Novels Across the Curriculum
Novels Can Bring Subjects Together, if Taught the Right Way
Nov 3, 2009
Literary novels, fiction and non-fiction, are a staple in the high school English class, where they are used to promote aspects of the standards based curriculum. Novels are intended to illuminate literary elements, promote reading cognizance, develop critical analysis and writing skills, and above all, entice the learner to develop a desire to read on their own.
As teachers, it is understood that being well read opens many doors. However, after laboring over the best way to embark upon the literary journey, information spreads through the school that the science teacher has assigned a novel and the math teacher is requiring a book report. When did novels enter disciplines other than English or history, and how does this align to the appropriate standards for the subject area of education?
A New Focus on Standards
Many states have recently adopted new standards in an effort to better the education of their students. The standards boast more rigorous requirements in an effort to level the playing field across the nation with regard to college entrance standardized testing. Does this mean that more work in the classroom equals more valuable learning? Most teachers would argue it does not, especially if it does not align to the standards.
Putting state expectations aside, the National Educational Standards for Science notates that students studying Life Science (i.e. Biology) should develop an understanding of the cell to the behavior or organisms. Does reading a full length novel with a worksheet (without teacher guidance and/or reference to any classroom activity) align with the standards for the course? Simply stated, it doesn't. Assigning a novel to read for a biology class, but not teaching this novel to the appropriate standards, does not enhance the learning environment for the student.
Are Novels Across the Curriculum a New Trend?
The correlation between reading a book and performing an experiment in class the next day are as different as apples and oranges. The concept of reading should not simply be a sidebar for other disciplines when not properly taught due to time constraints. Honors does not equal punishment and forcing additional full length reading selections upon an already burdened high school student will not produce the desired effect.
Should novels continue to appear across the curriculum lines? If this is a new trend, there needs to be guidelines:
- When selecting a novel that is rich in history, teachers should work together across the curriculum to coordinate the reading expectations. When the American History teacher begins the unit on World War II, a book such as Lax's The Mold in Dr. Florey's Coat, could be a valuable read for all students and relevant in two disciplines where the student is able to evaluate the literature for both the scientific and historical perspective.
- When selecting a non-fiction piece, teachers should develop lessons that compliment the scope and sequence of the learning objectives so that included disciplines are given appropriate focus for the reading assignment. From this co-teaching endeavor, it is to the students' advantage to "double-dip" into the educational process: In English, an essay; in science, a lab or scientific discussion.
- Reading lists for grade levels of similar students should be developed the year prior so that all parties can adjust the teaching calendar to allot for appropriate alignment.
What's the Future of Novel Expansion?
While education continues to grow and change, it is only natural that curriculum lines will cross. What educators must now consider is what is best for the student learning the new material. The Logic of Interdisciplinary Studies, an extensive report, found a consensus among dozens of researchers noting "positive educational outcomes" for students in an integrated-studies program (Freeman and Mathison):
- Increased understanding, retention, and application of general concepts.
- Increased ability to make decisions, think critically and creatively, and synthesize knowledge beyond the disciplines.
- Enhanced ability to identify, assess, and transfer significant information needed for solving novel problems.
- Promotion of cooperative learning and a better attitude toward oneself as a learner and as a meaningful member of a community.
Based on this research, the movement to intertwine disciplines is advantageous to the student. Using novels across the curriculum is a valuable tool, but the shift of focus needs to be on coordinating the educational expectations to better the outcome of the learner. Honors class does mean more rigorous work and more challenging assignments, but it should not mean a heavier backpack for the sake of calling it a "hard" class.
Coordination, effort, and appropriate expectations on behalf of the educator can benefit the focus of learning on behalf of the educated. Novels are an educational tool whose value can't be measured, but a concentration to truly teach them to those still learning is imperative or the written words fall on blind eyes and deaf ears.
References
"Education World ® U.S. Education Standards: National: Science: 9-12." Education World® The Educator's Best Friend. N.p., n.d. Web. 1 Nov. 2009.
Freeman, Melissa and Mathison, Sandra. "Why Should Schools Embrace Integrated Studies?: It Fosters a Way of Learning that Mimics Real Life | Edutopia." Edutopia: What Works in Public Education. N.p., n.d. Web. 1 Nov. 2009.
Lax, Eric. The Mold in Dr. Florey's Coat: The Story of the Penicillin Miracle. New York: Holt Paperbacks, 2005.
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