Cross- Curricular Approach to Student- Driven Learning Why are - - PowerPoint PPT Presentation

Cross- Curricular Approach to Student- Driven Learning

Why are we doing this?

• Making learning cross-curricular increases student engagement.
• We have a large, diverse student population at SEJH and we want to
• ffer diverse learning experiences to fit our students’ needs.
• A larger block of time allows for more flexibility in instruction and

activities.

What’s different?

• Longer and more flexible block of time (about 135 min. in the program)

○ Teachers decide how to divide up the available time and spaces to allow students more choice over their learning (independent, group work, teacher guided) ○ Cultivating more community connections

• Cross-curricular projects

○ Students satisfy standards and understandings for Global Studies, Language Arts, and Science through student-driven exploration. ○ Students have more choice in how they demonstrate their understanding of key concepts

• Shared teachers

○ All students in the program will have the same teachers for Global Studies, Language Arts, and Science. ○ Teachers will have opportunities to collaborate and coordinate instruction to best meet individual students’ needs

Similarities to the Traditional Model

• This is not a remedial or gifted program - CASL’s population will be

representative of our student population at SEJH.

• Students will continue to receive separate grades for Language Arts, Global

Studies, and Science.

• Similar class sizes; similar teacher to student ratio
• Standards and learning objectives are the same in and out of the program
• All classes outside CASL will remain the same.

How Students are Chosen and Notified

• Applications will be collected through May 1st.
• Each school will receive a number of slots based on the percentage of incoming

7th graders from that school.

○ Example = If Grant Wood students represent 20% of the 400 incoming 7th grade class, then 20%

• f the 90 CASL spots will be reserved for students from Grant Wood.
• IF the number of applications from a school exceeds the available spaces for

that school, students will be placed in the program by lottery.

• All parents will be notified by email about their student’s placement.

Example

Infectious Disease Unit

Students will...

• Select an infections disease and research...

○ The effects the disease has on one’s body ○ How it is transmitted/how to prevent it ○ The impact on society, economy, and public health systems

• Create a Public Service Announcement about disease prevention for a

specific region impacted by their disease

• Share their PSAs with an authentic audience

Science

1. Infectious diseases are caused by germs which are transmitted in a variety of ways. 2. Germs include bacteria, viruses, and other microbes. 3. Diseases may be prevented in a variety of ways including hand washing and the use of vaccines, antibiotics, and quarantine. 4. The use of disease prevention methods have trade-offs including the development of antibiotic-resistant bacteria.

Global Studies

1. Poverty, disease and health concerns have interrupted the development of different regions

• f the world.

2. Recognize the historical impact of disease on regions and the role of international organizations in eradication programs. 1. Writers change the form of their writing to fit their purpose and audience. 2. Writers use research to evaluate ideas, formulate defensible claims, gather evidence for their claims, learn something new, or to come to an understanding. 3. Writers give credit to their sources. 4. Sources have various levels of credibility. 5. Writers paraphrase information from their sources to avoid plagiarism and to demonstrate their understanding of the text.

Language Arts

1. https://iowacore.gov/iowa-core/subject/21st-century-skills/7/technology-lite racy 2. https://iowacore.gov/iowa-core/subject/21st-century-skills/7/health-literacy

21st Century Standards