integration taxonomy board 09
TRANSCRIPT
Integration Taxonomy
Eastside Preparatory SchoolFall 2009
Inter-DisciplinaryINTEGRATED
ThinkingINQUIRY-BASED
ExperientialHANDS-ON
EPS Discipline-Based Curriculum
Defining Our Terms
• A taxonomy is a collection of controlled vocabulary terms organized into a hierarchical structure.
Integration Taxonomy Goals• Issue: The term INTEGRATION can be “big”, “ambiguous”,
and “amorphous” and needs DEFINITION.
• Response: Create a VOCABULARY/TAXONOMY that identifies specific integration structures and practices.
Define
• Issue: INTEGRATION is happening in big and small ways, and not always recognized.
• Response: IDENTIFY/LOCATE integration that is already happening and employ DEFINITONS.
Locate
• Issue: Integration CONNECTIONS between disciplines and courses can be obvious or require deeper exploration.
• Response: Build a number of different integration TOOLS , REPORTS and VISUALS that help connect disciplines, courses, topics and skills.
Construct
• Issue: Integration can be seen as an ADD-ON to classes or AN OBSTACLE in to covering already required course material.
• Response: EMPLOY shared vocabulary/taxonomy to tie integrations more closely to discipline topics and skills.
Use
ENHANCE CURRENT WORK—MAKE INTEGRATION MORE PURPOSEFUL AND IDENTIFIABLE
PROGRAMMATIC INTEGRATIONEPS Integration Taxonomy
The Starting Point
Discipline- BasedApproach
Mastery of Discipline Content
Knowledge
Mastery of Discipline Skills and
Processes
Discipline- Based
Content Design
Parallel Discipline
Design
Complementary Discipline Units or Courses
Inter-Disciplinary
Units & Courses
Integrated Day Model
Complete Integrated Program
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Unit to Unit ---------------------------------------------------------------------
Institutional IntegrationShared UnitIndependentUnit
Range of Integration
EPS Programmatic Integration
Jacobs, Heidi H. "Design Options for An Integrated Curriculum." Interdisciplinary Curriculum: Design and Implementation. Alexandria:
ASCD, 1989. 13-24. Print.
Independent Integration
Discipline- Based Content Design
•Musical Instrument Project• Luhrs’ Poetry Assignment
Focuses on a strict interpretation of the
disciplines during separate time blocks, with individual
teacher modeling integrated thought.
Unit Integration
InterdisciplinaryUnits & Courses
Parallel Discipline
Design
Complementary Discipline Units
or Courses
Periodic units or courses of study deliberately bring together the full range of disciplines in the school’s curriculum.
Related disciplines are connected in formal unit or course to investigate a theme or issue or reinforce a concept or skill.*not always concurrent
•Curriculum/lessons sequenced or planned to connect to the similar areas of other disciplines. •Hope that students will find implicit linkages.
History-Literature
Pairings (9-10)
• Science-History Materials Unit
(6th Grade)• 7-8 EPIC
Program
•Dead Sea Scrolls Project/Event• Frontier-
Enclosure Project
Institutional Integration
Integrated Day Model
Complete Integrated Program
Students live in the school environment and create the curriculum out of their day-to-day lives. (i.e. Summerhill)
Based primarily on themes and problems emerging from the child’s world, and the interests of child.
•Focus the Nation•Impact Projects•Fall Overnights •Spring Trips
Discipline- Based
Content Design
Parallel Discipline
Design
Complementary Discipline Units or Courses
Inter-Disciplinary
Units & Courses
Integrated Day Model
Complete Integrated Program
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EPS Programmatic Integration
Individual teacher modeling
integrated thought.
Curriculum sequenced to connect to the similar areas of
other disciplines.
Disciplines investigate a
theme or issue or reinforce a
concept or skill.
Units /courses of study bring together the full range of disciplines in
school’s curriculum.
Based on themes & problems
emerging from the child’s world
and interests
Students live in the school environment with curriculum from their day-to-day lives. (i.e. Summerhill)
Programmatic Integration Spectrum
Discipline- Based Content Design
Parallel Discipline Design
Complementary Discipline Units or
Courses
Inter-Disciplinary Units & Courses
Integrated Day Model
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Unit to Unit ---------------------------------------------------------------------
Institutional IntegrationShared UnitIndependent
Unit
Range of Integration
COLLABORATIVE & DAY TO DAY
Addressing the Integration Spectrum
EPS Integrated
Model
Discipline- Based Content
Design
Complementary Discipline Units
or Courses
Complementary Discipline Units
or Courses
Interdisciplinary Units & Courses
Integrated Day Model
Complete Integrated Program
Design Options Definition Evidence in EPS Program
Advantages Disadvantages
Complete Integrated Program
Students live in the school environment and create the curriculum out of their day-to-day lives. (i.e. Summerhill)
Spring Adventures Most integrated program where life of the student is the focus of the school.
Students are empowered and self-directed.
Requires full commitment of families and school personnel.
Residential No guaranteed exposure to
standard curriculum.
Integrated-Day Model
Based primarily on themes and problems emerging from the child’s world, and child’s interests.
Impact Projects Focus the Nation Grade Level
Overnights
Curriculum and time are structured according to the needs of students.
Enormous work because it is not based on existing curriculum.
Management of classroom organization is highly sophisticated.
Interdisciplinary Units/Courses
Periodic units or courses of study deliberately bring together the full range of disciplines in the school’s curriculum.
7-8 EPIC Program Dead Sea Scrolls
Fosters comprehensive epistemological experience.
Instructors can plan interdisciplinary work around themes, issues and concepts.
Need for timing, time for planning, and energy on the part of the planners.
Teachers need education and practice in this approach.
Complementary Discipline Units
or Courses
Certain related disciplines are brought together in formal unit or course to investigate a theme or issue.
• Musical Instrument Project
• Luhrs’ Poetry Assignment
Limited number of disciplines makes planning easier.
Connections between related disciplines are more obvious for teachers, students and parents.
Impacts institutional design and schedules, planning for revised content, and need for staff training resources (time/money).
Parallel Discipline
Design
Teachers sequence and plan their curriculum and lessons to correspond to lessons in the same area of other disciplines. *Working in a parallel fashion does not deliberately connect across fields of knowledge; it simply re-sequences existing curriculum in the hope that students will find implicit linkages.
History-Literature Pairings (9-10)
Planning and design are impacted only by the time of year in which content is offered.
Concurrent teaching in related subjects.
Missed opportunities for deliberate, in-depth integration.
With no team teaching, students do not see dynamics of 2 teachers interacting in classroom.
Students study concepts in isolation .
Discipline- Based Content
Design
Focuses on a strict interpretation of the disciplines during separate time blocks, with individual teacher modeling integrated thought.
Musical Instrument Project
Luhrs’ Poetry Project
Focusing on each discipline provides students with specialized skills and concepts in a field.
Reflects training model of teachers.
Has fragmenting effect on students’ day.
Teachers focus plan activities for allotted time at cost of student needs?
Does not reflect the reality of life outside of school.
LEVELS OF INTEGRATIONCurriculum Levels, Big Questions and Big Ideas
Curriculum Levels
Broad-BasedMeta-Curriculum
Discipline-Focused Curriculum
Course-Specific Curriculum
Concepts being not merely related to their subjects, but important to them. (i.e. kites v. sustainability)
•Enhances discipline-based concepts (i.e. cycle v. system)•Content transcends subject matter bounds. (i.e. humanities-history, literature, art, music)
Purposefully impacts learner’s overall approach to knowledge focused on flexible thinking, use of analogy and metaphor, and awareness of disciplines.
Integration Criteria
Ackerman, David B. "Intellectual and Practical Criteria for Successful Curriculum Integration." Interdisciplinary Curriculum:
Design and Implementation. Alexandria: ASCD, 1989. 25-37. Print.
Big Ideas
Discipline Questions
Discipline Ideas
Course Questions
Course Ideas
Habits of
Mind
Discipline Processes
Discipline Skills
Course Processes
Course Skills
Big Questions
Epistemological Understandings
Broad-BasedMeta Curriculum
Course-SpecificCurriculum
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Discipline-FocusedCurriculum
CONTENT SKILLS
Content
Essential Questions
Essential Ideas
Big Ideas
Discipline Questions
Discipline Ideas
Course Questions
Course Ideas
Big Questions
Definition and Criteria: An Essential Question
(1) inspires sustained inquiry into core
discipline
(2) provokes deep thought, lively
discussion and new understanding as well
as more questions
(3) requires students to consider alternatives and weigh evidence
(4) sparks meaningful connections with prior lessons and personal
experiences
(5) creates opportunities for transfer to other
situations and subjects
Big Question BIG IDEA
What does it mean to be human?
How did we get here?
What is the world made of?
Who am I?
What is my responsibility to the global community?
What does good leadership look like?
What is effective critical thinking?
SELF
COMPOSITION
PATH/JOURNEY
HUMANITY/HUMANESS
GLOBAL CITIZENSHIP
LEADERSHIP
CRITICAL THINKING
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UPPER SCHOOL
MIDDLE SCHOOL
CONTENT
HUMANITY
If classification systems are not definite, why bother classifying things?
What is the impact of the concept of frontier on the American consciousness?
CLASSIFICATION
AMERICAN FRONTIER
What does it mean to be human?
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Big Ideas
Discipline Questions
Discipline Ideas
Course Questions
Course Ideas
Big Questions
Discipline Ideas
(Concepts, Themes, Issues)
Discipline Questions
Discipline Questions
Discipline Ideas
(Concepts, Themes, Issues)
Course Questions
Course Ideas
Course Questions
Course Ideas
COURSE-SPECIFIC PATHWAYS
DISCIPLINE-FOCUSED PATHWAYS
BROAD-BASED PATHWAYS
What is the impact of the concept of frontier on the American consciousness?
Big Ideas (Concepts, Themes,
Issues)
AMERICAN FRONTIER
Big Questions
Big Ideas (Concepts, Themes,
Issues)
Big Questions
COURSE
#1
COURSE
#2
What does it mean to be human?
If classification systems are not definite, why bother classifying things?
CLASSIFICATION
HUMANITY
INTEGRATION: PLANNING PROCESSPathways, Vehicles and Drivers
Integration Type
INTEGRATION PATHWAY=
Content / Skill Structure
Course #1 Course #2
INTEGRATION VEHICLE=
Teaching/ LearningActivity or Product
Integration AlignmentConcurrent Integration• Simultaneous, purposeful and intentional connection
between classes, content and skills.
Non-Concurrent Integration• Staggered, purposeful and intentional connection between
classes, content and skills.
INTEGRATION PATHWAY
INTEGRATION PATHWAY
COURSE-SPECIFIC QUESTIONEssential Question: How has interaction with “the
other” shaped American experience?
Course #1U.S. History
Course #2American Lit.
INTEGRATION VEHICLEAnalysis of Historical and
Literary Texts
INTEGRATION PATHWAY
PARALLEL DISCIPLINE DESIGN
(Concurrent)
DISCIPLINE IDEAConcept: UNIT CONVERSION
Course #1Chemistry
Course #2Pre-CalculusAlgebra 2
INTEGRATION VEHICLEProblem-based learning
INTEGRATION PATHWAY
COMPLEMENTARY DISCIPLINEUNITS or COURSES
(Non-concurrent)
INTEGRATION VEHICLEProject-basedCultural Event
INTEGRATION PATHWAY
BROAD-BASED IDEAConcept:
DEAD SEA SCROLLS
Literary Thinking
Mathematical Thinking
Scientific Thinking
Artistic Thinking
Historical Thinking
INTER-DISCIPLINARY UNITS or COURSES
(Concurrent)
INTEGRATION TYPE
Content StructureInstructorCourse #1
INTEGRATION VEHICLE
Teaching/ LearningActivity or Product
InstructorCourse #2
Parallel Discipline
Design Complementary Discipline Units
or Courses
(Non-concurrent)(Concurrent)ALIGNMENT
INTEGRATION PATHWAY
INTEGRATION: THE WORK AT HANDSkills, Four11, and Program Mapping
Integration Landscape
Challenges to Integration Responses
School-Wide Division Wide Grade Level Course to Course
Daily Schedule
Discipline Objectives
Trimester vs. Year-Long Courses
Multi-Age Courses (Spanish, Math, Electives)
Admin/Faculty use flexible schedule to prioritize integration
Faculty as Discipline Experts and Those of Flexible Mind determine when
integration is effective
Teaching Culture anticipates and stresses use of spiraling, and non-
concurrent reinforcement of essential content and skills
The Integrated Path
Skills
Four11Program Mapping
Assessment