1. Thinking Like a Disciplinarian Connecting to, exploring within, and across disciplines A GATE Best Practices Tune-Up

2. Key Ideas Increases awareness of the discipline, thus adding depth and complexity to the subject matter Requires learning about the specialized vocabulary, tools and skills of each discipline Connects a student’s own interests and abilities to a subject and a discipline Allows the student to immerse self into the study of a discipline Creates a greater awareness of the contributions of the disciplines to the world

3. Thinking Like a Scholar Disciplinary studies can begin with an examination of scholarly behavior  Attributes of scholarly behavior can be identified and applied to accomplished people and the disciplines they represent  Students can then make connections between themselves and the disciplinarian

5. Is _________ a Scholar? Read the biography of _______ and look for traits of a scholar. Note examples of scholarliness. Setting Goals Perseverance Intellectual Risk Taker Excellence

6. Connecting to a Discipline

7. Myself as a scholar Common Details Disciplinarian as a scholar Focus Persevere Ask questions Desires knowledge

8. Exploring Within a Discipline Directed lessons can be given on disciplines as they relate to an area of study.  Thinking Like an Historian  Thinking Like a Geographer  Thinking Like a Sociologist  Thinking Like a Scientist  Thinking Like a Mathematician

9. A Differentiated Word Wall Can Be Developed DisciplineVocabularyToolsSkills Historian- Studies the past and present events of people Artifacts Chronology Primary Resource Secondary Resource Records of the past: Books Diaries/Journals News articles Research Documentation Asks questions Economist- Studies the use of resources Profit & loss Shortage/surplus Ratio Sample Computer Calculator Compute Analyze Collect data Make graphs Marine Biologist- Specie Plankton Organisms El Nino toxins Net Diving equipment Underwater camera Ability to swim/use diving equipment Classify Analyze

10. Within Discipline Studies Can Be Even More Specific Thinking Like A Scientist  Chemist  Geologist  Biologist  Botanist  Naturalist  Paleontologist

11. Connecting Across Disciplines Once students have an understanding of the disciplines, they can look at an area of study from the various perspectives of different disciplines. The teacher can build this into the content planning. Industrial Revolution Sociology (Patterns) History (Over time) Economic (Details)

12. Student Ownership The goal is for the student to select a disciplinarian role to apply to their studies Opportunities can be provided through  Learning Centers  Role-playing  Revisiting text through the eyes of a disciplinarian

13. Thinking Like a Sociologist With a Fiction Story Discuss a fiction story the students have previously read using the following chart as the basis of revisiting the story: CharactersRoleProblem

14. Use the completed chart as the basis to have students practice identifying the sociological concepts of dynamics, interactions, and roles. Lead discussions with these questions:  Which characters assumed a leader or follower role?  How did the role of the character affect the interaction between them?  How does the role of the character affect their problem or the major problem or conflict in the story?

15. http://activities.macmillanmh.com/science/ca/grade2/index.html http://activities.macmillanmh.com/science/ca/grade4/g4_ch3.html http://gate.rusd.k12.ca.us/differentiation.htm http://www.dnr.state.wi.us/org/caer/ce/eek/job/naturalist.htm http://www.harcourtschool.com/hss/r_primary/05.html http://www.harcourtschool.com/hss/r_primary/05_books.html http://www.harcourtschool.com/hss/biographies/index.html http://www.harcourtschool.com/hss/r_parentteacher/free_teacher. html