Secondary Interdisciplinary Studies

How it Will Work @ High School

(high school model to reflect current middle school model with teaching teams with common "wing" areas) 

• Ideally we would want at least two classrooms with the moveable wall divider to allow for larger group interaction

• One Science room would be needed

• It would be best if the rooms are all in one pod

 

No impact on others

• To start, we could pair teachers who teach the same subject and put them in rooms next to each other.

• Ideally, this would be two rooms with a moveable wall between them to allow for large group instruction

• With two teachers teaching the same discipline in conjunction with one another there are multiple benefits:

  • We could be creative with instruction

    • One teacher could focus on a particular skill and the other teacher could focus on another.

    • We could switch the groupings around as we like (all boys with one teacher, girls with the other,  students with a particular interest with one teacher and those students with a different interest with the other, etc.)

  • Remediation

    • Using data compiled during formative and interim stages of assessment the two teachers could identify students who need extra help and assign them to one of the teachers for a specified time. The other teacher could help the proficient and advanced students with a different skill/assignment.

  • Differentiation

    • To add to student choice, the two teachers could each take different groups of students to help them learn different skills/content.

  • Deep Dives

    • For projects students could choose areas to focus on in depth and both teachers could then be available to help students focus on their topics of choice.

    • Each teacher could offer mini-lessons during Deep Dive time that students could sign up for/elect to go to in order to help them with their projects.

 

Little to no impact on others

• Four teachers (one from each discipline: English, Science, Math, Social Studies)

• Four classrooms

• These teachers teach four classes on team and one off team

• Common plan periods for teachers

• Enroll kids into classes for each teacher within a four period block of time- kids will rotate through the classes as far as the schedule is concerned.

• See below chart of how each group of students would rotate through the classes.

  • Each color represents one group of students. As far as scheduling goes, this will take care of how to make it look in IC.  

  • Once we have the kids we can then schedule the days as we would like to meet the needs of the kids and what they are working on within that four period block.

 

 

 

 

 

 

 

 

 

 

 

 

DRAWBACKS:

• This type of scheduling will limit the electives students can take due to having a rigid block of classes

• Classrooms will all be in one pod- teachers from that pod may have to teach in other pod

 

Slightly more impact

• Same as above but the four teachers get an extra plan period to meet the likely demands of the amount of planning (having to rethink how we plan, implement and assess a largely student driven, multidisciplinary, project based curriculum)

DRAWBACKS:

• Same as above

 

Most impact (Following Mosaic model at Castle View)

• Teachers in the program are available all periods

• Students can take any electives they want and then come to the program for all other periods

• This may allow for more teachers to be involved

• For example, a teacher (not the of the core four) may spend one of his or her class periods teaching in the program

• Much easier to schedule for administrator in charge of scheduling

• Students register as they always do and they will just know that they spend all non-elective periods with the program teachers.

DRAWBACKS:

• More impact on classroom space needed- we would need the four classrooms for the entire day

  • This would be less if we could take advantage of computer lab space, office space and Writing Lab space

• As a result, teachers outside of the program will have to share their rooms more often- less time for teachers to have plan periods in their rooms

• Teachers in the program would not have defined planning periods

  • They would have to find time to plan, meet and grade during the day

    • We can visit the teachers of Mosaic to see how this works

 

How it Will Work @ Middle School 

(middle school model to reflect current middle school model with teaching teams with common "wing" areas) 

• Students will be grouped in team setting with five (5) team teachers with a common area for team planning and collaboration

• "Wing" or "pod" area will exist in team area to allow for larger group interaction/collaboration

• All students will have access to technology every day (following the 1:1 initiative blueprint as created by Rocky Heights Middle School)   

• Teachers share the small office space between classrooms

• Weekly team meeting will be set for the team including counselor and administrative leader for collaboration and MTSS/RTI

• Teachers's schedule will work together for common plan time (students will be scheduled for two electives per day)

• SIT (Student Intervention Time) will be offered on the team each day for students.  Students will work in the "Genius Hour" format (see Genius Hour for more information.)  During this 45 minute block each day, students of all levels will be empowered to explore their own passions.  Modeled after Google's 20% time, students will investigate and research using inquiry and innovation to "dig deep" into topics that interest and impassion them.    

 

• Teachers will collaboratively plan for cross-curricular learning opportunities that are personalized in nature. 

  • Within the classroom setting teachers will personalize learning for all students.  Teachers will create a student-centered, customized learning model to address both the diversity of the students' backgrounds and needs as well as higher expectations for all students.

  • Educational equity will be considered as teachers work to meet each student where he/she isand helps him/her to achieve his/her potential through a wide range of resources and strategies appropriate for students' learning style(s), abilities, and interests allw hile taking into account the students' social, emotional and physical situation.

  • Personalized learning will not only require a shift in the design of the school but also a leveraging of modern technologies.  A platform that consists of a smart e-learning system, a myriad of engaging learning content, resources and learning opportunities will be provided to students to meet his/her needs everywhere at anytime, but which are not all available within the four walls of a traditional classroom.  

 

Little to no impact on others:

• Five teachers (one from each discipline: English, Science, Math, Social Studies, PE/Health)

• Five classrooms situated within close proximity (preferrably with common area for collaboration)

• Common plan periods for teachers

• Technology for all students, every day (1:1 initiative) 

 

Personalizing Learning for all students

Personalized learning is a progressively student-driven model in which students deeply engage in meaningful, authentic, and rigorous challenges to demonstrate desired outcomes. It is a better way to attain current learning outcomes and to grow young minds (Zmuda, Curtis, Ullma, 2015.)