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 ● offer 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% ○ of 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 Global Studies Language Arts 1. Infectious diseases are caused by 1. Poverty, disease and health 1. Writers change the form of their germs which are transmitted in a concerns have interrupted the writing to fit their purpose and variety of ways. development of different regions audience. 2. Germs include bacteria, viruses, of the world. 2. Writers use research to evaluate and other microbes. 2. Recognize the historical impact of ideas, formulate defensible claims, 3. Diseases may be prevented in a disease on regions and the role of gather evidence for their claims, variety of ways including hand international organizations in learn something new, or to come washing and the use of vaccines, eradication programs. to an understanding. antibiotics, and quarantine. 3. Writers give credit to their sources. 4. The use of disease prevention 4. Sources have various levels of methods have trade-offs including credibility. the development of 5. Writers paraphrase information antibiotic-resistant bacteria. from their sources to avoid plagiarism and to demonstrate their understanding of the text. 21st Century https://iowacore.gov/iowa-core/subject/21st-century-skills/7/technology-lite 1. racy Standards 2. https://iowacore.gov/iowa-core/subject/21st-century-skills/7/health-literacy
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