Third, by December we had learned that there are alterative approaches to working across disciplines. Flexibility in working together allowed us to maintain the integrity of each subject instead of forcing connections to the point of diminishing returns. We experimented with two modes of planning. In parallel planning , we selected a common theme and then made connections to the theme independently of one another. For example, during the study of our interconnectedness with the past, the English classes read Homer's Odyssey , math classes studied the Golden Rectangle, social studies classes learned about emerging democracies, biology classes studied past contributions to anatomy and physiology, and art focused on the historical antecedents of today's architecture.
Multidisciplinary planning is the interweaving of two or three disciplines.
In the same unit on historical interconnections, students wrote one research paper for social studies and English. From these experiences, we've learned that parallel and multidisciplinary units complement interdisciplinary ones by helping students to make connections in the world around them. Other lessons are the familiar ones we've all read about in the literature on school and curricular change. As individuals, we are committed to the team and the process of planning and teaching together. We have been fortunate to be able to develop Global Connections with administrators and in a school climate that supported us and the change process.