Cross-Curricular Learning Experiences

Explain why it is important to provide opportunities for learners to develop their English, Mathematics, ICT and wider skills (1.3)

In the beginning of this activity, I did not know much about collaboration between different healthcare professionals. It helped me to clarify the meaning of a healthcare team and also to understand the role of different professionals in the team. Different team members have their specific roles and all of them work together to achieve a common goal –healthier patient. They work independently, but when it comes to decision making they seek advice from other healthcare provider in order to do the best for the patient. Not only doctor, physiotherapists, pharmacists and etc. are considered being part of the team. Patients must also be considered part of the decision making process,

Working in a Cross categorical classroom I have not had much experience with Science. We do teach it in the classroom, but it always seems that I am out in another class when it is being taught. It is only the last month that I have been in during Science class. I had not heard of NGSS or the 5E’s before this class. I found the videos and commentaries very helpful providing ways to get the students to interact and have an interest in what the lesson is about. The main thing I got from the videos was the teacher kept asking question to keep her students interested. I also like that the students were put into small groups to further the discussions. I now see students get so much more out of lessons if they are part of the lessons. Getting

The article goes into great detail over the fact that co-teaching, when implemented correctly, has the potential of really enhancing the learning of all students (Conderman & Hedin, 2014, p.359). Before any co-teaching can happen though the article elaborates on the fact that a teacher needs to know who their students are. And when differentiating instruction a teacher needs to be able to address a “students’ unique strengths, interest, skills, and readiness” (Conderman & Hedin, 2014, p. 353). After all helping each child learn, whatever that looks like, is the ultimate goal, and this article shows how teachers can do this with a co-teacher.

Cross-curricular learning often refers to combining various discrete subject in the curriculum together. When applied to a primary school setting this creatively engages young minds in projects which encourage imagination and active learning. Barnes (2015) states that cross-curricular methods can be an effective way to teach ethical solutions, build individual and group motivation, sustain interest and raise standards. As well as exploring how cross-curricular approaches improve teaching and learning, this rationale will look at the idea of ethical enterprise and highlight concerns over cross curricular approaches leading to confusion and misconceptions within children.

together as a class will also reinforce what they have learned and will give the teacher an

This will also promote a student to work independently.Different ways of Learning-Teachers will provide more than one way for each child to learn appropriately.-Teacher will recognize that each student is different and come from a different background in life, so several outlooks on certain subjects will be used.

Hayes (2010) has suggested that cross – curricular approaches can be defined using a variety of legitimate meanings, as it does not have a single identity. Moreover, cross – curricular approaches can be referred to as ‘interdisciplinary’ and a cross – reference can be made to ‘Curriculum integration’. ‘Interdisciplinary’ learning incorporates several subjects. Similarly, ‘Curriculum integration’ can be emphasised as subject disciplines being planned which all link together through a theme which can be known as thematic teaching (Caroll and McCulloch, 2014; Savage, 2011; Jacobs, 1989). Ordinarily, thematic teaching allows learning to take place with links being made between combinations of subjects within the National Curriculum (NC) (Department for Education, DfE, 2014). A MTP (Appendix A) can incorporate thinking and learning activities relating to thematic teaching, which provide opportunities for teachers to enhance thinking and

Commitment causes the teacher to seek effective ways of pulling out what is inside of the student. Two ways to do this is through cooperative training which is pairing the students or placing them small groups, and peer teaching which gives the student the opportunity to explain using his own understanding. Both are very effective methods as they embrace individuality and creativity.

Barwell, J., Arnold, F., & Berry, H. (2013). How interprofessional learning improves care. Nursing Times, 109(22), 9.

'Making cognitive connections, within subjects and between subjects...' ( Piaget 1977, Cockburn and Haylock 2008,Rose 2009) is an aspect of cross-curricular learning. Generally speaking, cross-curricular learning is when skills, knowledge and attitudes of a number of disciplines which are applied to a single experience, problem, question, theme or idea. In simple terms, it's also known as a thematic approach. From this point, I'd be exploring the reasons why a thematic approach should be adopted in the classroom and this approach could deliver the four core subjects in the National Curriculum in Key Stage 1. On top of that I'd be exploring the issues raised of adopting a cross-curricular approach and the implications of using a theme-based

This chapter discusses the different ways to integrate literacy across different disciplines. Not only is this beneficial but its crucial to promote learning literacy across many different subjects. Now I would have to say that this chapter is easily one of my favorites yet. It gives explicit detail about how to create a lesson that is interdisciplinary. In order to do this one first must recognize the importance of reading and writing. These two disciplines are taught together because they work synergistically. Teacher can often times find different types of text to accommodate instruction of different subjects such as science and social studies. Texts can come from multiple different origins such as poems, magazines, and videos. On that same page, writing can be used as a path for learning. Writing can be done in class of various subjects using learning logs, quick writing, and graphic organizers. These tools are beneficial to begin a unit of study in the classroom. Then when student have begun their unit of study and have learned new information there are multiple different ways to assess the students knowledge. They can show what they have learned through writing about it. This can include reports, poetry, posters, and alphabet books. Another

Co-teaching is exactly what it sounds like, it is a team of two teachers who use their combined efforts to better the education of their students. We are a team, and as such we will share the

Cooperative learning will be a method I use in my classroom. I believe that in a cooperative learning group a student can learn socialization skills and how to work with others. This goes along with the pragmatic/progressive philosophy that children learn by doing. The progressivism teaching style also includes the incorporation of problem-solving and critical thinking techniques. I want my students to learn to think for themselves and be able to function in society. At the same time, I will be a fellow learner myself and

The first is where one teaches and one observes, a useful model when observation and data collection is necessary, but it does not give both teachers equivalent responsibilities. Station teaching breaks students into small groups and has them rotate to several teacher-led and/or independent work stations, a model which involves both teachers but can be noisy and distracting for both teachers and students. In parallel teaching, students are divided into two equal groups and each partner teaches the same material; this method ensures diversity and lowers teacher-student ratio, but requires that both teachers have similar content knowledge and teach at a similar pace. In alternative teaching, one teacher works with a small group of students who need additional instruction, while the other teacher works with the remaining students; this benefits those students who need more intensive instruction, but it can stigmatize them if they are always placed in this small group instruction. One teach while one assists is a method that allows for students to be supported during a lesson, but it can be over-used with the eventual result of having little benefit over a one-teacher classroom. The final and possibly the most effective method is team teaching, where both teachers equally share planning and instruction. This method allows teachers to draw off one another’s strengths and provides greater diversity of teaching, but it may be difficult for