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Interdisciplinary Teaching & Learning in Middle School Classrooms: A Technology-Rich, Constructivist-Based Approach

Teresa Larkin-Hein, Andrea I. Prejean, Sarah E. Irvine, & Vivian Vasquez American University

Abstract — The use of a constructivist approach has been shown to enhance teaching and learning. During summer 2001, an interdisciplinary team of faculty members and graduate students from American University hosted a workshop for 15 middle school teachers and 5 gifted middle school students within the District of Columbia. This interactive workshop provided an opportunity for teams of teachers and students to experience constructivist teaching and learning strategies using an interdisciplinary approach. Throughout the workshop the teams worked to prepare an integrated, technology-based lesson using materials from science, mathematics, as well as the language arts. This paper will expand upon previously reported efforts to expose area teachers to a constructivist-based approach in the classroom1. Particular emphasis will be placed on how modeling this approach can be effectively implemented in a workshop setting. Highlights of the curriculum developed for the workshop will be presented. Results of a questionnaire given to teachers will also be shared.

I. Introduction

Through a Dwight D. Eisenhower Faculty Development Program award, a team of faculty members and graduate students from American University hosted a pre-institute workshop from June 26 - 28, 2001 and a formal summer institute June 29, July 2 & 3, and July 5 & 6, 2001 on the American University campus. The summer institute was held for a group of 15 middle school teachers and 5 gifted middle school students from the District of Columbia. The framework for the pre-institute and formal institute was developed to build upon the success of our work during previous summers. Moreover, the institute was modified and enhanced in 2001 to respond to feedback received from participating teachers during a similar institute held in summer 2000 and to respond to the request for applications from the District of Columbia, Department of Human Services. The pre-institute workshop was a direct result of feedback received from teachers who had asked for more intensive instruction with computers. Resources for the workshop can be found at http://www.american.edu/IRVINE/ike. A follow-up to the institute was held on October 20, 2001. One goal of the follow-up was to provide participating teachers with an opportunity to frame a strategy for implementation of what they learned at the institute into their own classes. A second goal was to assist teachers in the preparation of a framework for dissemination of information within their individual schools.

In addition to the institute's leaders, project resource faculty were available throughout the course of the project as well as during the institute. The resource faculty consisted of professors from the Departments of Computer Science, Mathematics and Statistics, Chemistry, Physics, and Biology with many years of experience teaching and working with undergraduate and graduate students, including pre-service and in-service teachers. The resource faculty provided support

Proceedings of the 2002 American Society for Engineering Education Annual Conference & Exposition Copyright © 2002, American Society for Engineering Education

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Vasquez, V., & Prejean, A. I., & Irvine, S., & Larkin, T. (2002, June), Interdisciplinary Teaching & Learning In Middle School Classrooms: A Technology Rich, Constructivist Based Approach Paper presented at 2002 Annual Conference, Montreal, Canada. 10.18260/1-2--10293