For the Knowledge Construction sort, when students had to research or look further into the lesson, I placed it in the “yes” category. I felt that this sort was fairly easy.
For the second sort about students constructing knowledge, I placed the items that were simply a response to specific questions in the “no” category. When students had to think more about the assignment, it went into the “yes” category.
To determine if the lessons required students to apply their knowledge in a new situation, I noted if the students took the lesson and changed it to pursue other information. If they applied the information in a new setting, I placed it in the “yes” category.
For the final lessons, interdisciplinary lessons, I based my decision on if the lesson included more than one type of academics. I did struggle with this one a little more and moved the options around as I read more of the options.
Interdisciplinary learning can be difficult to facilitate well. One of the keys is that in true interdisciplinary learning there has been specific instruction and assessment for multiple content disciplines. Incidental crossover isn't enough, it has to be something that is planned for and monitored in some way.
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