Running head: CONTENT KNOWLEDGE IN INTERDISCIPLINARY CURRICULUM 1

Content Knowledge in Interdisciplinary Curriculum

Leigh Yarbrough

Regent University

In partial fulfillment of requirements of UED 495, Spring 2019

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Introduction

As an elementary school teacher making sure that content is interdisciplinary is a large

aspect. It is important that students make connections between ideas, concepts and then be able

to apply previous knowledge that forms higher-level thinkers. Talking about the same topic in

different ways throughout a unit in different subject areas can make this possible. Language arts

can be tied to science, social studies, or math. It is important for teachers to associate subjects

together by tying content across the curriculum and form purposeful and engaging lessons that

support student’s understanding.

Rational

My first artifact is a lesson plan that I used to connect math to language arts in my fifth-

grade classroom. Students have been working with Mr. Lewis their English and social studies

teacher on expanding their vocabulary when reading (VBO 5.4.f) and read and demonstrate

comprehension of nonfiction texts (VBO 5.6.a). This was the first lesson given when we started

the measurement and geometry unit. I found a great book, Perimeter, Area, and Volume A

Monster Book of Dimensions that provided definitions, formulas, and real-life examples of

perimeter, area, and volume that helped the students to better understand why these are important

and the proper times that they should be used. It was great to see the reaction of the students

when I told them that I would be reading a picture book to them. At this stage of elementary

school, it is not as common that they are read picture books but that they are reading novels to

themselves.

The second artifact I chose was a science lesson where students were assigned a specific

topic on light and had to work in a group to create a jigsaw poster and present to the class in a

fun way. This lesson reached across the curriculum by incorporating language arts writing to
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describe a clear topic sentence focusing on the main idea (VBO 5.7.d). One of the large

initiatives at Woodstock Elementary School it to make sure students are getting a balance of time

that they work individually with technology as well as in a group to promote learning by talking.

It is important that students know how to use social skills and talk while creating work that can

be presented to the class. By having students create a jigsaw on the new light energy information

allowed for greater discussion when students brought ideas that other groups had not learned

about yet.

Reflection on Theory and Practice

Interdisciplinary learning promotes the development and application of what has been

taught and learned in multiple applications throughout different subjects. One large issue I see

with students is that they do not transfer knowledge. It is important to develop skills such as

critical thinking, communication, analysis, and problem-solving as they develop in their

academics. In the real world, knowledge is not isolated into tidy buckets. Many scientists us

history, engineers use artistic design and artists hypothesize and experiment (Gunn, 2018).

There are many different types, or levels, of interdisciplinary teaching. The most common

method of interdisciplinary instruction is a thematic unit, in which a common theme is studied in

more than one content area (Glavin, 2014). While creating an entire unit plan a central theme

can be focused on in each subject and ties the main them throughout the unit and subjects. This

takes organization and specific thought out details while planning but can be attained easier by

collaborating with other grade level teachers even when subjects are divided between two

teachers.

When incorporating interdisciplinary curriculum this helps to transfer learning that a

student has learned in a particular situation to another in a different context. The primary
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purpose of school is to transfer knowledge although researchers suggest that the pressure of high-

stakes standardized tests does not support or encourage teachers to prioritize reinforcing this

practice (Strauss, 2015). One way teachers can make this more attainable is to discuss exactly

what it means to transfer knowledge. Students are expected to be able to this yet are not told that

school is building blocks and the less they compartmentalize their learning the more light bulb

moments and critical understanding they will have.

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References

Glavin, C. (2014, February 06). Interdisciplinary Teaching. Retrieved February 16, 2019,

from https://www.k12academics.com/interdisciplinary-teaching

Gunn, J. (2018, August 28). Interdisciplinary Learning: Novelty Lesson Plan Ideas You Should

Try. Retrieved February 16, 2019, from https://education.cu-

portland.edu/blog/classroom-resources/novelty-lesson-plan-ideas/

Strauss, V. (2015, March 24). The real stuff of schooling: How to teach students to apply

knowledge. Retrieved February 16, 2019, from

https://www.washingtonpost.com/news/answer-sheet/wp/2015/03/24/the-real-stuff-of-

schooling-how-to-teach-students-to-apply-knowledge/?utm_term=.053c286b30a9