Instructor: Nada Mach, Ph.D.

Office: School of Education, Building 12, Room 1064.

Telephone: 243-3915 (office).

E-mail Address:nmach@csudh.edu

Office Hours: Tuesdays, 3:00-6:00 P.M.; Wednesdays, 3:00-6:00 P.M. (by appointment only); and by appointment.

Class Discussions: On-line via email and/or telephone, once per week.

Required Readings:

1. ASCD Books to Browse -  http://www.ascd.org/framebooks.html.
• Click on Integrating Curriculum. Click on Interdisciplinary Curriculum: Design and Implementationedited by Heidi Hayes Jacobs. Read Foreword, Chapters 1 and 7.
• Click on Planning Integrated Curriculum. From The Call to Adventure by Susan M. Drake. Read Chapter 1.
• Click on Designing Learning Experiences. From How to Use Problem-Based Learning in the Classroom by Robert Delisle, read intro, chapters 1 and 4.
• Click on Curriculum. From Mapping the Big Picture: Integrating Curriculumand Assessmentby Heidi Hayes Jacobs, read chapters 1 & 2.
2. Integrated Curriculum by Kathy Lake. http://www.nwrel.org/scpd/sirs/8/c016.html
3. Integrated Curriculum in the Middle Schools by James Beane. http://ericps.ed.uiuc.edu/eece/pubs/digests/1992/beane92.html
4. Ed2000. http://www.4j.lane.edu/instruction/ed2000/index.html
5. Cross-Curricular Thematic Instruction by MaryEllen Vogt. http://www.eduplace.com/rdg/res/vogt.html
6. Interdisciplinary Curriculum Planning. (Adapted from Carla Mathison and Cheryl Mason, College of Education, San Diego State University, Planning Interdisciplinary Curriculum: A Systematic and Cooperative Approach; presentation to: ASCD Annual Conference, Orlando, FL, 1989). http://volcano.und.nodak.edu/vwdocs/msh/llc/is/icp.html
7. Integrated Curriculum, Performance Assessment, and Authentic Learning. http://www.parkcce.org:80/id/3/intgr.html

1. Interdisciplinary Curriculum: http://www.tiac.net/users/dfleming/resource/interdis.html
2. Toward a Theory of Thematic Curricula: Constructing New Learning Environments for Teachers & Learners,  Carole Cook Freeman & Harris J. Sokoloff. http://www.ssec.org/idis/cohasset/v3n14.html
3. Why not Interdisciplinary Instruction? By Tim Thomas. http://www.people.Virginia.EDU/~tgt3e/skies/interdisc.html
4. MCREL: Mid-continent Research for Education and Learning. Education Resources ? Integrated/Interdisciplinary Education. (samples of interdisciplinary units). http://www.mcrel.org/resources/links/integ.asp
5. Interdisciplinary Curriculum Units: North Central Regional Educational Laboratory.  Scroll down to samples of Interdisciplinary units). http://www.ncrel.org/sdrs/areas/issues/content/cntareas/math/ma4inter.htm

Course Goals:

The following goals reflect the philosophy and perspective of the CSUDH Teacher Education Department:

• develop skill in providing equal opportunities for all students;
• increase sensitivity toward and effectiveness with learners from diverse cultural and linguistic backgrounds;
• encourage appropriate use of collaboration and cooperation among learners;
• place an emphasis upon an integrated curriculum which taps higher order cognitive skills;
• provide a meaningful authentic curriculum and assessment for all students;
• use reflective practice to inform instruction; and
• provide knowledge of theory and research that informs good teaching.

Objectives:

The following are the specific objectives for this course. Students will be able to:

1. identify pedagogical approaches and materials for teaching integrated themes (Standard 2);
2. present a review of literature that documents effective integrated teaching practices and examines the use of those practices among students of diverse populations (Standards 2, 4 & 13);
3. identify educational theorists' stages of adolescent development (Standard 16);
4. demonstrate knowledge of the cognitive, physical, social and emotional development of children and adolescents at different stages of development (Standard 16);
5. create and select instructional materials appropriate for students in order to provide equity in a racially, culturally, linguistically, and gender-diverse classroom (Standards 3, 4, & 10);
6. apply instructional strategies that are appropriate for middle-level, as well as secondary-level learners (standard 5); and
7. plan a sequence of integrated instruc ctional activitieis for multiday lessons and implement, through oral delivery, a micro-plan of instruction (Standards 11 & 14); and
8. motivate students' sense of purpose or importance regarding the instructional content of a class (Standard 17).

• Standard 4: Preparation for Multicultural Education
• Standard 5: Preparation for Student Teaching Responsponsibilities
• Standard 14: Preparation Skills
• Standard 16: Cognitive Outcomes of Teaching
• Standard 17: Affective Outcomes of Teaching
• Standard 18: Capacity to Teach Diverse Students

1. You are expected to read the required readings in accordance with the course outline.

 
2. Project #1: Annotated Bibliography - For each of the required articles that reflects an interdisciplinary curricular approach to learning. Articles should be read and annotated with the following information:
• Bibliographic citation according to either MLA or APA format, for example:
1. books: McLaren, Peter. Life in Schools. New York: Longman, Inc. 1989.
2. a chapter in a book: McLaren, Peter. "Classroom Climate," in Life in Schools. New York: Longman, Inc. 1989. pp. 107-144.
3. articles from journals: Noden, Harry R. "A Journey through Cyberspace: Reading and Writing in a Virtual School." The English Journal, 1995, 84:6 (Oct.):19-26.
4. articles from the World Wide Web: Include citation as above, if available, and include URL.
• Summary of salient issues included; and
• A personal reflection, including how this information might be relevant to teaching in secondary schools, and your classroom in particular. Make sure you include pros and cons.
• Submit the above-mentioned information typed on no more than one 8.5 x 11" paper. The ASCD chapters and the article by Kathy Lake are due on October 13 and the rest of the articles are due on November 15.
3. Project #2: World Wide Web Assignment - Use the Internet and search programs such as "Yahoo" (http://www.yahoo.com) or "Alta Vista" (http://www.altavista.com) to find at least five (5) Web sites, other than those suggested in the syllabus, that would assist you in designing interdisciplinary curricula. If possible, print out the information contained in the web sites, and include the URL (web address). Should you be unable to print the information, type or word-process a short summary description of what may be found in each of the sites you have chosen. A page showing the results of your search is nota web site. Double click on one of the selections to open up the site. Be sure that "Yahoo" is not a part of the URL. Select one of the five web sites and type or word-process a one-page description of how you might use this in one of your classes. This is due on November 1, 2000.
4. Project #3: Interdisciplinary Lesson Plan - Create a lesson plan, using the CSUDH form, that will include cross-course activities and would support a particular academic concept. The sequence of activities should be prepared for a specified middle or secondary school level, have a unified theme, gradations from lower to complex understandings, and utilize content from at least three academic disciplines. Try to conceptualize this lesson as one you might be able to implement at yourschool. The lesson must be word-processed or typed, and is due December 1.  Include any handouts you might give the students.

Although this may seem somewhat elementary, I have found that some students need a reminder! You may wish to have a
partner read and critique your work before you submit it, in order to see if you are communicating your ideas clearly. If
you prefer, you may send me your rough draft.

Please refer to the following expectations in writing your papers. Content and organization are worth 75% of the value of a given
assignment, and 25% of the grade will be dependent upon mechanics and style/word usage.

All written assignments must be completed and turned in by the specified due dates, typed, with numbered pages. Attach a cover
sheet to all assignments, with the title of the assignment, TED 469, Fall, 2000, your name(s), and the date.

    1.Content:

•               Clarity of focus, adherence to topic;
•               Originality, creativity, insight, honesty of feelings;
•               Sensitivity to the reader; and
•               Adequate treatment of topic/completeness of supporting ideas.

    2. Organization:

•               Logical, sequential order, including beginning, middle, and end;
•               Logical organization of individual paragraphs;
•               Support for generalizations; and
•               Smooth transitions.

•               Consistency of voice, tense, person, point of view;
•               Avoidance of choppiness, sentence fragments and run-on sentences;
•               Correct usage; e.g., subject-verb agreement, tense, number, gender.

•               Appropriate punctuation, capitalization, spelling;
•               Appropriate paragraphing; and
•               Legibility and neatness.

    1. Content:

•               Clarity of focus, adherence to topic;
•               Originality, creativity;
•               Sensitivity to the student; and
•               Interdisciplinary treatment of topic

•               Sequential order, including beginning (motivational hook), middle, and end (closure); and
•               Smooth transitions.

•               Involvement of students;
•               Multiple modalities used;
•               Audio/visuals.

• California State Department of Education, Superintendent's Middle Grade Task Force. Caught in the Middle: Educational Reform for Young Adolescents in California Public Schools. Sacramento, CA: California State Department of Education, 1987.

• Carnegie Council on Adolescent Development. Turning Points: Preparing American Youth for the 21st Century. New York: Carnegie Corporation of New York, 1989.

• Carnegie Forum. A Nation Prepared: Teachers for the 21st Century. New York: The Carnegie Corporation of New York, 1986.

• Goodlad, John. A Place Called School. New York: McGraw-Hill Book Co., 1984.

•  Goodlad, John. Teachers for Our Nation's Schools. San Francisco: Jossey-Bass, 1990.

• Grossman, Herbert, & Grossman, Suzanne. Gender Issues in Education. Boston: Allyn and Bacon, 1994.

•  Jacobs, Heidi H. Interdisciplinary Curriculum: Design and Implementation. Alexandria, VA: Association of Supervision and Curriculum Development, 1989.

• Lightfoot, S. The Good High School. New York: Basic Books, 1983.

• McLaren, Peter. Life in Schools. New York: Longman, Inc. 1989.

• Nowicki, Joseph J., & Meehan, Kerry F. Interdisciplinary Strategies for English and Social Studies Classrooms: Toward Collaborative Middle and Secondary Teaching. Boston: Allyn and Bacon, 1997.

• Rich, John M. Innovations in Education, Sixth Edition: Reformers and Their Critics. Boston: Allyn and Bacon, 1992.

• Tschudi, Stephen, & Lafer, Stephen. The Interdisciplinary Teacher's Handbook: Integrated Teaching Across the Curriculum. Portsmouth, NH: Boynton/Cook Publishers, 1996.

Dr. Nada Mach
TED 469: Fall, 2000
nmach@csudh.edu
Home Page: http://www.csudh.edu/soe/faculty/nmach.htm