Green Ambassadors InstituteLos Angeles, CAFebruary 7 & 102014

INTERDISCIPLINARY LEARNING IN ACTION

Amy FrameDirector of Curriculum

& Instruction

Sammy LyonService Learning Coordinator

WHO ARE WE?

WHO ARE YOU?

WHY ARE WE STILL HERE?

WHAT IS GREEN AMBASSADORS?

BEST PRACTICES

Middle School Best Practices

2b. Unit Design Cycle

Develops and implements standards-based curriculum and

assessments around themes, essential questions,

and big ideas.

High School Best Practices

2e. Interdisciplinary Connections

Integrates course with other disciplines; teaches themes,

essential questions, and big ideas .

Friday February 7ECHS Community Forum Student Projects Student Q & A Teacher Insights Work Time with ECHS

TeachersUnit Design Cycle

3 Entry Points Standards Themes Projects

Monday February 10ECMS Benchmark Refinement Day Teacher Teams at Work Scoring Teacher Models

with Rubrics Benchmark Refinement

Protocol Work Time with ECHS & ECMS Teachers

Unit Design Cycle Deepening Content

Knowledge Assessing & Reflecting

WHAT WE ARE GOING TO DO ?

WHAT IS INTERDISCIPLINARY

INSTRUCTION & WHY DO WE DO IT?

WHY?Real World

WHY? Real Science

Concrete, Project-Focused

Abstract, Concept Focused

HOW DO WE PLAN INTERDISCIPLINARY

INSTRUCTION?

UNIT DESIGN CYCLE

1. Choose learning

objectives.2.

Find thematic

connections.

3. Design the

project.

4. Deepen content

knowledge.

5. Analyze

assessment data.

Sort and group the Unit Design Cycle Words

Set them down on your poster paper arranged like some sort of graphic organizer.

Part 1ACTIVITY

THREE ENTRY POINTS

Project Design

Thematic Connections

UNIT DESIGN CYCLE

2. Find

thematic connections

.

a. Develop an Essential Question around your Theme.

a. Brainstorm Guiding Questions pertaining to each subject.

a. Explore Big Ideas, considering student development and community needs and interests.

a. Research available resources including curriculum, experts, field trips, school campus projects, parents, and organizations.

a. Develop an Essential Question around your Theme.

2. FIND THEMATIC CONNECTIONS.

The best essential questions are really alive. People ask, discuss, and debate them outside school. They arise naturally in discussion, and they open up thinking and possibilities—for novices and experts alike. They signal that inquisitiveness and open-mindedness are fundamental habits of mind and characteristic of lifelong learners. In a more practical sense, a question is alive in a subject if we really engage with it, if it seems genuine and relevant to us, and if it helps us gain a more systematic and deep understanding of what we are learning.

WHAT MAKES A QUESTION ESSENTIAL?

Quick Question

WHICH OF OUR TOUR QUESTIONS COULD BE ESSENTIAL QUESTIONS?

WHICH ARE MORE LIKE GUIDING QUESTIONS?

Big Ideas

are the answers to the Essential Questions and/or Guiding Questions are worth knowing; are important to our survival as a species; are the “ah-ha” moments; life lessons have multiple real-world applications may come from standards or combined standards are developed by teachers AND by students through the learning process

BIG IDEAS

CALIFORNIA’S ENVIRONMENTAL PRINCIPLES & CONCEPTS

Principle I: People Depend on Natural Systems

Principle II: People Influence Natural Systems

Principle III: Natural Systems Change in Ways that People Benefit from and can Influence

Principle IV: There are no Permanent or Impermeable Boundaries that Prevent Matter from Flowing between Systems

Principle V: Decisions Affecting Resources and Natural Systems are Complex and Involve Many Factors

THREE ENTRY POINTS

Project Design

Thematic Connections

UNIT DESIGN CYCLE

1. Choose learning

objectives.

NEXT GEN SCIENCE STANDARDS

UNIT PLANNING

• English• Math• History• Science• Handwork & Games• College

Prep & Advisory

a. Choose important content standards from each subject.

a. Include key skills standards such as collaboration and presentation.

a. Consider student development and community needs and interests when choosing learning objectives.

a. Scope and sequence your objectives throughout the year and across grade levels with colleagues.

a. Record standards on the Unit Learning Goals form.

1. CHOOSE LEARNING OBJECTIVES.

Quick Question

HOW ARE THE NEW STANDARDS AN

OPPORTUNITY FOR YOU?

TeamUnit Learning

GoalsTemplate

Grade: Unit #: Inter  Unit Title:

Subjects:  Teachers:

UNIT LEARNING GOALS

Benchmark

Standards

Class/Department Standards

Math English History  Science

Math English History  Science

THREE ENTRY POINTS

Project Design

Thematic Connections

UNIT DESIGN CYCLE

3. Design the

project.

Project Overview 

Culminating Performance Task (CPT)

Interdisciplinary Unit Exam (IUE)

Component 1: Hands-On/Gro

up Work

Component 2:

Presentation/Event

Component 3: Individual-

Class Writing

Component 4:

Reflection

Essential Question

Guiding Questions Big Ideas

     

 

UNIT DESIGN CYCLE

1. Choose learning

objectives.2.

Find thematic

connections.

3. Design the

project.

4. Deepen content

knowledge.

5. Analyze

assessment data.

TEAM WORK TIME

UNIT DESIGN CYCLE

4. Deepen content

knowledge.

a. Define Unit Vocabulary and distribute to students, teachers, and parents. (academic terms used on the project description, rubric, or prompts, usually about 30 per unit).

b. Read core lit books and other key documents or media related to the unit. Discuss using the EQs and GQs.

c. Share resources to assist in lesson and field trip planning.

d. Write Review Guides for each class addressing EQs and GQs. Share this information with colleagues at meetings.

e. Follow the Review Day Protocol to prepare students for the CPT and IUE. All teachers must hear each other review.

4. DEEPEN CONTENT KNOWLEDGE.

UNIT DESIGN CYCLE

1. Choose learning

objectives.2.

Find thematic

connections.

3. Design the

project.

4. Deepen content

knowledge.

5. Analyze

assessment data.

UNIT DESIGN CYCLE

5. Analyze

assessment data.

a. Use the Analysis Day Protocol to calibrate your grading.

b. Record findings on the Data Analysis Guide throughout the scoring process.

c. Collect IBM Data from all teachers and report scores to students.

d. Publish your unit with student work samples to a binder and online to share with your colleagues.

e. Celebrate your successes and incorporate what you learned into future planning. (It’s a cycle!)

5. ANALYZE ASSESSMENT DATA.

Subject Standard Air Water Earth FireEnglish Position 88 91 61 61English Evidence 83 73 65 50English Conclusion 71 82 30 56History Silk Roads 79 73 65 67Math Find Percents 63 50 56 61

ScienceOrigins of Materials 92 91 83 72

EPC Natural Resources     35 28ESLR Think Critically 63 50 57 33Collaborative Skill Organize Materials 91 91 91 73

6TH GRADE IBM # 3: SILK ROAD BUSINESS PLAN

12:00-12:45LUNCH BREAK

Match the terms with their definitions.

Rearrange your graphic organizer if needed.

Glue words and definitions down.

Part 2ACTIVITY

Which steps on the Unit Design Cycle do you see teachers using?

What effects will these steps have on student learning?

TEAM WORK OBSERVATIONS

1. Choose learning objective

s. 2. Find

thematic connections

.

3. Design

the project.

4. Deepen content

knowledge.

5. Analyze

assessment data.

PITFALLS PATHWAYS

GREEN SCHOOL PROGRAMS

1. Thinking it’s easy or black and white thinking.

2. Making it too big.3. Not aligning the

assignments to the rubrics.

4. Not knowing content knowledge.

5. Using an old, dead project.

PITFALLS

1. Teach and assess your real standards.

2. Make time for Collaboration.

3. Do the teacher model, really.

4. Teach and practice team dynamics.

5. Let it be messy and experimental.

PATHWAYS

IBM Days1 – Plan2 – Refine3 – Analyze

Common Prep Time4 hours per week

Lunch Team Meetings30 minutes a week

Team Planning Days8 hours X 3 units/year

WARP THE SPACE TIME CONTINUUM

• August PD• 3 Weeks

GREEN AMBASSADORS CURRICULUM

• A-G Approved UC Course

• Being updated to reflect new standards this summer

• Working on middle school version

• Available online

GOOD CONDITIONS FOR TEACHING TEAMS

TEAM WORK TIME