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Based on Interdisciplinary Studies Orientation © Queen’s Printer for Ontario, 2002 1
“For the purposes of this document, the term interdisciplinary is used to describe an approach to learning and knowledge that integrates and benefits from the understanding and application of the approaches of different subjects and disciplines.”
OSL Super Conference 2004
Tim Karen
Interdisciplinary Studies
Introduction & Overview
Conceptual Framework &
Research Models
Developing a Course
Leaside C.I
"Introduction to Information Studies"
2004
Activities Experiences
ANALYSIS
MULTI-PERSPECTIVES
INNOVATION
SYNTHESIS
DIVERSITY PROBLEM-SOLVING
NEW TECHNOLOGY
COLLABORATION
INFORMATION SKILLS
LIFELONG LEARNING
LEADERSHIP
Based on Interdisciplinary Studies Orientation © Queen’s Printer for Ontario, 2002 4
What is the Interdisciplinary Studies document?
Curriculum Policy
Document
Set of Sample Courses
Template to Develop
Interdisciplinary Courses
Suggestions for Program
Planning
HOW?HOW?
Based on Interdisciplinary Studies Orientation © Queen’s Printer for Ontario, 2002 5
Context: Subjects/Disciplines and Interdisciplinary Studies Skills
Students need to build on subject/discipline skills with interdisciplinary skills related to:
information literacy, information management, and the research process
finding connections and innovative solutions
team building, leadership, and collaborative decision-making
critical and creative thinking
technological applications
new methods and forms of analysis, interpretation, synthesis, and evaluation such as systems thinking and design
Based on Interdisciplinary Studies Orientation © Queen’s Printer for Ontario, 2002 6
Context: Curriculum Reform
A program that reflects new learning and disciplines, innovative sample courses, emergent technologies, real-life tasks, and community connections.
Curriculum that is relevant to society’s needs and expectations
Diverse courses and models of delivery that accommodate a wide range of needs and situations
Learning opportunities and support for all students
Challenging curriculum expectations that develop lifelong overall and specific interdisciplinary skills and knowledge
A high standard of achievement
Features of Interdisciplinary Studies, Grades 11 and 12
Goals of Ontario Secondary Schools Grades 9 to 12
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InterdisciplinaryStudies
InterdisciplinaryStudies
InterdisciplinaryStudies
Course Types
GRADE 11
Open
GRADE 12
University Preparation
GRADE 12
Open
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Course Models
GRADE 11
Open
GRADE 12
University Preparation
GRADE 12
Open
Model A - SINGLE Credit Course
Model B - PACKAGE of Courses worth from two to five credits
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Design Considerations: Course Models
Model “A” Courses Model “B” CoursesSingle credit in Interdisciplinary Studies
Multiple credits including one credit in Interdisciplinary Studies
ALL interdisciplinary studies course expectations are combined with a RELEVANT selection of expectations from two or more courses from the same grade or the grade immediately preceding or following
ALL interdisciplinary studies course expectations are combined with ALL expectations from two or more additional full- or half-credit courses from the same grade or the grade immediately preceding or following
Only Interdisciplinary Studies expectations are assessed
All expectations from each of the courses combined in the package are assessed
Based on Interdisciplinary Studies Orientation © Queen’s Printer for Ontario, 2002 10
Course Model A - Single Credit Course
discipline-based expectations of the other courses provide the appropriate context and content for developing practical applications or exploring topics and themes using an interdisciplinary approach
Based on Interdisciplinary Studies Orientation © Queen’s Printer for Ontario, 2002 11
+
Course Model A - Structure
InterdisciplinaryStudiesCourse
InterdisciplinaryStudiesCourse
Relevant Expectations
from Course 2
Relevant Expectations
from Course 2
Relevant Expectations
from Course 3
Relevant Expectations
from Course 3
Relevant Expectations
from Courses 4 …
Relevant Expectations
from Courses 4 …
All Interdisciplinary Studies Courses of the Model A type are worth ONE Credit. Only the Interdisciplinary Studies expectations will be evaluated.
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Model A: Sample Course
Information and Citizenship, Grade 12, Open
This course combines all the expectations for Interdisciplinary Studies, Grade 12, Open with selected expectations from two or more other courses (e.g.,
Issues of Indigenous Peoples in a Global Context, Grade 12, University/College Preparation;
Canadian and International Law, Grade 12, University Preparation;
Communications Technology, Grade 12, University/College Preparation).
OneCredit
Interdisciplinary Studies Courses and Packages can include courses from a variety of destination-related types of courses
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Course Model B – Package of Courses
students obtain one Interdisciplinary Studies credit and one/half credit for each of the additional courses (to a maximum of five credits in total), which are identified by their existing course codes on the student report card and transcript
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Course Model B – Package of Courses
all of the expectations from combined courses will be evaluated
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+ + + +
Course Model B: Structure
Inter-disciplinary
StudiesCourse
Inter-disciplinary
StudiesCourse
Course 2 Course 2 Course 3Course 3 Course 4Course 4Coop
EducationCourse 5
CoopEducationCourse 5
5 Credit Example
+ + + Inter-
disciplinaryStudiesCourse
Inter-disciplinary
StudiesCourse
Course 2Course 2 Course 3Course 3 Course 4Course 44 Credit Example
+ + +Inter-
disciplinaryStudiesCourse
Inter-disciplinary
StudiesCourse
Course 2Half Credit
Course 2Half Credit
Course 3Half Credit
Course 3Half Credit Course 4Course 4
3 Credit Example
+ +Inter-
disciplinaryStudiesCourse
Inter-disciplinary
StudiesCourse
Course 2Half Credit
Course 2Half Credit
Course 3Half Credit
Course 3Half Credit
2 Credit Example
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Model B: Sample Course
Science and the Community, Grade 12, Open
This package of courses consists of all the expectations from
Interdisciplinary Studies, Grade 12, Open;
English, Grade 12, Workplace Preparation;
Science, Grade 12, Workplace Preparation;
Cooperative Education Program (two credits)
FiveCredits
Interdisciplinary Studies courses and packages can be combined with Cooperative Education courses
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Sample/New Courses
Teachers may use the sample courses or develop other Interdisciplinary Studies courses using courses authorized by other Ontario curriculum policy documents, as long as they develop the courses in accordance with the policies outlined in the Interdisciplinary Studies policy document.
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Number of Interdisciplinary Studies Courses
Students may take a MAXIMUM of three Interdisciplinary Studies courses one each of
• Interdisciplinary Studies, Grade 11, Open • Interdisciplinary Studies, Grade 12, University
Preparation • Interdisciplinary Studies, Grade 12, Open
This maximum operates whether they are single-credit Interdisciplinary Studies courses or interdisciplinary studies courses within a package.
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Conceptual Framework
• When you teach an Interdisciplinary Studies Course, you are teaching Interdisciplinary Studies
• as a particular discipline • with a specific conceptual
framework• in the context of other courses and
their connections
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Design Considerations: Course Titles and Subtitles
The title of an Interdisciplinary Studies course is Interdisciplinary Studies.
The subtitle is the particular focus such as Archaeology, Information Studies, Science and the Community.
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Strands and Sections
Theory and Foundation
1.Ideasand
Issues
2.Structures
andOrganization
3.Perspectives
andApproaches
4.Skillsand
Strategies
Based on Interdisciplinary Studies Orientation © Queen’s Printer for Ontario, 2002 22
Strands and Sections
Processes and Methods of Research
1.Preparing
forResearch
2.AccessingResources
3.Processing Information.
4.Assessing
and ExtendingResearch
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Strands and Sections
Implementation, Evaluation, Impacts, and Consequences
1.Implementation
andCommunication
2.Evaluation
3.Impacts
andInnovations
4.Personal
and CareerDevelopment
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Stage 1: Preparing for Research
Comparison of Research Frameworks
Stage 2: Accessing Resources
Stage 3: Processing Information
Stage 4: Transferring Learning
Section 1: Preparing for Research
Section 2: Accessing Resources
Section 3: Processing Information
Section 4: Assessing & Extending Research
Information Studies Interdisciplinary Studies
define information needs using a variety of strategies
explore information using a variety of group activities
identify varied ways of organizing information
relate prior knowledge to information tasks
purposes and types of research
required research skills and attitudes
thinking and planning strategies for research
formulating research questions
Stage 1: Preparing for Research
Section 1: Preparing for Research
Information Studies Interdisciplinary Studies
locate a variety of appropriate resources from a variety of sources
select information appropriate to needs using a variety of strategies
gather information from resources using internal organizers and conventions of texts
collaborate with others to share findings and ideas;
sources of information
conventions and principles of organizing information
locating information
selecting information
Stage 2: Accessing Resources
Section 2: Accessing Resources
Information Studies Interdisciplinary Studies
analyze and evaluate information using a variety of strategies
test ideas to adjust research and problem solving strategies
sort information using a variety of organizers and formats
synthesize findings and formulate conclusions
criteria for analysis and evaluation
analysis of ideas
recording, sorting, and organizing of information
synthesis of research findings
Stage 3: Processing Information
Section 3: Processing Information
Information Studies Interdisciplinary Studies
revise product appropriate to purpose, audience and format
present research findings in a variety of forms for a variety of audiences
reflect on and evaluate product and process
transfer new information skills and knowledge to solve problems and make decisions.
comparing and modifying research
assessing research methods and solutions
criteria for assessing research
new topics and real-life applications
Stage 4: Transferring Learning
Section 4: Assessing & Extending Research
Information Studies Interdisciplinary Studies
Based on Interdisciplinary Studies Orientation © Queen’s Printer for Ontario, 2002 29
Conceptual FrameworkStrand 2: Processes & Methods of Research
1.Preparing
forResearch
Purposes and Types of Research
Formulating Research Questions
Required Research Skills and Attitudes
Thinking and Planning
Strategies for Research
How can educational research improve
teaching and learning?
How can we focus key educational research
on our own school situation?
What questions challenge the
“industrial model” of schooling systems?
What thinking strategies are evident
in The Royal Commission on
Learning ?
[e.g., Studies in Education]
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Conceptual FrameworkStrand 2: Processes & Methods of Research
2. Accessing Resources
Sources of Information
Selecting Information
Conventions and Principles of Organizing Information
Locating Information
What sources of information are used
by well-known journalists?
How can a journalist use periodical indexes
to find different viewpoints ?
What note-taking strategies work well when researching a
“story”?
How can I use reference material to
get accurate background
information?
[e.g., Applied Journalism]
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Conceptual FrameworkStrand 2: Processes & Methods of Research
3.Processing Information
Criteria for Analysis and Evaluation
Synthesis of Research Findings
Analysis of Ideas
Recording, Sorting, and Organizing of Information
Which environmental study would most
interest planners of a local park?
How does the ecological report
relate ethical practices and profitability?
What recommendations to
city council can I make from my fieldwork ?
How can I use a relational database to
correlate my field results?
[e.g., Local Field Studies and
Community Links]
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Conceptual FrameworkStrand 2: Processes & Methods of Research
4.Assessing
and Extending Research
Comparing and Modifying Research
New Topics and Real-Life Applications
Assessing Research Methods and
Solutions
Criteria for Assessing Research
How can I incorporate new international data into my report on local
fitness initiatives?
What lessons for community leadership can my report offer?
How can schools promote community learning pro-grams among students?
What criteria can I use to assess my plan for
new recreational facilities?
[e.g., Information Management and
Community Leadership]
Based on Interdisciplinary Studies Orientation © Queen’s Printer for Ontario, 2002 33
Design Considerations: Incorporating Information Literacy
The skills, knowledge, insights, and innovations of the discipline of information studies are central to interdisciplinary work.
Information literacy is the ability to access, select, gather, critically evaluate, and communicate information in all disciplines, and to use the information obtained to solve problems, make decisions, develop knowledge, and create new ideas and personal meaning.
Your Teacher Librarian can promote the development of information literacy skills among all students by
coordinating and supporting the collaborative planning and implementation of interdisciplinary research and technological applications.
Based on Interdisciplinary Studies Orientation © Queen’s Printer for Ontario, 2002 34
Design Considerations: The Role of Technology in the Curriculum
Students will be expected to: • use a variety of computer programs used in specific disciplines and
interdisciplinary work;• use a variety of traditional and emerging technologies to help them
develop innovative approaches to inquiry and research, project-based planning, and assessment;
• use electronic communication to compare their results and analyses with those of other students, as well as to consult experts
Teachers should: work collaboratively within and across disciplines• plan for the effective integration of computer and information
technologies into interdisciplinary studies• share best practices through the Interdisciplinary Studies web site
at www.ids-ontario.com
Based on Interdisciplinary Studies Orientation © Queen’s Printer for Ontario, 2002 35
Eight Steps to Course/Unit Design
1. Understand the discipline of Interdisciplinary Studies
2. Consider the combined courses
3. Find the “story” in the course description
4. Cluster the expectations
5. Design the tasks
6. Design the strategies
7. Provide access to appropriate resources
8. Determine methods of delivery
Based on Interdisciplinary Studies Orientation © Queen’s Printer for Ontario, 2002 36
Questions
Course/Unit Design: STEP 1
Understand what goals, essential/enduring questions, and conceptual framework make Interdisciplinary Studies a discipline in its own right but one that requires context from other subjects, disciplines, and areas of knowledge.
Framework ContextGoals
Based on Interdisciplinary Studies Orientation © Queen’s Printer for Ontario, 2002 37
Course/Unit Design: STEP 2
EXAMPLE: Sports and Society, Grade 11, Open (Credit value: 1)
Interdisciplinary Studies, Grade 11, Open
• Dance, Grade 11, Open;
• Introduction to Business, Grade 10, Open;
• English, Grade 11, University, College, or Workplace Preparation;
• Healthy Active Living Education, Grade 11, Open).
Consider the “other” courses identified as possibilities for combining with Interdisciplinary Studies in the Sample Course Description. Follow the policy document to modify or create your own course)
Based on Interdisciplinary Studies Orientation © Queen’s Printer for Ontario, 2002 38
Course/Unit Design: STEP 3
EXAMPLE: Sports and Society, Grade 11, Open
...Using diverse resources and research methods, students will analyse the depiction of sports and health in media and literature and will examine trends in the business and communication of sports-related activities …
Find the “story” elements of the Sample Course Description to generate possible themes and tasks, to identify what you would expect students to be doing, and to consider ways their learning will be assessed.
Based on Interdisciplinary Studies Orientation © Queen’s Printer for Ontario, 2002 39
Course/Unit Design: STEP 4
Interdisciplinary Studies
Grade 11 Open
– explain how the manipulation of information affects society, by analysing historical and contemporary examples from each of the subjects or disciplines studied
Cluster appropriate expectations from Interdisciplinary Studies and “other” courses around a real-life task.English, Grade 11, Workplace Preparation
– describe the relationship between media works and media industry practices, including marketing and distribution methods
Dance, Grade 11, Open
– analyse the role of dance in the community
Healthy Active Living Education, Grade 11, Open
– explain aspects of the process of group dynamics (e.g., organizational culture)
Introduction to Business, Grade 10, Open
– determine the importance of ethics and social responsibility in business
Based on Interdisciplinary Studies Orientation © Queen’s Printer for Ontario, 2002 40
Course/Unit Design: STEP 5
Design the real-life tasks, with an interdisciplinary perspective (other Interdisciplinary Studies expectations may help).Interdisciplinary Studies Grade 11 Open
English Grade 11 Workplace Preparation
Dance Grade 11 Open
Healthy Active Living Education Grade 11 OpenIntroduction to Business Grade 10 Open
Interdisciplinary Studies
Grade 11 Open
– demonstrate an understanding of the ways in which the graphic display of information can be used to foster critical analysis and problem solving related to interdisciplinary presentations
Interdisciplinary Task Students will conduct a survey of conveners of local community sports organizations to gather information about the media depiction of sport in general and of the organizations in particular. They will present their comparative findings using visual organizers and statistical graphs.
Based on Interdisciplinary Studies Orientation © Queen’s Printer for Ontario, 2002 41
Course/Unit Design: STEP 6
Design the assessment and teaching learning/learning strategies to help students achieve the expectations related to the task.
Interdisciplinary Task
Assessment Strategies & Devices
– Classroom Presentation
– Rubric
Teaching/Learning Strategies
– Research Process
– Statistical Analysis
– Graphic Applications
Consult the Planner’s Teacher Companion for descriptions, methods,
considerations and examples of strategies
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Course/Unit Design: STEP 7
Select, provide, and promote a wide range of appropriate resources to support the course: Print, video, web sites, online databases
Work with your Teacher-Librarian to find the best resources
Based on Interdisciplinary Studies Orientation © Queen’s Printer for Ontario, 2002 43
Course/Unit Design: STEP 8
Consider how you will deliver the unit and its activities in your school.
Collaborative planning
Interdepartmental team-teaching
Teacher-Librarian’s role
Community involvement
Cooperative Education
Distance Education
Special Education
Based on Interdisciplinary Studies Orientation © Queen’s Printer for Ontario, 2002 44
Key Questions for Planning
What are the identifying characteristics of an Interdisciplinary Studies course?
How do these characteristics relate to the goals of Interdisciplinary Studies on page 5 of the curriculum document?
Is the Interdisciplinary Studies course designed with the context and content provided by relating expectations from other courses?
Based on Interdisciplinary Studies Orientation © Queen’s Printer for Ontario, 2002 45
Key Questions for Planning
Are students given explicit opportunities to learn, practise, and demonstrate all of the expectations from the Interdisciplinary Studies course document?
How does the Interdisciplinary Studies course communicate a clear vision of what we want students to know or be able to do at the end of the course or package of courses?
How does the Interdisciplinary Studies course provide deeper understanding, perspective, solutions, innovation, and insight?
Based on Interdisciplinary Studies Orientation © Queen’s Printer for Ontario, 2002 46
Key Questions for Planning
• How does the Interdisciplinary Studies course meet a variety of student needs?
• How does the Interdisciplinary Studies course provide opportunities for students to direct their learning by making their own connections, collaborations, and real-life applications?
Based on Interdisciplinary Studies Orientation © Queen’s Printer for Ontario, 2002 47
Key questions for Planning
What supports are in place for the students? Where are the gaps?
What are the staff strengths at my school?
What are the present course offerings at my school? Which courses could be linked conceptually through Interdisciplinary Studies?
The Planner contains a comprehensive library of
• curriculum resources,• planning and writing tools• electronic databases
It enables you to• design• share• adapt• manage
Interdisciplinary Studies units, and course profiles.
All Ontario curriculum expectations
Authoring templates& rubric maker
TeachingCompanionsAnalysis
toolsAppleWorks
(Macintosh/PC)
Using the Ontario Curriculum Unit Planner
The Planner highlights the design-down model of the planning process (from culminating task to sequential subtasks) that is a hallmark of interdisciplinary work.
Teac
her
Des
ign
Teac
her
Des
ign Student D
emonstration
Student Dem
onstrationCulminating TaskCulminating TaskCulminating TaskCulminating Task
Subtask 4Subtask 4Subtask 4Subtask 4
Assessment Subtask 1Assessment Subtask 1Assessment Subtask 1Assessment Subtask 1
Subtask 3Subtask 3Subtask 3Subtask 3
Subtask 2Subtask 2Subtask 2Subtask 2
Using the Ontario Curriculum Unit Planner
Using the Ontario Curriculum Unit Planner
Outlines unit in two pagesOutlines unit in two pages
Uses 8½ x 11 WYSIWYG formatUses 8½ x 11 WYSIWYG format
Expands to fit contentsExpands to fit contents
Use the Planner’s versatile templates to create units, course outlines, programs and profiles, handouts, rubrics, and resource lists.
Combines units for year/course
Combines units for year/course
Using the Ontario Curriculum Unit Planner
Use filtered and Boolean search methods to find expectations by:1. keyword 2. grade 3. course
1
3
2
Using the Ontario Curriculum Unit Planner
Analyse, preview, and publish professional-looking individual units (1) or complete profiles/outlines (2).
Our TDSB School TeamOur School TeamTDSB
1 2
What is the What is the Ontario Curriculum Unit PlannerOntario Curriculum Unit Planner
Official Version 3.0? Official Version 3.0?
Training Presentation # 1Training Presentation # 1
Ontario Curriculum Unit PlannerOntario Curriculum Unit Planner
© Queen’s Printer for Ontario, 2002
Using the Ontario Curriculum Unit Planner
Tour of the Tour of the Ontario Curriculum Unit PlannerOntario Curriculum Unit Planner
(including New Features 3.0)(including New Features 3.0)
Training Presentation # 2Training Presentation # 2
Ontario Curriculum Unit PlannerOntario Curriculum Unit Planner
© Queen’s Printer for Ontario, 2002
Making the Most of the Making the Most of the PlannerPlanner’s ’s Authoring Environments Authoring Environments
Training Presentation # 5Training Presentation # 5
Ontario Curriculum Unit PlannerOntario Curriculum Unit Planner
© Queen’s Printer for Ontario, 2002
The The Planner Planner and and Instructional DesignInstructional Design
Training Presentation # 3Training Presentation # 3
Ontario Curriculum Unit PlannerOntario Curriculum Unit Planner
© Queen’s Printer for Ontario, 2002
Use the new Planner web site at www.ocup.org to view slides and resource documents for individual and team training.
Designing a Unit in the Designing a Unit in the LiteLite Environment Environment
(with Elementary Examples)(with Elementary Examples)
Training Presentation # 6Training Presentation # 6
Ontario Curriculum Unit PlannerOntario Curriculum Unit Planner
© Queen’s Printer for Ontario, 2002
Based on Interdisciplinary Studies Orientation © Queen’s Printer for Ontario, 2002 54
Design Considerations: Course Profiles
Three Course Profiles have been developed: Grade 11 Open: Introduction to Information Studies (1
credit) Grade 12 University: Archaeological Studies (1 credit)
Grade 12 Open: Science and the Community (3 credits-Interdisciplinary Studies 12 Open, English 12 Workplace,
Science 12 Workplace)
NOTE: Profiles are available online at the Ontario Curriculum Centre site at: http://www.curriculum.org/occ/profiles/ids.htm
Using www.ids-ontario.com
Join the Interdisciplinary Studies learning community at its web site and share resources to build knowledge.
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Postsecondary Education
Although our world is shrinking, our view of it is expanding.
Today’s post-secondary institutions embrace the global view - the “big picture” - provided by interdisciplinary perspectives.
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Postsecondary Education
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Media, Information, and TechnocultureNorthern Development
Public Policy Science in Society
Indigenous Learning Program
Information Technology
Interdisciplinary Arts
Canadian Studies
Postsecondary Education
All students benefit from learning that is...
personally meaningful engaging, active, and purposeful relevant to students’ PRESENT and FUTURE
needs and lives
IDS gives students and teachers the opportunity for new perspectives and solutions that go beyond established disciplines.