EDUC5270 UNIT 5 WRITTEN ASSIGNMENT
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A VIRTUAL CLASSROOM USING CROSS-CURRICULAR APPROACH EDUC5270: Instructional Techniques for Elementary and Middle School Unit 5 Written Assignment University of the People May 08, 2023
Analysis of the Teaching Methods Shared and the Associated Uses of a Cross-Curricular Approach. According to Coti et al. (2021), cross-curricular integration is an illustration of holistic learning and instruction because it erases the boundaries between academic disciplines and supports the idea that all learning is connected by showing the complexity of the actual, interacting world. Learners gain an understanding of the fact that knowledge is not isolated or subject-based through a cross-curricular approach to learning. Instead, regardless of the subject taught, education should offer a connection where the abilities learned may be applied and connected everywhere. They begin to reflect and consider wider picture issues as a result. In virtual classrooms, a cross-curricular approach has several advantages. According to Sullivan (2019), the cross-curricular approach fosters learner collaboration, learning, motivation, and understanding of the learning process, which makes online learning more engaging and encourages learners to use their prior knowledge to elaborate on what they are learning. Additionally, a cross-curricular approach to learning is thematically focused, making it simple for the teacher to reinforce learning continuously in a virtual classroom where learners can quickly recall previously taught topics. According to Earley (2019), a cross-curricular approach transfers knowledge and abilities from one context to another, giving learners access to a more engaging and pertinent curriculum that piques their interests. A cross-curricular approach gives teachers in online classrooms the chance to present and educate learners in innovative ways. Cross-curricular teaching or instruction effectively imparts transferable problem-solving skills, provides real-world meaning, and increases engagement and
rigor. It also helps to keep planning simple, where units have every subject area that links content together, making it easier and less overwhelming for kids as well (Fulton, 2019). Description of How a Cross-Curricular Approach Can Be Useful in Building Literacy Development. According to Harish et al. (2012), teachers who implement cross-curricular themes develop engaged readers and writers by involving learners in real-world literacy activities that naturally result from engaging and valuable topics and ideas. Literacy tactics help teachers effectively communicate their reading lesson plans, encourage dependable study habits, and monitor their learners' progress, the Editorial Team (2022) notes. Through a thematic approach, the cross-curricular method improves literacy development. For instance, a teacher can include a text in geography courses about climate change so that learners can take turns reading it aloud to the class and discussing what they understood. Some learners can enhance their active listening abilities by listening to each other read, which can enhance their capacity to focus on new information and foster reflection (Indeed Editorial Team, 2022). Additionally, learners will retain the material from the text, which will enhance their understanding of the subject matter and make it simpler for them to translate when asked to write about their comprehension of the subject and respond to questions regarding the area covered. According to Shanahan (2022), reading texts, making connections to prior information, and applying what is learned to solve problems help learners perform better on tests of content knowledge, reading comprehension, and standardized reading comprehension.
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Description of How a Cross-Curricular Approach Can Be Useful in Building a Historical Thinking in Action. According to Drake and Brown (2003), encouraging learners to think historically entails giving them the chance to formulate their own inquiries, use a variety of sources, properly examine, read, and ascertain the context of sources, be able to assess other viewpoints, locate sources to support and challenge their presumptions, and construct their understanding. The two classes might be combined to show pupils how historical events can influence future theatre and literature. For instance, the kids were shown a PowerPoint on Rosa Parks' life, her accomplishments, and how they helped the battle against racism during online school when we studied her in History and the value of standing up for what is right in Moral Education. They were encouraged to carry out their research and create inquiries for other groups to respond to in class. The children got an opportunity to talk about the value of fighting for what is right and sticking up for what they believe in through this process. The learners' study revealed other individuals who had taken up the fight against injustice both domestically and internationally. Description of How a Cross-Curricular Approach Can Be Useful in Building Historical Thinking Assessments.
Learning about the past helps children become more capable of critical and creative thought. According to Smith et al., (2019), historical thinking assessments (HATs) require learners to use information in a particular historical context in addition to recalling facts. Developing mental routines and ways of thinking are key components of historical thinking.
Teachers can evaluate their learners' historical thinking by using a cross-curricular approach. This involves determining whether the learners can support their claims about what they have learned through evidence-based discussions in which they can defend their conclusions based on extensive research rather than learning about the subject matter alone. Open-ended questions can encourage historical assessment thinking and lead to a better understanding. For instance, when studying money in math, we looked at how the design of the Ghanaian currency has changed over time. I obtained samples of the 1000 Ghana cedis note, and we examined the various modifications. The children were then instructed to discuss it with their parents and explain why they believed that particular depiction of the 1000 Ghana cedis note was the finest. Each learner gave a presentation of their responses that included written explanations, video clips, and other materials, adding to the understanding of how money has changed over time. Conclusion
Learners can participate actively in their learning when there is a link to it that goes beyond simply knowing the subject matter. By relating their learning to other subjects using what learners already know, it produces work that is supported by evidence. Learners become more engaged in a virtual classroom when teachers employ a cross-curricular approach because it improves their capacity to collaborate and increases their willingness to study.
References
Coti
č, N., Cotič, M., Felda, D., & Krmac, N. (2021). The effect of cross-curricular integration on pupils' knowledge gained through experiential learning. Cypriot Journal of Educational Sciences, 16(6), 3133-3146. https://doi.org/10.18844/cjes.v16i6.6512 Drake, F., & Drake Brown, S,. (2003). A Systematic Approach to Improve Students' Historical Thinking. The History Teacher. 36. 465-489. https://doi.org/10.2307/1555575 Earley, S. (2019). An Investigation into the Implementation of a Cross-Curricular Approach in an Irish Primary School Classroom. International Journal for Cross- Disciplinary Subjects in Education (IJCDSE). Volume 10, Issue 2. https://infonomics-society.org/wp-
content/uploads/An-Investigation-into-the-Implementation-of-a-Cross-Curricular-
Approach.pdf Fulton, J., (2019, December 3), How to make cross-curricular teaching part of your plan. https://www.classcraft.com/blog/how-to-make-cross-curricular-teaching-part-of-your-
plan/ Gagnon, G. W. Jr., & Collay, M. (2005). Constructivist learning design: Key questions for teaching to standards. Corwin Press. https://cd21le9cj-mp03-y-https-ebookcentral-
proquest-com.proxy.lirn.net/lib/univ-people- ebooks/reader.action?docID=1994302&query=Constructivist+learning+design%3A+Key
+questions+for+teaching+to+standards Harish, J. H. G., Krishnakumar, R., & Raja, D. W. B. (2012). Cross-Curricular Connections: An Innovative Model for Curriculum Transaction. I-manager's Journal on School Educational Technology. Vol. 7, No. 3. https://files.eric.ed.gov/fulltext/EJ1101716.pdf Smith, M, Breakstone, J, & Wineburg, S (2019). History Assessments of Thinking: A Validity Study. https://eric.ed.gov/?id=EJ1208026
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Shanahan, T. (2022). Integrating literacy instruction with science and social studies. Shanahan on Literacy. https://www.shanahanonliteracy.com/blog/integrating-literacy-instruction-with-
science-and-social-studies#sthash.8LlvMcgC.rbW3me3G.dpbs Sullivan, C. (2019). Approaches to successful cross-curricular integration. Teach Hub. https://www.teachhub.com/teaching-strategies/2019/11/approaches-to-successful-cross-
curricular-integration/ The Indeed Editorial Team. (2022). 17 literacy strategies for teachers to use in the classroom. Indeed. Retrieved from https://www.indeed.com/career-advice/career-
development/literacy-strategies
LESSON PLAN
for Applying Cross-Curricular Approach in a Virtual Classroom.
Grade: TWO Topic: STORY NARRATION Title: LITTLE DUBBIE’S ESCAPADES OF HOUSES HE LIVED IN Designer: DONLA IDDRISU SITUATION: 20MINS
A little monkey named, ‘Little Dubbie’ travels from one nation to another; he enjoys his adventures (Geography). It has always been his dream to visit his international buddies. He lives on trees Where do you call home? Do you live on trees too? What kind of a house do you live in, please? Little Dubbie enjoys making notes in his journal of adventures! As he embarks on his expedition, let's assist him in keeping a record of the types of homes he encounters or inhabits. Now, Little Dubbie is about to a journey to Ghana to meet his buddy Michal, who is a lion. What is the quickest method for him to go from the Jamaica to Ghana? INDIVIDUAL/GROUP 30MINS To refresh learners' memories of the various types of homes (i.e, Content area for History) and modes of transportation (i.e, Content area for Social Studies), the teacher will project slides into the classroom. To determine which slide corresponds with the houses they had tinted, learners will be expected to attend the lecture with their various portraits about their homes. Learners will work in pairs to discuss the style of house they painted and provide an explanation for why Little Dubbie would want to live in their home using pre-existing chat rooms for their respective groups. Once they have departed their chat rooms, ask the learners to share their topic in the main class. BRIDGE: 15MINS The instructor will encourage the learners to alternately read aloud (i.e, Content area for
Literacy
) in front of the class a rendition of a story about Little Dubbie's visit to Michael in Ghana. For the sake of the audience, project images from the book. While reading about Little Dubbie's journey from the airport to the residence of Michael, the instructor will pose questions to the class in order to have them recognize the various types of structures on each page. Which kinds of structures did you pass on the route to Michael's residence? TASK: 40MINS The instructor will screen an image of Michael's home so that the pupils may see it now that we have arrived at Ghana. The kids have produced and maintained a journal of Little Dubbie's travels to several nations as a running project. Ask the learners to add a new item to the diary in which they list at least one characteristic of Michael's residence that serves to identify the style of her residence (i.e, Content area for
Literacy
). What features distinguishes Michael's house from the one you live in? From Little Dubbie's Trip to Michael's residence, did you see a structure that resembles Michael's house? Recommend for Little Dubbie some enjoyable things to do whiles at Michael's house. EXHIBIT: 20 MINS Each learner will have a turn presenting their work to the class. Turn-taking will promote participation and engagement where each kid is aware that they have something to offer. Learners may receive incentives from the instructor. REFLECTION: 25MINS
Each learner is given praise by the instructor once they have heard what they have to say. Now have the learners utilize their environment to act out the trip to Michael's residence. Encourage them to drive or walk down their street and make note of the various kinds of structures they see. The instructor will allow the learners to express their findings through writing, drawings, films, or any other format in which they feel comfortable. Utilize their contribution in the next lesson to deepen their awareness of old and new homes and structures, which will assess their comprehension of the evolution of houses across time. Will Little Dubbie love to remain in a new or ancient house on his next adventure?