Based on Interdisciplinary Studies Orientation © Queens Printer for Ontario, 20021 For the purposes...

Based on Interdisciplinary Studies Orientation © Queen’s Printer for Ontario, 2002 1

“For the purposes of this document, the term interdisciplinary is used to describe an approach to learning and knowledge that integrates and benefits from the understanding and application of the approaches of different subjects and disciplines.”

OSL Super Conference 2004

Tim Karen

Interdisciplinary Studies

Introduction & Overview

Conceptual Framework &

Research Models

Developing a Course

Leaside C.I

"Introduction to Information Studies"

2004

Activities Experiences

ANALYSIS

MULTI-PERSPECTIVES

INNOVATION

SYNTHESIS

DIVERSITY PROBLEM-SOLVING

NEW TECHNOLOGY

COLLABORATION

INFORMATION SKILLS

LIFELONG LEARNING

LEADERSHIP


What is the Interdisciplinary Studies document?

Curriculum Policy

Document

Set of Sample Courses

Template to Develop

Interdisciplinary Courses

Suggestions for Program

Planning

HOW?HOW?


Context: Subjects/Disciplines and Interdisciplinary Studies Skills

Students need to build on subject/discipline skills with interdisciplinary skills related to:

information literacy, information management, and the research process

finding connections and innovative solutions

team building, leadership, and collaborative decision-making

critical and creative thinking

technological applications

new methods and forms of analysis, interpretation, synthesis, and evaluation such as systems thinking and design


Context: Curriculum Reform

A program that reflects new learning and disciplines, innovative sample courses, emergent technologies, real-life tasks, and community connections.

Curriculum that is relevant to society’s needs and expectations

Diverse courses and models of delivery that accommodate a wide range of needs and situations

Learning opportunities and support for all students

Challenging curriculum expectations that develop lifelong overall and specific interdisciplinary skills and knowledge

A high standard of achievement

Features of Interdisciplinary Studies, Grades 11 and 12

Goals of Ontario Secondary Schools Grades 9 to 12


InterdisciplinaryStudies



Course Types

GRADE 11

Open

GRADE 12

University Preparation

GRADE 12

Open


Course Models

GRADE 11

Open

GRADE 12

University Preparation

GRADE 12

Open

Model A - SINGLE Credit Course

Model B - PACKAGE of Courses worth from two to five credits


Design Considerations: Course Models

Model “A” Courses Model “B” CoursesSingle credit in Interdisciplinary Studies

Multiple credits including one credit in Interdisciplinary Studies

ALL interdisciplinary studies course expectations are combined with a RELEVANT selection of expectations from two or more courses from the same grade or the grade immediately preceding or following

ALL interdisciplinary studies course expectations are combined with ALL expectations from two or more additional full- or half-credit courses from the same grade or the grade immediately preceding or following

Only Interdisciplinary Studies expectations are assessed

All expectations from each of the courses combined in the package are assessed


Course Model A - Single Credit Course

discipline-based expectations of the other courses provide the appropriate context and content for developing practical applications or exploring topics and themes using an interdisciplinary approach


+

Course Model A - Structure

InterdisciplinaryStudiesCourse

InterdisciplinaryStudiesCourse

Relevant Expectations

from Course 2


from Course 2


from Course 3


from Course 3


from Courses 4 …


from Courses 4 …

All Interdisciplinary Studies Courses of the Model A type are worth ONE Credit. Only the Interdisciplinary Studies expectations will be evaluated.


Model A: Sample Course

Information and Citizenship, Grade 12, Open

This course combines all the expectations for Interdisciplinary Studies, Grade 12, Open with selected expectations from two or more other courses (e.g.,

Issues of Indigenous Peoples in a Global Context, Grade 12, University/College Preparation;

Canadian and International Law, Grade 12, University Preparation;

Communications Technology, Grade 12, University/College Preparation).

OneCredit

Interdisciplinary Studies Courses and Packages can include courses from a variety of destination-related types of courses


Course Model B – Package of Courses

students obtain one Interdisciplinary Studies credit and one/half credit for each of the additional courses (to a maximum of five credits in total), which are identified by their existing course codes on the student report card and transcript


Course Model B – Package of Courses

all of the expectations from combined courses will be evaluated


+ + + +

Course Model B: Structure

Inter-disciplinary

StudiesCourse

Inter-disciplinary

StudiesCourse

Course 2 Course 2 Course 3Course 3 Course 4Course 4Coop

EducationCourse 5

CoopEducationCourse 5

5 Credit Example

+ + + Inter-

disciplinaryStudiesCourse

Inter-disciplinary

StudiesCourse

Course 2Course 2 Course 3Course 3 Course 4Course 44 Credit Example

+ + +Inter-


Inter-disciplinary

StudiesCourse

Course 2Half Credit

Course 2Half Credit

Course 3Half Credit

Course 3Half Credit Course 4Course 4

3 Credit Example

+ +Inter-


Inter-disciplinary

StudiesCourse

Course 2Half Credit

Course 2Half Credit

Course 3Half Credit

Course 3Half Credit

2 Credit Example


Model B: Sample Course

Science and the Community, Grade 12, Open

This package of courses consists of all the expectations from

Interdisciplinary Studies, Grade 12, Open;

English, Grade 12, Workplace Preparation;

Science, Grade 12, Workplace Preparation;

Cooperative Education Program (two credits)

FiveCredits

Interdisciplinary Studies courses and packages can be combined with Cooperative Education courses


Sample/New Courses

Teachers may use the sample courses or develop other Interdisciplinary Studies courses using courses authorized by other Ontario curriculum policy documents, as long as they develop the courses in accordance with the policies outlined in the Interdisciplinary Studies policy document.


Number of Interdisciplinary Studies Courses

Students may take a MAXIMUM of three Interdisciplinary Studies courses one each of

• Interdisciplinary Studies, Grade 11, Open • Interdisciplinary Studies, Grade 12, University

Preparation • Interdisciplinary Studies, Grade 12, Open

This maximum operates whether they are single-credit Interdisciplinary Studies courses or interdisciplinary studies courses within a package.


Conceptual Framework

• When you teach an Interdisciplinary Studies Course, you are teaching Interdisciplinary Studies

• as a particular discipline • with a specific conceptual

framework• in the context of other courses and

their connections


Design Considerations: Course Titles and Subtitles

The title of an Interdisciplinary Studies course is Interdisciplinary Studies.

The subtitle is the particular focus such as Archaeology, Information Studies, Science and the Community.


Strands and Sections

Theory and Foundation

1.Ideasand

Issues

2.Structures

andOrganization

3.Perspectives

andApproaches

4.Skillsand

Strategies



Processes and Methods of Research

1.Preparing

forResearch

2.AccessingResources

3.Processing Information.

4.Assessing

and ExtendingResearch



Implementation, Evaluation, Impacts, and Consequences

1.Implementation

andCommunication

2.Evaluation

3.Impacts

andInnovations

4.Personal

and CareerDevelopment


Stage 1: Preparing for Research

Comparison of Research Frameworks

Stage 2: Accessing Resources

Stage 3: Processing Information

Stage 4: Transferring Learning

Section 1: Preparing for Research

Section 2: Accessing Resources

Section 3: Processing Information

Section 4: Assessing & Extending Research

Information Studies Interdisciplinary Studies

define information needs using a variety of strategies

explore information using a variety of group activities

identify varied ways of organizing information

relate prior knowledge to information tasks

purposes and types of research

required research skills and attitudes

thinking and planning strategies for research

formulating research questions

Stage 1: Preparing for Research

Section 1: Preparing for Research


locate a variety of appropriate resources from a variety of sources

select information appropriate to needs using a variety of strategies

gather information from resources using internal organizers and conventions of texts

collaborate with others to share findings and ideas;

sources of information

conventions and principles of organizing information

locating information

selecting information

Stage 2: Accessing Resources

Section 2: Accessing Resources


analyze and evaluate information using a variety of strategies

test ideas to adjust research and problem solving strategies

sort information using a variety of organizers and formats

synthesize findings and formulate conclusions

criteria for analysis and evaluation

analysis of ideas

recording, sorting, and organizing of information

synthesis of research findings

Stage 3: Processing Information

Section 3: Processing Information


revise product appropriate to purpose, audience and format

present research findings in a variety of forms for a variety of audiences

reflect on and evaluate product and process

transfer new information skills and knowledge to solve problems and make decisions.

comparing and modifying research

assessing research methods and solutions

criteria for assessing research

new topics and real-life applications

Stage 4: Transferring Learning

Section 4: Assessing & Extending Research



Conceptual FrameworkStrand 2: Processes & Methods of Research

1.Preparing

forResearch

Purposes and Types of Research

Formulating Research Questions

Required Research Skills and Attitudes

Thinking and Planning

Strategies for Research

How can educational research improve

teaching and learning?

How can we focus key educational research

on our own school situation?

What questions challenge the

“industrial model” of schooling systems?

What thinking strategies are evident

in The Royal Commission on

Learning ?

[e.g., Studies in Education]



2. Accessing Resources

Sources of Information

Selecting Information

Conventions and Principles of Organizing Information

Locating Information

What sources of information are used

by well-known journalists?

How can a journalist use periodical indexes

to find different viewpoints ?

What note-taking strategies work well when researching a

“story”?

How can I use reference material to

get accurate background

information?

[e.g., Applied Journalism]



3.Processing Information

Criteria for Analysis and Evaluation

Synthesis of Research Findings

Analysis of Ideas

Recording, Sorting, and Organizing of Information

Which environmental study would most

interest planners of a local park?

How does the ecological report

relate ethical practices and profitability?

What recommendations to

city council can I make from my fieldwork ?

How can I use a relational database to

correlate my field results?

[e.g., Local Field Studies and

Community Links]



4.Assessing

and Extending Research

Comparing and Modifying Research

New Topics and Real-Life Applications

Assessing Research Methods and

Solutions

Criteria for Assessing Research

How can I incorporate new international data into my report on local

fitness initiatives?

What lessons for community leadership can my report offer?

How can schools promote community learning pro-grams among students?

What criteria can I use to assess my plan for

new recreational facilities?

[e.g., Information Management and

Community Leadership]


Design Considerations: Incorporating Information Literacy

The skills, knowledge, insights, and innovations of the discipline of information studies are central to interdisciplinary work.

Information literacy is the ability to access, select, gather, critically evaluate, and communicate information in all disciplines, and to use the information obtained to solve problems, make decisions, develop knowledge, and create new ideas and personal meaning.

Your Teacher Librarian can promote the development of information literacy skills among all students by

coordinating and supporting the collaborative planning and implementation of interdisciplinary research and technological applications.


Design Considerations: The Role of Technology in the Curriculum

Students will be expected to: • use a variety of computer programs used in specific disciplines and

interdisciplinary work;• use a variety of traditional and emerging technologies to help them

develop innovative approaches to inquiry and research, project-based planning, and assessment;

• use electronic communication to compare their results and analyses with those of other students, as well as to consult experts

Teachers should: work collaboratively within and across disciplines• plan for the effective integration of computer and information

technologies into interdisciplinary studies• share best practices through the Interdisciplinary Studies web site

at www.ids-ontario.com


Eight Steps to Course/Unit Design

1. Understand the discipline of Interdisciplinary Studies

2. Consider the combined courses

3. Find the “story” in the course description

4. Cluster the expectations

5. Design the tasks

6. Design the strategies

7. Provide access to appropriate resources

8. Determine methods of delivery


Questions

Course/Unit Design: STEP 1

Understand what goals, essential/enduring questions, and conceptual framework make Interdisciplinary Studies a discipline in its own right but one that requires context from other subjects, disciplines, and areas of knowledge.

Framework ContextGoals



EXAMPLE: Sports and Society, Grade 11, Open (Credit value: 1)

Interdisciplinary Studies, Grade 11, Open

• Dance, Grade 11, Open;

• Introduction to Business, Grade 10, Open;

• English, Grade 11, University, College, or Workplace Preparation;

• Healthy Active Living Education, Grade 11, Open).

Consider the “other” courses identified as possibilities for combining with Interdisciplinary Studies in the Sample Course Description. Follow the policy document to modify or create your own course)



EXAMPLE: Sports and Society, Grade 11, Open

...Using diverse resources and research methods, students will analyse the depiction of sports and health in media and literature and will examine trends in the business and communication of sports-related activities …

Find the “story” elements of the Sample Course Description to generate possible themes and tasks, to identify what you would expect students to be doing, and to consider ways their learning will be assessed.




Grade 11 Open

– explain how the manipulation of information affects society, by analysing historical and contemporary examples from each of the subjects or disciplines studied

Cluster appropriate expectations from Interdisciplinary Studies and “other” courses around a real-life task.English, Grade 11, Workplace Preparation

– describe the relationship between media works and media industry practices, including marketing and distribution methods

Dance, Grade 11, Open

– analyse the role of dance in the community

Healthy Active Living Education, Grade 11, Open

– explain aspects of the process of group dynamics (e.g., organizational culture)

Introduction to Business, Grade 10, Open

– determine the importance of ethics and social responsibility in business



Design the real-life tasks, with an interdisciplinary perspective (other Interdisciplinary Studies expectations may help).Interdisciplinary Studies Grade 11 Open

English Grade 11 Workplace Preparation

Dance Grade 11 Open

Healthy Active Living Education Grade 11 OpenIntroduction to Business Grade 10 Open


Grade 11 Open

– demonstrate an understanding of the ways in which the graphic display of information can be used to foster critical analysis and problem solving related to interdisciplinary presentations

Interdisciplinary Task Students will conduct a survey of conveners of local community sports organizations to gather information about the media depiction of sport in general and of the organizations in particular. They will present their comparative findings using visual organizers and statistical graphs.



Design the assessment and teaching learning/learning strategies to help students achieve the expectations related to the task.

Interdisciplinary Task

Assessment Strategies & Devices

– Classroom Presentation

– Rubric

Teaching/Learning Strategies

– Research Process

– Statistical Analysis

– Graphic Applications

Consult the Planner’s Teacher Companion for descriptions, methods,

considerations and examples of strategies



Select, provide, and promote a wide range of appropriate resources to support the course: Print, video, web sites, online databases

Work with your Teacher-Librarian to find the best resources



Consider how you will deliver the unit and its activities in your school.

Collaborative planning

Interdepartmental team-teaching

Teacher-Librarian’s role

Community involvement

Cooperative Education

Distance Education

Special Education


Key Questions for Planning

What are the identifying characteristics of an Interdisciplinary Studies course?

How do these characteristics relate to the goals of Interdisciplinary Studies on page 5 of the curriculum document?

Is the Interdisciplinary Studies course designed with the context and content provided by relating expectations from other courses?



Are students given explicit opportunities to learn, practise, and demonstrate all of the expectations from the Interdisciplinary Studies course document?

How does the Interdisciplinary Studies course communicate a clear vision of what we want students to know or be able to do at the end of the course or package of courses?

How does the Interdisciplinary Studies course provide deeper understanding, perspective, solutions, innovation, and insight?



• How does the Interdisciplinary Studies course meet a variety of student needs?

• How does the Interdisciplinary Studies course provide opportunities for students to direct their learning by making their own connections, collaborations, and real-life applications?


Key questions for Planning

What supports are in place for the students? Where are the gaps?

What are the staff strengths at my school?

What are the present course offerings at my school? Which courses could be linked conceptually through Interdisciplinary Studies?

The Planner contains a comprehensive library of

• curriculum resources,• planning and writing tools• electronic databases

It enables you to• design• share• adapt• manage

Interdisciplinary Studies units, and course profiles.

All Ontario curriculum expectations

Authoring templates& rubric maker

TeachingCompanionsAnalysis

toolsAppleWorks

(Macintosh/PC)

Using the Ontario Curriculum Unit Planner

The Planner highlights the design-down model of the planning process (from culminating task to sequential subtasks) that is a hallmark of interdisciplinary work.

Teac

her

Des

ign

Teac

her

Des

ign Student D

emonstration

Student Dem

onstrationCulminating TaskCulminating TaskCulminating TaskCulminating Task

Subtask 4Subtask 4Subtask 4Subtask 4

Assessment Subtask 1Assessment Subtask 1Assessment Subtask 1Assessment Subtask 1





Outlines unit in two pagesOutlines unit in two pages

Uses 8½ x 11 WYSIWYG formatUses 8½ x 11 WYSIWYG format

Expands to fit contentsExpands to fit contents

Use the Planner’s versatile templates to create units, course outlines, programs and profiles, handouts, rubrics, and resource lists.

Combines units for year/course

Combines units for year/course


Use filtered and Boolean search methods to find expectations by:1. keyword 2. grade 3. course

1

3

2


Analyse, preview, and publish professional-looking individual units (1) or complete profiles/outlines (2).

Our TDSB School TeamOur School TeamTDSB

1 2

What is the What is the Ontario Curriculum Unit PlannerOntario Curriculum Unit Planner

Official Version 3.0? Official Version 3.0?

Training Presentation # 1Training Presentation # 1

Ontario Curriculum Unit PlannerOntario Curriculum Unit Planner

© Queen’s Printer for Ontario, 2002


Tour of the Tour of the Ontario Curriculum Unit PlannerOntario Curriculum Unit Planner

(including New Features 3.0)(including New Features 3.0)




Making the Most of the Making the Most of the PlannerPlanner’s ’s Authoring Environments Authoring Environments




The The Planner Planner and and Instructional DesignInstructional Design




Use the new Planner web site at www.ocup.org to view slides and resource documents for individual and team training.

Designing a Unit in the Designing a Unit in the LiteLite Environment Environment

(with Elementary Examples)(with Elementary Examples)





Design Considerations: Course Profiles

Three Course Profiles have been developed: Grade 11 Open: Introduction to Information Studies (1

credit) Grade 12 University: Archaeological Studies (1 credit)

Grade 12 Open: Science and the Community (3 credits-Interdisciplinary Studies 12 Open, English 12 Workplace,

Science 12 Workplace)

NOTE: Profiles are available online at the Ontario Curriculum Centre site at: http://www.curriculum.org/occ/profiles/ids.htm

Using www.ids-ontario.com

Join the Interdisciplinary Studies learning community at its web site and share resources to build knowledge.


Postsecondary Education

Although our world is shrinking, our view of it is expanding.

Today’s post-secondary institutions embrace the global view - the “big picture” - provided by interdisciplinary perspectives.


Media, Information, and TechnocultureNorthern Development

Public Policy Science in Society

Indigenous Learning Program

Information Technology

Interdisciplinary Arts

Canadian Studies


All students benefit from learning that is...

personally meaningful engaging, active, and purposeful relevant to students’ PRESENT and FUTURE

needs and lives

IDS gives students and teachers the opportunity for new perspectives and solutions that go beyond established disciplines.

Based on Interdisciplinary Studies Orientation © Queens Printer for Ontario, 20021 For the purposes...

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