstrateEssential Question

What is quality of life?How and why does change happen?What is truth and where does it come from?Why does my community need me?Evidence of Disciplines English Math History/Social Science Science

10:30-10:45BREAK

Did you see anything that inspired you?Did you see anyone else who was inspired?What does inspired learning look like?

Where did see evidence of each? Essential Questions Guiding Questions Themes Big Ideas Content Knowledge in Disciplines Skills Standards

Entry Point 2 Learning Objectives (Standards)

COMMUNITY FORUM DEBRIEF

THREE ENTRY POINTS

Project Design

Thematic Connections

UNIT DESIGN CYCLE

1. Choose learning

objectives.

a. Choose important content standards from each subject.

b. Include key skills standards such as collaboration and presentation. c. Consider student development and community needs and interests when choosing learning objectives. d. Scope and sequence your objectives throughout the year and across grade levels with colleagues.e. Record standards on the Unit Learning Goals form.

1. CHOOSE LEARNING OBJECTIVES.

Dimension 1: Science & Engineering Practices

Dimension 2: Crosscutting Concepts (Themes)

Dimension 3: Disciplinary Core Ideas

Disciplinary Ideas are grouped in four domains: 

physical sciences life sciences earth and space

sciences engineering

, technology and applications of science

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

UNIT PLANNING

• English• Math• History• Science• Handwork

(Art) & Games• College Prep

& Advisory

Quick Question

HOW ARE THE NEW STANDARDS AN

OPPORTUNITY FOR YOU?

STUDENT SPEAKERS

12:00-12:45LUNCH BREAK

Samantha Knipp, Green Ambassadors

Amy Johnson, Math

ECHS TEACHERS

THREE ENTRY POINTS

Project Design

Thematic Connections

UNIT DESIGN CYCLE

3. Design the

project.

a. Complete the Project Description including all four components.

b. Complete the Project Rubric to begin giving students feedback.

c. Create the CPT and IUE task prompts and handouts. Be creative, giving authentic audiences for student work. d. As a full group, follow your own written directions to create teacher models of the CPT and IUE. e. Score teacher models using your rubric. Revise your rubric, project description, and handouts as needed.

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

TEAM WORK TIME

Reflections on Inspiration

AppreciationsEvaluation Tomorrow @

ECMS-Gardena812 165th PlaceGardena, CA 90260

CLOSING

amy_frame@ecsonline.org