The Case
for Interdisciplinary Lessons
in Secondary Classrooms
Treva Bailey Wagoner
9th Grade English
Gaffney High School
The Plaintiff’s Argument
Why would secondary level educators
oppose interdisciplinary assignments?
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Afraid to step out of comfort zone
Resistance to communication
Extra work
Protective of their own practice
Afraid to fail/ afraid of success
Want to get by with “just enough”
The Defendant’s Rebuttal
 The biggest problem facing schools is
fragmentation and overload (Calkins, 183).
 Encouraging teachers within a school to . . . plan
together, and to adopt shared teaching methods
can dramatically improve teaching and learning in
a school (Calkins, 183-4).
 In a truly professional school . . . planning is
collaborative, and every teacher draws on – and
eventually, contributes to – a knowledge base
that is bigger than any one individual (Calkins,
185).
The Law is the Law! (and other Issues)
No Child Left Behind
Common Core State Standards
District Mandates
School Initiatives
Are you ready for . . .
A Disturbing Truth
“What if a well-informed, trusted authority
figure said you had to make difficult and
enduring changes in the way you think and
act, and if you didn’t you would die soon?
The scientifically studied odds that you
would change, he writes, are nine to one
against you” (Calkins, 181).
The Power of the Person People
“The only situation under which heart patients
improved was when the call for them to change
their habits was accompanied by weekly support
groups” (Calkins, 181).
What will motivate teachers to change?
“Deep engagement with other colleagues and
with mentors in exploring, refining, and
improving their practice . . .” (Calkins, 181).
An Easy First Step
Merge a unit from a Social Studies class with a
writing workshop in an ELA class.
Goal for SS teacher: to increase understanding of
unit material and improve assessment scores for all
students.
Goal for ELA teacher: to introduce a new genre
and have students write for that genre, basing their
writing on a real world, relevant text.
Project Based Learning Assignment
Using information from the chapter,
class lectures, mentor text examples,
and writing notes, create a non-fiction
literary text that highlights the chapter
objectives.
Sharing Tasks for Achievement
Possible Workshop Ideas
Social Studies
Chapter Content
X
Content Lectures
X
Text Structure
X
Close Reading
X
ELA
X
Review of Mentor Texts
X
Noticing Charts/Notes
X
Writing for Purpose and Audience
X
Verifying Information
X
X
Revising and Editing
X
X
Publishing
X
X
Presenting
X
X
Social Studies Objectives and
Standards
• Cite specific textual evidence to support analysis of
sources . . . (RH.9-10.1)
• Determine central ideas; provide an accurate summary
of events or ideas . . . (RH.9-10.1)
• Determine the meaning of words and phrases used in a
text . . . (RH.9-10.1)
• Analyze a series of events described in a text . . .
(RH.9-10.1)
• Analyze how a text uses structure to emphasize key
points . . . (RH.9-10.1)
• Write informative/explanatory texts . . . (RH.9-10.2)
ELA Objectives and Standards
• Write informative/explanatory texts to convey complex ideas,
concepts and information clearly and accurately through the
effective selection, organization, and analysis of content. (W.9-10.2)
• Write narratives to develop real or imagined experiences or events
using effective technique, well-chosen details, and well-structured
event sequences. (W.9-10.3)
• Produce clear and coherent writing in which the development,
organization, and style are appropriate to task, purpose, and
audience. (W.9-10.4)
• Develop and strengthen writing as needed by planning revising,
editing, rewriting, trying a new approach, focusing on addressing
what is most significant for a specific purpose and audience.
(RH.9-10.1)
College and Career Readiness
Anchor Standards for Reading
• Read closely to determine what the text says
explicitly. (R.CCR.1)
• Analyze the structure of texts, including how
specific sentences, paragraphs, and larger
portions of the text relate to each other and the
whole. (R.CCR.5)
• Read and comprehend complex literary and
informational texts independently and
proficiently. (R.CCR.10)
Student Motivation Strategies
• Offer choices to promote independency
and ownership
• Integrate technology to increase
students’ interests
• Place emphasis on mastery and learning,
rather than on testing and grading
Benefits of Interdisciplinary Teaching
and Learning
• Sharing ideas about your discipline and teaching with
enthusiastic colleagues with a common goal
• Common learning goals are addressed by multiple teachers
in different classes – more efficient way to teach, increased
student success
• Seeing one’s own discipline from a fresh and energizing
perspective builds excitement about teaching
• Opportunity to learn from students’ sometimes unexpected
interdisciplinary connections
• Students see teachers model continued learning, interest in
their discipline and in those of others, collaborating with
peers, making connections between what they know and
new ideas, working from new and different perspectives,
problem-solving, creativity, flexibility
http://apcentral.collegeboard.com/apc/public/repository/AP-Interdisciplinary-Teaching-and-Learning-Toolkit.pdf
Benefits of Interdisciplinary Teaching
and Learning
• Real-world learning, not isolated educational
experiences
• More opportunities for students to connect new
learning with what they know and are interested in
• Provides more ways for students to learn and
demonstrate their skills and understandings
• Highlights students’ strengths; builds confidence to
overcome challenges learning new/difficult concepts
• Encourages students to become personally invested in
their work (since they are given the privilege and
responsibility of making choices about what and how
they learn and demonstrate their learning)
http://apcentral.collegeboard.com/apc/public/repository/AP-Interdisciplinary-Teaching-and-Learning-Toolkit.pdf
Brainstorm!
What other projects ideas lend themselves
to interdisciplinary partnerships?
•Science/English: work together on a book like Henrietta
Lacks or Kingsolver articles
•History/English: focus on historical fiction.
•All disciplines: Create websites/blogs about social justice or
social awareness issues
•History/Science/English: look at social context as well as
scientific reasons for hysteria in “The Crucible”
•American History/American Literature: create a joint
project for 11th graders
Interdisciplinary Opportunities in
Environmental Science & Art
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River of Words - The multidisciplinary, interactive curricula improves literacy,
enhance investigation and critical thinking, and nurtures creativity. Their annual
poetry and art contest is the largest in the world and inspires students to
translate their observations into creative expression.
http://www.riverofwords.org/
World Water Day - Students can design poster and banners to sponsor an event
in their city. They also encourage photo journals from students to be submitted.
http://www.worldwaterday2011.org/
Rachel Carson Sense of Wonder Contest - The U.S. EPA, Generations United, the
Dance Exchange, National Center for Creative Aging, and the Rachel Carson
Council, Inc., announce a poetry, essay, photo and dance contest.
http://www.epa.gov/aging/resources/thesenseofwonder/index.htm
Endangered Species Day Art Contest - Children in grades K-12 are encouraged to
submit artwork, posters and pictures to the Endangered Species Day Artwork
Contest. The 2011’s winner's work will be exhibited at Ogden Museum of
Southern Art. They also have art lesson plans for teachers posted on their
website. http://www.stopextinction.org/esd.html
Interdisciplinary Opportunities in
Environmental Science & Art
• Endangered Species Day Art Contest - Children in grades K-12 are
encouraged to submit artwork, posters and pictures to the Endangered
Species Day Artwork Contest. The 2011’s winner's work will be exhibited
at Ogden Museum of Southern Art. They also have art lesson plans for
teachers posted on their website.
http://www.stopextinction.org/esd.html
• The US Fish and Wildlife Service Duck Stamp Contest is for young people
(grades K-12) to submit a stamp design in their own state contest.
Winners from each state compete in National contest. Prizes include
cash, and a visit to Washington, DC, for the National winner, a parent,
and their art teacher. Free curriculum guide available upon request.
http://www.fws.gov/juniorduck/ArtContest.htm
• The American Museum of Natural History's Young Naturalist Awards
program is a science-based competition inviting students (grades 7-12) to
plan and conduct their own scientific investigations. Students will write
about their investigations in essays that include artwork and/or
photographs that
Note
• “…whenever you try to do something unusual,
you are going to be presented with problems
that others have never had to encounter.”
• “…it is miraculous what can happen when we
ask ourselves and one another to be better, to
do more, to improve upon even the best of our
ideas.”
- Ron Clark
References
Calkins, Lucy, Mary Ehrenworth, and Christopher Lehman. Pathways to
the Common Core: Accelerating Achievement. Portsmouth,
NH: Heinemann, 2012. Print.
Clark, Ron. The End of Molasses Classes: Getting Our Kids Unstuck : 101
Extraordinary Solutions for Parents and Teachers. New York:
Simon & Schuster, 2011. Print.
Collins, Beverly, M.Ed., Janna Kuehn, B.S.E., Sandra Love, Ed.D., Connie
Moore, M.Ed., Karen White, M.Ed., and Marian Rainwater,
M.Ed. Common Core Standards and Strategies Flip Chart.
Comp. Michael L. Lujan, M.Ed. N.p.: Mentoring Minds, 2010.
Print.
"Toolkit" for Interdisciplinary Learning, Teaching, and Assessment. Issue
brief. College Board Advanced Placement Program, n.d. Web.
25 June 2013.
http://apcentral.collegeboard.com/apc/public/repository/APInterdisciplinary-Teaching-and-Learning-Toolkit.pdf>.