integration in the 21st century classroom
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Creating Powerful Learning Experiences Through
Integration
Creating Powerful Learning Experiences Through
Integration21st Century Skills in an
Inclusive Learning Environment
-Purpose: We will focus on synthesizing prior learning with new learning about curriculum integrationin our continued examination of 21st century skills
21ST CENTURY LEARNING IS EVERYWHERE
http://www.youtube.com/watch?v=EjJg9NfTXos
The Learning Pyramid We
Learn……
What does the research say about how our students learn?
MULTIPLE INTELLIGENCES
5
VERBAL/LINGUISTIC(WORD SMART)Sensitivity to the sounds, rhythms, and meanings of words and language, both written and spoken.
LOGICAL/MATHEMATICAL(NUMBER SMART)Capacity to deal with numbers,formulae, abstract patterns andinductive/deductive thinking.
VISUAL/SPATIAL(PICTURE SMART)Reliance on sense of sight and ability to visualize; includes ability to create mental images.
BODILY/KINESTHETIC(BODY SMART)Ability to deal with and control body movements and handle objects skillfully.
MUSICAL/RHYTHMIC(MUSIC SMART)Capacity to recognize and produce tonal patterns, sounds, pitch, rhythms, and beats.
INTERPERSONAL(PEOPLE SMART)Has to do with person-to-person communication and relationships.
INTRAPERSONAL(SELF SMART)Relates to self-reflection, metacognition, awareness of one’s own feelings and internal states of being.
NATURALIST (NATURE SMART )Appreciation for nature and ecological issues; recognizes patterns in organisms & in nature.
Learning Modalities
Visual – 45% of learners
Auditory – 19% of learners
Kinesthetic/Tactile – 36% of learners
Digital and Technological Fluency
Communication
Social, Cultural, Global and Environmental Responsibility
Creativity and Innovation
1
Critical Thinking, Problem Solving and Decision Making
Collaboration and Leadership
Lifelong Learning, Personal Management and Well-Being
STUDENT
21st Century Skills: by Trilling and Fadel(P. 45 – 84)
Part 2 – What are 21st Century Skills?http://c4lpt.co.uk/top100tools/
21st Century Skills: by Trilling and Fadel(P. 45 – 84)
Part 2 – What are 21st Century Skills?http://c4lpt.co.uk/top100tools/
BIG PROBLEM?
BIG QUESTION?
SOLUTIONS?http://www.edutopia.org/integrated-studies-introduction-video
Be a Brain: How do we honor the Hemispheres?
Math
Sciences
Language Arts
Social Studies
The Arts
MAINSTREAM by Yothu Yindi
Reflection in the water I seeSix pretty girls on my mind todayYellow foam floating down the riverVoices I hear of Yolngu heroes
Go go go go living in the mainstream, Go go go go under one dream
Monsoon clouds rolling over the oceanThunder and rain raging here tonightHear the sound of speargrass cryingCross rivers and valleys on Yolngu land
Go go go go living in the mainstream, Go go go go under one dream
Reflections in the water we seeBlack and white living togetherSharing dreams of the red, black and goldLiving dreamtime now is the Yolngu way
Go go go go living in the mainstream, Go go go go under one dream
We’re living together, We’re living togetherWe’re learning together, We’re living togetherYolngu Balanda
This is Australia
What does Integration Look Like?• planning around 4-6 week themes in
core subjects (e.g. Mystery Unit)• various levels and kinds of integration• planning together across subjects
(interdisciplinary team planning), and sometimes across grades
• combines textbook-based learning with resource-based learning (e.g. guest speakers, field trips, internet, etc.)
• centered on current topics of student interest (e.g. Harry Potter, Mission to Mars, Lord of the Rings)
• Connected to learning outcomes from various subjects within chosen grade level
• Examples of Integration (e.g. Camp Skagway, Titanic Tournament, Heroes & Villains of Russia)
What does Interaction Look Like?
• simulation games, debates and role playing
• field trips and guest speakers• project-based learning• research (internet, surveys,
interviews, etc.)• cooperative learning• reflective journals, self-
evaluations, etc.• multi-media presentations, fairs,
and showcases• Technology (blogs, clickers, chats,
etc.)
Benefits
Benefits to Kids• increases relevance
• comprehensive & consistent
• holds the kids interest
• choices increase motivation
• gets kids out into the community
• relevant and meaningful
• concentrated time for in-depth examinations
• supports how the brain learns best with “novel” experiences
Benefits to Teachers:• easier subject transitions
• teachers can share new ideas
• support is available from other teachers, staff, adults
• teachers can learn new things
• positive experiences from students is very rewarding
• more fun
• get to work with new people
Issues• time to co-plan• team leadership for planning• time to cover the curriculum• timing for closure across subjects• teacher effort and commitment to
the process• making the connections between
subjects• integrating the complementary
areas (e.g. options)• topics can be teacher driven• new teachers preparation for
integration• integration across grades• kids don’t always see the big picture• finding the money for field trips,
fairs, games, and guest speakers
Examples of Integration*
• Parallel Disciplines DesignWhen the curriculum is designed in parallel fashion, teachers sequence their lessons to correspond to lessons in the same area in other disciplines. For example, if the social studies teacher teaches a World War II unit in the beginning of the spring semester, then the English teacher will reschedule her autumn book, Summer of My German Soldier, to coincide with the social studies unit. The content itself does not change, only the order in which it appears. The goal is a simultaneous effect as students relate the studies in one subject with the others. Teachers working in a parallel fashion are not deliberately connecting curriculum across fields of knowledge; they are simply re-sequencing their existing curriculum in the hopes that students will find the implicit linkages.
*Source: Jacobs H. H., ed. (1989). Interdisciplinary Curriculum: Design and Implementation (pp. 14-18). Alexandria, VA: ASCD
Examples of Integration
• Interdisciplinary DesignIn this design, periodic units or courses of study deliberately bring together the full range of disciplines in the school’s curriculum: language arts, math, social studies, and science, and the arts, music, and physical education. The main point is that designers attempt to use a full array of discipline-based perspectives. The units are of specific duration: a few days, a few weeks, or a semester. This option does not purport to replace the discipline-field approach; rather, they are mutually supportive.
Examples of Integration
• Multidisciplinary DesignThe multidisciplinary option suggests that certain related disciplines be brought together in a formal unit or course to investigate a theme or issue. It is different from parallel teaching, where the focus stays on the prescribed scope and sequence of each discipline. A good analogy is a colour wheel and the notion of complimentary colours. Just as groups of colours compliment one another, certain disciplines are directly related to one another, such as the humanities. Of course, it is possible to design a course that brings together two disciplines of seemingly different characters – as long as the questions shed light on and compliment one another (as in a course on “Ethics in Science”).
Examples of Integration
• Integrated-Day Design (Single Grade, Whole School)This mode is based primarily on themes and problems emerging from the child’s world. The emphasis is on an organic approach to classroom life that focuses the curriculum on the child’s questions and interests rather that on content determined by a school or state syllabus. The approach originated in the British Infant School movement in the ‘60s and is most commonly seen in the United States in preschools and kindergarten programs.
Examples of Integration
• Field-Based ProgramThis approach is the most extreme form of interdisciplinary work. Students live in the school environment and create the curriculum out of their day-to-day lives. Perhaps A.S. Neil’s Summerhill is the most widely know example of such an approach. Students who are interested in the buildings on campus might study architecture. If there were a conflict between students concerning ways to behave in the school, they could study rules of government. This is a totally integrated program because the student’s life is synonymous with school.
“Designing Integrated or Interdisciplinary Units”By J. Bondi
1. Select a theme together2. Work/reflect independently3. Meet together to define
objectives4. Meet together to determine
learning activities5. Brainstorm resources6. Develop learning activities7. Schedule your unit/timeline8. Advertise/promote your unit9. Teach your unit10. Celebrate your unit
The kids in Clive have the greatest idea for dealing with the horrors of 9/11. They've turned that atrocious act into an effort to live in peace. Their peace garden is something we should all strive to build. Chad
Anderson The Lacombe Globe
September 16, 2003
Clive School Community Peace Garden
Growing and Learning Together for Life
Objectives ResultsPEACEFULTo learn about the concepts of Canadian culture, conflict resolution and peacekeeping
Increased global consciousness
EDUCATIONALTo bring the outdoors and environmental learning opportunities into the classroom
Improved learning performance in science, math and the humanities
ECOLOGICALTo identify natural habitats and provide opportunities for interaction with nature
Development of stewardshipSurvival of endangered species
ENVIRONMENTALTo increase awareness of 3Rs:REDUCE-REUSE-RECYCLE
Decreased consumption of non-renewable resources, especially energy and paper
Reaping and Sowing…
The Canadian Peace Garden:
Curricular Connections
ECS:Spring Theme
(frog and butterflies, plant
growth)
Grade 1:Birds/Spring,
Needs of Animals/Plants, Season
Changes
Grade 2:Small Crawling
and Flying Animals, People
in the World
Grade 3: Rocks and Minerals,
Communities, Symmetry,
Grade 4:Plants and Plant Growth. Alberta -
its Geography and People
Grade 5:Shape and Space,
Wetland Ecosystem, Native Groups of Canada
Grade 6:Trees of Alberta,
Shape and Space
Grade 7:Cells &Systems, Water Systems,
Geometry, Speech, Essays and
Grade 8:Shape and Space, Short Stories, Cells & Systems, Water
Systems
Grade 9:Technology,Powers & Roots, Diversity of Living Things, Environmental Quality, News, Other Areas:
PE - Mousersize, Bird Dance, Cult ural Games
Music - Songs about gardens, flowers, birds, insects, etc.
Art/Crafts - Stepping Stones, rock crafts, garden crafts
Woods - Garden crafts, bird houses
Health - Service Learning
• ECS-Grade 9• 250 students
• 30 staff• Parent & Community volunteers
Our Gardeners…
“Nature’s Garden” outdoor mural (grades 6-9)
“Garden Fantasy” indoor mural (grades ECS-6)
All students, including those with special needs, participated in the
creation of the murals.
“Nature’s Garden”…April 2003
Garden On-Site
This the way we plant our trees early in the fall…
Garden On-Line
Media Clippings…
“Those who Fail to Plan…..Should Plan to Fail.”
…Execution is everything!
Unit Title: Grade:
Subject, Topic: Time:
Stage 1 – Desired ResultsLearning Target(s): Students will understand that…
Critical Questions:
Students will know… Students will be able to…
Stage 2 – Assessment EvidenceFormative Assesssments: Summative Assessments:
Stage 3 – Learning PlanLearning Activities: High Yield Strategies:
Accommodations: Differentiation:
Begin with the end in Mind
To begin with the end in mind means to start with a clear understanding of your destination. It means to know
where you’re going so that you better understand where you are
now so that the steps you take are always in the right direction.
-Stephen R. Covey, The 7 Habits of Highly Effective People, 1989, p. 98
Culminating Activities
Titanic TournamentSurvival Kits
Brazilian Carnival
Do your plans honor all of the multiple intelligences?
Comparing Learning Theories with
Instructional Strategies
Do your plans honor the best instructional strategies?
Marzano’s High
Yield Strategies
Barrie Bennett’s Work on Instructional Design
Harvey Silver
Marcia Tate
Wiggins &McTighe
Do your plans incorporate the 21st Century Skills?
Digital and Technological Fluency
Communication
Social, Cultural, Global and Environmental Responsibility
Creativity and Innovation
1
Critical Thinking, Problem Solving and Decision Making
Collaboration and Leadership
Lifelong Learning, Personal Management and Well-Being
STUDENT
…and honor the whole brain?
….and don’t forget those Web 2.0 Tools
Designing the Instructional Unit:Outcomes Content
Instructional Strategies
Learning Product
Intelligence/Learning Style
Creating Powerful Learning Experiences Through
Integration
Creating Powerful Learning Experiences Through
Integration
https://sites.google.com/a/ualberta.ca/middle-years-education-program/