Westmount Secondary School 4 Credit Interdisciplinary Package “Food Water and Human Development” Todd Bulmer and Roberta Haddad January 2014.

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Presentation transcript:

Westmount Secondary School 4 Credit Interdisciplinary Package “Food Water and Human Development” Todd Bulmer and Roberta Haddad January 2014

Food Water and Human Development Connecting food and water to the world around us and ourselves.

Authentic tasks Self-directed, inquiry- driven Interdisciplinary Our Philosophy

Education which does not occur through forms of life, or that are worth living for their own sake, is always a poor substitute for the genuine reality and tends to cramp and deaden ( John Dewey,1897). Authenticity

Knowledge emerges only through invention and reinvention, through the restless, impatient, continuing, hopeful inquiry men (sic) pursue in the world, with the world, and with each other. Paulo Freire, 1970 Pedagogy of the Oppressed Self-directed Inquiry

Interdisciplinary Learning Our world is an interdependent system involving the social, natural, economic, cultural and political. Looking at the system through one artificial lens can't possibly allow students to address the important challenges we face. (Susan M. Drake, 2013)

Authentic Self-directed Inquiry Interdisciplinary US The Sweet Spot?

The Ministry-Defined Courses  Science and Society (SNC 4M)  Environmental Science (SVN 3M)  Regional Geography (CGD 3M)  Interdisciplinary Studies (IDP 3U)

Science and Society (SNC4M) Biotechnology Nutrition and Disease Public Health

Environmental Science (SVN 3M) Energy and Sustainability Agriculture and Forestry Impacts on Human Health

Regional Geography (CGD3M) Sustainability Interactions between the Land and People Living Conditions Import/Export Interrelationships

Interdisciplinary Studies (IDP3U) Theory and Foundation Methods of Research Implementation, Evaluation, Impacts and Consequences

Autonomy Students will have freedom to choose both the medium and the content of their projects. Mastery Students will spend the time achieving real expertise in the topics they choose to investigate Purpose Experiential learning opportunities will reinforce the relevance of their work and promote connections between ideas. Student Engagement through:

Fewer, Larger Tasks Allows for the customisation of each task. Less marking, more meaning.

Individual, Student-driven Narratives Teacher-centred lessons will ‘accompany’ rather than ‘lead’ Wanderer, there is no road, the road is made by walking. -Antonio Machado

Getting out of the Classroom Organic Farm Food Bank/Shelter Food Depot McMaster

Reflective Portfolio Students will reflect on what they’ve done and find evidence of their learning. They compile these samples of their work into categories that are based on curriculum expectations. At the end of the semester students will discuss their portfolios with their teacher and with another educator.