Cross-Curricular Learning

"Building cognitive relationships within and among subjects" (Piaget 1977, Cockburn and Haylock 2008, Rose 2009) is a part of extracurricular learning. In general, cross-curriculum learning refers to the application of skills, knowledge, and attitudes in one area to a single experience, problem, problem, topic, or idea. Simply put, it is also known as a theme method. In this regard, we will explore why the subject approach is used in the classroom providing the four core subjects for the national curriculum at the main stage.

The central government's central government and its institutions, as an essential element of the curriculum, as a core value for learning beyond the curriculum, efforts to universal cultural rights of all children and adolescents and children's plan . Local and regional partnership Local and regional agencies should make cultural learning a more definite part of children and adolescents plan through existing public service agreements. At the same time, in the context of children's programs, cultural learning organizations should establish regional and regional partnerships through regional agreements to work together on children's trust and cultural learning.

In the form of a board game, the idea of ​​further promoting cross curriculum learning is introduced. The objective of this project is a training purpose designed to motivate teachers to look back on their current activities in global education, share global educational activities, and plan new global project activities based on cross-curriculum goals. The teachers who are expected to participate recognize the cross-cutting goals and the core competence of global education. While playing board games, teachers discuss political and legal societies that take into account the school's global programs, key competencies, various social cultural backgrounds, and issues related to global education and sustainable development I will.

This course focuses on interdisciplinary education and learning in elementary, junior high and high school. After seeing and discussing activities beyond a series of curricula, participants will learn about the advantages, challenges and basic elements of effective integrated education. Participants will develop the necessary leadership and leadership skills to teach students with special learning needs and students at risk of schooling and social failure. The actual case study is used to examine the concept of educator collaboration, the least restrictive environment, adaptation and correction, confidentiality, behavior management, identification and talent. Participants will examine how these concepts can advance educational practices in today's difficult classroom environment.