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Is it integrated? (Source: p. 66 Box 3.1)

Music in the Liberal Arts was an introductory course for undergraduates offered at a small liberal arts college to fulfill distribution requirements in the humanities. The goal of the course was to help students understand music from a variety of disciplinary perspectives. The organizer recruited faculty from many departments across the campus to explore with students in the course how their fields connected with music. For example, a psychology professor spoke about the emotional aspects of music and how music might influence mood and behavior. An anthropologist helped students understand music as a cultural phenomenon. A historian summarized how music changed over time, how it was shaped by events of the time, and how it influenced some of those events. A physicist explained the physics of sound waves, pitch, tone and tone quality, and amplitude. A biologist described the anatomy and physiology of the ear and hearing as well as the components of the human voice.

On the surface, this course appeared to epitomize an interdisciplinary approach to teaching and provide ample opportunity for the integration of concepts related to music. However, emerging research about human learning would suggest that this course’s attempt to connect the disciplines was not, in fact, interdisciplinary, and that its effort to integrate conceptual knowledge was not likely to succeed. Although students were given opportunities to learn about music from experts in many fields, the faculty were never asked to discuss their presentations with one another or to attend each other’s presentations. Thus it was highly unlikely that lecturers would deliberately or strategically tie together or explicitly reference the connections between the topics they discussed and those discussed by other professors. The course may have been multidisciplinary, but it was far from interdisciplinary.

Much more could have been done to help students make conceptual connections. For example, faculty colleagues from physics and biology could have worked together to pose related and connected problems for students to consider. To take a specific instance, the physics of sound explains that the longer a string is on an instrument, the lower its frequency will be. However, a bass singing voice is able to replicate the range of frequencies produced by cellos and many of the notes produced by a bass, even though human vocal cords are far shorter in length than any violin string. How can this seeming contradiction be reconciled? What are the biological adaptations that have taken place to enable this capacity in the human voice? What about in other species of animals? Such an approach could help students understand important physical and biological concepts and principles and also the connections among the disciplines of biology, physics, and engineering in the production of music.

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Read “The Integration of the Humanities and Arts with Sciences, Engineering, and Medicine in Higher Education: Branches from the Same Tree” at NAP.edu

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Read chapter Front Matter: In the United States, broad study in an array of different disciplines —arts, humanities, science, mathematics, engineering�…

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2015 Media with Min Heng - Sharing of Rapunzel Toy (Interdisciplinary teacher collaboration to spark interest and meaningful T&L)

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2015 Media with Min Heng - Sharing of Rapunzel Toy (Interdisciplinary teacher collaboration to spark interest and meaningful T&L)

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Dr Nazir Amir (Singapore) - Let's Think About It on Channel 5 (Rapunzel Toy)

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Good lit review and elements of promising practice

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Good lit review and elements of promising practice

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Download the full report to find out more

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Interdisciplinary learning in the International Baccalaureate (2021)

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Using Problems as Stories to Differentiate Curriculum

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Using Problems as Stories to Differentiate Curriculum

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Learn from Dr. Shelagh Gallagher's session Problem-Based Learning 101: Using Problems as Stories to Differentiate Curriculum (Time needed: 1-hour)

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Problem-Based Learning 101: Using Problems as Stories to Differentiate Curriculum
Shelagh Gallagher
Engaged Education
Download presentation slides Description
Problem-Based Learning (PBL) uses the allure of stories to immerse students in engaging, relevant learning experiences. This session provides participants with an up-close look at how PBL units are constructed, and how they unfold in the classroom. The presentation is supported with stories, pictures, and student products in several classrooms, including evidence that PBL excites interest even among typically disengaged students. Through practical stories of classroom experiences, research, and artifacts from many units at different grade levels, participants learn the structure of PBL, how real-world problems lead to standards-based learning, how to differentiate for gifted students within a PBL unit, and the value-added benefit of student engagement PBL brings to the classroom.
About the presenter Dr. Shelagh A. Gallagher's career in gifted education spans over 30 years, with positions including classroom teacher, school administrator, founding team member for two schools for gifted students, and 13 years as professor, researcher, writer, and director of two national curriculum grants at UNC Charlotte. Today, Dr. Gallagher is Executive Director of Engaged Education, where she works with educators worldwide conducting research, writing curriculum, and contributing to policy initiatives. She is co-author of the national policy report Americans Agree, she leads the North Carolina Talent Delayed/Talent Denied advocacy initiative, and she is an eight-time winner of the NAGC Curriculum Award for her Problem-Based Learning curriculum. Dr. Gallagher is President-Elect of the National Association for Gifted Children and is a US delegate to the World Council for Gifted and Talented Children. During the school year, she is a reading mentor to 4th-graders, and in the summer, she works with gifted youth at Camp Yunasa.
⇑ ⇑ Return to Webinars List

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Problem-Based Learning 101: Using Problems as Stories to ... | Renzulli Center for Creativity, Gifted Education, and Talent Development

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Broadcast on December 11, 2021 Problem-Based Learning 101: Using Problems as Stories to Differentiate Curriculum Shelagh Gallagher Engaged Education Downloa ...

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The fashion industry is responsible for 8-10% of global emissions - and British shoppers buy more clothes than any others in Europe.

Now, some UK brands are being investigated over claims about the sustainability of their fashion lines.

What can you do to reduce your wardrobe's impact on the planet?

What is fast fashion?

The term describes the quick turnover of fashion trends and the move towards cheap, mass-produced clothing - with new lines constantly released.

Wardrobes are "overflowing with clothes", argues fast fashion campaigner Elizabeth Cline. Oxfam research suggests the average Briton has 57 unworn items.

What's the environmental impact of fast fashion?

Producing clothes uses a lot of natural resources and creates greenhouse gas emissions which are responsible for climate change.

Overall, the fashion industry is responsible for 8-10% of global emissions, according to the UN - more than the aviation and shipping combined.

And global clothes sales could increase by up to 65% by 2030, the World Bank suggests.

Most of fashion's environmental impact comes from the use of raw materials:

The industry also uses a lot of water.

Who buys fast fashion?

UK shoppers buy more clothes per person than those in any other country in Europe, according to MPs.

Young people top that list. A recent survey by environmental charity Hubbub found that more than two-fifths of 16 to 24-year-olds buy clothes online at least once a week, compared to 13% on average for other age groups.

How can you reduce your fashion footprint?

The UN has launched the #ActNow Fashion Challenge to highlight how industry and individuals can help improve fashion's environmental impact.

It says that reducing the fashion industry's carbon footprint "is key to limiting [global] warming".

Make clothes more sustainably

Several firms have launched "eco" collections which use organic and recycled materials, including H&M Conscious, Adidas x Parley and Zara Join Life.

But critics argue such collections don't solve the biggest problem - overconsumption.

"Until brands tackle this issue first and foremost, 'conscious collections' by fast fashion brands can only ever be considered greenwashing," argues Flora Beverley, co-founder of sustainable brand Leo's Box.

Zara rejected the accusation, telling the BBC that it "does not use advertising to push demand or promote overconsumption". Adidas said that by 2025, "9 out of ten Adidas articles will be sustainable". H&M declined to comment.

Some fashion lines may not be as sustainable as they first appear.

The UK's competition watchdog is investigating Asos, Boohoo and Asda over claims about sustainability of their products and the language used to describe them. The companies said they were committed to providing accurate information.

Many "slow fashion" companies are emerging - offering fewer new pieces a year, all of which have a lower environmental impact.

But not everybody is prepared to pay for them.

A third of young people surveyed by the London Fashion Retail Academy said they wouldn't pay more than £5 extra for sustainable garments.

Charity shops and jumble sales have long offered a reliable way to extend the life of clothes. Sites like eBay and Facebook Marketplace also make it easier to buy and sell pre-loved items.

But this doesn't necessarily mean that shoppers buy fewer items overall.

The waste charity Wrap argues that second-hand purchases are unlikely to replace more than 10% of new sales. It recommends other approaches, such as encouraging people to repair and revamp existing pieces.

Rent the Runway has offered a rental service for clothes since 2009

Hiring clothes is another way to access new pieces.

Market research company Imarc suggests the rental market could increase by 65% to about £1.6bn worldwide by 2025.

Wrap argues that if renting replaced 10% of new purchases every year, it would save 160,000 tonnes of carbon dioxide in the UK alone.

The simplest solution could also be the most most effective.

Buying a maximum of eight new items a year could reduce fashion's emissions by 37% in the world's major cities, according to research by Leeds University and Arup.

But this would obviously have significant financial implications for manufacturers and retailers, a tension which is not unique to the fashion industry.

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Fast fashion: How clothes are linked to climate change

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Fashion is responsible for 10% of global emissions - buying less and renting clothes could help.

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Social Studies PBL P5 lesson plans_Orangutan Problem

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How might you modify some of these topics for our students?

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Future Problem Solving Program Australia

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2022 topics are Water Supply, Building Green, Insects and Mining

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Fast fashion: The dumping ground for unwanted clothes - BBC News

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Great video for future viewing

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Too long to watch in this session, but for future viewing

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A problem situation in Mother Goose Land

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Don't view this until you have had a chance to brainstorm related problems and challenges. Take note of the criteria in the plan of action (i.e., relevance, effectiveness, impact, development of action, humaneness)

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Sample student work and evaluation rubric

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1. Problems
- The garden is private property, and Ms Contrary does not want people on her property so that her flowers are not destroyed. However, erecting a wall affects tourism.
- Wall load-bearing mathematical problem
- Health of H. Dumpty
- Science (ecology) / public education problem: Ferocious spiders - ferocious because of the lack of natural prey? ferocious only on the outside?
- System of governance problem: Right of ownership vs the greater good of society. What is Ms Contrary's duty to Mother Goose Land?
- Science: Why are the silverbells and cocklebells only found in Ms Contrary's garden?

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1. environmental issues: landfills are being filled up, climate change, cut down rainforests, high use of water and land - illustrate data (maths), come out with solutions (SS)

2. health issues: high levels of chemicals in clothes by some fast-fashion retailers - Illustrate data (maths), experiment (science), how to build awareness (language)

3. poverty in less developed countries: loss of income due to inability to sell low quality fast fashion clothing

4. human rights: child labour - research on the issue (SS),
diary entry of a child labourer (language), advocate for them from the perspective of a member of UN (language)

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Brainstorm possible problems and challenges related to this scene. Word your problems clearly and thoroughly below - using statements rather than questions.

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Science - how to build structurally sound walls? Will the eco-system be affected by wall being built? How to heal Mr Dumpty

Social Studies - how should sth deemed to be a heritage good ( the silverbells) best be displayed for the public?

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Disciplinary learning is not at odds with interdisciplinary learning

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Disciplinary learning is not at odds with interdisciplinary learning

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Mansilla's 3 criteria for determining quality of interdisciplinary work are:

(i) Disciplined (Substance): To what extent is the task and activities grounded on DISCIPLINARY insights?

(ii) Integrative (Coherence): Does the integration ENHANCE UNDERSTANDING of the concept within and beyond a particular discipline?

(iii) Purposeful (Relevance): Is the problem framed in ways that invite INTERDISCIPLINARY APPROACHES?

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Mansilla - Targetted Assessment of Student ID Wk

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Refer to Appendix

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2021 - Transforming the Art of Storytelling

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Fostering Student Motivation and Engagement through Interdisciplinary STEAM projects

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Fostering Student Motivation and Engagement through Interdisciplinary STEAM projects

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2021 - Fostering Student Motivation and Engagement through STEAM projects

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Spark up NT Science through English, D&T, CPA and more!

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Spark up NT Science through English, D&T, CPA and more!

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2011 - EZ Beacon secondary section - Vol 12 p 36

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Interdisciplinary Candy Floss Kit Project

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Interdisciplinary Candy Floss Kit Project

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Interdisciplinary Candy Floss Kit Project

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Begin with a “What if?” question

Trigger the creativity of children by asking them to imagine possibilities beyond the story that they know.

What if we create a tool, or system to help the characters solve their problem or escape the Giant?

What if we redesign or improve a tool that is already used in the story? Could Rapunzel have a different way to raise and lower people coming to her tower?

What if we save the princess, beat the dragon or overcome the Ogre or Troll in a new and different way? Could the three Billy Goats go around the Troll?With fiction, we are only limited by our own imagination! And remember…engineers often think out of the box to solve problems.

Engage the Engineering

We have found that every fairy tale presents a problem in the plot that needs to be solved. Some ideas that we developed into engineering design process challenges include:

Rapunzel  – Create an elevator for the tower

Goldilocks – Engineer a new chair for Baby Bear

Jack and the Beanstalk – Develop a grabber for the golden egg

Cinderella – Design a castle to live in after the wedding

Not everyone needs to solve the same problem! It's always interesting to watch two or three groups solve the same problem in different ways.

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Get Caught Engineering - STEM Resources for Teachers & Parents

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Once upon a time, fairy tales were for the very young. They were read at bedtime or watched in Disney movies.But in a true to life "happily ever after" scenario, fairy tale literature is experiencing a revival these days. Recently, some of the most popular movies and television series and Broadway shows are inhabited by the fabulous characters straight from our childhood fairy tales. And we, at Get Caught Engineering, have been inspired by them to create engineering lessons that incorporate these well-loved tales and appeal to young and old alike.
Why combine Fairy Tales and STEM?
As educators, we understand the time crunch teachers experience every day and are big believers in integrating STEM lessons into other subjects. Fairy tales provide a wonderful springboard for developing an engineering lesson for several reasons:

Fairy tales are already part of the elementary school curriculum; therefore it is not an add-on.

Anything is possible in a fairy tale! The ideas for an engineering connection is limitless.

Fairy Tales encourage students to begin to problem solve and generate design ideas.

Children already know most of the fairy tales so time isn't spent on reading or reviewing a story.

Fairy Tales are short and the format makes it easy to discuss the plot and a problem.

Begin with a "What if?" question
Trigger the creativity of children by asking them to imagine possibilities beyond the story that they know.

What if we create a tool, or system to help the characters solve their problem or escape the Giant?

What if we redesign or improve a tool that is already used in the story? Could Rapunzel have a different way to raise and lower people coming to her tower?

What if we save the princess, beat the dragon or overcome the Ogre or Troll in a new and different way? Could the three Billy Goats go around the Troll?With fiction, we are only limited by our own imagination! And remember...engineers often think out of the box to solve problems.

Think Beyond "Happily Ever After" and "Once Upon a Time"
Think about what might have happened before the fairy tale started. Could a problem even be avoided by looking at the past? If the three pigs built an alarm before their unfortunate encounter with the Wolf, all would be safe. If Cinderella's father had a more secure saddle, he possibly would never have fallen off of his horse.

What about what may happen after the fairy tale ends? Where are Cinderella and Prince Charming going to live? Certainly not with the in-laws! What happened when Goldilocks told her mother about her encounter with the Three Bears? Someone needs to design and build some new furniture.
Engage the Engineering
We have found that every fairy tale presents a problem in the plot that needs to be solved. Some ideas that we developed into engineering design process challenges include:

Rapunzel - Create an elevator for the tower

Goldilocks - Engineer a new chair for Baby Bear

Jack and the Beanstalk - Develop a grabber for the golden egg

Cinderella - Design a castle to live in after the wedding

Or, rather than presenting the problem that needs to be solved to the students, make a list of possible problems that need solving from a particular tale. Let the students choose which problem they would like to solve. Not everyone need solve the same problem! And it is always interesting to watch two or three groups solve the same problem in different ways.
Need some prepared STEM and fairy tale lessons? Our Teacher Pay Teachers store has ten individual fairy tale lessons available to download. In addition, we have two fairy tale bundles of activities that explore many aspects of engineering. A Charming Bundle of Enchanted Engineering : Part One
https://www.teacherspayteachers.com/Product/STEM-Fairy-Tales-A-Charming-Bundle-of-Enchanted-Engineering-1115567
Another Charming Bundle of Enchanted Engineering: Part Two
https://www.teacherspayteachers.com/Product/STEM-Fairy-Tales-Book-2-Another-Charming-Bundle-of-Enchanted-Engineering-1740271
Enchanted Engineering : Fairy Tales and STEM!
https://www.teacherspayteachers.com/Store/Get-Caught-Engineering-Stem-For-Kids/Category/Enchanted-Engineering-Fairy-Tales-and-STEM-222356
Want to try one of the Enchanted Enchanted lessons? We have a freebie to get you started! Sleeping Beauty and Enchanted Engineering
https://www.teacherspayteachers.com/Product/Sleeping-Beauty-and-Enchanted-Engineering-Happily-Ever-After-with-STEM-1850753

Once your students engineer solutions to a few fairy tale problems, we're sure that these will be some of their favorite STEM activities.

We hope you and your students "Get Caught Engineering"!

Wendy and Cheryl

WWW. Get Caught Engineering.com

Clipart pictures and graphics for this blog and linked lessons are from:

KristaWallden:https://www.teacherspayteachers.com/Store/Krista-Wallden

ScrappinDoodles:https://www.teacherspayteachers.com/Store/Scrappin-Doodles

EduClips:https://www.teacherspayteachers.com/Store/Educlips

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Enchanted Engineering - Get Caught Engineering - STEM Resources for Teachers & Parents

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Once upon a time, fairy tales were for the very young. They were read at bedtime or watched in Disney movies.But in a true to life "happily ever after" scenario, fairy tale literature is experiencing a revival these days.

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Pl refer to p. 327 for generalisations

Source: College of William & Mary curriculum unit Annex, Williamsburg, VA, USA