Interdisciplinary Team Approach & Cooperative Group Work

EDU 360
February 23, 2014

The interdisciplinary approach has become an important and challenging technique in the
modern curriculum. Interdisciplinary is a term often used to describe curricular links or
connections among subjects (Powell, 2012, p.368). The interdisciplinary approach synthesizes
more than one discipline and creates teams of teachers and students that enrich the overall
educational experience. Interdisciplinary teaching often uses a real world context as the basis for
an instructional unit. As the unit unfolds, students make connections among subject areas and the
ways knowledge and skills function in the real world. The interdisciplinary approach provides
many benefits that develop into much needed lifelong learning skills that are essential to a
students future learning (Jones, 2009, p. 76).
The interdisciplinary approach allows students to see different perspectives, work
cooperatively in groups, and make the synthesizing of disciplines the ultimate goal. Cooperative
group work is characterized by activities that require students to depend on one another for
success, provide for individual accountability, utilize interaction among students, and focus on
interpersonal and group skills (Silver, 2010). When working in groups, students depend on one
another to share materials, ideas, knowledge, time, and effort. Students are active participants
who are held accountable not only for their individual work, but the work of the entire group.
Positive interpersonal communication skills such as active listening, sharing, and supporting are

developed. According to Silver (2010) some of the benefits of cooperative learning include
increased achievement, improved retention, and lower frustration and anxiety among students.
Many normative or comparative studies have been carried out on the effectiveness of
integrative programs. In nearly every instance, students in various types of interdisciplinary
programs have performed as well or better on standardized tests than students enrolled in the
usual separate subjects (Vars, 1991, p. 15).
In a study done by Boyer and Bishop titled "Young Adolescent Voices", seventy seven
students
from three middle schools were asked what they thought about their interdisciplinary team
program.
Boyer and Bishop found interdisciplinary teaming not only had a positive effect on students
learning, but also increased personal growth .Students learned tolerance for their peers as well as
leadership and collaboration skills. The study showed that the majority of students found the
experience beneficial. Students perceived themselves to be growing in confidence,
independence, tolerance, gaining leadership and collaborative skills, and belonging to a
family (2004).
Educators are endlessly seeking ways to help students make sense of their world. By
using interdisciplinary units, teachers enable students to make meaningful connections across
disciplines and more deeply understand concepts in real world contexts.

References

Boyer, S. & Bishop, P. (2004). Young Adolescent Voices: Students Perceptions of

Interdisciplinary Teaming. RMLE Online: Research in Middle Level Education 28 (1).
Retrieved from: http://eric.ed.gov/?id=EJ8074209

George, P. & Alexander, W. (2003). The Exemplary Middle School. Belmont, CA: Thompson &
Wadsworth. P. 59.

Jones, Casey (2009). Interdisciplinary Approach - Advantages, Disadvantages, and the Future
Benefits of Interdisciplinary Studies. ESSAI: 7(26). Retrieved from:
http://dc.cod.edu/cgi/viewcontent.cgi?article=1121&context=essai

Powell, S.D. (2012). Your Introduction to Education. Upper Saddle River, NJ, Pearson
Education, Inc.

Silver, Debbie (2010). Cooperative Learning for the Middle Level. Retrieved from:
https//www.askdk12.org/MiddleLink/Inter/mosaic/CooperativeLearning.pdf.

Vars, Gordon (1991). Integrated Curriculum in Historical Perspective. Educational Leadership.

Retrieved from:
http://middlegradescurriculum.yolasite.com/resources/Int.
%20Curr.%20VARS.pdf

Dear Families,
For the last semester of the school year, our students will be participating in a series of
workshops about the wonderful state of Hawaii. The workshops will offer a variety of hands-on
experiences that will be both fun and educating at the same time. Below is a brief description of
each of the workshops. We invite you to join us in these activities.

Hawaiian Traditions is a workshop that will explore the history and traditions of our state.
This will include the history of the luau, with a visit from a Hula instructor. Students will create
leis and grass skirts while also learning their significance in Hawaiian history. Students will
explore the history behind some of the traditional meals in the Hawaiian culture, and gain some
skills in preparing some native dishes. The students will also visit the Pearl Harbor Museum and
participate in reliving Pearl Harbor hour by hour.
Motion in the Ocean is a workshop based on marine life in Hawaii and the oceanography of
the Pacific. Students will be introduced to the phrase Malama i ke kai which means to care
for or protect the ocean, an integral Hawaiian value that dates back over centuries. Students will
participate in class trips to Waikiki Aquarium and Sunset Beach to observe the tides and
creatures of the Pacific Ocean.
Survival of the Sportiest is a workshop designed for students to learn about and participate in
some traditional Hawaiian sports. Students will learn about how geography and culture have a
major affect on sports played in Hawaii. Students will participate in a field trip to watch a surf
competition. Bethany Hamilton will be a guest speaker in our classroom as well. Shell share her
testimony about the sport she loves.
Environment is a workshop based on the climate and environment in Hawaii. Generally
speaking, the state of Hawaii is tropical, but the temperature and climate can vary dramatically
depending on where you are located on a particular island. Students will participate in activities
that will allow them to explore these variances. The class will participate in a hiking adventure.
We will also begin an outdoor classroom garden.
Attached is a permission slip for the above mentioned field trips. Please sign, date and return to
your childs teacher by Friday, February 28. If you have any questions, feel free to give us a call.
1-800-4HA-WAII
Sincerely,
Miss Gagnet, Mrs. Hagerty, Miss Himmerich,
Miss Loughman, Miss Mahon
PERMISSION SLIP

I, _______________________________ release my child into the hands of the school for a field
trip to a Surf Competition in Honolulu, Hawaii on March 7.
Name of Child (printed) ________________________
Signature:____________________________
Name of Emergency Contact____________________
Phone Number:____________________________

Signature of Parent:___________________________

PERMISSION SLIP

I, _______________________________ release my child into the hands of the school for a field
trip to the Sunset Beach on March 14.
Name of Child (printed) ________________________
Signature:____________________________
Name of Emergency Contact____________________
Phone Number:____________________________
Signature of Parent:___________________________

PERMISSION SLIP

I, _______________________________ release my child into the hands of the school for a field
trip to a Waikiki Aquarium on March 21.
Name of Child (printed) ________________________
Signature:____________________________
Name of Emergency Contact____________________
Phone Number:____________________________
Signature of Parent:___________________________
PERMISSION SLIP

I, _______________________________ release my child into the hands of the school for a field
trip to the Pearl Harbor Museum on March 28.
Name of Child (printed) ________________________
Signature:____________________________
Name of Emergency Contact____________________
Phone Number:____________________________
Signature of Parent:___________________________

PERMISSION SLIP

I, _______________________________ release my child into the hands of the school for a field
trip to the Honolulu Zoo on April 4.
Name of Child (printed) ________________________
Signature:____________________________
Name of Emergency Contact____________________
Phone Number:____________________________
Signature of Parent:___________________________

PERMISSION SLIP

I, _______________________________ release my child into the hands of the school for a field
trip to the Volcano tour over Hawaii on April 11.
Name of Child (printed) ________________________
Signature:____________________________
Name of Emergency Contact____________________
Phone Number:____________________________
Signature of Parent:___________________________
Toris Chart Thing
Workshop
-Hawaiian Traditions
Standards

SS.12G.1.2: Explain different patterns of land use

SS.6.6.2 Use examples of changing culture to identify and analyze ways to

respond to cultural differences and problems within and across groups

SS.6.6.1 Examine the ways in which different cultures have influenced families
and
communities
Evidence of Understanding

Bring in a traditional hula dancer to teach the students how to hula and about
hula origins


Make our own grass skirts and leis and learn about their History. Children will
share the meaning behind their own leis.

Work in groups and choreograph a hula dance

We will discuss traditional Hawaiian foods and bring in a traditional Hawaiian

chef to teach and cook for the class.

Play a game where kids match the dish description with the dish name.

Research food from an assigned region and give a presentation on class on it

Do the relive pearl harbor hour by hour

Go on a field trip to the pearl harbor museum

ASSESSMENT
Formative

Participation grades

Matching Game
Summative

Final Hula Dance

Final grass skirt and lei presentation

Food presentation

Final Prepared dish

All will be graded by rubric

Instructional Strategies

Direct Instruction

Whole class discussion and activities

Field trip

Modeling

Guided practice

Small group work

Technology Strategies

Internet based activity for the relive pearl harbor hour by hour activity
http://teacher.scholastic.com/pearl/hour/index.htm
Diverse Learners

Modeling

Cooperative grouping

Guided practice
Literacy standards
6-8.RH.7--integrate visual information (e.g., in charts, graphs, photographs, videos,
or maps) with other information in print and digital texts. citation.
6-8.WHST.9--Draw evidence from informational texts to support analysis reflection,
and research.

Hilary Loughman
Workshop

Motion in the Ocean

Standards

Marine Science:
-Oceanography: 3.2 describe the effect of plate tectonics on the topography
of the ocean floor
-Ecological Systems: 4.3 describe the characteristics of coral reefs
-Animal classification and adaptation: 5.1 Explain how adaptations help
animals survive in a marine environment. 5.2 Compare the characteristics of
marine organisms (e.g., planktonic, invertebrate, vertebrate)
- Interdependence of Humans and the Ocean: 6.1 describe the effects of
natural oceanic hazards (e.g., hurricanes, tsunamis) on people. 6.2
Describe the relationship between the ocean and human cultural
development.
Evidence of Understanding

Ocean Mural- art activity

National Geographic Ring of Fire Class activity

Dominoes (Wave and Tides)

Movies: Disneys Oceans, Finding Nemo (have them write a reflection

paper, on all the different sea animals shown in the films)

Present Environmental issues (pollution, killing of sea creaturesdolphins) relating to the oceanhave the students think about how they
could solve those problems (watch movie Dolphin Tale as an example)

Speakers for environmental issues

How does the ocean help us? How could we help the ocean? (Group
Project)

Group Project: Pick an sea creature (research, make a presentation,

present)

Field trips: Aquarium, Tide pools Sunset Beach

Lab work on tides and waves

Internet Web research

Descriptive writing activity of students choice relating to the ocean

Assessment

Formative: worksheet, mini group practice presentations (visual and

oral), discussions, graphic organizers, record of questions, observations, and
conclusions, peer/ self evaluations

Summative: Science journals (labs and records), Final project (student

picks a topic from the unit and creates a visual and oral presentation on
whatever catches their interest, along with a research and reflection paper)

Instructional Strategies

Field explorations, constructivist oriented (seek and include students

interest, hands-on activities and real experiences, problem solving)
Technology Strategies

Have the students become familiar and comfortable with using the
internet for research (Final Project.)

PowerPoint

Videos

Google Docs (group projects)

Online activities
Diverse Learners

Cooperative Grouping

Inquiry Based-Learning
Literacy Standards

Writing (Research to Build and Present Knowledge) 6.W.8

Speaking and Listening (Presentation of Knowledge and Ideas )6.SL.4,

6.SL.5

Reading Science and Technical (Key Ideas and Details) 6-8.RST.2, 68.RST.3