1. OSL Super Conference 2004
“For the purposes of this document, the term interdisciplinary is used to describe an approach to learning and knowledge that integrates and benefits from the understanding and application of the approaches of different subjects and disciplines.”
Based on Interdisciplinary Studies Orientation © Queen’s Printer for Ontario, 2002

2. Tim Karen Activities Introduction & Experiences Overview
Interdisciplinary
Studies
Leaside C.I
Conceptual
Framework &
Research
Models
"Introduction to
Information Studies"
2004
Developing
a Course
This morning we will give you an overview of the document to outline the scope of the this new curriculum as well as the policy components. We’ll look at how the Interdisciplinary studies document was developed, how it relates to other curricula and we’ll give you an outline of the format of the document

3. MULTI-PERSPECTIVES
ANALYSIS
PROBLEM-SOLVING
DIVERSITY
INNOVATION
INFORMATION
SKILLS
NEW TECHNOLOGY
LEADERSHIP
COLLABORATION
SYNTHESIS
LIFELONG LEARNING

4. What is the Interdisciplinary Studies document?
Curriculum Policy Document
Set of Sample Courses
Template to Develop Interdisciplinary Courses
Suggestions for Program Planning
HOW?
Based on Interdisciplinary Studies Orientation © Queen’s Printer for Ontario, 2002

5. Context: Subjects/Disciplines and Interdisciplinary Studies Skills
Students need to build on subject/discipline skills with interdisciplinary skills related to:
information literacy, information management, and the research process
finding connections and innovative solutions
team building, leadership, and collaborative decision-making
critical and creative thinking
technological applications
new methods and forms of analysis, interpretation, synthesis, and evaluation such as systems thinking and design
Based on Interdisciplinary Studies Orientation © Queen’s Printer for Ontario, 2002

6. Context: Curriculum Reform
Goals of Ontario Secondary Schools Grades 9 to 12
Features of Interdisciplinary Studies, Grades 11 and 12
A high standard of achievement
Challenging curriculum expectations that develop lifelong overall and specific interdisciplinary skills and knowledge
Learning opportunities and support for all students
Diverse courses and models of delivery that accommodate a wide range of needs and situations
The IDS document aligns with the new curriculum in many ways.
Curriculum that is relevant to society’s needs and expectations
A program that reflects new learning and disciplines, innovative sample courses, emergent technologies, real-life tasks, and community connections.
Based on Interdisciplinary Studies Orientation © Queen’s Printer for Ontario, 2002

7. University Preparation
Course Types
Interdisciplinary
Studies
Interdisciplinary
Studies
Interdisciplinary
Studies
GRADE 11
Open
GRADE 12
University Preparation
GRADE 12
Open
The IDS document has three course types
Based on Interdisciplinary Studies Orientation © Queen’s Printer for Ontario, 2002

8. Model A - SINGLE Credit Course
Course Models
GRADE 11
Open
GRADE 12
University Preparation
GRADE 12
Open
Model A - SINGLE Credit Course
Model B - PACKAGE of Courses worth from two to five credits
Based on Interdisciplinary Studies Orientation © Queen’s Printer for Ontario, 2002

9. Design Considerations: Course Models
Model “A” Courses
Model “B” Courses
Single credit in Interdisciplinary Studies
Multiple credits including one credit in Interdisciplinary Studies
ALL interdisciplinary studies course expectations are combined with a RELEVANT selection of expectations from two or more courses from the same grade or the grade immediately preceding or following
ALL interdisciplinary studies course expectations are combined with ALL expectations from two or more additional full- or half-credit courses from the same grade or the grade immediately preceding or following
Only Interdisciplinary Studies expectations are assessed
All expectations from each of the courses combined in the package are assessed
The two models for offering the Interdisciplinary Studies courses are equally valid. The choice of Model “A” or “B” delivery depends on the ultimate goal of the planning team, the availability of teachers, resources, and interest, and on the needs of the greater school community.
Based on Interdisciplinary Studies Orientation © Queen’s Printer for Ontario, 2002

10. Course Model A - Single Credit Course
discipline-based expectations of the other courses provide the appropriate context and content for developing practical applications or exploring topics and themes using an interdisciplinary approach
Based on Interdisciplinary Studies Orientation © Queen’s Printer for Ontario, 2002

11. Course Model A - Structure
Interdisciplinary
Studies
Course
Relevant
Expectations
from
Course 2
Relevant
Expectations
from
Course 3
Relevant
Expectations
from
Courses 4 … +
All Interdisciplinary Studies Courses of the Model A type are worth ONE Credit. Only the Interdisciplinary Studies expectations will be evaluated.
Based on Interdisciplinary Studies Orientation © Queen’s Printer for Ontario, 2002

12. Model A: Sample Course Information and Citizenship, Grade 12, Open
This course combines all the expectations for Interdisciplinary Studies, Grade 12, Open with selected expectations from two or more other courses (e.g.,
Issues of Indigenous Peoples in a Global Context, Grade 12, University/College Preparation;
Canadian and International Law, Grade 12, University Preparation;
Communications Technology, Grade 12, University/College Preparation).
One
Credit
Interdisciplinary Studies Courses and Packages can include courses from a variety of destination-related types of courses
Based on Interdisciplinary Studies Orientation © Queen’s Printer for Ontario, 2002

13. Course Model B – Package of Courses
students obtain one Interdisciplinary Studies credit and one/half credit for each of the additional courses (to a maximum of five credits in total), which are identified by their existing course codes on the student report card and transcript
Based on Interdisciplinary Studies Orientation © Queen’s Printer for Ontario, 2002

14. Course Model B – Package of Courses
all of the expectations from combined courses will be evaluated
Based on Interdisciplinary Studies Orientation © Queen’s Printer for Ontario, 2002

15. Course Model B: Structure
Inter-
disciplinary
Studies
Course
Course 2
Course 3
Course 4
Coop
Education
Course 5
5 Credit Example
Inter-
disciplinary
Studies
Course
Course 2
Course 3
Course 4
4 Credit Example
Inter-
disciplinary
Studies
Course
Course 4
3 Credit Example
Course 2
Half Credit
Course 3
Half Credit
Inter-
disciplinary
Studies
Course
2 Credit Example
Course 2
Half Credit
Course 3
Half Credit
Based on Interdisciplinary Studies Orientation © Queen’s Printer for Ontario, 2002

16. Model B: Sample Course
Five
Credits
Science and the Community, Grade 12, Open
This package of courses consists of all the expectations from
Interdisciplinary Studies, Grade 12, Open;
English, Grade 12, Workplace Preparation;
Science, Grade 12, Workplace Preparation;
Cooperative Education Program (two credits)
Interdisciplinary Studies courses and packages can be combined with Cooperative Education courses
Based on Interdisciplinary Studies Orientation © Queen’s Printer for Ontario, 2002

17. Sample/New Courses
Teachers may use the sample courses or develop other Interdisciplinary Studies courses using courses authorized by other Ontario curriculum policy documents, as long as they develop the courses in accordance with the policies outlined in the Interdisciplinary Studies policy document.
Based on Interdisciplinary Studies Orientation © Queen’s Printer for Ontario, 2002

18. Number of Interdisciplinary Studies Courses
Students may take a MAXIMUM of three Interdisciplinary Studies courses one each of
Interdisciplinary Studies, Grade 11, Open
Interdisciplinary Studies, Grade 12, University Preparation
Interdisciplinary Studies, Grade 12, Open
This maximum operates whether they are single-credit Interdisciplinary Studies courses or interdisciplinary studies courses within a package.
Based on Interdisciplinary Studies Orientation © Queen’s Printer for Ontario, 2002

19. Conceptual Framework
When you teach an Interdisciplinary Studies Course, you are teaching Interdisciplinary Studies
as a particular discipline
with a specific conceptual framework
in the context of other courses and their connections
Based on Interdisciplinary Studies Orientation © Queen’s Printer for Ontario, 2002

20. Design Considerations: Course Titles and Subtitles
The title of an Interdisciplinary Studies course is Interdisciplinary Studies.
The subtitle is the particular focus such as Archaeology, Information Studies, Science and the Community.
Based on Interdisciplinary Studies Orientation © Queen’s Printer for Ontario, 2002

21. Strands and Sections 1. Ideas and Issues 2. Structures and
Organization
Theory and Foundation
The IDS courses are organized into strands, each of which have four sections. All courses are the same in this regard. The first strand is Theory and Foundation and the sections are: … 3.
Perspectives
and
Approaches 4.
Skills
and
Strategies
Based on Interdisciplinary Studies Orientation © Queen’s Printer for Ontario, 2002

22. Strands and Sections 1. Preparing for Research 2. Accessing Resources
Processes and Methods of Research
The second strand is Processes and methods and contains the sections of…. – these sections are always presented in sequence. 3.
Processing
Information. 4.
Assessing
and Extending
Research
Based on Interdisciplinary Studies Orientation © Queen’s Printer for Ontario, 2002

23. Implementation, Evaluation, Impacts, and Consequences
Strands and Sections 1.
Implementation
and
Communication 2.
Evaluation
Implementation, Evaluation, Impacts, and Consequences
The third strand is Implementation, Evaluation, Impacts and Consequences and as you can see, required a great deal of depth in this sections 3.
Impacts
and
Innovations 4.
Personal
and Career
Development
Based on Interdisciplinary Studies Orientation © Queen’s Printer for Ontario, 2002

24. Comparison of Research Frameworks
Information Studies
Interdisciplinary Studies
Stage 1: Preparing for Research
Section 1: Preparing for Research
Stage 2: Accessing Resources
Section 2: Accessing Resources
Stage 3: Processing Information
Section 3: Processing Information
Stage 4: Transferring Learning
Section 4: Assessing & Extending Research
Based on Interdisciplinary Studies Orientation © Queen’s Printer for Ontario, 2002

25. Information Studies
Interdisciplinary Studies
Stage 1: Preparing for Research
Section 1: Preparing for Research
define information needs using a variety of strategies
explore information using a variety of group activities
identify varied ways of organizing information
relate prior knowledge to information tasks
purposes and types of research
required research skills and attitudes
thinking and planning strategies for research
formulating research questions

26. Information Studies
Interdisciplinary Studies
Stage 2: Accessing Resources
Section 2: Accessing Resources
locate a variety of appropriate resources from a variety of sources
select information appropriate to needs using a variety of strategies
gather information from resources using internal organizers and conventions of texts
collaborate with others to share findings and ideas;
sources of information
conventions and principles of organizing information
locating information
selecting information

27. Information Studies
Interdisciplinary Studies
Stage 3: Processing Information
Section 3: Processing Information
analyze and evaluate information using a variety of strategies
test ideas to adjust research and problem solving strategies
sort information using a variety of organizers and formats
synthesize findings and formulate conclusions
criteria for analysis and evaluation
analysis of ideas
recording, sorting, and organizing of information
synthesis of research findings

28. Information Studies
Interdisciplinary Studies
Stage 4: Transferring Learning
Section 4: Assessing & Extending Research
revise product appropriate to purpose, audience and format
present research findings in a variety of forms for a variety of audiences
reflect on and evaluate product and process
transfer new information skills and knowledge to solve problems and make decisions.
comparing and modifying research
assessing research methods and solutions
criteria for assessing research
new topics and real-life applications

29. Conceptual Framework Strand 2: Processes & Methods of Research
How can we focus key educational research on our own school situation?
How can educational research improve teaching and learning? 1.
Preparing
for
Research
Purposes and Types of Research
Required Research Skills and Attitudes
Thinking and Planning Strategies for Research
Formulating
Research Questions
What thinking strategies are evident in The Royal Commission on Learning ?
What questions challenge the “industrial model” of schooling systems?
[e.g., Studies in Education]
Based on Interdisciplinary Studies Orientation © Queen’s Printer for Ontario, 2002

30. Conceptual Framework Strand 2: Processes & Methods of Research
How can a journalist use periodical indexes to find different viewpoints ?
What sources of information are used by well-known journalists?
Conventions and Principles of Organizing Information
Sources of Information 2.
Accessing
Resources
Selecting
Information
Locating Information
How can I use reference material to get accurate background information?
What note-taking strategies work well when researching a “story”?
[e.g., Applied Journalism]
Based on Interdisciplinary Studies Orientation © Queen’s Printer for Ontario, 2002

31. Conceptual Framework Strand 2: Processes & Methods of Research
How does the ecological report relate ethical practices and profitability?
Which environmental study would most interest planners of a local park?
Criteria for Analysis and Evaluation
Analysis of
Ideas 3.
Processing
Information
Synthesis of
Research Findings
Recording, Sorting, and Organizing of Information
How can I use a relational database to correlate my field results?
What recommendations to city council can I make from my fieldwork ?
[e.g., Local Field Studies and Community Links]
Based on Interdisciplinary Studies Orientation © Queen’s Printer for Ontario, 2002

32. Conceptual Framework Strand 2: Processes & Methods of Research
How can I incorporate new international data into my report on local fitness initiatives?
What lessons for community leadership can my report offer? 4.
Assessing
and
Extending
Research
Assessing Research Methods and
Solutions
Comparing and
Modifying Research
New Topics and
Real-Life Applications
Criteria for Assessing Research
What criteria can I use to assess my plan for new recreational facilities?
How can schools promote community learning pro-grams among students?
[e.g., Information Management and Community Leadership]
Based on Interdisciplinary Studies Orientation © Queen’s Printer for Ontario, 2002

33. Design Considerations: Incorporating Information Literacy
The skills, knowledge, insights, and innovations of the discipline of information studies are central to interdisciplinary work.
Information literacy is the ability to access, select, gather, critically evaluate, and communicate information in all disciplines, and to use the information obtained to solve problems, make decisions, develop knowledge, and create new ideas and personal meaning.
Your Teacher Librarian can promote the development of information literacy skills among all students by coordinating and supporting the collaborative planning and implementation of interdisciplinary research and technological applications.
Based on Interdisciplinary Studies Orientation © Queen’s Printer for Ontario, 2002

34. Design Considerations: The Role of Technology in the Curriculum
Students will be expected to:
use a variety of computer programs used in specific disciplines and interdisciplinary work;
use a variety of traditional and emerging technologies to help them develop innovative approaches to inquiry and research, project-based planning, and assessment;
use electronic communication to compare their results and analyses with those of other students, as well as to consult experts
Teachers should:
work collaboratively within and across disciplines
plan for the effective integration of computer and information technologies into interdisciplinary studies
share best practices through the Interdisciplinary Studies web site at
Based on Interdisciplinary Studies Orientation © Queen’s Printer for Ontario, 2002

35. Eight Steps to Course/Unit Design
1. Understand the discipline of Interdisciplinary Studies
2. Consider the combined courses
3. Find the “story” in the course description
4. Cluster the expectations
5. Design the tasks
6. Design the strategies
7. Provide access to appropriate resources
8. Determine methods of delivery
Based on Interdisciplinary Studies Orientation © Queen’s Printer for Ontario, 2002

36. Course/Unit Design: STEP 1
Understand what goals, essential/enduring questions, and conceptual framework make Interdisciplinary Studies a discipline in its own right but one that requires context from other subjects, disciplines, and areas of knowledge.
Goals
Questions
Framework
Context
Based on Interdisciplinary Studies Orientation © Queen’s Printer for Ontario, 2002

37. Course/Unit Design: STEP 2
Consider the “other” courses identified as possibilities for combining with Interdisciplinary Studies in the Sample Course Description. Follow the policy document to modify or create your own course)
EXAMPLE: Sports and Society, Grade 11, Open (Credit value: 1)
Interdisciplinary Studies, Grade 11, Open
Dance, Grade 11, Open;
Introduction to Business, Grade 10, Open;
English, Grade 11, University, College, or Workplace Preparation;
Healthy Active Living Education, Grade 11, Open).
Based on Interdisciplinary Studies Orientation © Queen’s Printer for Ontario, 2002

38. Course/Unit Design: STEP 3
Find the “story” elements of the Sample Course Description to generate possible themes and tasks, to identify what you would expect students to be doing, and to consider ways their learning will be assessed.
EXAMPLE: Sports and Society, Grade 11, Open
...Using diverse resources and research methods, students will analyse the depiction of sports and health in media and literature and will examine trends in the business and communication of sports-related activities …
Based on Interdisciplinary Studies Orientation © Queen’s Printer for Ontario, 2002

39. Course/Unit Design: STEP 4
Cluster appropriate expectations from Interdisciplinary Studies and “other” courses around a real-life task.
English, Grade 11, Workplace Preparation
describe the relationship between media works and media industry practices, including marketing and distribution methods
Interdisciplinary Studies
Grade 11 Open
explain how the manipulation of information affects society, by analysing historical and contemporary examples from each of the subjects or disciplines studied
Dance, Grade 11, Open
analyse the role of dance in the community
Healthy Active Living Education, Grade 11, Open
explain aspects of the process of group dynamics (e.g., organizational culture)
Introduction to Business, Grade 10, Open
determine the importance of ethics and social responsibility in business
Based on Interdisciplinary Studies Orientation © Queen’s Printer for Ontario, 2002

40. Course/Unit Design: STEP 5
Design the real-life tasks, with an interdisciplinary perspective (other Interdisciplinary Studies expectations may help).
Interdisciplinary Studies Grade 11 Open
Interdisciplinary Studies
Grade 11 Open
demonstrate an understanding of the ways in which the graphic display of information can be used to foster critical analysis and problem solving related to interdisciplinary presentations
English Grade 11 Workplace Preparation
Dance Grade 11 Open
Healthy Active Living Education Grade 11 Open
Introduction to Business Grade 10 Open
Interdisciplinary Task Students will conduct a survey of conveners of local community sports organizations to gather information about the media depiction of sport in general and of the organizations in particular. They will present their comparative findings using visual organizers and statistical graphs.
Based on Interdisciplinary Studies Orientation © Queen’s Printer for Ontario, 2002

41. Course/Unit Design: STEP 6
Design the assessment and teaching learning/learning strategies to help students achieve the expectations related to the task.
Consult the Planner’s Teacher Companion for descriptions, methods, considerations and examples of strategies
Interdisciplinary Task
Assessment Strategies & Devices
Classroom Presentation
Rubric
Teaching/Learning Strategies
Research Process
Statistical Analysis
Graphic Applications
Based on Interdisciplinary Studies Orientation © Queen’s Printer for Ontario, 2002

42. Course/Unit Design: STEP 7
Select, provide, and promote a wide range of appropriate resources to support the course: Print, video, web sites, online databases
Work with your Teacher-Librarian to find the best resources
Based on Interdisciplinary Studies Orientation © Queen’s Printer for Ontario, 2002

43. Course/Unit Design: STEP 8
Consider how you will deliver the unit and its activities in your school.
Collaborative planning
Interdepartmental team-teaching
Teacher-Librarian’s role
Community involvement
Cooperative Education
Distance Education
Special Education
Based on Interdisciplinary Studies Orientation © Queen’s Printer for Ontario, 2002

44. Key Questions for Planning
What are the identifying characteristics of an Interdisciplinary Studies course?
How do these characteristics relate to the goals of Interdisciplinary Studies on page 5 of the curriculum document?
Is the Interdisciplinary Studies course designed with the context and content provided by relating expectations from other courses?
Based on Interdisciplinary Studies Orientation © Queen’s Printer for Ontario, 2002

45. Key Questions for Planning
Are students given explicit opportunities to learn, practise, and demonstrate all of the expectations from the Interdisciplinary Studies course document?
How does the Interdisciplinary Studies course communicate a clear vision of what we want students to know or be able to do at the end of the course or package of courses?
How does the Interdisciplinary Studies course provide deeper understanding, perspective, solutions, innovation, and insight?
Based on Interdisciplinary Studies Orientation © Queen’s Printer for Ontario, 2002

46. Key Questions for Planning
How does the Interdisciplinary Studies course meet a variety of student needs?
How does the Interdisciplinary Studies course provide opportunities for students to direct their learning by making their own connections, collaborations, and real-life applications?
Based on Interdisciplinary Studies Orientation © Queen’s Printer for Ontario, 2002

47. Key questions for Planning
What supports are in place for the students? Where are the gaps?
What are the staff strengths at my school?
What are the present course offerings at my school? Which courses could be linked conceptually through Interdisciplinary Studies?
Based on Interdisciplinary Studies Orientation © Queen’s Printer for Ontario, 2002

48. Using the Ontario Curriculum Unit Planner
The Planner contains a comprehensive library of
curriculum resources,
planning and writing tools
electronic databases
It enables you to
design
share
adapt
manage
Interdisciplinary Studies units, and course profiles.
All Ontario
curriculum expectations
Authoring templates
& rubric maker
Teaching
Companions
Analysis
tools
AppleWorks (Macintosh/PC)

49. Using the Ontario Curriculum Unit Planner
Student Demonstration
Teacher Design
Culminating Task
Subtask 4
Subtask 3
Subtask 2
Assessment Subtask 1
The Planner highlights the design-down model of the planning process (from culminating task to sequential subtasks) that is a hallmark of interdisciplinary work.

50. Using the Ontario Curriculum Unit Planner
Outlines unit in two pages
Uses 8½ x 11 WYSIWYG format
Expands to fit contents
Combines units for year/course
Use the Planner’s versatile templates to create units, course outlines, programs and profiles, handouts, rubrics, and resource lists.

51. Using the Ontario Curriculum Unit Planner1 2
Use filtered and Boolean search methods to find expectations by:
1. keyword
2. grade
3. course 3

52. Using the Ontario Curriculum Unit Planner1 2
Our TDSB School Team
Our School Team
TDSB
Analyse, preview, and publish professional-looking individual units (1) or complete profiles/outlines (2).

53. Using the Ontario Curriculum Unit Planner
Use the new Planner web site at to view slides and resource documents for individual and team training.

54. Design Considerations: Course Profiles
Three Course Profiles have been developed:
Grade 11 Open: Introduction to Information Studies (1 credit)
Grade 12 University: Archaeological Studies (1 credit)
Grade 12 Open: Science and the Community (3 credits-Interdisciplinary Studies 12 Open, English 12 Workplace, Science 12 Workplace)
NOTE: Profiles are available online at the Ontario Curriculum Centre site at:
Based on Interdisciplinary Studies Orientation © Queen’s Printer for Ontario, 2002

55. Using www.ids-ontario.com
Join the Interdisciplinary Studies learning community at its web site and share resources to build knowledge.

56. Postsecondary Education
Although our world is shrinking, our view of it is expanding.
Today’s post-secondary institutions embrace the global view - the “big picture” - provided by interdisciplinary perspectives.
Based on Interdisciplinary Studies Orientation © Queen’s Printer for Ontario, 2002

57. Postsecondary Education
Based on Interdisciplinary Studies Orientation © Queen’s Printer for Ontario, 2002

58. Interdisciplinary Arts Indigenous Learning Program
Postsecondary Education
Media, Information, and Technoculture
Northern Development
Public Policy
Science in Society
Interdisciplinary studies is a growing area of study. MANY post-secondary institutions are embracing the field.
Canadian Studies
Information
Technology
Interdisciplinary Arts
Indigenous Learning Program
Based on Interdisciplinary Studies Orientation © Queen’s Printer for Ontario, 2002

59. All students benefit from learning that is...
personally meaningful
engaging, active, and purposeful
relevant to students’ PRESENT and FUTURE needs and lives
IDS gives students and teachers the opportunity for new perspectives and solutions that go beyond established disciplines.