INTEGRATION OF DISCIPLINES
STANDARD:
demonstrates the ability to integrate the concepts, tools of inquiry, and structures among the disciplines. Candidate performance demonstrating the following capabilities informs this standard.
The ability to:
demonstrates the ability to integrate the concepts, tools of inquiry, and structures among the disciplines. Candidate performance demonstrating the following capabilities informs this standard.
The ability to:
- Create learning experiences in which students are required to construct knowledge and test hypotheses using the methods of inquiry and standards of evidence of multiple disciplines.
- Encourage students to recognize and respect the interdependence of all knowledge and ideas by combining and integrating knowledge of different disciplines.
- Pursue and acquire material and human resources in various disciplines for classroom use.
NARRATIVE:
In no more obvious place has cross-disciplinary instruction been obvious than in my Arts Pathway class, co-taught with an ELA teacher at the high school. Students chose a novel around which to create a full-day Symposium. Students used their ELA tools and their VPA lessons to create a dynamic day. The five students in the class took the entire high school through a full day of learning in an arts integrated environment.
Additionally, I have worked hard to get myself into classrooms where I am not regularly scheduled. I have been involved in the middle level and in Kindergarten with MAD Morning Meeting, bringing the Kindergarten a theatrical twist on their 'Months of the Year' lesson. I have done a movement lesson in 4th grade, teaching students to move and interact like the animals selected in their science unit on rainforests. I have worked on staging theater with the 3rd graders as they learn about native Mainers.
I attend monthly meetings at both the High School and at the Elementary School which strategizes all manner of Arts Integration for the coming weeks. I have been involved both in the planning and the implementation of Arts Integration.
In no more obvious place has cross-disciplinary instruction been obvious than in my Arts Pathway class, co-taught with an ELA teacher at the high school. Students chose a novel around which to create a full-day Symposium. Students used their ELA tools and their VPA lessons to create a dynamic day. The five students in the class took the entire high school through a full day of learning in an arts integrated environment.
Additionally, I have worked hard to get myself into classrooms where I am not regularly scheduled. I have been involved in the middle level and in Kindergarten with MAD Morning Meeting, bringing the Kindergarten a theatrical twist on their 'Months of the Year' lesson. I have done a movement lesson in 4th grade, teaching students to move and interact like the animals selected in their science unit on rainforests. I have worked on staging theater with the 3rd graders as they learn about native Mainers.
I attend monthly meetings at both the High School and at the Elementary School which strategizes all manner of Arts Integration for the coming weeks. I have been involved both in the planning and the implementation of Arts Integration.
EVIDENCE:
Lunch on the REACH stage during the symposium built by my Arts Pathway class. Our class of five students built an entire day of cross-disciplinary learning around the novel 'And Then There Were None'. And, yes, our students even planned and coordinated lunch for the hundred plus attendees of their symposium.