Scholastic Collaborative Adventure Of Elementary Team Teachers

This study highlights the scholastic collaborative adventure of elementary team teachers. Remarkably, an elementary music teacher and an elementary science joined forces to create an integrated, interdisciplinary curriculum incorporating Bio Music. The teachers labored together to combine the biological sounds of animals communication and nature with concepts of music. The study examines the strategies and challenges that the teachers used and experienced when designing, planning and assessing an integrated discipline. The research is unique in the respect to the controls that were integrated. Typically, science and music disciplines are taught in isolation. The teachers were successful in creating a new curricular domain that navigates around the concept of sound.

The researchers desired to investigate three aspects of the BioMusic Curriculum interdisciplinary process. Carrier, Wiebe, Gray, and Teachout explore the commitment level of the educators in establishing a

Each educator felt comfortable in presenting instruction in their respective disciplines. However, the teachers formed an alliance and dedicated themselves to merging their unique disciplines. As a result, the team teachers started working with vocabulary terms and mutual understandings and instructional strategies within the disciplines. As time elapsed, teachers and students intelligence and perspectives expanded as connections and generalizations increased. In the end, the teacher team expounded on the benefits of integrating disciplines but listed time as a major challenge when designing lessons, implementation of the training and paired writing. The team teachers also thought other educators would resist interdisciplinary efforts if the objectives did not align with state and national standards. Overall, the participants succeeded in transferring science literacy into another