Cross curriculum projects
Pbl and arts: empowering students to craft beautiful work
It’s past time for teachers and administrators to acknowledge that public education has hit a snag. With independent training and learning, we’ve gone about as far as we can. Although it served a function for previous generations, it does not fulfill the deeper learning needs of today’s and tomorrow’s students. Fortunately, deeper learning can be accelerated by integrating instructor efforts and relevant material, effectively creating new information spillways.
Deep learning is similar to drawing a long drink from a single well of experience rather than sipping from a variety of wells. Deep learning entails students following a specific line of inquiry all the way to the source, rather than sampling all the possibilities. Teachers are all too aware of the external pressures that cause them to restrict the amount of water their students can drink from any single well.
Educators are undeterred in their dedication to providing students with complete access to the well of deep-learning information that will allow them to achieve their full potential. However, in order to move past the existing eye-dropper doses of awareness sampling in school education, teachers and administrators must first consider and acknowledge the following:
Educator elena aguilar on how to teach interdisciplinary
Planning projects that include different subject areas is essential to me as an educational technology specialist and enrichment instructor. Students may apply knowledge and skills from one subject (such as math) to understand and execute tasks in another subject by tailoring my classes using project-based learning (such as science). I will find opportunities to share curriculum, integrate learning through different disciplines, and support innovation through team planning with teachers. Learning is scaffolded for students, as information is built up from one subject to the next.
Students work in groups to pick a native animal to their area of the United States. They conduct research on the animal and create a presentation highlighting the animal’s adaptations to its surroundings. They meet with a school from another area that is working on the same project and show each other their animals. Following the presentations, the students compare and contrast the adaptations of their animals with those of their partner groups. This project will also include a Skype session with the Buffalo Bill Center of the West museum, in which students compare and contrast their animals to those found in Yellowstone National Park.
Collaborative planning: integrating curriculum across
Traditional methods of teaching are being phased out in favor of project-based learning in the field of education (PBL). Most teachers are enthusiastic about incorporating PBL into their classrooms, but in subjects like wellness, where instructional time is minimal, teachers struggle to find ways to fit it in.
Fortunately, PBL allows for plenty of cross-curricular learning. Here are some ideas about how health teachers can collaborate with other teachers to provide lessons that are authentic, meaningful, and enjoyable while still meeting expectations.
Environmental health is a growing problem that we should discuss in our classes. Teenagers today are more environmentally aware than ever before, so they are naturally interested in the long-term effects of global warming.
There are a lot of links to studies and tools in this New York Times post, Unraveling the Relationship Between Climate Change and Health, that the kids can use to study the problems we’re currently facing, as well as some potential solutions.
Teachers tv: new cross-curriculum projects
Listening and watching are important aspects of primary education.
Teacher talk: cross-curricular learning
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Pay attention to how teachers and principals explain their work and impressions of children. Are any of the concepts they discuss familiar to you from your own school experiences or the experiences of children you know?
I believe you would, because the concept of cross-curricular collaboration isn’t that it isn’t graded or that it isn’t part of what they should be studying. It’s important to what they can do, but you’re connecting the dots.
When it comes to cross-curricular assessment, I believe we need to think beyond the box. As a result, it’s possible that it’ll be turned into a quiz. It may be in the skills we’re learning and seeing how they communicate with one another through cross-curricular interactions.
Assessing how well they’re doing with those skills and what level they’ve reached, not just in terms of national curriculum standards, but in terms of their ability to put those skills into practice. It is, in my opinion, critical.