Running head: INTERDISCIPLINARY CURRICULUM

INTERDISCIPLINARY CURRICULUM
Jessie Caprio
Regent University

INTERDISCIPLINARY CURRICULUM

INTERDISCIPLINARY CURRICULUM
Time management in a classroom is perhaps one of the most daunting aspects of being a
teacher. Many classroom requirements constantly compete for the little time available in a day.
Special classes such as Physical Education, Secondary Languages, and Computers only
exacerbate the situation. Teachers are often left with more requirements than they have time in a
day to meet. When combined with the need for a teacher to associate subjects, the task at hand
might seem overwhelming. Interdisciplinary curriculum is a solution to this problem.
Interdisciplinary curriculum is used when a teacher combines learning objectives from
two different subject into one lesson plan. It allows for a multifaceted approach in an effort to
cover more material in the given time. By presenting two subjects at once, the students are
exposed to more material in a given set of time and learn to identify associations between
curriculums. It allows for a higher saturation as well as more time for new lessons. It also frees
up time to further differentiation within the classroom.
Rational
The artifacts chosen this week were from an interdisciplinary lesson I created. I chose
them, not just because they were interdisciplinary in nature, but because they were highly
effective. Both artifacts were used in a small group environment. I use small groups in class to
reinforce material previously learned in class.
The first artifacts was the weeks lesson plan I created for small groups. Two of the four
groups were based in interdisciplinary studies. This can be seen in ELA 5.6 and 5.6.3 (Grade 5)
and VS.2a, VS.2b, and VS.2c (Virginia Studies). In this plan students practice understanding and
identifying text features while using the resources and materials from social studies. This allows
for emersion and reinforcement in both subjects simultaneously.

INTERDISCIPLINARY CURRICULUM

The second artifact was a students work based on Mondays lesson plan. The students
were given a scavenger hunt paper inside of a pocketed clear divider. With a dry erase, the
student was required to complete the scavenger hunt using Chapter 1, what we are currently
studying, of our class social studies book. Once complete, we reviewed what the students found
and discussed how each text feature was important to the page it was on.

Reflection
The structure of Bettie F. Williams Elementary School is much different than that of a
standard school. The day is split into two parts where students spend half of their day with one
teacher and the other half with another. Instead of teaching a myriad of subjects, teachers are
expected to teach two or three specific subject. This makeup, although beneficial in some ways,
creates an even greater burden on the teacher to fit in what is required of them. There is not
enough time in the day to fit it all in.
In my class I teach Social Studies and English to the students. It is rare that I have the
time to complete the required studies for both subjects. It didnt take long to realize that studies
needed to be combined to make the best use of the time. This lesson, although it was the first I
designed as interdisciplinary, was a huge success. The students were able to cover all subject
requirements in the time I normally took for just one. I think, with ample practice,
interdisciplinary studies will be a vital tool I take forward with me in my teaching career.
During my integrated lessons, I also noticed the association the students made between
both subjects. We werent just studying Social Studies or English. We were studying and
practicing both at the same time. They could see the need for English regardless of what they
plan to do in life. Instruction which provides students with links to connect otherwise discrete

INTERDISCIPLINARY CURRICULUM

bits of knowledge enhances their ability to recognize and apply prior knowledge to new, related
learning situations. (Mathison, 1989)
I continually look for ways to integrate faith and character into my classroom. I wholly
believe in the deliberate integration of the concept of virtue into every subject taught (Ryan,
1999 , pg. 96). Unfortunately, while teaching at public schools, this cant be written into my
lesson plan. It does however remind me of Interdisciplinary Curriculum. How can I teach what
is required while integrating virtue and character?

INTERDISCIPLINARY CURRICULUM

References
Grade 5. (n.d.). Retrieved October 4, 2015, from
http://www.doe.virginia.gov/testing/sol/standards_docs/english/2010/stds_english5.pdf
Ryan, K., & Bohlin, K. (1999). Building character in schools: Practical ways to bring moral
instruction to life. San Francisco: Jossey-Bass.
Virginia Studies. (n.d.). Retrieved October 4, 2015, from
http://www.doe.virginia.gov/testing/sol/standards_docs/history_socialscience/next_versio
n/stds_virginia_studies.doc
Mathison, C. (1989). Interdisciplinary Curiculum Planning. Retrieved December 9, 2015, from
http://volcano.oregonstate.edu/oldroot/education/livingwmsh/is/icp.html