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RUNNING HEAD: CONTENT KNOWLEDGE IN INTERDISCIPLINARY CURRICULUM

Content Knowledge in Interdisciplinary Curriculum

Elizabeth Doucette

Regent University
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CONTENT KNOWLEDGE IN INTERDISCIPLINARY CURRICULUM
Introduction

Interdisciplinary studies aref important to students because they receive a well-rounded

idea of how to use what they are learning in one subject and apply it to another subject. This

allows students to make connections to the real world and to other texts. In the past few weeks I

have been incorporating interdisciplinary ideals to my lessons. The artifacts I have chosen

demonstrate how to use English in Math, and Social Studies in Math.

Rationale for Selection of Artifacts

The first artifact I chose was the Greedy Triangle lessonboth the lesson plan and the

students pictures. The Greedy Triangle is a book about a triangle that wants more sides. The

triangle changes from a triangle all the way to a decagon. I chose this book for our two

dimensional geometry section because it uses reading skills, and math skills. The students

needed to use listening skills, and writing skills during this lesson as well. I had the only copy of

the book and I would show the students the pictures and words as I walked around the classroom.

The students were taking notes on a graphic organizer which I handed out. The graphic

organizer helped the students use note taking strategies which they have been practicing in

language arts. The students also worked on a hands on project as I was reading. The students

had tooth pics and marshmallows and would make the shapes each time using the provided

materials. They had a lot of fun with the hands on project, and was able to focus on math

vocabulary and note taking skills.

The second artifact I chose was a map your street rubric. This is a project that I used as

math homework for the week, but it could be used in either math or social studies. It is a review

of map skills that the students have previously used, and it incorporates the new vocabulary and
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CONTENT KNOWLEDGE IN INTERDISCIPLINARY CURRICULUM
visuals from math class. This is an interdisciplinary curriculum project because it uses social

studies skills with maps, as well as math skills with points and lines. The students liked this

activity because it put the map skills into a relatable circumstancemap of their street. As well

as using points, and lines in real life as well. This was a hands on, real life project that the

students were able to have a lot of connections with.

Reflection Theory and Practice

Throughout my education classes at Regent, I have found the importance of incorporating

relatable lessons, and interdisciplinary lessons. Students, in order to learn to the best of their

abilities, need to know why they are learning something and how it will help them in the real

world. Small steps in showing students that something is important is to use information they

are learning in different subjects just in the classroom. Students love to see how you can use a

fiction book from the library in math class. It shows that reading and writing skills are important

not just in language arts but through all of the subjects.

According to Carleton College, interdisciplinary curriculum allows students to think

critically and promote students to think in a heterogeneous way. Students are shown that subject

matter is important not just in that subject but in others as well. Using lessons with

interdisciplinary material, helps students think about how other subjects relate to real life and

other subject areas.

According to The National Council for Teachers of English educational experiences are

more authentic and of greater value to students when the curricula reflects real life, which is

multi- faceted rather than being compartmentalized into neat subject- matter packages (Edwards

1997). Students will remember and have greater value towards a topic if they relate to the
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CONTENT KNOWLEDGE IN INTERDISCIPLINARY CURRICULUM
subject. This makes it more meaningful to the student. It is important to show the student why

they are learning it the topic, and how they will relate it to their everyday non school life.
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References

Edwards, A, 1996. Interdisciplinary Undergraduate Programs: A Directory (2nd ed.). Acton,

MA: Copley. Field, M., Lee, R., and M.L. Field, 1994. "Assessing Interdisciplinary

Learning." New Directions in Teaching and Learning, 58, pp. 69-84.

Interdisciplinary Approaches to Teaching. (2012, May 29). Retrieved February 26, 2017, from

https://serc.carleton.edu/econ/interdisciplinary/index.html