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Copyright, ii
Preface, x
To the Reader, xiv
About the Author, xv
1. Introduction to Interdisciplinary Instruction, 1
Overview, 1
Distinguishing Features of the Interdisciplinary Approach, 2
Comparing Interdisciplinary, Multidisciplinary, and Integrated Instruction, 2
Interdisciplinary and Multidisciplinary Studies: Their Organization and Design, 5
Using the Skills, Techniques, and Ways of Knowing in Applicable Academic Disciplines, 6
Emphasis on Process and Content, 7
Differentiation of Student Investigating and Reporting Alternatives, 8
The Rationale for Using Interdisciplinary Instruction for Diverse Learners in Elementary and Middle Schools, 9
Learner Diversity and Multiple Intelligences—Theories of Sternberg and Gardner, 10
Social Interaction: Theories of Piaget and Vygotsky, 12
Support from Research on the Human Brain, 13
Benefits to Our Diversity of Learners and Students with Special Needs, 14
The Use of Multiple Sources of Information, 14
Meaningful Applications of Ways of Knowing and Skills in the Academic Disciplines, 15
Summary, 16
Activity, 16
References, 17
Suggested Readings, 19
2. Requirements and Challenges of Interdisciplinary Instruction, 21
Overview, 21
Implementing Interdisciplinary Instruction: Requirements of Teachers, 22
A Compatible Educational Philosophy, 22
General and Child Development Knowledge, 22
Classroom Management Skills, 23
Lesson and Unit Planning Skills, 25
Skills in the Application of Technology for Interdisciplinary Instruction, 26
Collaboration with Others in the School Community, 28
Challenges To the Development of Interdisciplinary Programs, 30
Reluctance to Change, 30
No Child Left Behind Legislation, 31
System Support, 33
Materials and Equipment, 33
The Need for Parent and Community Involvement, 34
Lack of Adequate Research, 35
Summary, 35
Activity, 36
References, 36
Suggested Readings, 37
3. Designing Interdisciplinary Units, 40
Overview, 40
Introduction to Interdisciplinary Unit Planning, 41
Student Involvement in the Planning Process, 41
Encouraging Students to Develop a Variety of Abilities, 41
The Context for Learning: The First Consideration in Planning for Instruction, 42
Cognitive Development: Levels and Abilities, 42
Interdisciplinary Unit Plan Outline and Design, 44
Determining the Topic, Theme, or Problem of the Unit, 47
Determining the Unit General Objectives, 49
Determining the Unit Content Learning Standards, 50
Preparing the Essential Questions of the Unit, 50
Preparing the Unit Assessment Plan, 51
Preparing the Unit Learning Plan, 51
Listing the Unit Materials, 60
Summary, 63
Interdisciplinary Unit Plan Example, 63
Activity, 75
References, 75
Suggested Readings, 76
4. Designing Multidisciplinary Units, 77
Overview, 77
Introduction to Multidisciplinary Unit Planning, 78
Multidisciplinary Unit Plan Outline and Design, 79
Considering the Context for Learning, 80
Selecting a Topic, Theme, or Problem, 81
Determining the Unit General Objectives, 82
Determining the Unit Content Learning Standards, 82
Preparing the Essential Questions of the Unit, 83
Preparing the Unit Assessment Plan, 83
Preparing the Unit Learning Plan, 84
Listing the Unit Materials, 86
Multidisciplinary Unit Plan Example, 87
Activity, 94
References, 95
Suggested Readings, 95
5. Lesson Planning Strategies for Interdisciplinary Instruction, 97
Overview, 97
Learning and Developmental Principles for Lesson Planning, 98
Using Bloom’s Taxonomy to Determine the Cognitive Levels of Instruction, 100
Level 1: Knowledge, 101
Level 2: Comprehension, 101
Level 3: Application, 101
Level 4: Analysis, 102
Level 5: Synthesis, 102
Level 6: Evaluation, 102
Lesson Plan Formats Used for Interdisciplinary Instruction, 102
Learning Standards, General Objectives, Key questions, and Behavioral Objectives, 104
Learning Standards and General Objectives, 104
Key Questions, 106
Behavioral Objectives: Short-Term Goals, 106
The Lesson Plan Procedure, 107
Critical Elements in the Procedure Section of a Lesson, 107
Other Considerations for Planning the Lesson Procedure, 111
Protocols for Planning Some Lesson Procedures, 112
A Protocol for Guided (Directed) Reading Instruction, 112
SQ3R: The Survey, Question, Read, Recite, Review Protocol for Independent Reading, 117
A Protocol for Guided Listening, 117
A Protocol for Guided Viewing, 120
KWL: The Know, Want to Know, Learned Protocol, 123
A Protocol for Skills Instruction: The Five-Step Lesson, 128
The Scientific Method of Investigation: A Protocol for Some Lessons in Science, 131
Other Procedures, 134
Summary, 134
Activity, 134
References, 136
Suggested Readings, 137
6. Assessment Planning for Interdisciplinary Instruction, 139
Overview, 139
Assessment and Interdisciplinary Instruction, 140
The Purposes of Assessment, 141
Assessment Techniques: The Need for Variety, 141
Using Authentic Assessment Techniques With Interdisciplinary Instruction, 142
Using Rubrics With Interdisciplinary Instruction, 144
Using Examinations With Interdisciplinary Instruction, 146
Common Test Scores, 146
Assessment Concerns: Validity and Reliability in Testing, 146
Writing Valid and Reliable Test Items, 148
Summary, 153
Activity, 153
References, 153
Suggested Readings, 154
Appendix, 156
Index, 172

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