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Innovative Curriculum: Interdisciplinary Science Classrooms for the 21 st Century Jayne Heath

Innovative Curriculum: Interdisciplinary Science Classrooms for the 21 st Century Jayne Heath. The ASMS. A public school that caters for years 10 – 12. Purpose designed open learning environment 360 students and 35 teaching staff. Platforms of Innovation at the ASMS. INNOVATION IN

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Innovative Curriculum: Interdisciplinary Science Classrooms for the 21 st Century Jayne Heath

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  1. Innovative Curriculum: Interdisciplinary Science Classrooms for the 21st CenturyJayne Heath

  2. The ASMS • A public school that caters for years 10 – 12. • Purpose designed open learning environment • 360 students and 35 teaching staff.

  3. Platforms of Innovation at the ASMS INNOVATION IN TEACHING AND LEARNING

  4. Why interdisciplinary curriculum? • Real world problems do not come in disciplinary shaped boxes. (OECD, PISA). • Climate Change, • Water security, • New sciences of neuroscience, nanotechnology cross ‘traditional’ disciplines.

  5. ASMS Central Studies Sequence

  6. The Fertile Question

  7. The Disciplinary Pillars.

  8. Genetic Counselling of Greg and Olga • Biodiversity task that combines aspects of biology (genetics) and philosophy (ethics). Note: Haemophilia is caused due to Factor VIII deficiency, therefore they both are same

  9. Keys to interdisciplinary (ID) success • ID studies need issues to spark student interest, passion and engagement. • ID studies need time to allow students to engage in projects of significant scope. • ID studies need to be framed in terms of ID outcomes. • ID studies need ID teams of teachers with time to work together. • ID studies need a supporting timetable and other support systems.

  10. Features of an organisation that support innovation • Staff from a variety of disciplines working together • Mechanisms for introducing new ideas • Involving staff in programs from other agencies • Internal mechanisms to distribute ideas and proposals (formal and informal) • “shedding of responsibility” ieeveryone's responsibility • Most communication about ideas is advice and information not instructions & decisions Aitken and Hage (1969)

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