TED469.01:
INTERDISCIPLINARY TEACHING METHODS

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.

Topics throughout the course will address the concerns of cultural diversity and educational equity. Your ideas and suggestions are always welcome.

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).

CTC Program Standards:
Program Standards that are reflected in TED 469 are as follows:

• 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. Students are expected to read the text in accordance with the course outline, in preparation for small group and class discussions. The class will be divided into cooperative learning groups for discussion of class lectures, reading assignments, and group activities/presentations. This strategy is designed to increase your mastery of the course content. You will be expected to actively participate in the group discussions and activities to ensure your own and your group members' understanding of the ideas presented in class and from the text. Your commitment and cooperation is required to assure a productive group experience.

2. Project #1: Annotated Bibliography - Select one article from an educational journal that reflects an interdisciplinary curricular approach to learning. You may obtain these either from the library, or from the World Wide Web, but they should have been published within the last ten years. If you are in doubt about your article's appropriateness, please check with the instructor. This will be used in a group presentation, so each of you must find a different article to share. 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 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 a copy of the article, with the above-mentioned information typed on no more than one 8.5 x 11" paper. This is due on March 17. Class time will be used for groups to share all articles and select one of the articles for a class presentation. Each group will have a maximum 15 minutes toÊpresent a summary discussion of the selected article. Discussion is to include the points listed above, from the group's standpoint.

3. Project #2: Group Presentations on Thinking Processes - More information will follow on February 10. Presentations will take place on February 24.

4. Project #3: Problem-based Learning Simulation - Small group project. Information will be distributed on March 3; simulation will take place on March 10.

5. Project #4: World Wide Web Assignment - Working either individually, or with a partner, use Netscape and search programs such as "Yahoo" or "Webcrawler" 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 not a web site. Double click on one if 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 April 14, 1998.

6. Project #5: Interdisciplinary Lesson Plan - In an interdisciplinary group, 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.

   Each lesson must be word-processed or typed, and ready for oral group presentation at the designated time. There are four class sessions, from April 21 through May 11, reserved for presentations. A calendar will be distributed for groups to sign up for presentation times, with no more than two groups presenting each class session.

   The oral group presentation is to be a formal delivery of at least 45 minutes. Group members should plan to engage the class in a preplanned lesson, provide the class with appropriate handouts, and be prepared to entertain questions from the class at the conclusion of the presentation.

7. Project #6: Unit Plan - Either on your own or in an interdisciplinary group or pair of your choosing, design an integrated unit plan of minimum two weeks, using content from at least two academic disciplines in addition to your own. The plan should be inclusive and should follow the enclosed unit-plan format. Include any additional materials that are needed to implement this plan. Conceptualize this plan as one that you will implement in the school where you are currently teaching. Due May 19, 1997.

8. Final Reflection - All of you will be completing a final reflection on the last night of class. Please come prepared with a pen and some paper, as well as a some thought on home much you believe you put into this class.

There will be a total of 165 possible points, distributed as follows:

• Grades will be assigned based upon total points earned. Assignments are expected to be turned in on time ; please see rubric for assessment criteria. Late work may result in loss of points, but will be considered on an individual basis.

• Attendance and participation in both cooperative group and large group activities/discussions are extremely important. More than two excused absences may result in a loss of points (5 points per absence). An excused absence in one for which the instructor has received notice in advance, either orally, in writing, or by telephone. Emergency situations will be considered on an individual basis.

The following are the points needed to attain each grade:

154 -165 = A
148 -153 = A-
143 -147 = B+
137 -142 = B
132 -136 = B-
127 -131 = C+
121- 126 = C
116 -120 = C-
111 -115 = D+
105 -110 = D
100 -104 = D-
99 or below = F

Reminder: Credential candidates must maintain a B average, with no grades below a C.

In your papers for Interdisciplinary Teaching Methods, you will be graded predominantly on content,i.e. , how clearly and how well you respond to the directions given, and whether or not you support your opinion or position with concrete examples. In addition, it is important that you organize what you write logically and express yourself clearly, which involves mechanics such as spelling and correct sentence construction.

Although this may seem somewhat elementary, I have found that some students need a reminder! You may wish to have a partner/group member 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 bring your rough draft to me during my office hours.

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 469.01, your name(s), related responsibilities for each group member (for each group assignment) 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.

3. Style and usage:
   • 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.

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

RUBRIC FOR INTERDISCIPLINARY LESSON PLAN

1. Content (12 points):
   • Clarity of focus, adherence to topic;
   • Originality, creativity;
   • Sensitivity to the student; and
   • Interdisciplinary treatment of topic

2. Organization (12 points):
   • Sequential order, including beginning (motivational hook), middle, and end (closure); and
   • Smooth transitions.

3. Presentation (11 points):
   • Involvement of students;
   • Multiple modalities;
   • Audio/visuals;
   • Pacing; and
   • Individual participation

RECOMMENDED READINGS

• 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.

WEB SITES RELATED TO INTERDISCIPLINARY METHODS

1. Interdisciplinary Teaching
   • Interdisciplinary Resources
   • Integrated/Interdisciplinary Education
   • National Center for Cross Disciplinary Teaching & Learning (Search for "Cross Disciplinary")

2. Educational Resources
   • ERIC Database
   • U.S. Department of Education
   • California State Department of Education
   • Institute for Learning Technologies (ILT), Columbia University Teachers College
   • Harvard University Graduate School of Education
   • Learning Resource Server, College of Education, University of Illinois
   • EdWeb - Expoloring Technology and School Reform
   • ILT Guide to learning Resources
   • Brigham Young University College of Education Virtual Library

3. Learning Theory
   • Learning Theories
   • Learning Research & Development Center
   • Intelligence: Multiple Perspectives
   • The Concept Mapping Homepage

4. Lessons
   • Kids Web
   • K-12World
   • K-12 WWW Menu
   • Live Text: k-12 Resources

5. Other Possible Educational Resources
   • Complete Works of Shakespeare
   • The Solar System
   • Virtual Museums
   • The Smithsonian
   • Apple Computer Education Page
   • N.Y. Times
   • L.A. Times
   • TIME/Warner publications
   • CNN
   • KCRW
   • Corporation for Public Broadcasting
   • Public Broadcasting System
   • The SciFi Channel

Introduction
Begin with something like this: This unit was developed at California State University, Dominguez Hills, in TED 469, Interdisciplinary Methods, Nada Mach, Instructor.

In the second paragraph of the introduction, describe briefly what the unit is about.

Content Areas and Grades
Describe the subjects and grade levels that the unit is designed to cover; e.g., "This unit is anchored in seventh grade language arts and involves social studies and math to a lesser extent." If the unit can easily be extended to additional grades and subjects, mention that briefly here as well.

Curriculum Standards
What will students learn as a result of this unit? Describe the outcomes succinctly. At the global level, use the language of the existing state frameworks. For example:

Social Studies Standard addressed:

• Recognize the relationships among the various parts of a nation's cultural life.
• Learn about the mythology, legends, values and beliefs of a people.

Most units don't just teach a block of content; they also implicitly teach one or more types of thinking, i.e., multiple intelligences. In addition to describing learning outcomes within traditional subject areas, describe what kind of thinking and communications skills were encouraged by this unit. Inference-making? Critical thinking? Creative production? Creative problem-solving?

Organizing Theme and Guiding Questions
What ties the unit together? Is it a problem-based issue like nuclear holocaust or pollution, a natural event like El Nino, or a concept like heroism or interdependence? Describe the theme in terms of three to six guiding or focus questions and elaborate on the questions to the extent needed to make it clear to another teacher reading this.

Examples of Guiding Questions for Discovery

1. Why do wars occur?
   • (knowledge) Define war.
   • (comprehension) Distinguish several types of wars.
   • (synthesis) Explain what the consequences of WWIII would be.
   • (evaluation) Make a case for or against war.
2. Where does peace come from?
   • (analysis) Analyze the 1980s and define the points at which America was at peace.
3. Another question or two

Implementation Overview
Describe briefly how the unit is organized. Does it involve more than one class? Is it all taught in one period per day, or is it part of several periods? In the best of all possible worlds, will you teach in a block as a team, or will you be paralleling each other? How many weeks will it take (minimum, 2 weeks)?

Material Resources Needed
Describe what is needed to implement this unit. Some of the possibilities:

• Class sets of books
• Films
• Games (e.g., "Diplomacy")
• Software & hardware
• Other audio/visual materials (VCR, overhead, etc.)
• Specific reference material in the classroom or school library
• Manipulatives (such as science lab materials)

Human Resources Needed
Describe how many teachers are needed to implement the unit. Since this unit represents at least three disciplines, you could involve at least three teachers. Is there a role for aides or parents in the room(s)? Do you need to coordinate with another teacher or other teachers at another school? With partner(s) in industry or a museum or another entity (e.g., government, embassy, travel agent, radio or TV station)? Is a field trip designed as part of the unit?

Entry Level Skills
Describe what the learners will need to know prior to beginning this unit. Limit this description to the most critical skills that could not be picked up on the fly as the unit is given.

What skills do the teachers need in order to pull this unit off? Is it easy enough for novices? Does it require some experience with directing debates or role plays, for example?

Outline of Activities
This is the heart of the unit description. If the unit takes only two weeks, show what happens each day. If it is longer than two weeks, a week by week breakdown may be enough. If you have "piggy-backed" on the lesson your group taught, then attach a copy of that lesson. If the unit is being taught in a block, then you can write a short paragraph describing what happens for each day (if two weeks) or each week (more than two weeks).

Day (week) 1: Short Paragraph
Day (week) 2: Short Paragraph

If the unit involves parallel activities going on in several classes, the following format would be more appropriate:

Evaluation
How will you know that this unit was successful? Describe what student products or performances you'll be looking at and how they'll be evaluated. This should be related to the standards and outcomes you listed above.

Possible Variations
If you can think of ways to vary the content and process of the unit, describe them here. If not, you can eliminate this section.

Conclusion
Make some kind of summary statement here about the worthiness of this unit and the importance of what it will teach.

(Unit plan adapted by Nada Mach from Bernie Dodge, EDTEC 596, San Diego State University)

Dr. Nada Mach
TED 469.03: Fall, 1997
nmach@dhvx20.csudh.edu