Emmanuel Zammit BA(Educ) Dip IT. in Education
I have a soft spot for two particular movies: Renaissance Man and a much older film To Sir with Love. On a similar theme the two films portray an unemployed man who turns to teaching. Danny DeVito and Sidney Poitier give a fine performance of a novice teacher who faces a rowdy, undisciplined class. Both films end with the triumph of the successful teacher. Isn't it every educator's dream to be effective? Isn't it our dream to be able to connect with our students? Don't you feel a warming of the soul when an adult addresses you as his or her teacher and says, "Thanks. If it wasn't for you... "?
Another aspect which runs parallel to this principle of creating meaningful tasks for students, is to view our particular subject as a piece in a larger jigsaw. All subjects have hooks that connect to other subjects and some of our work is covered or tackled from a different angle in another subject. I frequently find myself encouraging my students to link a certain area in Graphical Communication to what they have already covered in Geography or Physics. I am sure that this is not simply my own isolated experience. Helping students link their previously acquired knowledge to new information, and in the process assimilating or adjusting it, is after all what learning is all about. One pedagogical approach to the principle of holistic education is to acquire knowledge through themes. This approach is emphasised repeatedly in the NMC.
"This document regards the integration of knowledge, centring around themes, as the kind of pedagogical approach that comes closest to the idea of a holistic education." NMC p 78
"It is expected that teachers of different subjects combine their efforts to plan projects centring around particular themes." NMC p83
In this respect ICT becomes one of the tools that can facilitate the elimination of compartmentalisation and the integration of subjects through a general theme.
This article describes how ICT can be the catalyst for cross-curricular thematic education that encourages the exploration of important topics, problems, and questions by engaging students in many varied activities. It presents a way of teaching through a particular theme that builds upon what students know. In this case the chosen theme is the Titanic disaster of 1912. Needless to say it serves only as an example upon which one can discuss how teaching through a theme can be initiated and implemented in our schools.
Teachers who use cross-curricular themes create active students by engaging them in authentic tasks that emerge naturally from interesting and worthwhile topics and ideas. Authentic tasks are defined as
"ones that focus on student choice and ownership; extend beyond the classroom walls; involve a variety of activities and opportunities; promote discussion and collaboration; and build upon students' interests, abilities, background, and language development" (Hiebert, 1994; Paris et al., 1992).
Particular subjects
are only a piece
of a larger jigsaw.
Cross-curricular themes integrate the language arts (reading, writing, speaking, listening, viewing, and thinking) across a variety of content areas, such as science, social studies, art, and so forth. Because our lives require us to integrate what we have learned in an interdisciplinary manner, teaching children through merged disciplines better prepares them for applying new knowledge and understandings. Additionally, when
"students view their learning as having personal relevance, they put more effort into their schoolwork and achievement" (Willis, 1995).
Students come to view school subjects as connected and interrelated, rather than isolated and divided, because subject areas such as maths, science, social studies, art, and music may be studied within the context of a given theme. This exploration may include reading and writing about the topic, role-playing, art projects, music, and research. Students build upon their current knowledge base and connect what they know with what they are learning.
As new ideas are gleaned from research, they become integrated with previously learned information. They make choices, interact, collaborate, and cooperate. Students explore topics individually, in small heterogeneous groups, and together as a whole class. Students make choices based on their interests, abilities, and needs. They also apply what they learn in meaningful and "real world" contexts. As students explore topics in a variety of ways and through various sources, they learn to relate what they are learning to their own lives.
Activities for home exploration help students bridge school learning and their lives at home, with the intent of helping students develop problem-solving and decision-making skills. With regards to assessment students and teacher alike share the responsibility for periodic progress checks as well as ongoing evaluation. Students learn to set learning goals and monitor their progress in attaining them. Another advantage is that students participate and learn, regardless of ability, level of language development, or background.
One of the most important advantages of cross-curricular thematic education is that it is both flexible and adaptable. Lessons are flexibly planned, based on students' needs and interests. For example, while some students may need extra practice with a strategy or skill, others may need additional time for writing or independent keyboard skills.
This flexibility is central to thematic teaching. For students, it allows for a variety of approaches to instruction that meets their needs. For teachers, it promotes team planning and cooperation with colleagues.
Thematic education promotes teamplanning and co-operation between teachers.
When planning, it is important to select themes that are not only interesting to students, but are meaningful and substantive. A theme such as "The Titanic" enables students to learn about people. How hopes and dreams can be shattered by a single event. About the frailty of life and the respect one must show for this wonderful gift. It also helps students see how man has struggled and won over the elements as explained in the Jason Project. Such a theme helps students understand the importance of preserving and protecting life. Such a
"theme offers the opportunity to explore important ideas that challenge students to seek information beyond what they already know" (Walmsley, 1994).
Once a theme is determined, the goal is to select tasks that encourage students to investigate, speculate, and problem-solve, asking questions that enable them to explore other topics more fully. Key concept or concepts for a theme should provide a clear focus for all instruction and learning. For instance, the key concept for a theme on the Titanic disaster might be:
"Our lives are a frail, precious gift. We should respect and preserve the gift of life."
This key concept guides all activities and lessons. It is expected, that by the end of the theme, all students will begin to internalize, build upon, and transfer this key concept to their own lives.
Within cross-curricular education, skills such as inserting a record or querying on one criterion in a database, become the means for developing other abilities, rather than the end result of the thematic study. Most important is that skills are taught and practised within the context of the theme, not in isolation. In this way skills are learnt as a by- product of the students' interest in a particular topic. To facilitate planning, which will initially involve a lot of work but in the long run better learning, it may be helpful to web a teaching plan for the thematic unit . During webbing, cross-curricular connections are determined and a variety of reading materials, information banks and software are identified.
Planning a schedule and time line for instruction is important. The teacher has to keep in mind students' interests and attention spans, the availability of resources and research materials, and curriculum guidelines. When teaching a theme for the first time, it helps to monitor student interest and involvement and to be ready to modify the time line, if necessary. If it appears that students are ready to change to a new theme before all planned activities are completed, it is better to move on and begin something new. Because thematic teaching is flexible and adaptable, changes can be made in the schedule with little or no disruption.
When introducing a new theme, the teacher generates excitement and enthusiasm while assessing, activating, and building background knowledge about the theme's key concept. Opening activities should stimulate thinking and speculation. Questions with regards to the theme in this article may include:
"Why was it so difficult to locate the Titanic?"
"What was the Jason Project?"
"Is it possible to raise the Titanic as seen in the film Raise The Titanic?"
"Was there any mysterious cargo aboard the Titanic as suggested in Raise the Titanic?"
"What about the famous car? Is it still on board?"
"The game 'Titanic an adventure out of time mentions the Rubyiat. What was it?"
"The captain goes down with his ship. Does it still hold today?"
"What constitutes a disaster?"
"Are a thousand lives more important than one life?"
The questions generated may be infinite. Students participate in brainstorming ideas they wish to explore or notions they find intriguing. They also may determine their own learning goals, along with ideas for accomplishing them (Cooper, 1993). Learning teams are formed around areas of interest, partners are selected, and the theme's learning goals are shared. Students are encouraged to involve their families by bringing materials, pictures, books, and expertise from home. Connecting with the home at the beginning of the theme builds enthusiasm for what is to come.
Once the theme is launched, students begin to engage in reading and writing, in discussing and researching, in creating and generating. The teacher monitors the schedule, teaches lessons, facilitates, and assesses. Journals are kept; stories, articles, and poems are discussed; projects are created; and minds are challenged.
Toward the end of the theme a culminating activity draws together information that has been learned.
Students' projects, and learning are celebrated during open day with parents, with other students in the school, and with each other. This final sharing enriches the learning experience for everyone and can result in a lifelong memory for the students involved.
Throughout the theme, the teacher and students assess progress in a collaborative and supportive manner. Students' self-assessments may help determine progress in learning and may include checklists, journals, conference summaries, and written reflections. The important point is that the students themselves, regardless of age and ability, are involved in assessing what they have learned. These regular opportunities for self-reflection may be used as a final written summary to be included in a portfolio, along with other evidence of successful completion of the theme, or as part of the final project or activity. While it is important for students to enjoy thematic exploration, it is just as critical that teachers know what their students have learned.
- Brainstorm
- Team members develop short description, learning
objectives, major ideas and attitudes, plus major skill emphasis areas. - Team members work independently to develop ideas and gathers resources.
- Team meets to share, examine, and evaluates ideas and resources. Tentative schedule is developed. Talks are divided among team members.
- Team members meet to determine progress, availability of
resources, methodologies to be used
and to produce a final schedule. - Meet to determine last minute details.
- Begin! Enjoy! Prepare to be flexible!
- Evaluate
Cross-curricular thematic education allows students to contemplate problems and situations that reflect the world as they know it. For teachers and students alike, exploration and discovery become paramount; the teacher as the dispenser of knowledge is secondary. Learning is interrelated and information is connected. The common link is the theme through which students learn about the world and from which they branch out and investigate.