Implementing Integrated Arts and Interdisciplinary

CurriculumThrough Instruction

CYNTHIA VASCAK, M.F.A., PhDWENDY OELLERS, B.S. M.Ed

AN INTEGRATED INSTRUCTIONAL MODEL

AN INTEGRATED INSTRUCTIONAL MODEL

The Integrated Instructional Model

LEARNER

CURRICULUM INSTRUCTION

ASSESSMENT

GILFORD ELEMENTARY SCHOOL

CYNTHIA VASCAK, M.F.A., PhDWENDY OELLERS, B.S. M.Ed

CURRICULUM

• STANDARDS BASED

• DISTRICT GOALS

• CRITICAL SKILLS

The Integrated Instructional Model

INSTRUCTION

• INTEGRATED ARTS AND ACADEMICS

• COMMUNITY AND DEMOCRACY

• HIGHER ORDER THINKING

• PROBLEM BASED LEARNING

• INTERDISCIPLINARY

• SENSITIVE TO DIVERSITY

• CONCEPT BASED

The Integrated Instructional Model

ASSESSMENT

• STANDARDS BASED: TIED TO NH CURRICULAR FRAMEWORKS AND DISTRICT GOALS

• MULTIDIMENSIONAL

The Integrated Instructional Model

Integrated Instructional Model GoalsThe Promotion and Development of:

STUDENTS FACULTY

OUTREACH

STUDENTS

• character and citizenship• self-esteem and independence• holistic growth• democratic process in classroom• joy and fulfillment of lifelong learning

• multiple literacies• multigrade student interaction• capacities and interests of all learners

Integrated Instructional Model GoalsThe Promotion and Development of:

FACULTY• collaboration• parent involvement• inclusionary education• strategic planning• teacher research• instructional methodologies

Integrated Instructional Model GoalsThe Promotion and Development of:

OUTREACH

• master/mentor teacher program• G.E.S. professional development center

• G.E.S. summer curriculum institute• liaisons with higher education• parent training program• community/school partnerships

Integrated Instructional Model GoalsThe Promotion and Development of:

The Integrated Instructional ModelCore Components will focus on:

Needs, Capacities,

and Interests of each Learner

Community and Democratic Process

H.O.T. and Problem Based Learning

Integrated Arts

Community and Democratic Process

• respect and responsibility• the celebration of diversity• intrinsic motivation

The Integrated Instructional ModelCore Components will focus on:

• independence of learners• increase of self-esteem• social/emotional literacy• collaboration• cooperative learning• teacher as facilitator• decision-making

H.O.T. and Problem Based Learning

• interdisciplinary concept units• multidimensional assessments• process and quality of products• problem solving skills• relevant problems and life experiences• learning cycles which connect prior, present and future understandings• diversity of learning• co-construction of knowledge

The Integrated Instructional ModelCore Components will focus on:

Integrated Arts

• conceptually based daily Arts experiences

• multiple modalities and literacies

• the Arts as universal language systems• creative process and critical thinking

• individuality of expression

The Integrated Instructional ModelCore Components will focus on:

How many ways can I teach a concept, skill, or behavior?

How many ways can my students show me what they know?

Curriculum Unit Design: Process and Sample Unit

BRAINSTORM

Step 1: OUTCOMESDefine what we want students to know, do,

be like.

INTEGRATED INSTRUCTIONAL

UNIT DESIGN

Step 2: IDENTIFY KEY CONCEPTS & ESSENTIAL

QUESTIONSExplore how many concepts can be connected to current

unit of study.

Step 3: INTEGRATIONBrainstorm:

How many ways can I teach?How many ways can I assess?

Explore how the arts are represented.Tap into different intelligences, learning styles, and disciplines.

Step 4:RESOURCES AND ACTIVITIES

Gather a variety of resources including art, literature,and music.Vary activities that will challenge children and tap into different

talents.

Step 5: THE HOOKKick off: 1. Choose an activity

that showcases one of the arts to motivate and ignite students

interest.2. Engage students in KWL

format:What do we know, what do we

want to know,(and at closure.......what have we

learned?)

Step 6: PRACTICE AND OPPORTUNITYProvide opportunities

and time to demonstrate learning.Include presentations

that are both individual and collaborative

Who, What, Why, How,What if.....

GET READY

GET SETGO!

Integrated Instructional ModelOellers and Vascak-1997

DESIGN TIME

Where are they found?

How do bat impact

economy

How

How does mis-conception

lead to prejeudice?

How can we find out

what's real about bats?

What are the basic

requirements of habitats and how do

they differ?

How do bats impact their community?

BATS

Social Studies

Geography

Economics

Farming

Prejudice

Destruction of Habitats

Fertalizer/Bat Guano

Mathematics

Measurement(Wingspans)

Graphing(Wingspans)

Logic Problems

Story Problems

Sorting by Attributes

Venn Diagrams

Tourist Industry

Insect Control

Language Arts

Fiction

Myths

Homophones

Non-fiction

Poetry

adjectives

Seed dispersal/

Crops

Language usage

ScienceHabitats

Adaptations

Food Chains

Interdisciplinary Concept Map on Bats

BatsUnderstandings:The student will know:The students will be able to:Skills:* Compare and graph wingspans of different types of bats* Categorize bat species based on their physical characteristics* Identify some of the features that make bats unique* Explain why bats are mammals* Use estimation to determine amounts of nesting bats* Measurement to compare lengths* Explain how echo location helps bats* Explain why bats are essential to our ecology* Complete a venn diagram comparing birds to bats* Complete a mural that depicts bats in their habitat* Write a poem/story depicting factual information] about bats

Vocabulary

Bat roots endangeredmammal classify threatenedecho location pups vertebrateguano adaptation hibernatemicrobats prejudice migratemegabats predatorwing span preyhabitat warm-bloodedecology nursesonic oxygennesting flight

collaborationcommunicationresearchThe student will be engaged in:

* how to identify the unique features of an animal as a bat (i.e. the only mammal that can fly, echo location)* the characteristics that classify an animal as a mammal* why the bat is a member of the mammal family* how to complete a venn diagram* what is ecology* why bats are essential to our planet’s ecology

Linguistic• Read and write Bat stories fiction/non-fiction• Read and write bat poems

Kinesthetic• Dramatic role playing: Action words: i.e. soar, swoop, etc.

BATS

Intrapersonal• I am stories• I want to know questions

Mathematical• Venn diagrams• Story problems• Estimations• Measurement• Graphing

Spatial• Bat watercolors• Illustrate poems• Illustrate stories• Venn diagrams• Bat mural• Bat pictures

Interpersonal* Collaborative Activities: Mural Bat facts challenge Venn diagrams Bat reports Bat fact presentation

Musical• Squeaks ( patterns)• High and low sounds• Little brown bat song• Write new verses

Natural* Discover bat’s importance to the ecology of our planet

Emotional Response

Image Base for

Conceptual Development

Direct Sensory

Engagement

Personal Associations

and MemoriesInterpretation,Imagination,

Conceptualization

Creative Action

LearnersCreative

Journey of a thousand miles begins with a first

step…..

Thank you