Cross-Curricular Instruction Essay

Cross curricular instruction embraces the collaborative efforts to combine and incorporate more than one academic discipline when instructing students. Specifically, in the construction of cross-curricular or interdisciplinary classes, focus needs to be placed on the components of the curriculum. Contardi, Fall, Flora, Gandee and Treadway (n.d.) name the components of cross-curricular instruction as (a) focus on basic skills, content and higher level thinking, (b) encourages lifelong learning, (c) structures learning around themes, big ideas, and meaningful concept, (d) provides connections between curricular disciplines, (e) encourages relevant real-life learning experiences, (f) captivate, motivates, and challenges learners, (g) provides

This student-centered approach to teaching allows students flexibility, freedom in choices, relevant learning experiences, deeper understanding of content, and with more meaningful connections (Contardi et al., n.d.). Little (2012) affirms that when teachers focus on authentic choices, student interest, and communicating support and feedback to students, students will be better engaged and motivated to partake in the learning process. Moreover, through utilizing integrated curriculum, providing themed units, big ideas essential questions, as well as meaning concepts (Contardi et al., n.d.), the “task focus boredom” or “self-focus boredom ” will not be apparent in the classroom (Little, 2012). Not to mention, curriculum that is meaningful allows students to relate and make connections to their own experiences, which in turn provide personal relevance and growth (Little, 2012). These personal connections are important not only for student growth, but also for student engagement. Griffiths, Lilles, Furlong, and Sidhwa’s 2012 study (as cited in Guthrie and Klauda, 2014) found when there is an absence of personal connections, student engagement declines, leading to