Increasing Cross-Curricular Learning

We believe it is time to begin moving away from segmented, compartmentalized learning to an educational system that more resembles real life.  For too many years students have been taught that subjects are isolated from each other.  This does not mean that they never use math in a class other than a math class, but there is very little understanding that an equation using 'x' that you learn in an algebra class is the same equation as one you use in chemistry, just with a different variable.  The astonishment on their faces when this is pointed out to them is, well, astonishing.  Students learn history in biology, math, english, art and other classes, but are not directed back to that class actually called 'history'.  Interaction between the subjects just isn't occurring.

Problem-Based, and to a lesser extent, project-based learning is a way to begin allowing students to utilize knowledge from a variety of disciplines to identify and issue and answer its' dilemma.   In his article, "Deeper Learning:Why Cross-Curricular Teaching is Essential", Ben Johnson discusses this very issue.  His idea that students must have this interconnectedness to fully develop a passion for learning is one that the three of us have felt as well.  This article is focused lightly on the benefits of linking topics, and spends the rest of its' focus showing ways that teachers can begin to bring this idea into their classroom.  We agree that it does not need to be a school-wide referendum before working with another teacher or teachers to see where overlap can occur.  A pair of teachers can begin the process, and have it be meaningful in their classroom.  A great example Mr. Johnson uses is the alignment of history and english.  How much more effective is the discussion of a piece of literature when students are gaining the understanding of the world that was in existence during its' writing, and visa versa. 

There is definitely a new and different mindset that must occur when teaching collaboratively.  It may mean adjusting the way a topic is taught, or the order it is taught in.  It may cause a different approach for the explanation than the way a teacher is comfortable with.  This change will impact the amount of time necessary for lesson planning.  The results when this process is done well can be astonishing.  What if our students are learning not simply because we tell them they must, but because they are so invested in a thought or idea they simply cannot restrain themselves.  Education must make the change to become relevant to our students.  PBL's are a way to help do this, supporting and encouraging cross-curricular instruction in a real and applicable way.

http://www.edutopia.org/blog/cross-curricular-teaching-deeper-learning-ben-johnson