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The Interdisciplinary Roundabout
Transcript of The Interdisciplinary Roundabout
Why do we enter the roundabout?
Because IDU's have a strong learning purpose for contemporary students
More effective use of time for students
Negates the 'I don't need this subject' attitude
Relies on the transfer and application of knowledge
Enables deeper understandings
Increases critical and creative thinking opportunities
Promotes problem solving attitudes
Produces holistic individuals
Topic Based IDU
most familiar to teachers
also most often viewed poorly because of past practices
extremely flexible for including curriculum components
can encompass multiple learning disciplines
one unit plan
How do we avoid the obstacles within the roundabout?
Identify the obstacles - who and what??
increase workload of teachers
content / outcomes / criteria
Example: Water in our World
Content based IDU
relies on teachers understanding requirements of other LA's
not as controllable because there isn't a single planner
interdisciplinary link is interspersed across Learning Areas
ensures specialist teaching within each LA
allows students to inquire deeper rather than wider because they can use base content across LA's
Biomes: Yr 9 Science and Individuals and Societies.
Separate units ran at same time so students can focus on the one biome for both assessment tasks, which have differing focuses.
Geomorphology: Yr 8 Maths and I&S.
Contour profiles supported by session of Pythagoras to calculate gradient. Provides a simple real world application prior to more rigorous use of Pythagoras in Yr 9 maths.
Scatter graphs: Yr 10 Maths and I&S. Student's scatter graphs and analysis in 'Unequal World' unit assessed by both subjects. Reduces duplication of assessment tasks.
Water in our World: Yr 7 Maths and Science do calculations on water flow and water quality during the IDU I&S/L&L unit to strengthen student focus on the transfer of knowledge across LA's in order to solve problems.
Assessment based IDU
teachers may have to teach out of specialist areas depending on blocking of LA's
unit runs sequentially across LA's
more effective use of time for students
one assessment task for multiple LA's; less stress for students
transfer and application of knowledge and skills to real world situations is clear to students
linking of LA's to produce one outcome/product = real world situation
suits short units
requires teacher commitment to student achievement
Changing the world one step at a time.
the 'red' car option
offers most flexibility for student transfer and application of knowledge and skills
can include the greatest number of LA's
if the IDU is truly conceptual then requires teachers to be provided with ample collaborative time
need to be prepared to follow ACARA Sequence of Achievement with long term (end Yr 10) adherence to Sequence of Content for LA's
allows for specialist teaching within LA's
is complimentary and generally sequential in organization of lesson plans
one assessment task within an LA of student choice
meets relevant LA criteria / IDU (IB/MYP) criteria
provides students with time to inquire deeper, think critically and reflect on impact for contemporary times
Example:WW2; Impact on Australia
IDU's: A means of avoiding curriculum congestion and giving students a clear direction for lifelong learning
reduce the amount of content and assessment for students
increase the time for students to inquire deeper
insist on students transferring knowledge and skills across LA's
enable critical thinking
synthesize curriculum multi-tasking
take LA's beyond being 'workplace training 101'
enable students to apply understandings to wider situations than the next single subject assessment task
give students more control and choice over the content they use to develop knowledge, skills and understandings
provide an effective means by which a content heavy curriculum and high expectations of the depth of understanding can be achieved