EDIM508 synthesizing

Howard Gardner writes of the battle between synthesis and comparisons.  These same concepts are often at play in the classroom.  Students want to know the big picture, they "why" and "when will I ever use this", but they are quick to differentiate classrooms by content area.  Integrating math into a Science classroom may lead to light confrontation, but adding history or grammer leads to student angst. 

Much of Gardner's chapter on synthesis was about multidisciplinary approaches to learning.  In the elementary and middle grades, this may be more easily accomplished.  But by reaching high school, students are often assigned specific classes and unique schedules.  Creating a thematic approach or team teaching across disciplines is often complicated when student groups aren't consistent.

But I approach this challenge similarly to I do my Earth Science instruction.  In Earth Science, I want students to understand the complete Earth System.  Although we may take portions of it and examine in detailed isolation, the entire interdependency is emphasized.  In Science, the process of science may be more important than the knowledge.  Thus, a historical and inquirical approach is implemented.  Science without communication is lost on the investigator, so students must demonstrate ability to communicate their learning through lab reports, summaries, essays, or presentations.  Although I am not an expert in composition and grammar, I do emphasize basic expectations and include mechanics in the assessments.

In Earth Science, I see two syntheses that I would like to focus on through technology, individual and aggregate.  Individually, I would like students to be able to draw upon their observations and reach a conclusion.  This motivation would be similar to Gardner's first consideration for synthesis, developing a concept to test or review.  Using technology, students can run simulations, data analysis, and presentations.

But as an aggregate, there is also the opportunity for greater synthesis.  Collaborate suites such as Google Docs, Wikispaces, and Googlesites allow for the aggregation and shared editing of content.  Students can synthesize individually, and then contribute to the class collective through wikis and docs.

In my more recent position at Alternative Education, I see room for more integration among the disciplines and the concepts.  For example, my computer apps course can be tied in with the History teacher's classes to allow students to demonstrate word processing, outlining, or presenting skills when exploring concepts in history.  Computer apps projects can often be used for the dual purpose of guidance counseling, career exploration, and graduation projects.  I will look for more ways to integrate the assignments with other teachers so that students can demonstrate competency without redundancy or purpose.

Gardner, H. (2007). Five minds for the future. Boston, Mass.: Harvard Business School Press.