Presentation on theme: "OSL Super Conference 2004 “For the purposes of this document, the term interdisciplinary is used to describe an approach to learning and knowledge that."— Presentation transcript:
2 Tim Karen Activities Introduction & Experiences Overview InterdisciplinaryStudiesLeaside C.IConceptualFramework &ResearchModels"Introduction toInformation Studies"2004Developinga CourseThis morning we will give you an overview of the document to outline the scope of the this new curriculum as well as the policy components. We’ll look at how the Interdisciplinary studies document was developed, how it relates to other curricula and we’ll give you an outline of the format of the document
25 Information StudiesInterdisciplinary StudiesStage 1: Preparing for ResearchSection 1: Preparing for Researchdefine information needs using a variety of strategiesexplore information using a variety of group activitiesidentify varied ways of organizing informationrelate prior knowledge to information taskspurposes and types of researchrequired research skills and attitudesthinking and planning strategies for researchformulating research questions
26 Information StudiesInterdisciplinary StudiesStage 2: Accessing ResourcesSection 2: Accessing Resourceslocate a variety of appropriate resources from a variety of sourcesselect information appropriate to needs using a variety of strategiesgather information from resources using internal organizers and conventions of textscollaborate with others to share findings and ideas;sources of informationconventions and principles of organizing informationlocating informationselecting information
27 Information StudiesInterdisciplinary StudiesStage 3: Processing InformationSection 3: Processing Informationanalyze and evaluate information using a variety of strategiestest ideas to adjust research and problem solving strategiessort information using a variety of organizers and formatssynthesize findings and formulate conclusionscriteria for analysis and evaluationanalysis of ideasrecording, sorting, and organizing of informationsynthesis of research findings
28 Information StudiesInterdisciplinary StudiesStage 4: Transferring LearningSection 4: Assessing & Extending Researchrevise product appropriate to purpose, audience and formatpresent research findings in a variety of forms for a variety of audiencesreflect on and evaluate product and processtransfer new information skills and knowledge to solve problems and make decisions.comparing and modifying researchassessing research methods and solutionscriteria for assessing researchnew topics and real-life applications
48 Using the Ontario Curriculum Unit Planner The Planner contains a comprehensive library ofcurriculum resources,planning and writing toolselectronic databasesIt enables you todesignshareadaptmanageInterdisciplinary Studies units, and course profiles.All Ontariocurriculum expectationsAuthoring templates& rubric makerTeachingCompanionsAnalysistoolsAppleWorks (Macintosh/PC)
49 Using the Ontario Curriculum Unit Planner Student DemonstrationTeacher DesignCulminating TaskSubtask 4Subtask 3Subtask 2Assessment Subtask 1The Planner highlights the design-down model of the planning process (from culminating task to sequential subtasks) that is a hallmark of interdisciplinary work.
50 Using the Ontario Curriculum Unit Planner Outlines unit in two pagesUses 8½ x 11 WYSIWYG formatExpands to fit contentsCombines units for year/courseUse the Planner’s versatile templates to create units, course outlines, programs and profiles, handouts, rubrics, and resource lists.
51 Using the Ontario Curriculum Unit Planner 12Use filtered and Boolean search methods to find expectations by:1. keyword2. grade3. course3
52 Using the Ontario Curriculum Unit Planner 12Our TDSB School TeamOur School TeamTDSBAnalyse, preview, and publish professional-looking individual units (1) or complete profiles/outlines (2).
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.
59 All students benefit from learning that is... personally meaningfulengaging, active, and purposefulrelevant to students’ PRESENT and FUTURE needs and livesIDS gives students and teachers the opportunity for new perspectives and solutions that go beyond established disciplines.