Running head: CROSS-CURRICULUM WORKSHOPS 1

Cross-Curriculum Workshops

Teresa Cincotta

EDU 360

Franciscan University of Steubenville

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Review of Literature

Description of interdisciplinary learning and types of interdisciplinary models

Interdisciplinary learning is, in short, an effective way to connect content from different

classes that students must take. Instead of learning different unrelated topics in each of their

classes, interdisciplinary learning provides similar information in each of their content areas.

Frodeman (2014) suggests that the aim of interdisciplinarity is the integration of knowledge

across disciplines (Pountney, 2017) where every content area is integrated into each other so

students learn one unit theme from many different perspectives. Interdisciplinarity is envisioned

as the panacea for what ails both research and education (Pountey, 2017). In other words, the

implementation of interdisciplinarity in the classroom, connects research with students’

education to help them dive even deeper in their learning. They find connections between their

content areas that make their learning more relatable to real life experiences which will help

them to be more interested in the content. Interdisciplinarity is strongly supported by Mansilla

(2005)...she defined interdisciplinarity as “the capacity to integrate knowledge and modes of

thinking drawn from two or more disciplines to produce a cognitive advancement… in ways that

would have been unlikely through a single disciplinary means” (Case, Coriden, & Page, 2005).

Interdisciplinary curriculums are more effective than single disciplinary means because they

allow for students to see a concept from more than just one perspective which helps them make a

multitude of connections with that concept.

Interdisciplinary curriculum can also provide learners challenging experiences and

opportunities to apply concepts in problem-based applications (Senn, 2019). When implementing

an interdisciplinary curriculum, most of the assignments are problem based scenarios and real

life applications which help to teach students how to use such skills in their own lives. There are
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many ways to implement interdisciplinary learning into a curriculum. George and Alexander

(2003) suggest three models that are effective: Real Life Scenario, Cross-Curricular, and

Curriculum Streams. Real Life Scenario Thematics include: school wide interdisciplinary units

that link the curriculum to students’ interests (George & Alexander, 2003, p. 102). The Cross-

Curricular model includes: a combination of exploration and integrated curriculum where

students and teachers partake in a “wholistic/thematic educational approach” where teachers

extend the curriculum into life-related application minicourses. (George & Alexander, 2003, p.

103). Last, The Curriculum Streams include: an integrated curriculum that is in use all the time

in contrast to only once or twice a year as in other approaches. It is quite complex but very

beneficial. (George & Alexander, 2003, p. 105-106).

The Pedagogical Appropriateness of the Interdisciplinary Model for Middle Schoolers

Interdisciplinary learning meets the needs of students first and foremost because it is

something new, exciting, and engaging. These three traits are key to teaching middle school

students because they often do not want to be in school nor want to learn. So, middle grade

educators must find ways to relate content to their students in meaningful ways: cross-curricular

integration of content areas is one way to do that (Senn, 2019). Cross-curricular methods are

effective in meeting the needs of middle school students also because they are based primarily on

problem based learning and real life experiences which are both important to students at this age.

Implementing interdisciplinary unit planning will encourage teachers to move beyond their

content areas and provide opportunities to create curriculum more relevant to adolescents (Senn,

2019). Relativity is very important for the curriculum of middle school students.
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Middle school age students are at a time in their life where they soak up everything they

learn in the world around them. It is during this time in their life that they learn the most crucial

concepts that may predict who they are and who they will become. Interdisciplinary learning

aids in the growth of these students because it helps students to make connections in different

content areas on one, specific, relevant topic. Providing opportunities for students to explore

topics, connected across content areas, strengthens students’ understanding and investigation of

real-life applications. Middle-level students require ongoing, concrete, experiential learning in

order to develop intellectually (AMLE, 2010) and interdisciplinary approaches can assist in

providing this learning (Senn, 2019).

Research-Supported Benefits of an Interdisciplinary Curriculum.

The benefits of an interdisciplinary curriculum are endless, however, they may not have

the same benefit at every school that implements them. This is why research has been done to

find the benefits that exist regardless of where the curriculum is integrated. Claims made for

interdisciplinary curriculum center on the value of student-led problem-based learning in which

cross-curricular projects are central and involve students in constructive investigation (Thomas,

2000) (Pountney, 2017). Student led learning is very beneficial for middle school students

because it allows them to to be in control of their learning and put their focus where it needs to

be most. Another benefit is that an integrated curriculum can provide students meaningful

opportunities to connect learning in and out of school (Senn, 2019). Since interdisciplinary

learning is relatable to real life, students can use what they learn from this approach not only in

school, but in their every day life experiences. This will help to solidify concepts they learn in

the classroom. Another benefit is that interdisciplinary curriculum supports cognitive

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development through well planned lessons at early age (Al Husni, 2016) and then strengthens

that development through every lesson.

There are also benefits of interdisciplinary curriculum for teachers. Interdisciplinary

teaming embodies a multitude of benefits for teachers, ranging from positive, personal, and

professional growth; communal support; and increased job satisfaction rates (Childress, 2019).

In an interdisciplinary curriculum, each teachers must work with other teachers of different

content areas. This helps them to grow and learn more information on the topic from different

perspectives. This approach also helps teachers to gain support from other teachers who are

teaching the same topics. Interdisciplinary teams also encourage or provide spaces for

participation in that they bring teachers together regularly to talk, share, and collaborate

(Childress, 2019). The community that teachers create is beneficial for them so they can bounce

ideas off of each other which in turn becomes beneficial for students because all teachers have

discussed the curriculum and will lead the students towards the same goal.

In conclusion, interdisciplinary learning, in the long run, aids students in real life

situations and helps to strengthen their critical thinking and development as students.

Interdisciplinarity provides a superior way to achieve desired cognitive outcomes in the areas of

critical thinking as well as a variety of affective and developmental outcomes (Case et al., 2005)

(Al Husni, 2019).

Reference

Al Husni, N. M. & El Rouadi, N. E., (2016). Interdisciplinary curriculum empowers cognitive

advancement to solve real life problems. Journal of Education and Learning, 5(4), 34-43.

Childress, G., (2019). From where two or more are gathered: Understanding an interdisciplinary
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team. Current Issues in Middle Level Education, 24(1), 1-5.

George, P. S. & Alexander, W. M. (2003). The exemplary middle school. Wadswoth Thomas

California: Thomson Learning Inc.

Pountney, R. & McPhail, Graham., (2017). Researching the interdisciplinary curriculum: The

need for ‘translation devices’. British Educational Research Journal, 43(6), 1068-1082.

Senn, G., McMurtie, D., & Coleman, B., (2019). Collaboration in the middle: Teachers in

interdisciplinary planning. Current Issues in Middle Level Education, 24(1), 1-4.

Van der Lecq, R., (2016). Self-authorship characteristics of learners in the context of an

interdisciplinary curriculum: Evidence from reflections. Issues in Interdisciplinary

Studies, 34, 79-108.

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Workshop 1: Who Built the Ark?
Content Learning Standards Topics/Concept Formative Summative
Area Objectives s/ Assessment Assessment
Activities
Theology Students will Standard 2.2 Religion Read the story Students will Students will
be able to classes are an integral of Noah’s ark use graphic justify in a
identify who part of the academic with the class. organizers to video recording
Noah is and program in the Discuss why he collect their why they think
why he built assignment of teachers, built an ark. ideas about it was important
the ark. amount of class time Students will Noah and his for Noah to
and the selection of create a ark. build the ark
texts and other discussion web and save the
curricular materials. concerning animals and his
whether or not family by using
Standard 2.6 Catholic they believe it flip grid.
culture and faith are was a good idea
expressed in the school for Noah to
through multiple and build the ark
diverse forms of visual and to bring
and everyone/thing
performing arts, music he did with him.
and architecture.
Engineering/ Students will CCSS.MATH.CONTE Students will Students will Students will
woodshop be able to NT.7.G.A.1 take a field trip view videos build an ark
explore how Solve problems where they can of carpentry themselves
carpentry involving scale shadow a work to see
works. drawings of geometric carpenter. how wood
Students will figures, including work is put
be able to build computing actual together and
their own mini lengths and areas from will practice
arks. a scale drawing and these skills in
reproducing a scale class.
drawing at a different
scale.

Workshop 2: History through the Lens of Music

Content Area Learning Standards Topics/Concep Formative Summative
Objectives ts/ Assessment Assessment
Activities
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Music/theater Students will Perform. Students will Students will Students will
construct their own Anchor participate in study preform the
plays and preform Standard 6: multiple characteristics plays they
them for the Convey reader’s of hip-hop and created for
school. Students meaning theater and/or rap through the school
will recognize the through the radio readings interactive
genre of hip-hop presentation of to practice lectures created
and rap. artistic work their using pear deck.
performance
Respond. skills.
Anchor
Standard 7:
Perceive and
analyze artistic
work

Connecting
Anchor
Standard 11:
Relate artistic
ideas and works
with societal,
cultural, and
historical
context to
deepen
understanding
History Students will D2.His.3.6-8. Students will Students will Students will
analyze the Use questions participate in a write weekly create their
American generated about mock debate logs where they own
Revolution and individuals were they are reflect on the important
specific figures and groups to each given a importance of document
from that time. analyze why figure to act the American using the
Students will they, and the as. They will Revolution and ideas of the
identify Alexander developments have to justify how it helped Federalist
Hamilton and the they shaped, are their case as if shape the Papers, the
importance he seen as in a real country we live Constitution,
played in early historically debate. in today. They and the
America. significant. can also reflect Declarations
on how of
different our Independence
country is since as a guide.
early America.

Workshop 3: Poetry is Alive

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Content Area Learning Standards Topics/Conce Formative Summative
Objectives pts/ Assessment Assessment
Activities
ELA Students will be CCSS.ELA- Students will Students will Students will
able to interpret LITERACY.RL.8. be reading participate in write their own
meaning from 2 poems written daily children’s
text. Determine a theme by Shel discussions of poems similar
Students will be or central idea of a Silverstein. what they to the style of
able to analyze text and analyze its They will use believe the Shel
poems. development over different poems are Silverstein’s
the course of the “during about and how poems and
text, including its reading” they believe the present them
relationship to the strategies to poems should for the class.
characters, setting, help them be interpreted.
and plot; provide really evaluate Students should
an objective the meaning of pull out words
summary of the the text. from the poems
text. that may have
confused them
CCSS.ELA- so they can be
LITERACY.RL.8. clarified for the
4 students.
Determine the
meaning of words
and phrases as they
are used in a text,
including
figurative and
connotative
meanings; analyze
the impact of
specific word
choices on
meaning and tone,
including
analogies or
allusions to other
texts.
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Art Students will be Producing Anchor Students will Students will Students will
able to standard 6: have mini take turns create a
synthesize some Convey meaning lessons on writing a short drawing,
form of art through the using the piece of poetry. painting, or
displaying the presentation of inspiration of Each students sculpture that is
meaning of the artistic work. someone’s will then create inspired by
poem. work to create some form of their
Connection a drawing, art showing interpretation
Anchor Standard painting, or meaning from of the poem
10: Synthesize and sculpture. this text. and exhibits
relate knowledge their creativity.
and personal
experience to
make art.

Workshop 4: Taste the World

Content Area Learning Standards Topics/Conce Formative Summative
Objectives pts/ Assessment Assessment
Activities
Social studies Students will be D2.Geo.4.6-8. Students will Students will Students will
able to select and Explain engage in keep a log of create a
evaluate a culture how cultural interviews, what they have presentation
and their customs patterns and research, and discovered discussing the
economic video viewing about their culture, customs,
decisions to gain culture. religions,
influence knowledge of beliefs, and
environments their culture. traditions of a
and the daily specific group of
lives of people in people.
both nearby
and distant
places.

D2.Geo.6.6-8.
Explain
how the physical
and human
characteristics of
places and
regions are
connected to
human identities
and cultures.
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Home Students will be Home Students will Students will be Students will
Economics able to make food Economics learn about able to use the create a food
from a culture of Program nutrition and list-group-label from a culture of
their choice Standards and how strategy to their choosing
Standard 3: different compare and that they have
Personal, cultures need contrast learned about in
Interpersonal different types similarities social studies.
and Family of nutrition. between food
Relationships groups and
ingredients of
Standard 6: Food dishes they will
and Nutrition make.
Science
Candidates in
the program
analyze cultural,
environmental,
and
socioeconomic
factors that
affect diet,
nutrition, and
health
throughout the
life cycle
Math Students will CCSS.MATH.C Students will The teacher will Students will
calculate ONTENT.6.RP. engage in use the “cup” create recipes
measurements of A.1 lessons on strategy to for the dish they
recipes as well as Understand the fractions, check for are making.
learn how to read concept of a ratios, students They will show
a recipe. ratio and use statistics, and understanding. the importance
ratio language to sequencing. Every table will of ratios within
describe a ratio have a red and a the dish they
relationship green cup and have to make,
between two they will show and how one
quantities. the teacher their wrong
grasp of the measurement
Understand the concept being can ruin the
concept of a unit discussed by entire dish.
rate a/b either placing
associated with a the red or green
ratio a:b with b ≠ cup on display.
0, and use rate
language in the
context of a ratio
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relationship. For
example, "This
recipe has a ratio
of 3 cups of
flour to 4 cups of
sugar, so there is
3/4 cup of flour
for each cup of
sugar." "
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Dear Parents/Guardians,

Welcome to the second marking period of the school year, it seems as though Christmas
is just around the corner! This marking period we are going to engage in something a little
different. The 8th grade students will have the opportunity to participate in one of the following
engaging twelve-day themed mini workshops. Each workshop includes interdisciplinary content
to aid the students in taking a step deeper into their learning. These workshops will allow them
the chance to apply their academics to real-life situations especially in problem based scenarios.
The mini workshops include:

Who Built the Ark? In this Theology and Engineering workshop, students will engage
in a lesson about one of our fathers of faith: Noah. Students will learn argumentation skills
through defending why they believe Noah did the right thing. They will use video recordings to
express their thoughts. Students will also learn carpentry skills through the building of their own
ark.

History through the Lens of Music. Fluency, rate, speed, accuracy, and annunciation,
students will learn all of these skills in this Musical Theater and History workshop. Students will
create their own plays and preform them for the class. Through the use of the musical Hamilton,
students will learn about important figures and documents of the Revolutionary war in order to
produce their own mock important document.

Poetry is Alive! Activate your creativity in this ELA and Art workshop. Students will
experience poetry on a whole new level by pulling meaning from the text and displaying their
thoughts through an art creation of their own design. Every student will be given the chance to
show a little piece of their mind through a physical art project of their choosing.

Taste of the World. Everyone is different; everyone is special; everyone brings

something new and exciting to the table. In this Social Studies, Home Economics, and Math
workshop, students will be able to celebrate their differences with their classmates. This is where
you come in, each student will learn more about their ethnicity by interviews with family
members (parents, grandparents etc.) and then will create an authentic international dish to share
with the class!

I will explain each workshop to the students in class on Monday. Each student will be
given a sign up sheet to bring home and look at to decide which workshop they would like to
engage in. The sign up sheet will require a parent or guardian’s signature and contact information
in case of an emergency. I am so excited for each students to choose their workshop! If there are
any questions feel free to ask me through email!

Sincerely,
Teresa Cincotta