What is interdisciplinary teaching/learning?

Interdisciplinary learning is an educational process in which two or more subject areas are integrated with the goal of fostering enhanced learning in each subject area.  Implementing an interdisciplinary learning program brings teachers together to create exciting learning experiences for students and to discover new ways of delivering the curriculum.  The concept of interdisciplinary learning acknowledges the integrity and uniqueness of each subject area, yet recognized the interrelationships among subjects.
 

Models for implementation

We have experimented with a variety of approaches to interdisciplinary teaching/learning and have developed three models that function on a continuum from simple to complex.  The three interdisciplinary teaching models – connected, shared, and partnership – provide approaches to integrating skills and concepts of two or more subject areas.  These models will help you clarify your intent and objectives for using interdisciplinary teaching.

The connected model uses a simple approach in which content from one subject area is used to augment or supplement the learning experience in another subject area.  The shared model emphasizes the linkage of similar topics, concepts, or skills from two or more subject areas taught collaboratively with another teacher.  The partnership model is defined by the equal representation of two or more subject areas in a curricular effort taught using a team approach.
 
 
 

Language Arts components

“The language arts are an integral part of education at the elementary level.  They are the abilities that enable one to think logically and creatively; express ideas; understand and participate meaningfully in spoken, written, and non verbal communications; formulate and answer questions; and search for organize, evaluate and apply information”  (New Jersey Department of Education, 1996).  A comprehensive language arts program is characterized by an integration of the skills and concepts in reading, writing, speaking, listening, and viewing.  These skills and concepts are essential for communication and learning in all disciplines.
 

Scope and Sequence of Language Arts concepts taught in elementary schools
 
 
 

	K	1	2	3	4	5	6
READING
Reading for Different Purposes	x	x	x	x	x	x	x
Literature Study	x	x	x	x	x	x	x
Conventions of Language	x	x	x	x	x	x	x
Vocabulary	x	x	x	x	x	x	x
Comprehension	x	x	x	x	x	x	x
Reading Strategies	x	x	x	x	x	x	x
Story Structure	x	x	x	x	x	x	x
WRITING
Writing for a Variety of Purposes	x	x	x	x	x	x	x
Composition	x	x	x	x	x	x	x
Handwriting	x	x	x	x	x	x	x
Spelling	x	x	x	x	x	x	x
Mechanics	x	x	x	x	x	x	x
SPEAKING
Speaking for Different Purposes and Audiences	x	x	x	x	x	x	x
Questions and answers	x	x	x	x	x	x	x
Oral Presentations					x	x	x
Group discussions	x	x	x	x	x	x	x
Directions or instructions	x	x	x	x	x	x	x
LISTENING
Listening for a Variety of Purposes	x	x	x	x	x	x	x
Oral directions	x	x	x	x	x	x	x
Questions and Answers	x	x	x	x	x	x	x
Note taking					x	x	x
Music and sounds	x	x	x	x	x	x	x
Critical			x	x	x	x	x
VIEWING
Viewing for a Variety of Purposes	x	x	x	x	x	x	x
Personal interactions, live performances	x	x	x	x	x	x	x
Visual arts involving oral and/or written language	x	x	x	x	x	x	x
Print media	x	x	x	x	x	x	x
Electronic media	x	x	x	x	x	x	x
Factual and fictional representations	x	x	x	x	x	x	x

 
 
 

Sample activities

1. Games, sports, manipulatives activities

• Alphabet tag
• Word toss
• Tossing tricks
• Sports news

2. Gymnastics

• Direction words
• Weather report
• Alphabet gymnastics

3. Dance

• Rhyming words
• Fancy dive
• Using literature in dance

• Label equipment
• Write you lesson/outline on the board
• Make a list of vocabulary words appropriate to the activity
• Display children’s writing about your lesson
• Ask questions that require explanation other than one word answers
• Use short answer and essay questions on tests
• Emphasize journal writing regarding student physical education experiences
• Develop a word wall
• Encourage students to read directions, poems, or stories that are being used in class

References

Cone et al.  (1998).  Interdisciplinary Teaching Through Physical Education.  Champaign, IL: Human Kinetics.

Children’s Literature web site: (http://www.acs.ucalgary.ca/~dkbrown/)

ISLMC Children's Literature & Language Arts Resources  (http://falcon.jmu.edu/~ramseyil/childlit.htm)

National Council of Teachers of English and the International Reading Association.  (1996).  National standards for the english language arts.  Newark, DE:  Author.

Silverstein, S.  (1981).  A light in the attic.  New York: Harper & Row, Publishers

Standards web site:  (http://putwest.boces.org/Standards.html)