Скачать презентацию OSL Super Conference 2004 For the purposes of Скачать презентацию OSL Super Conference 2004 For the purposes of

06af45c31b1764ee958bcb98eef37f8a.ppt

  • Количество слайдов: 59

OSL Super Conference 2004 “For the purposes of this document, the term interdisciplinary is OSL Super Conference 2004 “For the purposes of this document, the term interdisciplinary is used to describe an approach to learning and knowledge that integrates and benefits from the understanding and application of the approaches of different subjects and disciplines. ” Based on Interdisciplinary Studies Orientation © Queen’s Printer for Ontario, 2002 1

Tim Karen Activities Experiences Introduction & Overview Conceptual Framework & Research Models Interdisciplinary Studies Tim Karen Activities Experiences Introduction & Overview Conceptual Framework & Research Models Interdisciplinary Studies Developing a Course Leaside C. I "Introduction to Information Studies" 2004 Based on Interdisciplinary Studies Orientation © Queen’s Printer for Ontario, 2002 2

DIVERSITY MULTI-PERSPECTIVES ANALYSIS PROBLEM-SOLVING INNOVATION INFORMATION SKILLS LEADERSHIP NEW TECHNOLOGY COLLABORATION SYNTHESIS LIFELONG LEARNING DIVERSITY MULTI-PERSPECTIVES ANALYSIS PROBLEM-SOLVING INNOVATION INFORMATION SKILLS LEADERSHIP NEW TECHNOLOGY COLLABORATION SYNTHESIS LIFELONG LEARNING Based on Interdisciplinary Studies Orientation © Queen’s Printer for Ontario, 2002 3

What is the Interdisciplinary Studies document? Curriculum Policy Document Set of Sample Courses Template What is the Interdisciplinary Studies document? Curriculum Policy Document Set of Sample Courses Template to Develop Interdisciplinary Courses Suggestions for Program Planning HOW? Based on Interdisciplinary Studies Orientation © Queen’s Printer for Ontario, 2002 4

Context: Subjects/Disciplines and Interdisciplinary Studies Skills Students need to build on subject/discipline skills with Context: Subjects/Disciplines and Interdisciplinary Studies Skills Students need to build on subject/discipline skills with interdisciplinary skills related to: n information literacy, information management, and the research process n finding connections and innovative solutions n team building, leadership, and collaborative decision-making n critical and creative thinking n technological applications n new methods and forms of analysis, interpretation, synthesis, and evaluation such as systems thinking and design Based on Interdisciplinary Studies Orientation © Queen’s Printer for Ontario, 2002 5

Context: Curriculum Reform Goals of Ontario Features of Interdisciplinary Studies, A high standard of Context: Curriculum Reform Goals of Ontario Features of Interdisciplinary Studies, A high standard of achievement Challenging curriculum expectations that develop lifelong overall and specific interdisciplinary skills and knowledge Learning opportunities and support for all students Diverse courses and models of delivery that accommodate a wide range of needs and situations Curriculum that is relevant to society’s needs and expectations A program that reflects new learning and disciplines, innovative sample courses, emergent technologies, real-life tasks, and community connections. Secondary Schools Grades 9 to 12 Grades 11 and 12 Based on Interdisciplinary Studies Orientation © Queen’s Printer for Ontario, 2002 6

Course Types GRADE 11 GRADE 12 Open University Preparation Open Interdisciplinary Studies Based on Course Types GRADE 11 GRADE 12 Open University Preparation Open Interdisciplinary Studies Based on Interdisciplinary Studies Orientation © Queen’s Printer for Ontario, 2002 7

Course Models GRADE 11 GRADE 12 Open University Preparation Open Model A - SINGLE Course Models GRADE 11 GRADE 12 Open University Preparation Open Model A - SINGLE Credit Course Model B - PACKAGE of Courses worth from two to five credits Based on Interdisciplinary Studies Orientation © Queen’s Printer for Ontario, 2002 8

Design Considerations: Course Models Model “A” Courses Model “B” Courses Single credit in Interdisciplinary Design Considerations: Course Models Model “A” Courses Model “B” Courses Single credit in Interdisciplinary Studies Multiple credits including one credit in Interdisciplinary Studies ALL interdisciplinary studies course expectations are combined with a RELEVANT selection of expectations from two or more courses from the same grade or the grade immediately preceding or following ALL interdisciplinary studies course expectations are combined with ALL expectations from two or more additional full- or half-credit courses from the same grade or the grade immediately preceding or following Only Interdisciplinary Studies expectations are assessed All expectations from each of the courses combined in the package are assessed Based on Interdisciplinary Studies Orientation © Queen’s Printer for Ontario, 2002 9

Course Model A - Single Credit Course n discipline-based expectations of the other courses Course Model A - Single Credit Course n discipline-based expectations of the other courses provide the appropriate context and content for developing practical applications or exploring topics and themes using an interdisciplinary approach Based on Interdisciplinary Studies Orientation © Queen’s Printer for Ontario, 2002 10

Course Model A - Structure Interdisciplinary Studies Course + Relevant Expectations from Course 2 Course Model A - Structure Interdisciplinary Studies Course + Relevant Expectations from Course 2 Relevant Expectations from Course 3 Relevant Expectations from Courses 4 … All Interdisciplinary Studies Courses of the Model A type are worth ONE Credit. Only the Interdisciplinary Studies expectations will be evaluated. Based on Interdisciplinary Studies Orientation © Queen’s Printer for Ontario, 2002 11

Model A: Sample Course Information and Citizenship, Grade 12, Open n One Credit This Model A: Sample Course Information and Citizenship, Grade 12, Open n One Credit This course combines all the expectations for Interdisciplinary Studies, Grade 12, Open with selected expectations from two or more other courses (e. g. , n Issues of Indigenous Peoples in a Global Context, Grade 12, University/College Preparation; n Canadian and International Law, Grade 12, University Preparation; n Communications Technology, Grade 12, University/College Preparation). Interdisciplinary Studies Courses and Packages can include courses from a variety of destination-related types of courses Based on Interdisciplinary Studies Orientation © Queen’s Printer for Ontario, 2002 12

Course Model B – Package of Courses n students obtain one Interdisciplinary Studies credit Course Model B – Package of Courses n students obtain one Interdisciplinary Studies credit and one/half credit for each of the additional courses (to a maximum of five credits in total), which are identified by their existing course codes on the student report card and transcript Based on Interdisciplinary Studies Orientation © Queen’s Printer for Ontario, 2002 13

Course Model B – Package of Courses n all of the expectations from combined Course Model B – Package of Courses n all of the expectations from combined courses will be evaluated Based on Interdisciplinary Studies Orientation © Queen’s Printer for Ontario, 2002 14

Course Model B: Structure 5 Credit Example 4 Credit Example 3 Credit Example 2 Course Model B: Structure 5 Credit Example 4 Credit Example 3 Credit Example 2 Credit Example Interdisciplinary Studies + Course 2 + Course 3 + Course 4 + Course 2 Half Credit + Course 3 Half Credit Course Interdisciplinary Studies Course + Based on Interdisciplinary Studies Orientation © Queen’s Printer for Ontario, 2002 Coop Education Course 5 15

Model B: Sample Course Five Credits Science and the Community, Grade 12, Open n Model B: Sample Course Five Credits Science and the Community, Grade 12, Open n This package of courses consists of all the expectations from n Interdisciplinary Studies, Grade 12, Open; n English, Grade 12, Workplace Preparation; n Science, Grade 12, Workplace Preparation; n Cooperative Education Program (two credits) Interdisciplinary Studies courses and packages can be combined with Cooperative Education courses Based on Interdisciplinary Studies Orientation © Queen’s Printer for Ontario, 2002 16

Sample/New Courses n Teachers may use the sample courses or develop other Interdisciplinary Studies Sample/New Courses n Teachers may use the sample courses or develop other Interdisciplinary Studies courses using courses authorized by other Ontario curriculum policy documents, as long as they develop the courses in accordance with the policies outlined in the Interdisciplinary Studies policy document. Based on Interdisciplinary Studies Orientation © Queen’s Printer for Ontario, 2002 17

Number of Interdisciplinary Studies Courses § Students may take a MAXIMUM of three Interdisciplinary Number of Interdisciplinary Studies Courses § Students may take a MAXIMUM of three Interdisciplinary Studies courses one each of • Interdisciplinary Studies, Grade 11, Open • Interdisciplinary Studies, Grade 12, University Preparation • Interdisciplinary Studies, Grade 12, Open § This maximum operates whether they are single-credit Interdisciplinary Studies courses or interdisciplinary studies courses within a package. Based on Interdisciplinary Studies Orientation © Queen’s Printer for Ontario, 2002 18

Conceptual Framework • When you teach an Interdisciplinary Studies Course, you are teaching Interdisciplinary Conceptual Framework • When you teach an Interdisciplinary Studies Course, you are teaching Interdisciplinary Studies • as a particular discipline • with a specific conceptual framework • in the context of other courses and their connections Based on Interdisciplinary Studies Orientation © Queen’s Printer for Ontario, 2002 19

Design Considerations: Course Titles and Subtitles n n The title of an Interdisciplinary Studies Design Considerations: Course Titles and Subtitles n n The title of an Interdisciplinary Studies course is Interdisciplinary Studies. The subtitle is the particular focus such as Archaeology, Information Studies, Science and the Community. Based on Interdisciplinary Studies Orientation © Queen’s Printer for Ontario, 2002 20

Strands and Sections 1. Ideas and Issues 2. Structures and Organization Theory and Foundation Strands and Sections 1. Ideas and Issues 2. Structures and Organization Theory and Foundation 3. Perspectives and Approaches 4. Skills and Strategies Based on Interdisciplinary Studies Orientation © Queen’s Printer for Ontario, 2002 21

Strands and Sections 1. Preparing for Research 2. Accessing Resources Processes and Methods of Strands and Sections 1. Preparing for Research 2. Accessing Resources Processes and Methods of Research 3. Processing Information. 4. Assessing and Extending Research Based on Interdisciplinary Studies Orientation © Queen’s Printer for Ontario, 2002 22

Strands and Sections 1. Implementation and Communication 2. Evaluation Implementation, Evaluation, Impacts, and Consequences Strands and Sections 1. Implementation and Communication 2. Evaluation Implementation, Evaluation, Impacts, and Consequences 3. Impacts and Innovations 4. Personal and Career Development Based on Interdisciplinary Studies Orientation © Queen’s Printer for Ontario, 2002 23

Comparison of Research Frameworks Information Studies Interdisciplinary Studies Stage 1: Preparing for Research Section Comparison of Research Frameworks Information Studies Interdisciplinary Studies Stage 1: Preparing for Research Section 1: Preparing for Research Stage 2: Accessing Resources Section 2: Accessing Resources Stage 3: Processing Information Section 3: Processing Information Stage 4: Transferring Learning Section 4: Assessing & Extending Research Based on Interdisciplinary Studies Orientation © Queen’s Printer for Ontario, 2002 24

Information Studies Interdisciplinary Studies Stage 1: Preparing for Research Section 1: Preparing for Research Information Studies Interdisciplinary Studies Stage 1: Preparing for Research Section 1: Preparing for Research c define information needs using a variety of strategies c purposes and types of research c explore information using a variety of group activities c required research skills and attitudes c identify varied ways of organizing information c thinking and planning strategies for research c relate prior knowledge to information tasks c formulating research questions Based on Interdisciplinary Studies Orientation © Queen’s Printer for Ontario, 2002 25

Information Studies Stage 2: Accessing Resources c locate a variety of appropriate resources from Information Studies Stage 2: Accessing Resources c locate a variety of appropriate resources from a variety of sources c select information appropriate to needs using a variety of strategies c gather information from resources using internal organizers and conventions of texts c collaborate with others to share findings and ideas; Interdisciplinary Studies Section 2: Accessing Resources c sources of information c conventions and principles of organizing information c locating information c selecting information Based on Interdisciplinary Studies Orientation © Queen’s Printer for Ontario, 2002 26

Information Studies Stage 3: Processing Information Interdisciplinary Studies Section 3: Processing Information c analyze Information Studies Stage 3: Processing Information Interdisciplinary Studies Section 3: Processing Information c analyze and evaluate information using a variety of strategies c criteria for analysis and evaluation c test ideas to adjust research and problem solving strategies c recording, sorting, and organizing of information c sort information using a variety of organizers and formats c analysis of ideas c synthesis of research findings c synthesize findings and formulate conclusions Based on Interdisciplinary Studies Orientation © Queen’s Printer for Ontario, 2002 27

Information Studies Stage 4: Transferring Learning c revise product appropriate to purpose, audience and Information Studies Stage 4: Transferring Learning c revise product appropriate to purpose, audience and format c present research findings in a variety of forms for a variety of audiences c reflect on and evaluate product and process c transfer new information skills and knowledge to solve problems and make decisions. Interdisciplinary Studies Section 4: Assessing & Extending Research c comparing and modifying research c assessing research methods and solutions c criteria for assessing research c new topics and real-life applications Based on Interdisciplinary Studies Orientation © Queen’s Printer for Ontario, 2002 28

Conceptual Framework Strand 2: Processes & Methods of Research How can we focus key Conceptual Framework Strand 2: Processes & Methods of Research How can we focus key educational research on our own school situation? How can educational research improve teaching and learning? Purposes and Types of Research 1. Preparing for Research Formulating Research Questions What questions challenge the “industrial model” of schooling systems? Required Research Skills and Attitudes Thinking and Planning Strategies for Research [e. g. , Studies in Education] What thinking strategies are evident in The Royal Commission on Learning ? Based on Interdisciplinary Studies Orientation © Queen’s Printer for Ontario, 2002 29

Conceptual Framework Strand 2: Processes & Methods of Research How can a journalist use Conceptual Framework Strand 2: Processes & Methods of Research How can a journalist use periodical indexes to find different viewpoints ? What sources of information are used by well-known journalists? Sources of Information Selecting Information What note-taking strategies work well when researching a “story”? Conventions and Principles of Organizing Information 2. Accessing Resources Locating Information [e. g. , Applied Journalism] How can I use reference material to get accurate background information? Based on Interdisciplinary Studies Orientation © Queen’s Printer for Ontario, 2002 30

Conceptual Framework Strand 2: Processes & Methods of Research How does the ecological report Conceptual Framework Strand 2: Processes & Methods of Research How does the ecological report relate ethical practices and profitability? Which environmental study would most interest planners of a local park? Criteria for Analysis and Evaluation Synthesis of Research Findings What recommendations to city council can I make from my fieldwork ? Analysis of Ideas 3. Processing Information Recording, Sorting, and Organizing of Information [e. g. , Local Field Studies and Community Links] How can I use a relational database to correlate my field results? Based on Interdisciplinary Studies Orientation © Queen’s Printer for Ontario, 2002 31

Conceptual Framework Strand 2: Processes & Methods of Research What lessons for community leadership Conceptual Framework Strand 2: Processes & Methods of Research What lessons for community leadership can my report offer? How can I incorporate new international data into my report on local fitness initiatives? Assessing Research Comparing and 4. Methods and Modifying Research Assessing Solutions New Topics and Real-Life Applications How can schools promote community learning programs among students? and Extending Research Criteria for Assessing Research [e. g. , Information Management and Community Leadership] What criteria can I use to assess my plan for new recreational facilities? Based on Interdisciplinary Studies Orientation © Queen’s Printer for Ontario, 2002 32

Design Considerations: Incorporating Information Literacy The skills, knowledge, insights, and innovations of the discipline Design Considerations: Incorporating Information Literacy The skills, knowledge, insights, and innovations of the discipline of information studies are central to interdisciplinary work. Information literacy is the ability to access, select, gather, critically evaluate, and communicate information in all disciplines, and to use the information obtained to solve problems, make decisions, develop knowledge, and create new ideas and personal meaning. Your Teacher Librarian can promote the development of information literacy skills among all students by coordinating and supporting the collaborative planning and implementation of interdisciplinary research and technological applications. Based on Interdisciplinary Studies Orientation © Queen’s Printer for Ontario, 2002 33

Design Considerations: The Role of Technology in the Curriculum Students will be expected to: Design Considerations: The Role of Technology in the Curriculum Students will be expected to: • use a variety of computer programs used in specific disciplines and interdisciplinary work; • use a variety of traditional and emerging technologies to help them develop innovative approaches to inquiry and research, project-based planning, and assessment; • use electronic communication to compare their results and analyses with those of other students, as well as to consult experts Teachers should: § work collaboratively within and across disciplines • plan for the effective integration of computer and information technologies into interdisciplinary studies • share best practices through the Interdisciplinary Studies web site at www. ids-ontario. com Based on Interdisciplinary Studies Orientation © Queen’s Printer for Ontario, 2002 34

Eight Steps to Course/Unit Design 1. 1. Understand the discipline of Interdisciplinary Studies 2. Eight Steps to Course/Unit Design 1. 1. Understand the discipline of Interdisciplinary Studies 2. 2. Consider the combined courses 3. 3. Find the “story” in the course description 4. 4. Cluster the expectations 5. 5. Design the tasks 6. 6. Design the strategies 7. 7. Provide access to appropriate resources 8. 8. Determine methods of delivery Based on Interdisciplinary Studies Orientation © Queen’s Printer for Ontario, 2002 35

Course/Unit Design: STEP 1 Understand what goals, essential/enduring questions, and conceptual framework make Interdisciplinary Course/Unit Design: STEP 1 Understand what goals, essential/enduring questions, and conceptual framework make Interdisciplinary Studies a discipline in its own right but one that requires context from other subjects, disciplines, and areas of knowledge. Goals Questions Framework Context Based on Interdisciplinary Studies Orientation © Queen’s Printer for Ontario, 2002 36

Course/Unit Design: STEP 2 Consider the “other” courses identified as possibilities for combining with Course/Unit Design: STEP 2 Consider the “other” courses identified as possibilities for combining with Interdisciplinary Studies in the Sample Course Description. Follow the policy document to modify or create your own course) EXAMPLE: Sports and Society, Grade 11, Open (Credit value: 1) Interdisciplinary Studies, Grade 11, Open • Dance, Grade 11, Open; • Introduction to Business, Grade 10, Open; • English, Grade 11, University, College, or Workplace Preparation; • Healthy Active Living Education, Grade 11, Open). Based on Interdisciplinary Studies Orientation © Queen’s Printer for Ontario, 2002 37

Course/Unit Design: STEP 3 Find the “story” elements of the Sample Course Description to Course/Unit Design: STEP 3 Find the “story” elements of the Sample Course Description to generate possible themes and tasks, to identify what you would expect students to be doing, and to consider ways their learning will be assessed. EXAMPLE: Sports and Society, Grade 11, Open . . . Using diverse resources and research methods, students will analyse the depiction of sports and health in media and literature and will examine trends in the business and communication of sportsrelated activities … Based on Interdisciplinary Studies Orientation © Queen’s Printer for Ontario, 2002 38

Course/Unit Design: STEP 4 Cluster appropriate expectations from Interdisciplinary Studies and “other” courses around Course/Unit Design: STEP 4 Cluster appropriate expectations from Interdisciplinary Studies and “other” courses around a real-life task. Interdisciplinary Studies Grade 11 Open – explain how the manipulation of information affects society, by analysing historical and contemporary examples from each of the subjects or disciplines studied English, Grade 11, Workplace Preparation – describe the relationship between media works and media industry practices, including marketing and distribution methods Dance, Grade 11, Open – analyse the role of dance in the community Healthy Active Living Education, Grade 11, Open – explain aspects of the process of group dynamics (e. g. , organizational culture) Introduction to Business, Grade 10, Open – determine the importance of ethics and social responsibility in business Based on Interdisciplinary Studies Orientation © Queen’s Printer for Ontario, 2002 39

Course/Unit Design: STEP 5 Design the real-life tasks, with an interdisciplinary perspective (other Interdisciplinary Course/Unit Design: STEP 5 Design the real-life tasks, with an interdisciplinary perspective (other Interdisciplinary Studies expectations may help). Interdisciplinary Studies Grade 11 Open English Grade 11 Workplace Preparation Dance Grade 11 Open Healthy Active Living Education Grade 11 Open Introduction to Business Interdisciplinary Studies Grade 11 Open – demonstrate an understanding of the ways in which the graphic display of information can be used to foster critical analysis and problem solving related to interdisciplinary presentations Grade 10 Open Interdisciplinary Task Students will conduct a survey of conveners of local community sports organizations to gather information about the media depiction of sport in general and of the organizations in particular. They will present their comparative findings using visual organizers and statistical graphs. Based on Interdisciplinary Studies Orientation © Queen’s Printer for Ontario, 2002 40

Course/Unit Design: STEP 6 Design the assessment and teaching learning/learning strategies to help students Course/Unit Design: STEP 6 Design the assessment and teaching learning/learning strategies to help students achieve the expectations related to the task. Interdisciplinary Task Assessment Strategies & Devices Teaching/Learning Strategies – Classroom Presentation Consult the Planner’s Teacher Companion for descriptions, methods, considerations and examples of strategies – Statistical Analysis – Rubric – Research Process – Graphic Applications Based on Interdisciplinary Studies Orientation © Queen’s Printer for Ontario, 2002 41

Course/Unit Design: STEP 7 Select, provide, and promote a wide range of appropriate resources Course/Unit Design: STEP 7 Select, provide, and promote a wide range of appropriate resources to support the course: Print, video, web sites, online databases Work with your Teacher-Librarian to find the best resources Based on Interdisciplinary Studies Orientation © Queen’s Printer for Ontario, 2002 42

Course/Unit Design: STEP 8 Consider how you will deliver the unit and its activities Course/Unit Design: STEP 8 Consider how you will deliver the unit and its activities in your school. Collaborative planning Interdepartmental team-teaching Teacher-Librarian’s role Community involvement Cooperative Education Distance Education Special Education Based on Interdisciplinary Studies Orientation © Queen’s Printer for Ontario, 2002 43

Key Questions for Planning n n n What are the identifying characteristics of an Key Questions for Planning n n n What are the identifying characteristics of an Interdisciplinary Studies course? How do these characteristics relate to the goals of Interdisciplinary Studies on page 5 of the curriculum document? Is the Interdisciplinary Studies course designed with the context and content provided by relating expectations from other courses? Based on Interdisciplinary Studies Orientation © Queen’s Printer for Ontario, 2002 44

Key Questions for Planning n n n Are students given explicit opportunities to learn, Key Questions for Planning n n n Are students given explicit opportunities to learn, practise, and demonstrate all of the expectations from the Interdisciplinary Studies course document? How does the Interdisciplinary Studies course communicate a clear vision of what we want students to know or be able to do at the end of the course or package of courses? How does the Interdisciplinary Studies course provide deeper understanding, perspective, solutions, innovation, and insight? Based on Interdisciplinary Studies Orientation © Queen’s Printer for Ontario, 2002 45

Key Questions for Planning • How does the Interdisciplinary Studies course meet a variety Key Questions for Planning • How does the Interdisciplinary Studies course meet a variety of student needs? • How does the Interdisciplinary Studies course provide opportunities for students to direct their learning by making their own connections, collaborations, and real-life applications? Based on Interdisciplinary Studies Orientation © Queen’s Printer for Ontario, 2002 46

Key questions for Planning n n n What supports are in place for the Key questions for Planning n n n What supports are in place for the students? Where are the gaps? What are the staff strengths at my school? What are the present course offerings at my school? Which courses could be linked conceptually through Interdisciplinary Studies? Based on Interdisciplinary Studies Orientation © Queen’s Printer for Ontario, 2002 47

Using the Ontario Curriculum Unit Planner The Planner contains a comprehensive library of • Using the Ontario Curriculum Unit Planner The Planner contains a comprehensive library of • • • curriculum resources, planning and writing tools electronic databases All Ontario curriculum expectations Authoring templates & rubric maker It enables you to • • design share adapt manage Interdisciplinary Studies units, and course profiles. Analysis tools Apple. Works (Macintosh/PC) Teaching Companions 48

Using the Ontario Curriculum Unit Planner Subtask 3 Subtask 2 Assessment Subtask 1 n Using the Ontario Curriculum Unit Planner Subtask 3 Subtask 2 Assessment Subtask 1 n n tiio to ra ra st st on on m m De De Te ac he r Subtask 4 t t en en ud ud St St De si g n Culminating Task The Planner highlights the design-down model of the planning process (from culminating task to sequential subtasks) that is a hallmark of interdisciplinary work. Based on Interdisciplinary Studies Orientation © Queen’s Printer for Ontario, 2002 49

Using the Ontario Curriculum Unit Planner Outlines unit in two pages Uses 8½ x Using the Ontario Curriculum Unit Planner Outlines unit in two pages Uses 8½ x 11 WYSIWYG format Expands to fit contents Combines units for year/course Use the Planner’s versatile templates to create units, course outlines, programs and profiles, handouts, rubrics, and resource lists. Based on Interdisciplinary Studies Orientation © Queen’s Printer for Ontario, 2002 50

Using the Ontario Curriculum Unit Planner 1 2 Use filtered and Boolean search methods Using the Ontario Curriculum Unit Planner 1 2 Use filtered and Boolean search methods to find expectations by: 3 1. keyword 2. grade 3. course Based on Interdisciplinary Studies Orientation © Queen’s Printer for Ontario, 2002 51

Using the Ontario Curriculum Unit Planner 1 2 Our TDSB School Team Our School Using the Ontario Curriculum Unit Planner 1 2 Our TDSB School Team Our School Team TDSB Analyse, preview, and publish professional-looking individual units (1) or complete profiles/outlines (2). Based on Interdisciplinary Studies Orientation © Queen’s Printer for Ontario, 2002 52

Using the Ontario Curriculum Unit Planner Use the new Planner web site at www. Using the Ontario Curriculum Unit Planner Use the new Planner web site at www. ocup. org to view slides and resource documents for individual and team training. Based on Interdisciplinary Studies Orientation © Queen’s Printer for Ontario, 2002 53

Design Considerations: Course Profiles Three Course Profiles have been developed: n n n Grade Design Considerations: Course Profiles Three Course Profiles have been developed: n n n Grade 11 Open: Introduction to Information Studies (1 credit) Grade 12 University: Archaeological Studies (1 credit) Grade 12 Open: Science and the Community (3 credits. Interdisciplinary Studies 12 Open, English 12 Workplace, Science 12 Workplace) NOTE: Profiles are available online at the Ontario Curriculum Centre site at: http: //www. curriculum. org/occ/profiles/ids. htm Based on Interdisciplinary Studies Orientation © Queen’s Printer for Ontario, 2002 54

Using www. ids-ontario. com Join the Interdisciplinary Studies learning community at its web site Using www. ids-ontario. com Join the Interdisciplinary Studies learning community at its web site and share resources to build knowledge. Based on Interdisciplinary Studies Orientation © Queen’s Printer for Ontario, 2002 55

Postsecondary Education n n Although our world is shrinking, our view of it is Postsecondary Education n n Although our world is shrinking, our view of it is expanding. Today’s post-secondary institutions embrace the global view - the “big picture” - provided by interdisciplinary perspectives. Based on Interdisciplinary Studies Orientation © Queen’s Printer for Ontario, 2002 56

Postsecondary Education Based on Interdisciplinary Studies Orientation © Queen’s Printer for Ontario, 2002 57 Postsecondary Education Based on Interdisciplinary Studies Orientation © Queen’s Printer for Ontario, 2002 57

Postsecondary Education Northern Development Media, Information, and Technoculture Public Policy Science in Society Canadian Postsecondary Education Northern Development Media, Information, and Technoculture Public Policy Science in Society Canadian Studies Indigenous Learning Program Information Technology Interdisciplinary Arts Based on Interdisciplinary Studies Orientation © Queen’s Printer for Ontario, 2002 58

All students benefit from learning that is. . . n n n personally meaningful All students benefit from learning that is. . . n n n personally meaningful engaging, active, and purposeful relevant to students’ PRESENT and FUTURE needs and lives IDS gives students and teachers the opportunity for new perspectives and solutions that go beyond established disciplines. Based on Interdisciplinary Studies Orientation © Queen’s Printer for Ontario, 2002 59