Interdisciplinary Instruction for All Learners K-8: A Practical Guide » (4th Edition)

About the Author

Karlyn Wood received his Ed.D. from Hofstra University and is Professor of Humanities in the School of Education at the State University of New York/College at Old Westbury on Long Island, where he teaches courses in interdisciplinary methodology and child development. He supervises and conducts seminars for student teachers and is currently the Chair of the Childhood Education and Literacy Department. Karlyn has taught at the elementary level, served as a district reading consultant, administrator, and coordinator for an experimental elementary program. His publications include articles in Language Arts, Childhood Education, The Journal of Child Development, and The Journal of Teacher Education. His papers have been included in Sociological Abstracts and ERIC documents. He belongs to the American Educational Research Association, Association Montessori Internationale, the Association for Supervision and Curriculum Development, and he is a member of the Kappa Delta Pi honor society.

Every K-8 teacher should have a copy of Interdisciplinary Instruction for All Learners K-8 on their desk. This brief practical guide provides classroom teachers with a step-by-step guide to planning, designing, creating, and implementing interdisciplinary instruction for all learners. Now following the backward design process, the text also provides teachers with outlines for planning interdisciplinary and multidisciplinary units.

The author uses lesson plans that are familiar to elementary and middle school teachers and all of the lesson plans follow five specific planning protocols. Each protocol is then explained in a step-by-step manner and teachers are given numerous opportunities to practice creating their own lesson plans. By the end of the book, teachers will have experienced the entire process involved in planning for and implementing the interdisciplinary method in the classroom.

Preface x

To the Reader xiv

About the Author xv

1 Introduction to Interdisciplinary Instruction 1

Overview 1

Distinguishing Features of the Interdisciplinary Approach 2

Comparing Interdisciplinary, Multidisciplinary, and Integrated Instruction 2

Interdisciplinary and Multidisciplinary Studies: Their Organization and Design 5

Using the Skills, Techniques, and Ways of Knowing in Applicable Academic Disciplines 6

Emphasis on Process and Content 7

Differentiation of Student Investigating and Reporting Alternatives 8

The Rationale for Using Interdisciplinary Instruction for Diverse Learners in Elementary and Middle Schools 9

Learner Diversity and Multiple Intelligences-Theories of Sternberg and Gardner 10

Social Interaction: Theories of Piaget and Vygotsky 12

Support from Research on the Human Brain 13

Benefits to Our Diversity of Learners and Students with Special Needs 14

The Use of Multiple Sources of Information 14

Meaningful Applications of Ways of Knowing and Skills in the Academic Disciplines 15

Summary 16

Activity 16

References 17

Suggested Readings 19

2 Requirements and Challenges of Interdisciplinary Instruction 21

Overview 21

Implementing Interdisciplinary Instruction: Requirements of Teachers 22

A Compatible Educational Philosophy 22

General and Child Development Knowledge 22

Classroom Management Skills 23

Lesson and Unit Planning Skills 25

Skills in the Application of Technology for Interdisciplinary Instruction 26

Collaboration with Others in the School Community 28

Challenges To the Development of Interdisciplinary Programs 30

Reluctance to Change 30

No Child Left Behind Legislation 31

System Support33

Materials and Equipment 33

The Need for Parent and Community Involvement 34

Lack of Adequate Research 35

Summary 35

Activity 36

References 36

Suggested Readings 37

3 Designing Interdisciplinary Units 40

Overview 40

Introduction to Interdisciplinary Unit Planning 41

Student Involvement in the Planning Process 41

Encouraging Students to Develop a Variety of Abilities 41

The Context for Learning: The First Consideration in Planning for Instruction 42

Cognitive Development: Levels and Abilities 42

Interdisciplinary Unit Plan Outline and Design 44

Determining the Topic, Theme, or Problem of the Unit 47

Determining the Unit General Objectives 49

Determining the Unit Content Learning Standards 50

Preparing the Essential Questions of the Unit 50

Preparing the Unit Assessment Plan 51

Preparing the Unit Learning Plan 51

Listing the Unit Materials 60

Summary 63

Interdisciplinary Unit Plan Example 63

Activity 75

References 75

Suggested Readings 76

4 Designing Multidisciplinary Units 77

Overview 77

Introduction to Multidisciplinary Unit Planning 78

Multidisciplinary Unit Plan Outline and Design 79

Considering the Context for Learning 80

Selecting a Topic, Theme, or Problem 81

Determining the Unit General Objectives 82

Determining the Unit Content Learning Standards 82

Preparing the Essential Questions of the Unit 83

Preparing the Unit Assessment Plan 83

Preparing the Unit Learning Plan 84

Listing the Unit Materials 86

Multidisciplinary Unit Plan Example 87

Activity 94

References 95

Suggested Readings 95

5 Lesson Planning Strategies for Interdisciplinary Instruction 97

Overview 97

Learning and Developmental Principles for Lesson Planning 98

Using Bloom's Taxonomy to Determine the Cognitive Levels of Instruction 100

Level 1 Knowledge 101

Level 2 Comprehension 101

Level 3 Application 101

Level 4 Analysis 102

Level 5 Synthesis 102

Level 6 Evaluation 102

Lesson Plan Formats Used for Interdisciplinary Instruction 102

Learning Standards, General Objectives, Key questions, and Behavioral Objectives 104

Learning Standards and General Objectives 104

Key Questions 106

Behavioral Objectives: Short-Term Goals 106

The Lesson Plan Procedure 107

Critical Elements in the Procedure Section of a Lesson 107

Other Considerations for Planning the Lesson Procedure 111

Protocols for Planning Some Lesson Procedures 112

A Protocol for Guided (Directed) Reading Instruction 112

SQ3R: The Survey, Question, Read, Recite, Review Protocol for Independent Reading 117

A Protocol for Guided Listening 117

A Protocol for Guided Viewing 120

KWL: The Know, Want to Know, Learned Protocol 123

A Protocol for Skills Instruction: The Five-Step Lesson 128

The Scientific Method of Investigation: A Protocol for Some Lessons in Science 131

Other Procedures 134

Summary 134

Activity 134

References 136

Suggested Readings 137

6 Assessment Planning for Interdisciplinary Instruction 139

Overview 139

Assessment and Interdisciplinary Instruction 140

The Purposes of Assessment 141

Assessment Techniques: The Need for Variety 141

Using Authentic Assessment Techniques With Interdisciplinary Instruction 142

Using Rubrics With Interdisciplinary Instruction 144

Using Examinations With Interdisciplinary Instruction 146

Common Test Scores 146

Assessment Concerns: Validity and Reliability in Testing 146

Writing Valid and Reliable Test Items 148

Summary 153

Activity 153

References 153

Suggested Readings 154

Appendix 156

Index 172