1. THE POWER OF CROSS-CURRICULAR AND PROBLEM BASED LEARNING. HOLLY MARTIN AND KATIE RAY

2. INTRODUCTIONS KATIE RAY, ENGLISH TEACHER HOLLY MARTIN, HISTORY TEACHER

3. OUR STORY…. THE JOURNEY

4. UNDERSTANDING OUR STUDENTS – TRUE COLORS ORANGES Like to have: Freedom Variety Action and activity Value: Adventure Fun and play Learning Context: Hands –on Freedom Varieties of opportunities to demonstrate learning Learning Content: Useful and applicable skills Role playing GOLDS Like to have: Stability Organization Consistency Value: Dependability Perfection Learning Context: Independent work Traditional assignments Rewards Learning Content: Detailed and realistic presentation of facts Specific instructions BLUES Like to have: Empathy Harmony Inspiration Value: Honesty Compassion Learning Context: Cooperative learning Application of personal experiences Learning Content: Self-awareness and improvement Open communication Personal stories GREENS Like to have: Challenge Autonomy Opportunities to ask questions Value: Logic Knowledge Technology Learning Context: Independent work Problem-solving and exploration Intellectual debate and discussion Learning Content: Ideas and concepts experimentation

5. SCHOOL GRADES BY PRIMARY COLORS Compiled by Cliff Gillies, 1999, based on True Colors Research A’s11Greens 9 Blues4 Golds0 Orange B’s23 Golds 5 Blues4 Greens1 Orange C’s18 Oranges 6 Golds1 Blue0 Green D/F’s15 Oranges 2 Golds1 Green0 Blues GRADE DISTRIBUTION GIVEN 100 STUDENTS

6. AT RISK STUDENT POPULATION BLUE12% GOLD8% GREEN12% ORANGE68% A WASHINGTON STATE MIDDLE SCHOOL – AT RISK CLASS Sources: March 1999 report to a Washington State middle school. A compilation by Cliff Gillies and Ann Kashiwa

7. WHAT IMPACT CAN WE HAVE ON STUDENT LEARNING By adopting a vision and changing our approach?

8. CHANGE IN PERSPECTIVE ON WHAT IT MEANS TO TEACH AND LEARN

9. ENABLE STUDENTS TO LOOK BEYOND AND BETWEEN ACADEMIC DISCIPLINES.

11. ALIGN THE CURRICULUM INTENTIONALLY CONNECT LITERATURE TO ITS HISTORICAL CONTEXT.

12. FOSTER 21 ST CENTURY SKILLS through incorporating problem and project based learning.

13. “ENGAGE AND CHALLENGE DIGITAL AGE STUDENTS AND BE RELEVANT IN THEIR LIVES.” –The Metamorphosis Project

14. EXPERIENCE CURRICULUM BEYOND THE WALLS OF THE CLASSROOM

15. AMERICAN STUDIES CROSS- CURRICULAR TECHNOLOGY PROBLEM AND PROJECT BASED

16. WHY CROSS CURRICULAR LEARNING? “Our primary schools also show that high standards are best secured when essential knowledge and skills are learned both through direct, high- quality subject teaching and also through this content being applied and used in cross-curricular studies.” (Rose, 2009: 2)  Research Based  Enhances Critical Thinking  Enables students to look beyond and between academic disciplines  To understand that all areas of study and, therefore, life are CONNECTED.  More in-depth and meaningful experiences that make lasting impressions.

17. WHY PROBLEM BASED AND PROJECT BASED LEARNING? OPPORTUNITIES FOR ENTREPREUERIALISM AND INIATIVE CHOICECHOICE COLLABORATION BECOMES GENUINE AND MUTALLY BENEFICIAL

18. TECHNOLOGY COMMUNICATION MORE EFFICIENT, MORE FREQUENT AND MORE EFFECTIVE. RESEARCH AND INVESTIGATION MORE IN-DEPTH AND INDEPENDENT

19. Standards Based Grading Critical Analysis Contextual Comprehension Research and Inquiry Speaking and Listening Reading Comprehension Writing ( Argument, Support and Details/Organization, Style, Voice ) Formative Work *Grammar Use *MLA Formatting *Vocabulary Acquisition and Use

20. THE IMPACT ON STUDENT LEARNING? OWNERSHIP OF LEARNING

21. TESTIMONIALS

22. “YOU ENCOURAGED US TO THINK FOR OURSELVES, TRY NEW THINGS, TO BE CREATIVE, TO STEP OUT OF OUR COMFROT ZONES AND SHARE OUR OPINIONS.”

23. “THIS SORT OF COLLABORATIVE, INTERACTIVE TEACHING…PUTS THE LUSTER BACK INTO LEARING.”

24. “I LEARNED TO NOT JUST BE A STUDENT, BUT A THINKER AND CONTRIBUTOR.”

25. “IT OFFERED ME A CURRICULUM THAT RECONGNIZED THE IMPORTANCE OF ACKNOWLEDGING BOTH SUBJECTS, AND OFFERED SKILLS THAT WILL BENEFIT ME IN THE FUTURE.”

26. “GAVE ME THE OPPORTUNITY TO EXPERIENCE A NEW LEARNING ENVIRONMENT. WE WERE TAUGHT NOT ONLY BY OUR TEACHERS, BUT ALSO BY OUR CLASSMATES.”

27. “…IT TURNED OUT TO BE THE MOST ENGAGING COURSE I’VE EVER TAKEN.”

28. CROSS CURRICULAR AND PROBLEM/PROJECT BASED LEARNING IN ACTION THE CRUCIBLE AND THE SALEM WITCH TRIALSSALEM WITCH TRIALS

29. HOW CAN YOU INCORPORATE CROSS- CURRICULAR AND PROBLEM BASED LEARNING INTO YOUR CLASSROOM?