Page 38 - Interdisciplinary Studies 11-12 (2002)

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THE ONTARIO CURRICULUM, GRADES 11 AND 12: INTERDISCIPLINARY STUDIES
Implementation, Evaluation, Impacts, and Consequences
Overall Expectations
By the end of this course, students will:
• implementandcommunicateinformationaboutinterdisciplinaryendeavours,usingavariety of methods and strategies;
• evaluatethequalityofinterdisciplinaryendeavours,usingavarietyofstrategies;
• analyse and describe the impact on society of interdisciplinary approaches and solutions to real-life situations;
• analyse and describe how interdisciplinary skills relate to personal development and careers.
Specific Expectations
Implementation and Communication
By the end of this course, students will:
– create interdisciplinary products based on their own plans or designs, independently or as members of a team (e.g., a series of charts that relate demographic factors to the progress of medical care and technological advancement; a multimedia presentation that analyses changing artistic styles and social mores as portrayed in illustrations in children’s books);
– demonstrate the ability to communicate and present information effectively, using a variety of methods and forms (e.g., multi- media presentations, parliamentary-style debates, formal essays);
– demonstrate an understanding of the ways in which the graphic display of quantitative information can be used to foster critical analysis and problem solving related to inter- disciplinary presentations (e.g., by document- ing the sources and characteristics of the data, by sequencing data to show cause and effect, by patterning data to suggest trends);
– use a variety of technological strategies and applications effectively to create inter- disciplinary products or activities (e.g., gather multiple perspectives about human rights issues from diverse online databases and synthesize findings in a web-based presentation) and compare the advantages and disadvantages of using modern rather than traditional technologies;
– explain how the manipulation of informa- tion (e.g., through the use of propaganda, bias, and stereotyping) affects society, by analysing historical and contemporary examples from each of the subjects or disciplines studied.
Evaluation
By the end of this course, students will:
– monitor the effectiveness of the plans for their interdisciplinary research, products, or activities, employing the strategies used by practitioners in different subjects and disciplines (e.g., the use of advice from experts, consultative meetings with team members, electronic time-management applications, and reviews by peers);
– evaluate the effectiveness of the collabora- tive strategies they used in planning and implementing interdisciplinary products and activities (e.g., by identifying how well they reached consensus, fostered the leadership potential of each member, sought advice from experts in the field, and shared responsibility and recognition);
– demonstrate the ability to apply self- assessment strategies to improve their inter- disciplinary products and activities (e.g., by recording evidence of how their activities and projects developed, by diagnosing their learning strengths and styles, by developing metacognitive skills such as the ability to evaluate the efficiency of their learning).