Cross-Curricular Instructions

UbD lesson formats
I believe that this is an ideal method. It makes the educator not only focus on the objectives to be covered but the evidence that is wanted from the student to provide their understanding. It makes a larger calling to have authentic, real-world designed assessment based, rather than just a paper and pencil tests. It takes thorough collaboration or autonomy along with creativity to target interests and levels of the students to be assessed. Overall, the UbD format is based on the content & understanding, evidence, and the learning plan which is completed in 3 stages. Specifically, three items are examined in stage one (a) transfer, (b) meaning-making, and (c) acquisitions (McTighe & Wiggins, 2011). Next, stage 2 of the UbD
lesson plan encompasses the evidence that will be produced by the student through chart making, self-assessment, applying the understandings, and other activities. Lastly, stage 3 of the UbD lesson is the actual writing and designing of the lesson plan with the instructional activities that will be incorporated to focus on the desire objective outcomes. This might not be welcomed, but in the long run, it would be very beneficial. Interdisciplinary lessons
This approach towards teaching also caught my attention.
The research found on it incorporation is promising. Contardi, Fall, Flora, Gandee and Treadway (n.d.) assert “the components of cross-curricular instruction as (a) focuses on basic skills, content and higher level thinking, (b) encourages lifelong learning, (c) structures learning around themes, big ideas, and meaningful concept, (d) provides connections between curricular disciplines, (e) encourages relevant real-life learning experiences, (f) captivates, motivates, and challenges learners, (g) provides a deeper understanding of content, (h) offers opportunities for small group and developed instruction, and (i) accommodates a variety of learning styles, theories, and multiple intelligences.” Ultimately, educators who integrate their interdisciplinary lessons utilizing these cross-curricular components will have active engagement (Contardi, Fall, Flora, Gandee & Treadway, n.d.). Moreover, through utilizing an integrated curriculum, providing themed units, big idea essential questions, as well as meaning concepts (Contardi et al., n.d.), the “task-focus boredom” or “self-focus boredom” will not be apparent in the classroom (Little, 2012). Presently, all the educators at my school work
individual. Ixl.com
This website is great to practice Math and English skills. It has the ability for individuals to work at their own pace, complete an assigned specific quantity of lesson problems, or achieve a set score prior to moving on. Likewise, after each question, an answer and explanation will be received if the response is wrong. The lessons that educators can assign can be paralleled to the skills the student are working on for a more independent practice. Wiki Space
This is a great site for students as well as teachers.
There are a tremendous number of teachers that utilize this website and have resources on their pages that are shared. In the format of the teacher, you can have certain pages be resource pages where other pages are lessons for the students. You can upload documents, video, PowerPoints, as well as links for viewing. If a student is absent, a web page can be accessed so that the individual could complete their work. This site can be utilized in a group setting or for individuals. Dillon (2013) states that this simple platform allows people to impart in online creation and collaboration. Furthermore, Dillon (2013) discusses how discussion boards can be utilized to share ideas or comment on each other’s work. Moreover, as editors modify the work in progress, a revision history log is kept, so users can be acknowledged (Dillon, 2013). This is another site that I love to utilize. When Classjump shut down 2 years ago I transferred all my class’s information over to this site and still adding more. Technology is
GREAT!