Transfer of learning occurs when the student is motivated by the topic, motivated to learn, has previous knowledge on the subject, and knows how to connect new information to existing information. The learner must then be able to retrieve this information and apply it to new learning. A lot of breaks can happen in this chain, but if we model this formula in our teaching and make it a conscious process for students, then our learners stand a better chance of transferring that learning.
Source: Larry Ferlazzo. Curriculum integration is a student-centered approach in which students are invited to join with their teachers to plan learning experiences that address both student concerns and major social issues. Psychological A. Students are more highly motivated and learn better because integrative curriculum relates to their needs, problems, concerns, interests, and aspirations. Students learn better because integrative curriculum is more compatible with the way the brain works, thus enhancing the development of higher-order thinking skills.
Sociological A. Students are better prepared for life in contemporary society because integrative curriculum addresses current social problems in all their real-life complexity. Van Til, B. Students learn major concepts and processes of the disciplines through studying carefully designed integrated units.
Richards and John Dewey with their manual and industrial art programs of […]. Knoll, , www. Kilpatrick Kocher, ; Potthoff, Children who presented a play executed a project, as did those children sitting in the audience, heartily enjoying it. Furthermore, Kilpatrick did not take into account the relevance of experiential and experimental learning, i.
It could, however, be part of a project, namely, for instance, the presentation of a collectively planned and prepared theatre play. Choice of a problematic situation appropriate for the acquisition of skills and knowledge. Collective development of a plan to solve the problem. Experiential examination of the problem. Verification of the solution of the problem with real evidence and research.
To distinguish project work from other concepts and to put their idea into more concrete terms they allotted ten specific features to the four steps listed above van Dick, ; Kocher, :. Hence, the pupils make own decisions as regards the choice of the topic, the planning and performing of the working and learning process, as well as the making of a collective product , its presentation , and the evaluation. In all respects the pupils work in teams respectively groups using various media and also authentic materials to work out a solution for their problem.
They become assistants, advisers, experts and co-learners, which significantly improves the relationship between teachers and pupils as well as the entire learning atmosphere. The Storyline model shows most of the project-specific characteristics, such as the relation to a certain topic, the working in groups, the product and its presentation, as well as self-organisation, the learning by doing, by discovery and personal experience related to situations from the real world. By independently constructing their own hypotheses of the studied matters before verifying them with real research and evidence the pupils develop strategies for authentic problem-solving.
This again leads to process-based, self-responsible and social learning, and thus to autonomy and self-determination as well as to respect and tolerance towards others. In some significant aspects, however, the Storyline model differs from the traditional idea of project work. It comprises a couple of episodes linking together the single lessons and aspects of the topic.
Although a rough structure of the story, in the form of key questions view 3. Project work, cross-curricular or interdisciplinary teaching and learning - storyline as an approach to effective foreign language teaching Term Paper Advanced seminar , 61 Pages, Grade: 1,0. Katja Krenicky-Albert Author. Add to cart. Contents 1. Introduction 2. Main Features 3. Second Language Acquisition Research 4.
Bibliography 1. Introduction Project work, cross-curricular or interdisciplinary teaching and learning, open-planned lessons, experiential learning — these are only a few of the whole range of existing terms expressing a trend of educational methodology postulated by theorists throughout many past decades. The Conception In this respect, the original purpose of Storyline was to represent a kind of methodology to design meaningful and motivating topic work for native speakers.
Main Features Storyline is characterised by five main features that give the learning environment, i. Historical Background and Origins of Project Work With his work Orbis Sensualium Pictus Johann Amos Comenius has already postulated the learning with all senses in a positive learning atmosphere.
Sign in to write a comment. Read the ebook. Teaching Composition Writing in Engli Teaching English as a Foreign Languag The Importance of Teaching English Vo After discussing this perspective an educator can ask if other disciplines have additional insights to offer on this topic.
They should expect some students to indicate that natural scientists often challenge this narrow, economic based, characterization of the productive process as incomplete and potentially misleading. This provides an opportunity for the instructor to introduce and model for students the integration of insights regarding economic growth from both economists and natural scientists.
For instance, Ecologists have argued for decades that the economy does not function separate from the natural world. They assert that there are ecological constraints or planetary boundaries that govern the economy and alter the conventional economic characterization of the link between inputs and output growth. They offer three insights that an interdisciplinary economics educator could integrate into their conventional analysis to produce an interdisciplinary exploration of economic growth.
First, natural resources need to be included as an input to economic growth and must simultaneously be viewed a constraint on the process since they are not easily altered in the near term.
However, the world is not divided into little disciplinary boxes in the same way that high schools typically structure their classes. American high school primarily presents subjects as distinct and disconnected.
The idea of integrated studies or interdisciplinary learning often remains a buzzword or aspiration rather than a practice that can realistically be implemented. Teaching during Covid presented new hurdles and stressors.
Our collaboration convinced us that such micro-collaborations are quite doable and will continue to be even in a traditional school year. Learning about related content in more than one class opened up cognitive bandwidth for our students to dive deeper because their schema for this knowledge was being reinforced and expanded. Many of our students said that examining an issue from the perspective of more than one discipline made it clearer how their classes connected and made it easier to see how subjects in school related to the real world.
Experiment with micro-units—a sequence of three to five lessons of integrated learning that can stand alone in the school year or nest into a larger unit sequence.
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