At Twitter Math Camp I gave the following talk. The abstract from the program said:
When planning interdisciplinary projects, math teachers need to take the lead in order to create cohesive and authentic projects, and to ensure that the project doesn’t just become psuedocontext for their math goals. Uses two major interdisciplinary projects developed at my school as examples of how to bring all the subjects together, so math isn’t left out in the cold.
Math Needs to Be the Spark from James Cleveland on Vimeo.
After that I opened to questions. The one that I remember was asked by @JamiDanielle: “How can you get other teachers who might not be on board for these types of projects to join in?” And I think this process is actually how. If you go to a teacher with an idea and just dump on them to figure out how to connect it to their class, it’s not going to end well. It’s easier and less work to just not take part. But if you go to them with an idea already half-formed of how they can implement it, it is much easier to build off of that idea and will make teachers more willing to work together.
High Line Field Guide v5 – This is the High Line field guide project mentioned in the video, and first mentioned in this blog post, “The Start of the New Year.”
Intersession Project Requirements – It would be difficult to post everything we did in the Intersession project, but the overview from the video and this packet of requirements for the product should be useful. Anyone interested in more can ask.
Comments on: "Math Needs to Be the Spark" (1)
[…] second year, I was very focused on interdisciplinary work, creating cross-curricular lessons with my colleagues, and implementing all this new 3-Act and […]