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NARRATOR:Listen to part of a conversation between a student and his professor.
FEMALE PROFESSOR:Hi Mathew, I'm glad you could come in today.You've been observing Mr. Grabell's third-grade class for your Approaches to Education paper, right?
MALE STUDENT:Um… yes…I go over to Johnson elementary school.. you know to watch Mr. Grabell teach the children in class.It's been amazing, I mean, I'm just learning so much from just watching him.I'm so glad the classroom observations are a requirement for the education program. I mean it's like the best thing ever to prepare you to be a good teacher.
FEMALE PROFESSOR:Well, I'm glad to see you feel that way, Mathew. You know, that's the goal.So … I’ve been reading over your observation notes, and I’m quite interested in what’s going on—in particular with the astronomy unit he’s been teaching.
MALE STUDENT:[questioning, not sure where it’s leading] The astronomy unit?
FEMALE PROFESSOR:It seems that Mr. Grable has mastered the interdisciplinary approach to teaching that we've been talking about in class.
MALE STUDENT:Oh, OK. [trying to think of an example] Yeah, so like when he was teaching them astronomy … he didn’t just teach them the names of the planets. He used it as way to teach mythology.
FEMALE PROFESSOR:Really? so, how did he do that?
MALE STUDENT:Well, some of the students could already name the planets, but they didn't know that the names had any meaning - the stories behind them.
FEMALE PROFESSOR:[Leading] So he…
MALE STUDENT:He introduced Greek and Roman mythology as a way of explaining.Like, you know, how like Jupiter's the biggest planet, right, and how Jupiter was the name of the king of the gods in Roman mythology, right?So since Jupiter, the planet, is the largest planet in our solar system, it's like the king of the planets, like Jupiter was the king of all the gods.
FEMALE PROFESSOR:Oh Matthew, that's a great example!
MALE STUDENT:Yeah … and each student chose a planet, and then did research on it to write a report and make a presentation.They went to the library to do the research. Then they made presentations about the planet they chose.
FEMALE PROFESSOR:So in one science unit, in which the focus was astronomy, the students also learned about the literature of Greek and Roman mythology, used research skills in the library, wrote a report, and practiced their oral presentation skills?
MALE STUDENT:Exactly! He used this one topic to teach third-graders all that stuff - how to use the books in the library, to write reports, and even how to speak in public.Plus they had a great time doing it.
FEMALE PROFESSOR:You know, Mathew, this is just what we've been talking about in our class. and I'm sure everyone could learn something from your experience, [pause]You know, Mathew, I'd love for you to talk about this astronomy unit in class on Wednesday.
MALE STUDENT:Really? Um … cuz I don't really think I'll have any time to write my paper by then …
FEMALE PROFESSOR:Oh, you won't need to write anything new just yet. For Wednesday, use your class observation notes, and explain the things we've discussed today.
MALE STUDENT:Ok, that sounds all right.
旁白：听一段学生和教授的对话。
教授：嗨，马修，很高兴你今天能来。你一直将观察Grable老师的三年级课堂作为你的毕业论文的突破口，是吧？
学生：嗯，是的。我在回顾约翰逊小学来观察Grable 老师的课堂授课情况。这个过程让我受益匪浅，我是说只是看着他授课也能学到很多东西。很高兴课堂见习能作为教育课程的一项指标。我是说，见习是作为一名好老师最好的准备。
教授：嗯，很高兴你能这样想，马修。要知道，这就是目的所在。这样，我一直在仔细阅读你的见习日志，我对你的所见所闻也很感兴趣，尤其是他教授的天文学单元。
学生：天文学单元？
教授：看似Grable老师已经掌握了我们课堂讨论过的跨学科教学法。
学生：哦，是的，比如在他教学生天文学的时候，他不仅教学生各行星的名字，他把神学的教学法融入其中。
教授：真的？那他是怎么教的？
学生：其实，有一些学生能叫出各行星的名字，但是他们并不知道那些名字的含义-- 名字背后的故事。
教授：所以，他……
学生：他将希腊和罗马神话作为引子。比如，木星怎么是最大的行星，朱庇特（木星的音译）又怎么是罗马神话里诸神之首的名字等，对吧？因为木星是太阳系里最大的行星，就像朱庇特（木星的音译）是诸神之首。
教授：很好，马修，这是一个不错的例子。
学生：是的。这样每个学生选择一个行星然后着手调查并写一份报告和作陈述。他们去图书馆做调研，之后就他们所选的行星进行展述。
教授：那么，在将天文学视为焦点的理科单元里，同学们也能学到关于希腊和罗马神话的文学知识，学会图书馆里的调研方法，提高了写报告和作口头陈述的能力。
学生：完全赞同！他用这一方法教三年级所有的东西——如何运用图书馆里的书，如何写报告，甚至如何当众讲话。此外，这个过程乐趣横生。
教授：要知道，马修，这个方法在我们课堂里一直有讨论。我相信各位都能从你的经历中学到东西。马修，我希望你这周三给大家展示一下天文学单元的授课方法。
学生：不会吧？嗯…，我只是担心到时候我没有时间来写我的毕业论文了。
教授：哦，你不必添加新的东西了。周三的展示就用你的见习日志同时解释一下我们今天讨论的这些概念即可。
学生：好，这个应该没问题。
如果对题目有疑问，欢迎来提出你的问题，热心的小伙伴会帮你解答。