“Unit Studies,” “Integrated Studies,” “Cross-disciplinary Curriculum,” “Project Approach”

What do all these terms mean?

They are not all exactly the same, but they have one thing in common. The goal in each is to include multiple subjects in an activity. In other words, Math is not taught in isolation from Science or Social Studies. Art is not taught separately from Foreign Language or Language Arts and English.

History

Schools have a history of dividing lessons into subjects. This method of focusing on areas-of-specialty date back, at least, to the 1800s. As society became more industrialized, schools began to resemble factories. Put into the grossest of terms, we put students in one end of the assembly line, passed them down the line as we filled them with first this discreet component, then that one, until they were spit out at the end of the conveyor belt with a diploma.

Although it is efficient, depending on the teacher, students may find this approach disconnected from the real world. An algebraic formula often means nothing to a student if it is just an exercise in a text book. On the other hand, if a student needs to know the answer to a real problem, they will see the reason for learning the formula and integrate this information in their mind for future use.

Brain Research

Brain research tells us that we remember things from their context. That is how information is stored. If there is no context except a written page in one of a student's five textbooks, then the student is not likely to remember what he or she learned. Having a dynamic teacher might make the information in class more memorable. However, in the end, the student is more likely to remember the teacher than the facts.

Good teachers provide contexts for learning. They find or create activities that students can delve into. In their struggles, the students don't simply learn the new information and skills. They also figure out what they need to know and how to find it. And perhaps most importantly, they complete the learning cycle by applying what these new skills and information to the project. The more the teacher can help students apply the concepts to other situations, the more the students will remember.

The key point here is that in these “real” projects, all academic subjects are relevant. As students weave in and out of each subject, the web of new skills and information becomes an abundance of synaptic connections in the brain that all support each other. All these neuron synapses result in easier access to the information when the student needs it. Wouldn't it be amazing if  kids remembered  what they  heard?

What do each of these terms mean?

Unit studies approaches learning by starting with a real topic, such as natural disasters, and builds lessons onto it. A student could learn the science of hurricanes and the history of some of the biggest recorded events. He or she could also learn about writing styles by reporting the event, persuading friends that levees are the best solution, or practicing creative writing skills about living through a hurricane. A teacher could even include activities that addressed math concepts, such as reading charts and graphs of weather data or calculations of the frequency or probability of hurricanes in certain regions. The possibilities are almost endless.

Integrated Studies is similar in that it integrates several academic subjects together. Often this method is used by a group of teachers who share the same students and want to cover the curriculum together. They may use similar topics but still break it down into academic subjects so that each teacher can work in his or her specialty.

Cross-disciplinary curriculum is virtually the same. Some people use cross-disciplinary and integrated studies inter-changeably. Others consider this approach more driven to cover certain academic material as the teachers try to weave common themes into their lessons.

The Project Approach also starts with a topic of interest. Academic subjects naturally become relevant and even important aspects of a project. However, there is usually less emphasis on covering certain material when using this method. This method is most often seen in preschools and lower elementary grades. It occasionally seeps up in to middle and high school grades. In my opinion, it should! Projects should, naturally, become more complex and sophisticated as students mature and learn how to work in this fashion.

The Real World

Think about it: What do people do when they go to work? They have some sort of project that they have to break down into tasks. More intellectual jobs even require the worker to create or disseminate or analyze something. IF this is what kids are expected to do when they grow up, why not start now?

Furthermore, our schools are trying to find ways to teach virtues, conflict resolution, problem-solving and other citizen skills. Any one of the techniques described above can be used to prepare students for adulthood, providing them with skills and knowledge to be good, thoughtful family members, workers and citizens because they immerse the students in situations where they are naturally confronted with a need for these skills. We don't need to find a way to squeeze these skills into our students' busy schedules.

If you decide that one of these approaches is of interest, we can help you in a few ways:

• Take a look at our courses. There are lots of online courses available, but none use this method of integrating the lessons across the curriculum.
• Ask Jennifer to present at your school or for your group. She can provide talks, workshops or problem-solving sessions.

We are also always interested in new topics. If there is a topic you would like us to address in a future issue of Contemplations, please tell us.

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