Integrating Math across Subjects
Why should teachers consider cross-curricular and integrated learning?
Benefits of Cross-curricular and Integrated Learning (Ministry of Education, 2005, p. 26)
Benefits of Cross-curricular and Integrated Learning (Ministry of Education, 2005, p. 26)
Cross-curricular Learning
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Integrated Learning
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Think “Big Picture”
Clustering curriculum expectations requires teachers to think creatively, which can be challenging, but also very rewarding. In order to meet student needs, teachers need to use open-minded and “big picture” thinking. To begin cross-curricular and integrated lesson planning, teachers should ask themselves the following questions that are outlined in the Integrated Learning in the Classroom (Capacity Building Series, 2010, p 1) document:
Think Real-World
Research had found that students are most engaged in learning when the tasks involve students asking their own questions and exploring their interests (Capacity Building Series, 2010, p 3). Allowing students to follow their own inquiries will also lead to an increased sense of responsibility in their own learning. By creating authentic tasks where students are making connections to the real-world, students will conceptualize key ideas and relate experiences from the classroom to the real-world. Through integrated learning opportunities, students will continue to develop their critical thinking skills and become more aware of real-world applications of knowledge, which will benefit them in their day-to-day lives.
Collaboration
There is a reason why people say, “two heads are better than one”!
Collaboration with colleagues is one of the most valuable resources teachers have when building cross-curricular programs. Building upon one another’s ideas and experiences will also help to create consistency for students across the grades. Collaboration with fellow teachers will help to avoid repetition, scaffold learning, and provide students with a variety of ways to demonstrate their knowledge. (Capacity Building Series, 2010, p 7).
References
Ontario Ministry of Education. (2005). The Ontario curriculum grades 1‐8: Mathematics. Retrieved from https://www.edu.gov.on.ca/eng/curriculum/elementary/math18curr.pdf
Ministry of Education. (2010). Integrated Learning in the Classroom - Capacity Building Series. (Special Edition #14). Retrieved from, http://www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/CBS_integrated_learning.pdf
Clustering curriculum expectations requires teachers to think creatively, which can be challenging, but also very rewarding. In order to meet student needs, teachers need to use open-minded and “big picture” thinking. To begin cross-curricular and integrated lesson planning, teachers should ask themselves the following questions that are outlined in the Integrated Learning in the Classroom (Capacity Building Series, 2010, p 1) document:
- What are the specific student outcomes to address?
- Which subjects could provide meaningful contexts for content and skill development?
- What are the curriculum expectations that speak to those intended student outcomes?
- Are there current events in the media that would support a choice for student inquiry?
- What opportunities can be created for students to develop all four roles of the literate learner in an integrated unit of study (and through the gradual release of responsibility)?
- Are the print and/or media resources available in the school suitable for use with diverse learners?
- Are all the language strands integrated in a variety of authentic contexts?
- Which single or blended text forms are most appropriate for developing students’ thinking and communication skills?
Think Real-World
Research had found that students are most engaged in learning when the tasks involve students asking their own questions and exploring their interests (Capacity Building Series, 2010, p 3). Allowing students to follow their own inquiries will also lead to an increased sense of responsibility in their own learning. By creating authentic tasks where students are making connections to the real-world, students will conceptualize key ideas and relate experiences from the classroom to the real-world. Through integrated learning opportunities, students will continue to develop their critical thinking skills and become more aware of real-world applications of knowledge, which will benefit them in their day-to-day lives.
Collaboration
There is a reason why people say, “two heads are better than one”!
Collaboration with colleagues is one of the most valuable resources teachers have when building cross-curricular programs. Building upon one another’s ideas and experiences will also help to create consistency for students across the grades. Collaboration with fellow teachers will help to avoid repetition, scaffold learning, and provide students with a variety of ways to demonstrate their knowledge. (Capacity Building Series, 2010, p 7).
References
Ontario Ministry of Education. (2005). The Ontario curriculum grades 1‐8: Mathematics. Retrieved from https://www.edu.gov.on.ca/eng/curriculum/elementary/math18curr.pdf
Ministry of Education. (2010). Integrated Learning in the Classroom - Capacity Building Series. (Special Edition #14). Retrieved from, http://www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/CBS_integrated_learning.pdf