Tag: Interdisciplinary Teaching

Effects of Interdisciplinary Teaching Team Configuration upon the Social Bonding of Middle School Students

This study compared two configurations of sixth-grade students and core teachers to measure the students’ perceived levels of social bonding with their peers, their school, and their teachers. One configuration featured a team of four teachers, each specializing in a core subject area and teaching this subject to all 100 students on the team. The

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Cross-Content School Improvement for the Middle Grades

4 Scientific Ways to Create a Great School One of the foundational concepts in the critical middle grades is cross-content learning. We create interdisciplinary plans and bridge curricula for a few reasons. First, we know that young adolescents learn more when they can see that something has relevance in another class. Therefore, we may ask our

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Removing Imaginary Boundaries Around Content

Teacher and students benefit from an integrated curriculum. Even though teachers work in different rooms and on different hallways, our individual subject areas should not be viewed as existing within rigid instructional walls. Middle level educators need to engage in collegial conversations and co-create learning experiences with team members to help develop more cohesive, integrated

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Effective Instructional Practices for Diverse Learners

Using popular culture resources to engage learners. Middle level teachers can make learning engaging by using popular culture texts. When faced with the challenge of engaging students, many teachers often struggle to create relevant learning experiences while also meeting the needs of each learner. Four teachers at an Atlanta area school learned to integrate various

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Mathematics and Science in Middle Level Classrooms

Integrating disciplines to encourage exploration and discovery. AMLE’s This We Believe calls for teachers to be engaged in active, purposeful learning in which students have the opportunity to engage in meaningful questions, formulate conjectures and hypotheses, and explore patterns and relationships. This depends, in part, on the instructor choosing a curriculum that is challenging, exploratory, integrative,

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