PLC Interdisciplinary Learning

My teaching style:

Profile of the ideal Randolph faculty member:Willingness to change and learnFlexibilitySelf-reflectionRigorCollaborating within disciplines and gradesSharing ideas and suggestions, knowledge of kidsCaring about students; understanding the whole childSupport from other faculty and staffStrong knowledge base for your disciplineLife-long learnerAdapting to and embracing changeCreative

Who are we and why are we here?

Prior interdisciplinary experiences 7th Grade Geography—inquiry semester of culture, geography, and

literature (this year) 6th Grade—ancient civilizations, language arts and history (this year) Involving other teachers, sometimes not involving other teachers;

scheduling is the biggest obstacle Jigsaw projects, resources pulled from many areas of the library, fitting

together in several classes No one wants to give up their stuff. Using graph skills from math class in science experiments History of math Plan a trip to Beijing with a budget

Benefits: Builds bridges between subjects Relevance to real life Shows that all subjects work together Differentiated learning—science might be the hook for a history lesson

Who are we and why are we here?

How does interdisciplinary education fit into our school’s mission statement?

Seeking Truth : Building Character : Nurturing All

Randolph School provides a rigorous and well-rounded K-12 college preparatory education within a nurturing community. Through a commitment to excellence in academics, the arts, and athletics, the School’s program and its faculty demand diligence and discipline while encouraging creativity and

discovery. Above all, the School emphasizes honor, integrity, and character so that all in partnership with Randolph are elevated and inspired to enrich their families, communities,

the nation, and the world.

Who are we and why are we here?

How does interdisciplinary education fit into our school’s mission statement?

Who are we and why are we here?

What questions should we attempt to answer this year?What hinders further I-D learning at Randolph?

SchedulePhysical spacesResources—one book set; lack of age-appropriate technology; two

grade levels can’t research at the same timeResistance to changeTurf wars/habitual planning—”Who’s driving the car?” The

students?Student leadership? Student needs? Student interest?TimeControl or guiding?Parent expectations; education?Grading? Rethink assessment. How? Why? Should it only be evidence of

learning?

Past, Present, and Future of I-D Education at Randolph

How do we set a good example?Highlight what we are doing—student reactionsCreate a clear, concise definition with multiple examplesWayside teachingDoesn’t have to be a huge projectCombining age levelsCreate a “Big Idea” for each grade level each year? Three

Cups of Tea?CommunicateAtlas

What questions should we attempt to answer this year?What other goals should we set for the year?

Past, Present, and Future of I-D Education at Randolph

Think through answers for our questions.Other goals?When and where will we meet? (off campus?)

October after Fall BreakVisit each other’s classes?

Email a copy of your schedule to everyone in the group

If you have a lesson that might connect with someone else in the group, please share.

Try to finish your unit calendars in Atlas ASAP, so we can connect with one another.

For next time