University of Arkansas, College of Education
Department of Curriculum and Instruction
CIED 5293 Special Methods, Interdisciplinary
I.
Program Affiliation:
M.A.T. Program
Course Number and Title:
CIED 5293: Special Methods,
Interdisciplinary Section
Catalog Description:
The third and final part of the middle level special methods course. Provides interns with
the knowledge, dispositions, and skills for developing interdisciplinary courses of study
in conjunction with the members of their interdisciplinary team.
Prerequisites:
Admission to M.A.T. Program;
CIED 5092; CIED 5193
Instructor:
Jean Dockers
PEAH 120
Cell Phone 283-5575
Jedocke@uark.edu
II.
Relationship to knowledge base: Advanced
This course explores the relationship between the developmental needs of young
adolescents and the interdisciplinary process of curriculum and instruction.
III.
Goals:
This is a special methods course in the advanced level of the M.A.T. Its purpose is to
prepare interns to gain expertise in the development of integrated instructional programs
and interdisciplinary units of study. An intern will work with classroom teachers and
fellow interns in other disciplines to acquire the knowledge base, disposition, and skills to
develop and implement an integrated curriculum and interdisciplinary units of study.
IV.
Competencies: Upon completion of this course the student will be able to:
A. Become conversant with the latest theory and research on interdisciplinary and
integrated instruction. (SP 1, 4, 7)
B. Understand how the developmental needs of young adolescents are met through an
integrated and /or interdisciplinary approach (SP 2, 3)
C. Recognize how an integrated and interdisciplinary approach can enrich and facilitate
learning in specific disciplines. (SP 4,7)
D. Develop appropriate rationales for integrating disciplines into an integrated and
interdisciplinary course of study (SP 1, 6, 7)
E. Identify developmentally appropriate resources for student use in the exploration of a
theme or issue (SP 5, 7)
F. Use a variety of instructional strategies to integrate various disciplines into an
integrated or an interdisciplinary course of study. (SP 1, 2)
G. Develop and implement pedagogically sound interdisciplinary units that reflect the
personal and social concerns of early adolescents; stress depth over coverage, and
critical and creative thinking over rote memorization; and engage the students’
multiple intelligences. (SP 2, 3, 6, 7)
H. Develop and implement interdisciplinary units in which the various disciplines are
synergistically interwoven. (SP 1, 2)
I. Develop dispositions, knowledge base, and the skills to construct interdisciplinary
units with members of an interdisciplinary team. (SP 1, 2, 5)
V.
Content:
A. Unique needs of early adolescents and their relationship to developmentally
appropriate instructional methods.
B. Developmentally appropriate instruction
1. Research on Learning
2. Meeting the unique needs of early adolescents
3. Focusing on personal and social concerns of early adolescents
4. Adjunct instructional issues
a. Intellectual risk is not only acceptable but also encouraged.
b. Working individually, in small groups, in whole groups
c. Connecting new information to what is already known
d. Content area teachers are committed to teaching students and not just content
5. Developmentally appropriate instructional methods
a. Think-Pair Share
b. Cognitive mapping
c. Cooperative learning
d. Experiments
e. Interviews and Surveys
f. Individual and group projects
g. Other appropriate strategies
C. Methods for developing instructional units via interdisciplinary team organization.
1. Taking into consideration the personal and social concerns and interests of early
adolescents
2. Delineating each team member’s quarter and/or semester’s curriculum
3. Trying the curriculum to state and discipline standards
4. Brainstorming with team members
5. Developing a cognitive mat of the team’s plan
6. Collecting resources for the unit
7. Developing the interdisciplinary unit; fusing the content of the various disciplines
8. Analyzing for curriculum articulation
9. Developing a timeline for implementation
10. Developing a team approach for evaluating the curriculum
D. implementing interdisciplinary units and/or an integrated curriculum via
interdisciplinary team organization
E. Evaluating the program/unit
1. Traditional Assessment
2. Alternative assessment (authentic and multiple-intelligences based)
3. Portfolio based.
VI.
Evaluation
Presentations
Classroom participation
Integrated Unit
Lesson Plans
Interdisciplinary Teacher Resource Binder
Reflective Journal
Mid-term and Final Assessment
VII.
Grading Scale:
A= 100-90
B= 80-89
C=70-79
D=60=69
F=Below 60
VIII. Miscellany:
Academic Honesty:
The University of Arkansas Academic Honesty Policy, as stated in the Graduate School
Catalog, will be fully adhered to in this course. Grades and degrees earned by dishonest
means devalue those earned by all students; therefore,, it is important that students are
aware of the University of Arkansas Academic Honesty Policy. Academic dishonesty
involves acts which may subvert or compromise the integrity of the educational process.
Cell Phones and Pagers:
Students are to turn off all cell phones and pagers before entering the classroom.
Inclement Weather:
The instructor of this course will follow the inclement weather policy of the University of
Arkansas. If school is closed due to weather it will be posted on the web site.
IX.
Course Resources;
A. University Libraries
B. Textbooks
C. Mentor teachers
D. Instructor
E. Instructors’ personal library
F. Fayetteville Public Library
G. Professional journals
H. Media/technology
I. Field experiences
X.
Research Base:
Textbooks:
1. The Interdisciplinary Teacher’s Handbook: Integrated Teaching Across the
Curriculum.
By Stephen Tchudi and Stephen Lafer
Boynton/Cook Publishers, Inc.
(1996)
ISBN 0-86709-398-6
$ 34.50
2. How to Assess Student Work
By Lida Lim
Prentice Hall
(1997)
ISBN 0-13-433908-8
http://www.phschool.com
$ 20.97
Also: Please purchase ONE of the following in your content area
3. Integrating Instruction in Social Studies: Strategies, Activities, Projects, Tools, and
Techniques
By Imogene Forte and Sandra Schurr
(1996)
ISBN 0-86530-320-7
http://www.incentivepublications.com/catalog.htm
$ 15.95
4. Integrating Instruction in Math: Strategies, Activities, Projects, Tools, and
Techniques
By Imogene Forte and Sandra Schurr
Incentive Publications
(1996)
ISBN 0-86530-322-3
http://www.incentivepublications.com/catalog.htm
$15.95
5. Integrating Instruction in Science: Strategies, Activities, Projects, Tools and
Techniques
By Imogene Forte and Sandra Schurr
Incentive Publications
(1996)
ISBN 0-86530-321-5
http://www.incentivepublications.com/catalog.htm
$15.95
6. Integrating Instruction in Language Arts: Strategies, Activities, Projects, Tools and
Techniques
By Imogene Forte and Sandra Schurr
Incentive Publications
(1996)
ISBN 0-86530-323-1
http://www.incentivepublications.com/catalog.htm
$15.95
References
Anderson, E., Blaney, N., Stephan, C., Sikes, J., & Snapp, M. (1998). The Jigsaw Classroom.
Beverly hills, CA: Sage.
Atwell, N. (1987) In the middle: Writing, Reading, and learning with Adolescents. Portsmouth,
NH: Boynton/Cook.
Beane, J. (1991). “The Middle School: Natural Home of Integrated Curriculum.” Educational
Leadership. 49 (2); 9-12
Beane, J. (1996). “On the Shoulders of Giants! The Case for Curriculum Integration.” Middle
School Journal. 28 (1): 6-11.
Bransford, J.D., Brown, A.L., & Cocking, R.R. (Eds). (2000). How People Learn: Brain,
Mind, Experience, and School. Washington D.C.: National Academy Press
Brophy, J. and Alleman, J. (1991). “ A Caveat: Curriculum Integration Isn’t Always a Good
Idea.” Educational Leadership. 49 (2): 66
Cohen, E. (1986). Designing Groupwork: Strategies for the Heterogeneous Classroom. New
York: Teachers College Press
Clark, J. (1994). “Pieces of the Puzzle: The Jigsaw Method.” In Handbook of Cooperative
Learning methods, Sharan, S., (ed.) Westport, CT: Greenwood Press.
Cornett, C.E. (1999). The arts as meaning makers. Upper Saddle River, NJ: Merrill.
George, P. 91996). “The Integrated Curriculum: A Reality Check.” Middle School Journal.
28(1): 12-19.
Jacobs, H.H., (ed.).(1989). Interdisciplinary Curriculum: Design and implementation.
Alexandria, VA: Association for Supervision and Curriculum Development.
Kellough, R.D., Cangelosi, J.S., Collette, A.T., Chiappetta, E.L., Souviney, R.J., Trowbridge,
L.W., & Bybee, R.W. (1996). Integrating mathematics and science for intermediate and middle
school grades. Englewood Cliffs, NJ: Merrill.
Lafer, S., and Tchudi, S. (1993). “How Dry Is the Desert: Nurturing Interdisciplinary Learning.”
Educational Leadership. 51: 76-79.
Lafer, S., and Tchudi, S. (1994). “The Familiar Made Curious; The Case for Hometown
Interdisciplinary Studies.” The English journal. 83: 14-20.
Lounsbury, J. (1996). “connecting the curriculum through interdisciplinary instruction.” Middle
School Journal. 28 (1): 3-5.
Olshansky, B. (1990). Portfolio of illustrated step-by-step art projects for young children. New
York; Center for Applied Research in Education.
Vars, G. (1991). “Integrated Curriculum in Historical Perspective.” Educational Leadership. 49
(2): 14-15.
Williams, J, and Reynolds, T.D. (1993). ‘Courting controversy: How to build interdisciplinary
Units.” Educational leadership. 50 (7): 13-15