Transcript Interdisciplinary-Curriculum

Name and Website
NCHSE is the National Consortium
for
Health Science Education
http://www.healthscienceconsortium.org
NCHSE is…..
… a national partnership of individuals and
organizations with a vested interest in health
science education
... working to stimulate creative and innovative
leadership for ensuring a well-prepared
healthcare workforce.
STATISTICS
• Of those who enter high school, only 70
percent will graduate (Greene & Winters,
2006)
• Just over 50% of first-time college students
graduated within six years (Clearinghouse,
2012)
• Students from the largest cities may have a
graduation rate as low as 25% (Swanson,
2008)
• Students who enroll in a remedial reading
course are 41 percent more likely to drop out
of college. (NCES, 2004a)
• Students who enroll in a remedial
reading course are 41 percent more
likely to drop out of college. (NCES,
2004a)
• 80 percent of the fastest-growing jobs in
the United States require at least some
postsecondary education, according to
the U.S. Department of Labor (Hecker,
2005)
Gap: College Eligibility and Readiness
for College-level Work
WHY?
WHAT WE ARE
DOING IS NOT
WORKING!
What Is The
Answer?
INTEGRATED,
INTERDISCIPLINARY
PROJECT-BASED
CURRICULUM
ConnectEd: The California Center for College and
Career
National Consortium on Health Science and
Technology Education
California
Minnesota
Idaho
New York
Illinois
South Carolina
Indiana
Texas
Utah
And then there’s the CCSS
• Big ideas
•
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1
1
ELA
Text complexity
Close reading
Evidence-based analysis
Content rich non-fiction
Mathematics
Wide to deep
Vertical connections
Procedural skill
Fluency
Conceptual
understanding
Real world application
Rigor / Relevance Framework
12
Dagget, W. International Center for Leadership in Education
Quadrant D Moments: Every Kid, every class, every
day!!
High
R
I
G
O
R
Low
Low
C
D
A
B
R E L E VA N C E
High
13
Quadrant C
Quadrant D
Quadrant A

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Bam! Turn it up
 Mid brain is fired up!
 High levels of cognitive thinking:
 Analysis
 Synthesis
 Evaluation
 Innovation
 Sticky!
 Long term memory
 High relevance:
 About the student
 About the students’ world
 About the world today or tomorrow
Add relevance to C to get Quad D!
Quadrant B
Skill being taught
Big Ideas
Facts
Without relevance, students will not remember
“A” – the only one who will remember is You!
 Real world application
 High relevance
 “Why is this important to know 5 years from
now?”
Add relevance to A to get Quad B!
That’s what
integrated,
interdisciplinary,
project-based
curriculum does!
Why Are We Using
Problem-Based Learning?
• Increases learning with understanding
• Motivates learners by relating content to real
life
• Effectively blends academic and technical
content
• Used in a growing number of colleges and
universities
• Used in nearly all medical schools
Problem-Based Instruction on the
Teaching and Learning Continuum
Lecture
Problem-focused
Discussion
Teacher-led
Discussion
Role Playing
Case Study
Problem-based
Learning
Discovery-based
Inquiry
Authentic
Situation
Adapted from C. Conroy, et al. (1999). Agriculture as a Rich Context for Teaching and Learning, and for Learning
Mathematics and Science to Prepare for the Workforce of the 21st Century.
Why Project-based?
• STUDENT ENGAGEMENT
–Students are motivated to
LEARN when they
• NEED TO ACQUIRE KNOWLEDGE (to
accomplish something they care about),
when they are
• CURIOUS (about an INTERESTING and
CHALLENGING problem), and when the
materials
• RELATE to their own lives (SVINICKI
2002)
Why Project-based??
• Rigor, Relevance, Relationships
– Increases learning with understanding
– Relates content to real life
• Core, Not CTE, Driven (Standards Based)
– Blends academic and technical content
– Better buy-in
• Promotes Analytical And Critical Thinking
• Increases Academic Achievement
GOALS OF INTERDISCIPLINARY,
INTEGRATED CURRICULUM
Incorporate a diverse group of
students
• to express their own interests,
• to utilize their unique skills and
learning styles, and
• to master high-level academics and
technical materials
GOALS OF INTERDISCIPLINARY,
INTEGRATED CURRICULUM
• Incorporates Active Classroom
Instruction
• Develop Career Planning Skills to
achieve career planning goals
• BUILD Community Support
FOUNDATION PRINCIPLES FOR
DEVELOPING THE CURRICULUM
Thematic, Integrated
Curriculum Units
• Weaves together academic and careertechnical content that has been
contextualized within a single industry
problem or theme.
• Provides the opportunity for students to
synthesize the knowledge and perspectives
necessary to fully understand the issues
underlying the problem or theme.
The thematic integrated and interdisciplinary
curriculum:
• Meets the National Healthcare Foundation
and academic Standards
• Includes work-based learning and service
learning experiences that are age and grade
appropriate
• Addresses high-level academic content
standards
• Increases students’ career decision-making skills
Structure of Each Unit:
Unit Overview
• Essential question
• Learning Scenario to start the unit
• Key questions for individual subjects,
organized by
subunit (sub-theme)
• Standards alignment
• Roles for education and industry partners
COMPONENTS OF THE CURRICULUM
ESSENTIAL QUESTION
LEARNING SCENARIO
TOPICAL QUESTIONS
ACTIVITIES - STANDARDS
CULMINATING EVENT
WHAT IS AN ESSENTIAL
QUESTION?
• An ill-structured, open-ended problem
with multiple solutions
– Is often controversial
– Generates student interest and causes
students to raise their own questions
– Solves a real-world problem
– Engages and is relevant to teenagers
FOUNDATIONS OF AN ESSENTIAL
QUESTION
• Lessons in all courses are designed to
help answer the Essential Question.
• Students must integrate what they learn in
the participating subjects to answer the
Essential Question.
• Answering the Essential Question requires
problem-solving and teamwork skills.
• Answering these questions requires
multiple modes of inquiry — effectively
addressing diverse learning styles.
TOPIC
EXERCISE AND HEALTH
(Good Eats)
ESSENTIAL QUESTION
Should we care about what we eat?
LEARNING SCENARIO
• Designed to stimulate student
interest
• Used to initiate lively
conversation
• Relevant to teenagers
• Deliberately controversial
LEARNING SCENARIO
During the first week of school,
the principal calls an assembly
of the senior class. She/he has
instituted a new policy, you will
not graduate unless you have a
Body Mass Index (BMI) of 25 or
less!
TOPICAL QUESTIONS
• Are subject specific and derived from the
essential question
• May be answered in a single class or several
class periods
• Provide the information to answer the
essential question when all topical questions
are answered
Topical Questions
• What is “good” nutrition and why is it
important?
• What is a healthy weight and how is it
measured?
• Are their statistical differences in weight
among different populations?
Topical Questions
• How has historical food production in
different regions shaped the world we live
in?
• What are the physical, behavioral, and
psychological effects of a healthy diet and
a “junk food” diet on humans?
LESSONS/ACTIVITIES
• Address the key and subsequently the
essential question
• Contribute skills and information for the
culminating activity
• Include differentiated instruction and reflection
• Complex, ambiguous, proactive, and personally
challenging content which leads to a deeper
understanding of the essential question
Structure of Each Lesson
•Lesson
Springboard
•Lesson
Development
•Lesson Closure
•Possible Prior
Misconceptions
•Student
Assessment
Artifacts
•Variations and
Extensions
•Academic and
Technical
Standards
•Resources
LESSONS/ACTIVITIES
• Aligns with academic and technical
standards
• Offers multiple assessment
opportunities
• Relates to the project in a manner that
students readily understand
HEALTH SCIENCE
DATA ANALYSIS OF
(1) POPULATION OF CITY/COUNTY
(2) OBITUARIES
(3) CDC HEALTH DATA
(4)WIN OVERWEIGHT AND OBESITY
(5) SCHOOL POPULATION
(6) DEBATE- GRADUATION REQUIREMENT OF
BMI OF <26?
ART
DETERMINATION OF BMI
GOOD FOODS VS. BAD FOODS
DRAWINGS/CERAMICS
PHYSICAL EDUCATION
(1) DETERMINE AND MONITOR BMI
(2)DEVELOP A FITNESS PROGRAM
SPANISH
DIET ANALYSIS
READING FOOD LABELS
ANALYZE ETHNIC DIETS
PREPARATION OF NUTRITION
BROCHURE
EXERCISE
AND HEALTH
ENGLISH
DBQ
STATISTICS
CALCULATION AND STATISTICAL
ANALYSIS OF BMI
CHEMISTRY
TRANS FATS
YOU ARE THE CHEMICALS THAT
YOU EAT
HEALTH
% FAT
INTERPRETATION OF BMI
ASSOCIATED DISEASES
HEALTH SCIENCE
DATA ANALYSIS OF
(1) POPUULATION OF YONKERS
(2) OBITUARIES
(3) CDC HEALTH DATA
(4)WIN OVERWEIGHT AND OBESITY
(5) SCHOOL POPULATION
(6) DEBATE- GRADUATION REQUIREMENT OF
BMI OF <26?
Overweight is when a person has excess weight from muscle,
bone, fat, and/or Body water.
Obesity is having an abnormal proportion of body fat.
This is obesity
This is overweight
ART
DETERMINATION OF BMI
GOOD FOODS VS. BAD FOODS
DRAWINGS/CERAMICS
CHEMISTRY
TRANS FATS
YOU ARE THE CHEMICALS THAT
YOU EAT
HEALTH
% FAT
INTERPRETATION
OF BMI
ASSOCIATED
DISEASES
Celebs with Eating Disorders –
They Got Help and So Can
You!
Brandy
MaryKate
Olsen
Billy Bob
Thornton
Tracey Gold
Oprah Winfrey
Princess Diana
Daniel Johns
Victoria Beckham
Why Do People Develop Eating Disorders?
CULMINATING ACTIVITY
• Engages student interest
• Demonstrates student learning, integration,
and application of knowledge and skills
• Addresses key learning goals
• Builds skills for success in postsecondary
education and high-performance work
settings
• Recognizes diverse student contributions
• Requires collaboration ( Strengthens existing
partnerships and builds new collaboration
with postsecondary and industry partners)
• Includes a performance element
PARTICIPATION
• COMMMUNITY PARTNERS
oGenuine interest in the
culminating project
oInformed on all aspects of the
project and assessment methods
oRepresent the diversity of the
students
CULMINATING ACTIVITY
• PARENT PRESENTATION AT END OF YEAR
MEDICAL AWARDS CEREMONY
– Debate based on the information
presented, should there be a BMI
requirement for graduation?
– Presentation of information relating the
incidence of chronic diseases to obesity,
race/ethnicity, gender , and age
– Display of ceramics of healthy versus bad
food choices
CULMINATING ACTIVITY
– Calculation of individual BMI’S
– Reading of nutrition labels
– Design of personal fitness programs
• Dance designed and performed by
physical education class
– Multi-lingual, student-designed fact
sheets/brochures on chronic diseases
associated with elevated BMI’s
CULMINATING ACTIVITIES
Service Learning
Anti-Obesity Program For
1st and 2nd Graders
CULMINATING ACTIVITIES
INDEPENDENT SCIENCE
RESEARCH PROJECT
OTHER INTEGRATED,
INTERDISCIPLINARY PROJECTBASED CURRICULA
GLOBAL
Significance &
Influence
Medical
Visionaries
INTRO TO HC
Development
Of Personal
Learning
Plan
HEALTH
CAREERS
ELA
Research Paper
On Career
Choice
INTRO to HC
Interest/Abilities
Inventories,
Traits and
Employability
Skills
ELA/LIBRARY
Research Career
Choice
ALGEBRA
Correlation
of
Education
and Salary,
Employment and
Establishments
ALGEBRA
Linear and
Exponential Cost
ELA
Develop an
Interview on
Why Teens
Smoke
SOCIAL STUDIES
Historical Trends
in Tobacco
WAITING TO
INHALE
(SMOKING)
LAW
Laws and
Regulations/
Court Cases
MEDICAL
Physiology of
Addiction
MATH
Statistical Analysis
Of Emphysema
ECONOMICS
Changes in
Public Policy
GLOBAL
Safety during the
Industrial
Revolution
A&P
Healthcare Plan for
Diagnosis, Treatment,
And Rehab
LAW
Child Labor and
OSHA
Standards/ Burden
Of Responsibility
A & P/INTRO
Identify Workplace
Injuries/ Sites of
Trama
SAFETY FIRST
ELA
Persuasive Essay
On Workplace Injury
Scenario
PHYSICS
Torque, Levers,
And Force
LE
Neurobiology of
Stress and
Evolution
MATH
Current Injury Rates
of Different Industry
Sectors
LAW
Court Trial
Of Murderer
GLOBAL
War Crimes
GEOMETRY
Determine the
Maximum Area
Murderer Could
Travel
FORSENICS
Crime Scene
Investigation
Techniques
CSI
ELA
Discuss the Mystery
Genre/Sherlock
Holmes
MATH
Correlation of
Height and
Stride
ALG II
Newton’s Law of
Cooling
LE
Blood Typing/ DNA
Fingerprinting
ELA
Reading Selections
On People
With HIV/AIDS
LAW
Nurernberg Code
Relating to an
AIDS Vaccine
MICROBIOLOGY
Study of
Retroviruses
GLOBAL HEALTH
SUMMIT
ECONOMICS
Global and
Social Impact
Barriers
HEALTH
Modes of
Transmission
ALGEBRA
Statistics Relating
To Medical Testing/
Decision Making
MICROBIOLOGY
Viruses and
Immunity
HEALTH
Persuasive
Techniques of
Advertising
LAW
Ethics Relating to
Health and
Biomedical
Sciences
DO NO HARM
(BIOMEDICAL
RESEARCH)
ECONOMICS
Government
Regulation of
Pharmaceutical
Industry
LE
Cell Division,
Differentiation, and
Transformation
A&P
Function and
Mechanism
Of Stem Cell
Research
US History
Tuskegee Syphilis
Study
GLOBAL
Local Culture and
Healing Practices
LAW
FDA Guidelines
GEOMETRY
Pill DesignVolume,
Surface Area,
FLA
Hispanic Folk
Healing Practices
SECOND OPINION
(COMPLEMENTARY
AND ALTERNATIVE
MEDICINE)
ALGEBRA
Hypothesis Testing
HORTICULTURE
Herbal Medicine
CHEMISTRY
Chemical Nature of
Herbs, Aspirin, and
Sources
MICROBIOLOGY
Viruses/Bacteria,
Chain of infection
ELA
Research Paper on
A Pathogen
HEALTH
Mode of
Transmission
CATCH THE FEVER
(COMMUNICABLE
DISEASES)
COMPUTERS
Linear Programming
Time Usage Under
Production
Constraints
ALGEBRA
Measure of
Parasitic Success/
Calculating
Dosage
ENGLISH
Research Paper
Treatments
for a disease
PHYSICAL
EDUCATION
Yoga/ Cultural
Healing
WORLD
History and
of Geography of
Healing
Practices
FLA
Translation of
Medical Questions
Cultural
Differences
ALGEBRA
Sacred Geometry
Morbidity/mortality
Rates
HEALTH SCIENCE
CAM and Alternative
Medicine
CHEMISTRY
Allopathic versus
CAM
2014 National Health Science
Curriculum Conference
• October 15-17, 2014
• Denver, Colorado