Effective Collaboration within all Disciplines

1. Effective Collaboration within all Disciplines Enhance learning by focusing meaningful and relevant concepts.

2. Discreptive event • What did you observe? • Relate what you observed to 2 other topics • Did we all describe what we observed the same way or to the same topics? • Students aren’t or do not always make the connections that are intended to be made.

3. What does Collaboration look like? • Examples • Archimedes Principle • Siege weapons and buoyancy • Standing on the Shoulders of Giants • Music theory and cosmos • Second Industrial Revolution • Advancement of science through warfare

4. What does Collaboration look like? - continued • Art can be utilized across all disciplines • Science – interactions • History – change and culture • Math – proportions • Literature – belief and values

8. Kindered Spirits- Asher Durand

9. The Savage State

10. The Pastoral State

11. Destruction

12. Desolation

14. Curriculum and Collaboration • Relating all that you canto all that you might teach to all that you must teach • Prioritization of curriculum • Planning begins with the end • Select and designing instruction based on relevant concepts • Not cookie cutter

16. Concept – Part 1 • A concept is an organizing idea - a mental construct... • It must be • Timeless • Universal • Abstract • Represented by 1 or 2 words • Shared contributes

17. Frame a set of isolated facts Maintain lower level of thinking Hold learning to the fact vs. activity level Short term use Provide a mental schema for categorizing Lead to higher level of thinking Serve as a tool for processing Topics vs Concepts

18. Basically • A concept would be something that you could collaborate with a different content teacher on: • Concrete boats – Activity/Topic • Concept – Evolution/Interactions • Hydration, law of Archimedes, Newton’s laws of motion, compounds, mixtures, elements, siege warfare, simple machines, and on and on and on…

19. Literature Perceptions Patterns Power Systems Emotions Motivation Conflict/Cooperation Time Space Interactions Change Beliefs/Values Examples of Subject Specific Concepts

20. Order Organism Population System Change Evolution Cycle Interaction Energy/Matter Equilibrium Science

21. Conflict/Cooperation Patterns Populations System Change/Continuity Culture Evolution Civilization Migration/Immigration Interdependence Social Studies

22. Number Ratio Proportion Symmetry Probability Pattern Order Quantification System Mathematics

23. Rhythm Line Color Value Shape Texture Form Space Angle Visual Art

24. Rhythm Melody Harmony Tone Pitch Form Tempo Timbre Pattern Examples of Subject Area Concepts Music

25. Time to pick the concept • We pick concepts that are easy for us to relate multiple topics to and based on data analysis. • Just keep in mind – Can I do this with another content teacher? • Connect your concept to • Program of studies and Core Content

26. Your turn!!! • Find a partner or one will be provide for you.  • Your task if you choose to accept it: • Pick a concept • Prepare to develop a collaborative lesson

27. Unit Organizer/Essential Question The big question for the unit – relate it to the assessment and concept.

28. Essential Question • This is the focus of the unit • Motivational & student centered • The big idea • Reflects higher order thinking • Generates personal interest • Provokes inquiry and stimulates thought

29. Examples of Essential Questions • Must heroes be flawless? • What makes writing worth reading? • Compare the advancement of science to warfare. • Discuss the functionality of the elements and principles of design in a work of art. • What do individual personalities reveal about the civil rights movement?

30. Guiding Questions • Optional • Break down lessons/strategies into specific and focused daily activities • Help guide learning • Connect essential questions to the strategies • Max. of 7

31. Strategies • How are you going to teach the unit? • I believe it is easier to have your strategies and then develop the guiding questions. • Criteria • You can have an overall summary. • You can break it up into a abbreviated daily lesson plan. • Are reading/writing addressed?

32. Strategies - continued • What do you need to complete the unit? • Resources • What materials will you need? • Technology • This could be where you pull in previous material. • Critical Vocabulary

33. Reading/Writing I address reading by having my students work in literary circles • http://www.allamericareads.org/lessonplan/strategies/during/litcirc1.htm • Examples

34. Culminating Activity/Project • What is the overall point of the unit? • Does it make the students answer the essential question? • Do they have to cover at least 3 guiding questions? • Students must have an option • This gives them ownership into the project.

35. Culminating Activity • I have had students develop a magazine, create a dance, give a presentation, develop a scenario from a real-world example and create a lab. • Since they got to pick – they also helped developed the rubric • Usually the rubrics are different because of the material

36. Assessment • Needs to be ongoing and continual • I like to have all my normal assessment in addition to the culminating activity. • This means that students might have 2 or 3 exams with one standards based unit.