What Is Integrated Curriculum?
Why Integrate the Curriculum in an Era of Accountability?
The term "integrated curriculum" also described the project approach of the 1920s, the core curriculum movement of the 1930s, and the problem-focused core curricula of the 1940s and 1950s. Schools moved from “well below” to “well above” the district average on the Iowa Test of Basic Skills (GLEF Staff, 2001).
Creating the KNOW/DO/BE Bridge
The Ontario curriculum provides a basis for the following detailed exploration of the different levels of knowledge. Without a concept-based background, many teachers worked at the lowest levels of the knowledge structure.
Using Standards to Integrate the Curriculum
Teachers must constantly check and recheck to ensure that all parts of the standards are consistent with actual learning experiences. It sounds like common sense to match the requirements of the standard to what students actually "do" in the classroom. Students must know how to ask scientific questions - one of the subsets of scientific inquiry skills.
To identify broad-based concepts and skills, they reviewed the charts horizontally at the end of the year. Identify the subset of skills involved in performing the complex interdisciplinary skill. Scan the standards document in one subject area to identify specific standards that are part of 4.4 The horizontal and vertical scan.
A thorough scan and grouping of the curriculum leads to a deep understanding of the standards and helps teachers to connect them in meaningful ways. For example, the introduction to the science paper included a graph to identify topics and strands.
Aligning Assessment and Instruction with the KNOW/DO/BE Bridge
The list also identifies some of the subset of skills that students must have to demonstrate complex performance skills. When Susan worked with Sonja Upton, Ellie Phillips and Melissa Rubocki of the Niagara, Ontario District School Board, we found the answer related to the scan and cluster exercise. The criteria needed to demonstrate DO are in the standards in many subject areas.
In this way, we "killed several birds with one stone". We have noticed that the future time commitment will be much less when we create rubrics. The final step of the backward planning process is to create learning experiences for students that enable them to learn to KNOW/DO/BE. In these same classrooms, teachers typically implement an integrated curriculum—either by conscious design or because the use of best teaching practices leads to a blurring of disciplinary boundaries.
For example, constructivist principles tend to focus on the social interaction of teacher and students to construct knowledge. The pattern referenced in this chapter is a modified version of the Medieval Times unit developed for Grade 4 by Adrian DeTullio of the Hamilton-Wentworth Catholic District School Board in Ontario, Debra Attenborough of the Art Gallery of Niagara Falls, Ontario, and Susan .
A Template for Planning Interdisciplinary Curriculum
I see an integrated curriculum as the only way to deal with the demands of the standards movement and the knowledge explosion (Drake, 2000). The KNOW area dealt with concepts—such as heritage, citizenship and systems—and generalizations—such as "Citizens have roles and responsibilities," and "Our heritage connects us to the past." The DO area focused on design and construction;. DeTullio and Midgley found that they could not complete the entire planned curriculum—the first mini-unit took more than four of the seven weeks.
Showed respect for the ideas of other members in the group while participating most of the time. Showed respect for the ideas of other members of the group while participating very little. Students often ask visitors to "ask me what I've learned." The explanations Rebecca heard during her visit were quite clear and detailed.
They create 10 questions about the area "self" and 10 questions about the "world." Students then meet in groups to decide which questions lead to the richest and most relevant study. It also gives students opportunities to speak and write in the language of the state standards. The BE component of KNOW/DO/BE cannot be tested with standardized measures either.
Many who have designed integrated curriculum say that this is the only way to cover all the standards. The student identifies appropriate regulations that address some (at least 50%) of the non-compliance issues described in the profile. This is an easy-to-read book on how to plan for the school year—. the first step for curriculum integration.
Castles, Kings . . . and Standards
Making Connections: A Multidisciplinary Model
The primary goal of the project was to develop curriculum integration experiences for all students that used rigorous standards and tied to students' career interests. The California Institute on Human Resources provides details about the project (see http:// . www.chis.Sonoma.edu and follow the links to Making Connections). Choose the common concept or theme that the team will use as the basis for the unit/project.
To circumvent this, teachers must consider concepts in light of the content, content standards and cross-curricular standards (skills). Some of the 9th graders at East Bay High School in Gibsonton, Florida are enrolled in an aquaculture program. The final report on the Michigan project (Warner & Heinz, 2002) gives a good sense of the effectiveness of the Making Connections approach.
The work Making Connections has done in her area demonstrates the strength and potential of the program. One of the best indicators of the success of Making Connections is the performance of the 2002 graduates of the Cheboygan Area School District.
A Mission to Transform Education: Newsome Park Elementary School
Collaborated extensively with other members of the group to create a visual poster displaying images representing the assigned ancient culture. Often collaborated with other members of the group to create a visual poster displaying images representing the assigned ancient culture. Spent most of the time collaborating with other members of the group to create a visual poster displaying images representing assigned ancient culture.
Collaborated several times with other group members to create a visual poster that featured pictures representing the specific ancient culture. Worked hard with other group members to create an artifact that represents the specific ancient culture. Often worked with other group members to create an object that represents the particular ancient culture.
Worked most of the time with other members of the group to create an artifact that represented assigned ancient culture. Worked some of the time with other members of the group to create an artifact that represented the assigned ancient culture.
The Alpha Program: Students as Standards-Based Curriculum Designers
They were looking forward to the three presentations of the course of study that they, the students, had developed for the rest of the year. Much of the premise for the program comes from the philosophy of James Beane (see, for example, A Middle School Curriculum: From Rhetoric to Reality, 1990/1993). Although students planned all aspects of the curriculum, planning required negotiation with the group facilitator.
Cultural expression. Students demonstrate an understanding of cultural expressions specific to individual groups. The effects of prejudice. Students demonstrate an understanding of the concepts of prejudice and its effects on different groups. The completed work must demonstrate how it demonstrates achievement of vital outcome standards.
Many intriguing exercises that are part of the Alpha program can help us fully understand the experience. Everyone participates in group projects, such as the camping trip at the end of the year.
Questions and Answers
The easiest way to keep a record of the standards covered is to use an electronic curriculum planner that contains the standards or a link to them. In the era of the No Child Left Behind Act and other accountability measures, teachers must determine the learning needs of specific groups of students, such as diverse minority groups, as well as the needs of individual students. However, as Tony Giblin of Brock University in Ontario reminds us, teachers are modeling life skills, or BE, all the time.
The advantage of the textbook debate is that most publishers make interdisciplinary connections in the material they present. This requires advance planning with the specialists so that they can be there to perform their part of the integrated unit. Teachers need to think like evaluators and activity designers at every step of the curriculum planning process.
The students' response to the integrated approaches has greatly changed the mindset of the rest of the school. Some primary school teachers rotate their students for different units based on teacher or student interests.
The Future of Integrated Curriculum: Stilling the Pendulum
Specialization in later years Seen in the context of the wider real world Identification of criteria for interdisciplinary skills and. The student identifies most (60%) of the relevant rules regarding most of the non-compliance issues described in the profile. Lapia Farms cites all applicable federal, state and local regulations for all non-compliance issues and indicates steps to be taken to achieve compliance.
The student creates a written business report that identifies a number of regulatory non-compliance issues and makes a recommendation outlining just some of the steps to take to address compliance issues. Each member of the team has a visual component, all viewing different aspects of the critical question. Each member of the team has a full understanding of their critical question and the team's response to it.
Whether you wish to access the series in whole or in part (such as through a set of three videotapes), products related to it are available on the website of the Association for Supervision and Curriculum Development (ASCD, http://www .ascd.org). Most of the examples contain interdisciplinary curriculum and integrate technology into the curriculum. Paper presented at the meeting of the Canadian Association for Studies in Education, Quebec City, PQ, Canada.
Paper presented at the annual conference of the National Association for Research in Science Teaching, New Orleans, LA.
