Creating An Interdisciplinary Unit

Creating An Interdisciplinary Unit

Creating a unit for an integrated classroom is more of a challenge than it seems to be. In groups, our fourth Year University level class struggles with creating a few activities or lessons that encompass multiple subject and level material. We are given the steps to create, the tools and the guidelines. But for some reason, we just can’t seem to get it. I have been told, “it will become easier”. This makes me wonder if what is being described as “easier”, is a synonym for the words, “less important”, “unnecessary” or “systematic”. And that is a sad thing. 

Teachers should not become less engaged in the lessons that they are preparing and teaching, just because they have done it multiple times. How can we expect our student’s to be interested in what we are saying if we aren’t even interested in it ourselves? The teacher has the responsibility to assess the relationships within the group, the types of learners and the ability of the students while preparing a lesson. In addition, the teacher should be familiar with the social and personal attributes of the class and should try to cater to their needs and interests. This can be related back to Chapter 2: Know Your Curriculum and Know Your Students. With that being said; lesson preparation should never be an easy task, because each group of students will be unique and dynamically different.

http://whenyousense.blogspot.ca/2011/02/grade-conscious.html

So, maybe that answers the question as to why we, as a group, are having such a difficult time in preparing a lesson plan for students- maybe we are trying to organize our thoughts and ideas into something that would fit our learning styles and needs. The question is still not completely answered as to why this task is so daunting. I believe that the root of the problem is in our post-secondary education system. As students, planning to teach Senior and Intermediate level classes, we are bombarded with high-level classes of our teachable subjects. This is definitely something that will benefit our learning experience but I am not convinced that it will necessary make us better teachers. In this way, we are never challenged to think, deconstruct or prepare our own thoughts. Through these core-subject area subjects (in many cases), we are taught and trained to regurgitate and learn for short-term. Unfortunately, this type of system has made many students “grade conscious”. This means that we are no longer focused on the process of learning or the relevance of the information we are told, but rather our attention has focused acing the final evaluation. I can only hope for the future of my siblings, future children and grandchildren, that this model be diminished. We, as future educators, are at the front lines of change. By creating lesson plan models that work to engage the student, this problem can be avoided.

http://www.pehpot.com/2012/02/grade-conscious-mommy.html

 As concurrent education students, we are taught the Backwards Design as a format for preparing a lesson plan, or unit.  This is an interesting approach, as it highlights the importance of the “big ideas’ of the subject. In an interdisciplinary model, the big ideas of the arrangement of subjects are explored. This idea can be integrated into any subject area or curriculum. The tools of an exploratory web, curriculum scan and cluster, curriculum unpacking charts, and the Know-Do-Be umbrella. Following these planning steps, the second stage involves creating an RPAT (Rich Performance Assessment Task).  In the RPAT students are given the opportunity to see what they have learned and can put their learning’s into practice. Within this, teachers must create reasonable and reliable assessment tools. The final stage is creating an essential questions web; in which a ‘reflect’ is implemented. Teachers use this opportunity to reflect on the lessons and unit plans they have created, creating a web of ideas, assessments, activities, outcomes and finally, the KDB related.

Through effective, proper and genuine lesson planning, the future of the education system can be a bright one. Unfortunately, if we instill the type of learning we have experienced in our post-secondary education, the chance of engaging students is bleak.