The radical weaving approach to collaborative multidisciplinary theme planning
McRae, Wilma Marie
University of Lethbridge. Faculty of Education
Lethbridge, Alta. : University of Lethbridge, Faculty of Education, 2000
The current curriculum for schools in British Columbia is an expanding collection of subjects each with its own listing of goals, prescribed learning outcomes, recommended resources and suggested activities. Educators are increasingly frustrated with trying to satisfy the demands of this growing array of discrete curricula within timetables and budgets that have not expanded accordingly. A commonly voiced complaint is that trying to achieve so many goals for so many distinct subjects is resulting in the attainment of too few goals for each with the final consequence being a diluted education for students. It is a dissatisfying situation for all concerned. In recognition of this current milieu of discontent, the RADICAL Weaving Approach (RWA) seeks to provide a means for integrating the goals of separate disciplines through the thoughtful, collaborative development of multidisciplinary learning themes. The RWA synchronously employs two models—Weave a Theme and RADICAL, in the process of collaborative, multidisciplinary theme creation. The former is a content model that provides a framework for dealing with integration of learning goals from various curricular areas by weaving them together using the fundamental learning elements of critical thinking, problem solving, media literacy, collaboration, and information management into one whole multidisciplinary theme. The latter model offers a. process that serves as a guide or framework for educators to use when planning collaborative themes. The fundamental learning elements of the RWA-critical thinking, problem solving, media literacy, information management, and collaboration play crucial roles in each of the models as they form an inherent part of learning content, are used to integrate the goals of separate disciplines, and serve to strengthen and expedite the entire theme planning process. Successful use of the approach is based on a solid, basic understanding of these elements along with a willingness and an ability to purposefully infuse them into curricular content and use them in the design and development processes of multidisciplinary learning theme creation. The utilization of technology for communication, collaboration, and the recording and processing of information helps to maximize time and collective expertise thereby being another contributing factor to the success of the approach.
vi, 81 leaves : ill. ; 29 cm. --
Education -- British Columbia -- Curricula , Curriculum planning -- British Columbia