The NMC Horizon Report illuminated the changing aspects of formal
education, regarding both the use of technology in the classroom and broader
changes that schools hope to implement. One among these changes I found particularly
compelling as a future English teacher: that of the initiative to connect more
fluidly one subject matter to another with a focus on project and challenge-
based learning. This would result in a more comprehensive understanding of
subject matter on the part of the students.
Works
of literature must be understood not just from an aesthetic point of view, but
also within a historical and cultural context. We can appreciate the beauty of
language in any work of literature, but it is also necessary to understand the
setting in which it was composed. Might the "powers that be" have had
any influence on the work? What were the prevailing social norms? What was
occurring at the time that the work was composed? "The Crucible", for
example, "literally" is a play about the Salem Witch Trials, but may
also be seen as an allegory for the "McCarthyism" movement of
the 1940's and 1950's (during which time the play was written). If these two
topics, "The Crucible" and McCarthyism, were taught simultaneously
in English and history classes, students would gain a deeper understanding of
both. Teachers of different content areas could work together to further
students' understanding by creating projects and challenge- based learning
experiences that integrate both the literary and historical aspects of the
content being taught. Teachers could also utilize social media (i.e. Twitter,
class blogs) to direct students to virtual learning opportunities outside of
the classroom. This integrated learning style would meet "the need for
learning design that better connects each class and set of subject matter to
each other (NMC, 3)."
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