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Most school curriculum models use a traditional format for learning in which individual subject
matter is taught in isolation. Integrating the content creates a curriculum that is both
challenging and meaningful to students. The process of developing cross curriculum
interdisciplinary lessons using a Blog or Wiki as a learning resource medium has several stages,
including identifying the learner outcomes, selecting a theme, developing a curriculum web,
establishing multimedia resources, creating activities, and designing assessment. This process
for developing cross-curriculum lessons for Web 2.0 collaborative network promotes effective
teaching practices by bringing together elements of curriculum resources that interact with one
another into a coherent, workable framework. The model below will be used as a guide in for
developing and integrating multiple resources into a collaborative Web 2.0 cross-curriculum
lesson.
Step One Step Two Step Three Step Four Step Five
Identifying Outcomes Establish A Theme Aligning Outcomes Establish Resources Lesson Design
Use State and Selecting a Use a Curriculum Use Search Develop a Lesson
National Universal Theme Web to Features and Plan & Create a
Standards to for the Cross- Organize Create Media Cross-curriculum
Identify Curriculum Web Content and Resources Web 2.0 Lesson
Outcomes and 2.0 Lesson Align Skills
Select a Theme
The skills listed above would then become the priority in designing the cross-curriculum Web
2.0 collaborative lesson. These selected outcomes will become a part of the curriculum web in
Step Three after a theme for the lesson has been selected. The outcomes selected will also be a
reference guide when using search features. Identifying outcomes helps in the overall design of
the cross-curriculum lesson and will support the identification of content for the facilitation of
the lesson.
The theme selected for creating this cross-curriculum Web 2.0 based lesson that will be used as
an example will be entitled “The World of Christopher Columbus.” The reason for selecting this
theme is that it will provide content for the majority of the objectives identified when aligning
standards to state assessments.
CURRICULUM WEB
HISTORY
SOCIAL
STUDIES
THE WORLD
Evaluate and draw conclusions from OF Writing Process
different kinds of maps. CHRISTOPHER
COLUMBUS
This process first requires the creation of folders for downloadable resources. These folders
would include a single folder named for each resource. For example, the teacher would create
one folder for videos, and additional folders for images, text resource files and clip art. The end
result of creating folders and downloading resources will prepare the teacher for the next step
in interdisciplinary lesson design.
STEP FIVE: DESIGNING AN CROSS-CURRICULUM WEB 2.0 LESSON
The next step in the process of developing an interdisciplinary lesson is to use the curriculum
web, to design a Web 2.0 collaborative lesson that correlates all the specific learning outcomes.
The first course of action is to write a master lesson plan. The master lesson plan should include
all of the following elements: the presentation of the necessary background materials, a list of
the skills necessary for the successful completion of the lesson, the project or activities, a
review or reteaching, a conclusion that ties every lesson within the cross-curriculum lesson
together, and a final assessment. After the master lesson plan is developed, the individual
content can be embedded into the design of the Web 2.0 lesson. The Web 2.0 cross-curriculum
lesson plans should include the lesson’s title or type, the learning outcomes or objectives, the
steps necessary for executing the lesson, the length of time in days needed to complete the
lesson, and a list of the necessary resources. After the teacher has developed his o her Web 2.0
cross-curriculum lesson plan, a procedure for placing content onto the Wiki or Blog Website
should start with the introduction of content and how this content will interrelate with the
theme of the lesson.
Designing Activities
Another area for which teachers are responsible in the planning process is designing activities
that support the desired learning outcome of the lesson. Activity structures are the backbone of
all lessons and determine, along with delivery statistics, the amount of learning that will occur.
How the activity is structured determines both teacher and student behaviors during the
lesson. Whenever teachers make decisions concerning activity structures, the following three
points must be determined: (1) how long the activity will take, (2) how the activity fits within
the context of the lesson, and (3) which element of the lesson as a whole will follow the activity
in order to support new learning. Additional variables to be considered by the teacher in the
design of activity structures include: methods for how the knowledge will be reinforced,
determination of how the skills will be attained, and instruction on how to design future
activities that support a continuous flow in the learning process.
Designing Methods of Assessment
A performance assessment can evaluate students who are demonstrating their skills by
performing certain tasks, or it can evaluate products that students have produced to
demonstrate their knowledge. Performance assessments can be activities such as science
experiments and lab procedures, essays, speeches, computer programming, and so forth.
Constructing performance assessment rubrics and applying these assessment strategies to the
interdisciplinary whiteboard lesson will enable students to demonstrate their basic skills
through a real-world application.
Before constructing a performance assessment, the designer must decide on the time length
for the assignment, which could range from one class period to a week, or even a month for
assessments that require extensive research. Next, the designer must select the performance
modes which the task will require such as speaking, writing, problem solving, and so forth. The
designer must also decide how the students will participate in performing the task, for example,
individually, in pairs, or in small groups.
The actual process of designing performance assessments varies depending on the complexity
of the task and the availability of time. The performance assessment template outlines the
steps necessary for designing performance assessments. The performance assessment
template, along with the performance assessment worksheet, will help assessment designers to
create their own specific assessments for whiteboard lessons. It should be noted that
assessment techniques can be designed by using either traditional or alternative methods of
assessment. Alternative assessment refers to new assessment techniques that require students
to construct a response to an open-ended problem or task. In the case of both traditional and
alternative assessment, the task and the assessment should be closely aligned to the learning
outcomes.
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