innovative curriculum: interdisciplinary science classrooms for the 21 st century jayne heath
Post on 30-Dec-2015
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The ASMS
• A public school that caters for years 10 – 12.• Purpose designed open learning
environment • 360 students and 35 teaching staff.
Platforms of Innovation at the ASMS
LEARNING ENVIRONMENT
LEARNING PROGRAMS
STUDENTLEARNING
PROFESSIONAL LEARNING
INNOVATION IN TEACHING
AND LEARNING
Why interdisciplinary curriculum?
• Real world problems do not come in disciplinary shaped boxes. (OECD, PISA).– Climate Change, – Water security,
• New sciences of neuroscience, nanotechnology cross ‘traditional’ disciplines.
ASMS Central Studies Sequence SEMESTER 1
REASONING AND RELATIONSHIPS
THE BODY IN QUESTION
A TECHNOLOGICAL WORLD
SEMESTER 2
REASONING AND RELATIONSHIPS
COMMUNICATION SYSTEMS
SUSTAINABLE FUTURES
SPECIAL INQUIRY PROJECT
SEMESTER 3
ORDER AND CHAOS
VARIETY OF LIFE
TOWARDS NANOTECHNOLOGY
SEMESTER 4
ORDER AND CHAOS
BIOTECHNOLOGY
EARTH & COSMOS
SPECIAL INQUIRY PROJECT
The Fertile Question
Should humans control
biodiversity?
How has diversity changed
over time?
What factors
generate diversity?
How can humans
influence biodiversity?
What is ethical action?
How can we measure diversity?
Should humans control
Biodiversity?
Ecosystems
History of life
Evolution and Genetics
Diversity in Texts
Human Development
Ethics
Genetic Counselling of Greg and Olga
• Biodiversity task that combines aspects of biology (genetics) and philosophy (ethics).
Note: Haemophilia is caused due to Factor VIII deficiency, therefore they both are same
Keys to interdisciplinary (ID) success
• ID studies need issues to spark student interest, passion and engagement.
• ID studies need time to allow students to engage in projects of significant scope.
• ID studies need to be framed in terms of ID outcomes.
• ID studies need ID teams of teachers with time to work together.
• ID studies need a supporting timetable and other support systems.
Features of an organisation that support innovation
• Staff from a variety of disciplines working together• Mechanisms for introducing new ideas• Involving staff in programs from other agencies• Internal mechanisms to distribute ideas and
proposals (formal and informal)• “shedding of responsibility” ie everyone's
responsibility• Most communication about ideas is advice and
information not instructions & decisionsAitken and Hage (1969)
Address:Australian Science & Mathematics SchoolFlinders UniversitySturt Road, Bedford ParkSouth Australia 5042
Telephone: +61 8 8201 5686Facsimile: +61 8 8201 5685Email: info@asms.sa.edu.au
South Australian Departmentfor Education and Child Development
T/A South Australian Government SchoolsCRICOS provider number 00018A
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