Running Head: INTERDISCIPLINARY CURRICULUM 1

Content Knowledge in Interdisciplinary Curriculum

Allie Yowell

Regent University

In partial fulfillment of UED 495 Field Experience ePortfolio, Spring 2017

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Introduction

Interdisciplinary curriculum is one that integrates multiple subjects throughout a given

lesson. It focuses the content on a central theme, idea, skill, or issue and is intentionally included

in multiple subjects (Jacobs, 2004). When done effectively it allows students to see the content

they are learning as real-life matters that correlate to one another, rather than being something

they learn during a specific block of time at school. It encourages learning to spill over from one

class to another, and ultimately from school into life. Integrating multiple content areas into one

lesson is critical for students not only because it provides reinforcement of that material, but also

because it demonstrates that what they learn in school is both applicable and important.

Rationale

When teaching first grade, I had the responsibility to teach students how to compare and

contrast. At the same time, I was teaching the students about the four seasons in science. When

thinking of topics that the students could compare and contrast in class, I decided to integrate

what they were learning in science. It fit naturally into the lesson, and the students were excited

to share all that they had learned. For the lesson, I placed two hula hoops on the carpet to create a

Venn diagram and explained that they would be comparing and contrasting summer and spring.

The students came up with things that summer and spring had in common and facts about each

that were different, and they placed them in the Venn diagram. They demonstrated their

knowledge and understanding of the seasons while using comparing and contrasting skills. The

students then turned their Venn diagram into writing by creating a paragraph comparing summer

and spring. This lesson integrated science into language arts and writing. It reinforced important

essential understandings and allowed students to practice comparing skills.

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For my second artifact, I took a slightly different approach. At my second placement in

first grade, the students complete morning work each day. Usually it was a worksheet of some

sort that allowed students to practice grammar, word study, or basic math skills. I had the

opportunity to try something different for the morning work time that involved manipulatives.

Instead of doing worksheets, I wanted students to create something authentic that involved

creativity and allowed them to practice their word wall words. Each table in the classroom

received a bin with some sort of manipulative in it (money, counters, blocks, Legos, etc.) and

were instructed to build or form three word wall words with them. These were words that they

were tested on each week and are considered high frequency words. I knew that there were

several students in the classroom who were excellent readers but struggled with spelling. This

activity gave them practice spelling the words in a fun way. They had the freedom to be creative

and build the words however they chose. Using the manipulatives helped with memory for

spelling and fine motor skills which improves hand writing and coordination (Kelly, 2017). For

an extension, students counted the money they used to make their words, or they made patterns

out of the manipulative they were using within the words. The second day that this morning work

was done, the students finished faster and were excited to complete the extension activities.

Reflection

Integration of subjects and skills throughout the curriculum is key to enhancing the

effectiveness of instruction (Ackerman, Perkins, 1989). This practice allows students to practice

essential skills required for processing information, and it reinforces key knowledge from

multiple content areas. Additionally, it adds purpose to instruction as the traditional fragmented

instruction leaves students questioning why they need to know what they are being taught. Using

an interdisciplinary approach makes the content relevant to the students. The school day is no
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longer broken up into time periods in which science, math, language arts, and social studies are

taught independently. Rather, skills are implemented and carried over into all subjects, and

content is intentionally aligned. For example, discussion and oral skills taught in language arts

can be used in math for a presentation or content taught in science can be a topic for a writing

assignment. Students learn first that what they learn can be applied to other topics in school, and

later they learn how to apply skills and understanding to real world problems. In the real world,

Jacobs argues that we do not face issues singularly; problems are not divided by subject (2004).

Rather we must develop the ability to draw from experiences and a vast array of knowledge

transcending multiple subjects. Furthermore, this practice provides authentic learning

experiences, enables students to develop interests, and allows students demonstrate their unique

skills in every subject (Coffey, 2009). It is a practice that is often underestimated for its ability to

make instruction more effective and allow for student-centered and differentiated instruction.

Throughout my student teaching experience, I have had many opportunities to integrate

content from multiple subjects into one lesson. At times it was thought-out and prepared, and

other times it happened naturally as students made connections and drew knowledge from what

they had learned. In each instance, it was clear that the integration of material from other content

areas made learning more meaningful and purposeful. The students found that what they learn in

school is pertinent to the world they live in, not just the class in which it was taught. They began

learning with a sense of ownership as they found out how knowledgeable they were and that

what they were learning had meaning.

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References

Ackerman, D. Perkins, D. (1989). Integrating Thinking and Learning Skills Across the

Curriculum. Association for Supervision and Curriculum Development.

Coffey, H. (2009). Interdisciplinary Teaching. UNC School of Education. Retrieved

from: http://www.learnnc.org/lp/pages/5196

Jacobs, H. (2004). What is Interdisciplinary Learning? Educational Broadcasting Corporation.

Retrieved from: http://www.thirteen.org/edonline/concept2class/interdisciplinary

/index.html

Kelly, K. (2017). All about Fine Motor Skills. Understood. Retrieved from:

https://www.understood.org/en/learning-attention-issues/child-learning-disabilities

/movement-coordination-issues/all-about-fine-motor-skills