The development of cross-curricular lessons is one of the fundamental ways to expand the boundaries of learning. Integration of this type leads to the emergence of a qualitatively new kind of knowledge, finding expression in general scientific concepts, categories, approaches. For a deeper study of this topic, an interview about the methodology of developing lessons on natural sciences and social studies with a teacher-mentor was conducted.
Critical to this type of lesson is the visualization of the question, independent reflection, and further discussion with other students. It is necessary to constantly review the training programs and adapt them to students’ group interests. In-depth learning can be accomplished by combining the efforts of teachers of both subjects and combining appropriate material. The willingness of teachers to work with each other is also an important aspect. All these factors open new channels of knowledge for students.
While designing instruction for a mentor teacher, the first step is to create an education plan and identify the main components. Discussions should be held with other teachers as well as with students. The material should be relevant, and subject plans should be analyzed for this purpose. It is essential to use technology and combine literature with digital material. The tutor-teacher suggests creating projects at the end of the course to control the learning process: it will help use a variety of skills, develop critical thinking. These activities will increase interest in learning and help build a collaborative classroom environment for pupils.
Connections between academic subjects make learning more meaningful for students. This format provides opportunities to see how to think about concepts of different kinds, work as a team, and draw conclusions. In future practice, this approach to learning can not only help students deal with complex topics but also create a professional environment for teachers to interact with each other and better understand students’ needs.