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Based on Interdisciplinary Studies Orientation © Queens Printer for Ontario, 20021 For the purposes of this document, the term interdisciplinary is used.

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Presentation on theme: "Based on Interdisciplinary Studies Orientation © Queens Printer for Ontario, 20021 For the purposes of this document, the term interdisciplinary is used."— Presentation transcript:

1 Based on Interdisciplinary Studies Orientation © Queens Printer for Ontario, For the purposes of this document, the term interdisciplinary is used to describe an approach to learning and knowledge that integrates and benefits from the understanding and application of the approaches of different subjects and disciplines. OSL Super Conference 2004

2 TimKaren Interdisciplinary Studies Introduction & Overview Conceptual Framework & Research Models Developing a Course Leaside C.I "Introduction to Information Studies" 2004 Activities Experiences

3 ANALYSIS MULTI-PERSPECTIVES INNOVATION SYNTHESIS DIVERSITY PROBLEM-SOLVING NEW TECHNOLOGY COLLABORATION INFORMATION SKILLS LIFELONG LEARNING LEADERSHIP

4 Based on Interdisciplinary Studies Orientation © Queens Printer for Ontario, What is the Interdisciplinary Studies document? Curriculum Policy Document Set of Sample Courses Template to Develop Interdisciplinary Courses Suggestions for Program Planning HOW?

5 Based on Interdisciplinary Studies Orientation © Queens Printer for Ontario, Context: Subjects/Disciplines and Interdisciplinary Studies Skills Students need to build on subject/discipline skills with interdisciplinary skills related to: information literacy, information management, and the research process finding connections and innovative solutions team building, leadership, and collaborative decision-making critical and creative thinking technological applications new methods and forms of analysis, interpretation, synthesis, and evaluation such as systems thinking and design

6 Based on Interdisciplinary Studies Orientation © Queens Printer for Ontario, Context: Curriculum Reform A program that reflects new learning and disciplines, innovative sample courses, emergent technologies, real-life tasks, and community connections. Curriculum that is relevant to societys needs and expectations Diverse courses and models of delivery that accommodate a wide range of needs and situations Learning opportunities and support for all students Challenging curriculum expectations that develop lifelong overall and specific interdisciplinary skills and knowledge A high standard of achievement Features of Interdisciplinary Studies, Grades 11 and 12 Goals of Ontario Secondary Schools Grades 9 to 12

7 Based on Interdisciplinary Studies Orientation © Queens Printer for Ontario, Interdisciplinary Studies Interdisciplinary Studies Interdisciplinary Studies Course Types GRADE 11 Open GRADE 12 University Preparation GRADE 12 Open

8 Based on Interdisciplinary Studies Orientation © Queens Printer for Ontario, Course Models GRADE 11 Open GRADE 12 University Preparation GRADE 12 Open Model A - SINGLE Credit Course Model B - PACKAGE of Courses worth from two to five credits

9 Based on Interdisciplinary Studies Orientation © Queens Printer for Ontario, Design Considerations: Course Models Model A CoursesModel B Courses Single credit in Interdisciplinary Studies Multiple credits including one credit in Interdisciplinary Studies ALL interdisciplinary studies course expectations are combined with a RELEVANT selection of expectations from two or more courses from the same grade or the grade immediately preceding or following ALL interdisciplinary studies course expectations are combined with ALL expectations from two or more additional full- or half-credit courses from the same grade or the grade immediately preceding or following Only Interdisciplinary Studies expectations are assessed All expectations from each of the courses combined in the package are assessed

10 Based on Interdisciplinary Studies Orientation © Queens Printer for Ontario, Course Model A - Single Credit Course discipline-based expectations of the other courses provide the appropriate context and content for developing practical applications or exploring topics and themes using an interdisciplinary approach

11 Based on Interdisciplinary Studies Orientation © Queens Printer for Ontario, Course Model A - Structure Interdisciplinary Studies Course Interdisciplinary Studies Course Relevant Expectations from Course 2 Relevant Expectations from Course 2 Relevant Expectations from Course 3 Relevant Expectations from Course 3 Relevant Expectations from Courses 4 … Relevant Expectations from Courses 4 … All Interdisciplinary Studies Courses of the Model A type are worth ONE Credit. Only the Interdisciplinary Studies expectations will be evaluated.

12 Based on Interdisciplinary Studies Orientation © Queens Printer for Ontario, Model A: Sample Course Information and Citizenship, Grade 12, Open This course combines all the expectations for Interdisciplinary Studies, Grade 12, Open with selected expectations from two or more other courses (e.g., Issues of Indigenous Peoples in a Global Context, Grade 12, University/College Preparation; Canadian and International Law, Grade 12, University Preparation; Communications Technology, Grade 12, University/College Preparation). One Credit Interdisciplinary Studies Courses and Packages can include courses from a variety of destination-related types of courses

13 Based on Interdisciplinary Studies Orientation © Queens Printer for Ontario, Course Model B – Package of Courses students obtain one Interdisciplinary Studies credit and one/half credit for each of the additional courses (to a maximum of five credits in total), which are identified by their existing course codes on the student report card and transcript

14 Based on Interdisciplinary Studies Orientation © Queens Printer for Ontario, Course Model B – Package of Courses all of the expectations from combined courses will be evaluated

15 Based on Interdisciplinary Studies Orientation © Queens Printer for Ontario, Course Model B: Structure Inter- disciplinary Studies Course Inter- disciplinary Studies Course Course 2 Course 3 Course 4 Coop Education Course 5 Coop Education Course 5 5 Credit Example Inter- disciplinary Studies Course Inter- disciplinary Studies Course Course 2 Course 3 Course 4 4 Credit Example Inter- disciplinary Studies Course Inter- disciplinary Studies Course Course 2 Half Credit Course 2 Half Credit Course 3 Half Credit Course 3 Half Credit Course 4 3 Credit Example + + Inter- disciplinary Studies Course Inter- disciplinary Studies Course Course 2 Half Credit Course 2 Half Credit Course 3 Half Credit Course 3 Half Credit 2 Credit Example

16 Based on Interdisciplinary Studies Orientation © Queens Printer for Ontario, Model B: Sample Course Science and the Community, Grade 12, Open This package of courses consists of all the expectations from Interdisciplinary Studies, Grade 12, Open; English, Grade 12, Workplace Preparation; Science, Grade 12, Workplace Preparation; Cooperative Education Program (two credits) Five Credits Interdisciplinary Studies courses and packages can be combined with Cooperative Education courses

17 Based on Interdisciplinary Studies Orientation © Queens Printer for Ontario, Sample/New Courses Teachers may use the sample courses or develop other Interdisciplinary Studies courses using courses authorized by other Ontario curriculum policy documents, as long as they develop the courses in accordance with the policies outlined in the Interdisciplinary Studies policy document.

18 Based on Interdisciplinary Studies Orientation © Queens Printer for Ontario, Number of Interdisciplinary Studies Courses Students may take a MAXIMUM of three Interdisciplinary Studies courses one each of Interdisciplinary Studies, Grade 11, Open Interdisciplinary Studies, Grade 12, University Preparation Interdisciplinary Studies, Grade 12, Open This maximum operates whether they are single-credit Interdisciplinary Studies courses or interdisciplinary studies courses within a package.

19 Based on Interdisciplinary Studies Orientation © Queens Printer for Ontario, Conceptual Framework When you teach an Interdisciplinary Studies Course, you are teaching Interdisciplinary Studies as a particular discipline with a specific conceptual framework in the context of other courses and their connections

20 Based on Interdisciplinary Studies Orientation © Queens Printer for Ontario, Design Considerations: Course Titles and Subtitles The title of an Interdisciplinary Studies course is Interdisciplinary Studies. The subtitle is the particular focus such as Archaeology, Information Studies, Science and the Community.

21 Based on Interdisciplinary Studies Orientation © Queens Printer for Ontario, Strands and Sections Theory and Foundation 1. Ideas and Issues 2. Structures and Organization 3. Perspectives and Approaches 4. Skills and Strategies

22 Based on Interdisciplinary Studies Orientation © Queens Printer for Ontario, Strands and Sections Processes and Methods of Research 1. Preparing for Research 2. Accessing Resources 3. Processing Information. 4. Assessing and Extending Research

23 Based on Interdisciplinary Studies Orientation © Queens Printer for Ontario, Strands and Sections Implementation, Evaluation, Impacts, and Consequences 1. Implementation and Communication 2. Evaluation 3. Impacts and Innovations 4. Personal and Career Development

24 Based on Interdisciplinary Studies Orientation © Queens Printer for Ontario, Stage 1: Preparing for Research Comparison of Research Frameworks Stage 2: Accessing Resources Stage 3: Processing Information Stage 4: Transferring Learning Section 1: Preparing for Research Section 2: Accessing Resources Section 3: Processing Information Section 4: Assessing & Extending Research Information StudiesInterdisciplinary Studies

25 define information needs using a variety of strategies explore information using a variety of group activities identify varied ways of organizing information relate prior knowledge to information tasks purposes and types of research required research skills and attitudes thinking and planning strategies for research formulating research questions Stage 1: Preparing for Research Section 1: Preparing for Research Information StudiesInterdisciplinary Studies

26 locate a variety of appropriate resources from a variety of sources select information appropriate to needs using a variety of strategies gather information from resources using internal organizers and conventions of texts collaborate with others to share findings and ideas; sources of information conventions and principles of organizing information locating information selecting information Stage 2: Accessing Resources Section 2: Accessing Resources Information StudiesInterdisciplinary Studies

27 analyze and evaluate information using a variety of strategies test ideas to adjust research and problem solving strategies sort information using a variety of organizers and formats synthesize findings and formulate conclusions criteria for analysis and evaluation analysis of ideas recording, sorting, and organizing of information synthesis of research findings Stage 3: Processing Information Section 3: Processing Information Information StudiesInterdisciplinary Studies

28 revise product appropriate to purpose, audience and format present research findings in a variety of forms for a variety of audiences reflect on and evaluate product and process transfer new information skills and knowledge to solve problems and make decisions. comparing and modifying research assessing research methods and solutions criteria for assessing research new topics and real-life applications Stage 4: Transferring Learning Section 4: Assessing & Extending Research Information StudiesInterdisciplinary Studies

29 Based on Interdisciplinary Studies Orientation © Queens Printer for Ontario, Conceptual Framework Strand 2: Processes & Methods of Research 1. Preparing for Research Purposes and Types of Research Formulating Research Questions Required Research Skills and Attitudes Thinking and Planning Strategies for Research How can educational research improve teaching and learning? How can we focus key educational research on our own school situation? What questions challenge the industrial model of schooling systems? What thinking strategies are evident in The Royal Commission on Learning ? [e.g., Studies in Education]

30 Based on Interdisciplinary Studies Orientation © Queens Printer for Ontario, Conceptual Framework Strand 2: Processes & Methods of Research 2. Accessing Resources Sources of Information Selecting Information Conventions and Principles of Organizing Information Locating Information What sources of information are used by well-known journalists? How can a journalist use periodical indexes to find different viewpoints ? What note-taking strategies work well when researching a story? How can I use reference material to get accurate background information? [e.g., Applied Journalism]

31 Based on Interdisciplinary Studies Orientation © Queens Printer for Ontario, Conceptual Framework Strand 2: Processes & Methods of Research 3. Processing Information Criteria for Analysis and Evaluation Synthesis of Research Findings Analysis of Ideas Recording, Sorting, and Organizing of Information Which environmental study would most interest planners of a local park? How does the ecological report relate ethical practices and profitability? What recommendations to city council can I make from my fieldwork ? How can I use a relational database to correlate my field results? [e.g., Local Field Studies and Community Links]

32 Based on Interdisciplinary Studies Orientation © Queens Printer for Ontario, Conceptual Framework Strand 2: Processes & Methods of Research 4. Assessing and Extending Research Comparing and Modifying Research New Topics and Real-Life Applications Assessing Research Methods and Solutions Criteria for Assessing Research How can I incorporate new international data into my report on local fitness initiatives? What lessons for community leadership can my report offer? How can schools promote community learning pro- grams among students? What criteria can I use to assess my plan for new recreational facilities? [e.g., Information Management and Community Leadership]

33 Based on Interdisciplinary Studies Orientation © Queens Printer for Ontario, Design Considerations: Incorporating Information Literacy The skills, knowledge, insights, and innovations of the discipline of information studies are central to interdisciplinary work. Information literacy is the ability to access, select, gather, critically evaluate, and communicate information in all disciplines, and to use the information obtained to solve problems, make decisions, develop knowledge, and create new ideas and personal meaning. Your Teacher Librarian can promote the development of information literacy skills among all students by coordinating and supporting the collaborative planning and implementation of interdisciplinary research and technological applications.

34 Based on Interdisciplinary Studies Orientation © Queens Printer for Ontario, Design Considerations: The Role of Technology in the Curriculum Students will be expected to: use a variety of computer programs used in specific disciplines and interdisciplinary work; use a variety of traditional and emerging technologies to help them develop innovative approaches to inquiry and research, project-based planning, and assessment; use electronic communication to compare their results and analyses with those of other students, as well as to consult experts Teachers should: work collaboratively within and across disciplines plan for the effective integration of computer and information technologies into interdisciplinary studies share best practices through the Interdisciplinary Studies web site at

35 Based on Interdisciplinary Studies Orientation © Queens Printer for Ontario, Eight Steps to Course/Unit Design 1.Understand the discipline of Interdisciplinary Studies 2.Consider the combined courses 3.Find the story in the course description 4.Cluster the expectations 5.Design the tasks 6.Design the strategies 7.Provide access to appropriate resources 8.Determine methods of delivery

36 Based on Interdisciplinary Studies Orientation © Queens Printer for Ontario, Questions Course/Unit Design: STEP 1 Understand what goals, essential/enduring questions, and conceptual framework make Interdisciplinary Studies a discipline in its own right but one that requires context from other subjects, disciplines, and areas of knowledge. FrameworkContextGoals

37 Based on Interdisciplinary Studies Orientation © Queens Printer for Ontario, Course/Unit Design: STEP 2 EXAMPLE: Sports and Society, Grade 11, Open (Credit value: 1) Interdisciplinary Studies, Grade 11, Open Dance, Grade 11, Open; Introduction to Business, Grade 10, Open; English, Grade 11, University, College, or Workplace Preparation; Healthy Active Living Education, Grade 11, Open). Consider the other courses identified as possibilities for combining with Interdisciplinary Studies in the Sample Course Description. Follow the policy document to modify or create your own course)

38 Based on Interdisciplinary Studies Orientation © Queens Printer for Ontario, Course/Unit Design: STEP 3 EXAMPLE: Sports and Society, Grade 11, Open...Using diverse resources and research methods, students will analyse the depiction of sports and health in media and literature and will examine trends in the business and communication of sports- related activities … Find the story elements of the Sample Course Description to generate possible themes and tasks, to identify what you would expect students to be doing, and to consider ways their learning will be assessed.

39 Based on Interdisciplinary Studies Orientation © Queens Printer for Ontario, Course/Unit Design: STEP 4 Interdisciplinary Studies Grade 11 Open –explain how the manipulation of information affects society, by analysing historical and contemporary examples from each of the subjects or disciplines studied Cluster appropriate expectations from Interdisciplinary Studies and other courses around a real-life task. English, Grade 11, Workplace Preparation –describe the relationship between media works and media industry practices, including marketing and distribution methods Dance, Grade 11, Open –analyse the role of dance in the community Healthy Active Living Education, Grade 11, Open –explain aspects of the process of group dynamics (e.g., organizational culture) Introduction to Business, Grade 10, Open –determine the importance of ethics and social responsibility in business

40 Based on Interdisciplinary Studies Orientation © Queens Printer for Ontario, Course/Unit Design: STEP 5 Design the real-life tasks, with an interdisciplinary perspective (other Interdisciplinary Studies expectations may help). Interdisciplinary Studies Grade 11 Open English Grade 11 Workplace Preparation Dance Grade 11 Open Healthy Active Living Education Grade 11 Open Introduction to Business Grade 10 Open Interdisciplinary Studies Grade 11 Open –demonstrate an understanding of the ways in which the graphic display of information can be used to foster critical analysis and problem solving related to interdisciplinary presentations Interdisciplinary Task Students will conduct a survey of conveners of local community sports organizations to gather information about the media depiction of sport in general and of the organizations in particular. They will present their comparative findings using visual organizers and statistical graphs.

41 Based on Interdisciplinary Studies Orientation © Queens Printer for Ontario, Course/Unit Design: STEP 6 Design the assessment and teaching learning/learning strategies to help students achieve the expectations related to the task. Interdisciplinary Task Assessment Strategies & Devices – Classroom Presentation – Rubric Teaching/Learning Strategies – Research Process – Statistical Analysis – Graphic Applications Consult the Planners Teacher Companion for descriptions, methods, considerations and examples of strategies

42 Based on Interdisciplinary Studies Orientation © Queens Printer for Ontario, Course/Unit Design: STEP 7 Select, provide, and promote a wide range of appropriate resources to support the course: Print, video, web sites, online databases Work with your Teacher-Librarian to find the best resources

43 Based on Interdisciplinary Studies Orientation © Queens Printer for Ontario, Course/Unit Design: STEP 8 Consider how you will deliver the unit and its activities in your school. Collaborative planning Interdepartmental team-teaching Teacher-Librarians role Community involvement Cooperative Education Distance Education Special Education

44 Based on Interdisciplinary Studies Orientation © Queens Printer for Ontario, Key Questions for Planning What are the identifying characteristics of an Interdisciplinary Studies course? How do these characteristics relate to the goals of Interdisciplinary Studies on page 5 of the curriculum document? Is the Interdisciplinary Studies course designed with the context and content provided by relating expectations from other courses?

45 Based on Interdisciplinary Studies Orientation © Queens Printer for Ontario, Key Questions for Planning Are students given explicit opportunities to learn, practise, and demonstrate all of the expectations from the Interdisciplinary Studies course document? How does the Interdisciplinary Studies course communicate a clear vision of what we want students to know or be able to do at the end of the course or package of courses? How does the Interdisciplinary Studies course provide deeper understanding, perspective, solutions, innovation, and insight?

46 Based on Interdisciplinary Studies Orientation © Queens Printer for Ontario, Key Questions for Planning How does the Interdisciplinary Studies course meet a variety of student needs? How does the Interdisciplinary Studies course provide opportunities for students to direct their learning by making their own connections, collaborations, and real-life applications?

47 Based on Interdisciplinary Studies Orientation © Queens Printer for Ontario, Key questions for Planning What supports are in place for the students? Where are the gaps? What are the staff strengths at my school? What are the present course offerings at my school? Which courses could be linked conceptually through Interdisciplinary Studies?

48 The Planner contains a comprehensive library of curriculum resources, planning and writing tools electronic databases It enables you to design share adapt manage Interdisciplinary Studies units, and course profiles. All Ontario curriculum expectations Authoring templates & rubric maker Teaching Companions Analysis tools AppleWorks (Macintosh/PC) Using the Ontario Curriculum Unit Planner

49 The Planner highlights the design-down model of the planning process (from culminating task to sequential subtasks) that is a hallmark of interdisciplinary work. Teacher Design Student Demonstration Culminating Task Subtask 4 Assessment Subtask 1 Subtask 3 Subtask 2 Using the Ontario Curriculum Unit Planner

50 Outlines unit in two pages Uses 8½ x 11 WYSIWYG format Expands to fit contents Use the Planners versatile templates to create units, course outlines, programs and profiles, handouts, rubrics, and resource lists. Combines units for year/course

51 Using the Ontario Curriculum Unit Planner Use filtered and Boolean search methods to find expectations by: 1. keyword 2. grade 3. course 1 3 2

52 Using the Ontario Curriculum Unit Planner Analyse, preview, and publish professional-looking individual units (1) or complete profiles/outlines (2). Our TDSB School Team Our School Team TDSB 12

53 Using the Ontario Curriculum Unit Planner Use the new Planner web site at to view slides and resource documents for individual and team training.

54 Based on Interdisciplinary Studies Orientation © Queens Printer for Ontario, Design Considerations: Course Profiles Three Course Profiles have been developed: Grade 11 Open: Introduction to Information Studies (1 credit) Grade 12 University: Archaeological Studies (1 credit) Grade 12 Open: Science and the Community (3 credits- Interdisciplinary Studies 12 Open, English 12 Workplace, Science 12 Workplace) NOTE: Profiles are available online at the Ontario Curriculum Centre site at:

55 Using Join the Interdisciplinary Studies learning community at its web site and share resources to build knowledge.

56 Based on Interdisciplinary Studies Orientation © Queens Printer for Ontario, Postsecondary Education Although our world is shrinking, our view of it is expanding. Todays post-secondary institutions embrace the global view - the big picture - provided by interdisciplinary perspectives.

57 Based on Interdisciplinary Studies Orientation © Queens Printer for Ontario, Postsecondary Education

58 Based on Interdisciplinary Studies Orientation © Queens Printer for Ontario, Media, Information, and Technoculture Northern Development Public Policy Science in Society Indigenous Learning Program Information Technology Interdisciplinary Arts Canadian Studies Postsecondary Education

59 All students benefit from learning that is... personally meaningful engaging, active, and purposeful relevant to students PRESENT and FUTURE needs and lives IDS gives students and teachers the opportunity for new perspectives and solutions that go beyond established disciplines.


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