southern regional education board developing integrated curriculum: tools and steps connections...

SouthernRegionalEducationBoard

Developing Integrated Curriculum: Tools and Steps

Connections ConferencePheasant Run ResortSt. Charles, Illinois

March 16, 2011

Lois BarnesSREB/HSTW

[email protected]

1

Welcome!


High Schools That Work (HSTW)

The largest and oldest of SREB’s school improvement initiatives1987 – 27 sites2010 – 1,000+ sites in 30+ states

Additional initiativesMaking Middle Grades Work for

middle grades schools• 1998 – 25 sites; • 2010 – 450+ sites in 22 states

Technology Centers That Work for shared-time technology centers• 2010 – 150+ sites in 15 states


High Schools That Work


HSTW Key Practices

High expectations

Program of study

Academic studies

Career/technical studies

Work-based learning

Teachers working together

Students actively engaged

Guidance and advisement

Extra help Culture of

continuous improvement


Session Objectives

To explain the importance of making connections among subjects for students

To describe how the tools and first steps of developing an integrated curriculum or unit of study might be undertaken


Essential Questions

What is integrated curriculum and why do we need to integrate?

How will we determine an interdisciplinary concept and use it to develop the components of an integrated curriculum or unit of study?


DO NOW!Focus on Students and

Their Needs1. Think of a student you knew

that never reached his or her potential. Reflect on the student’s problems, as you perceived them.

2. What did the school do - or fail to do- that may have contributed to that student’s problems?

3. In what kind of school environment might this student have come closer to reaching his or her potential?

4. Be ready to share – in about one minute or less.


The brain searches for patterns and interconnections to construct meaning.


Sally first let loose a team of gophers, but the plan backfired when the dog chased them away. She then threw a party, but the guests failed to bring their motorcycles. Furthermore, her stereo system was not loud enough. Sally spent the next day looking for a peeping tom but was unable to find one in the yellow pages. Obscene phone calls gave her some hope until the number was changed. It was the installation of blinking neon lights across the street that finally did the trick. Sally framed the ad from the classified section and now has it hanging on her wall.


In 1367 Marain and the settlements ended a seven-year war with the Langurians and Pitoks. As a result of this war Languria was driven out of East Bacol. Marain would now rule Laman and other lands that had belonged to Languria. This brought peace to the Bacolian settlements.


Integrate

According to Webster’s:“to form,

coordinate, or blend into a

functioning or unified whole;

to unite.”


Traditional Integrated Curriculum

Curriculum


The master argument for curriculum integration is simply that life is not divided into subjects… Language educators now believe it’s better to integrate listening, speaking, reading, and writing; science educators, biology, physics, chemistry, and earth sciences; arts educators, drama, music, dance and art; math educators, arithmetic, algebra, geometry, and calculus. Perhaps it’s time to intermix these major subjects themselves.

-James Moffett


Integrated Curriculum and Instruction

Reported Benefits to Students

1. Greater enthusiasm for learning,2. Increased participation in and

completion of learning activities and assignments,

3. Better grasp of concepts and skills,

4. Making connections across disciplines,

5. Fewer discipline problems, and6. Improved attendance


Integrated Curriculum and Instruction

Reported Benefits to Teachers

1. Gain a sense of belonging and support when they work with a group of peers on a daily basis;

2. Contribute their expertise to a team effort and are not overwhelmed by the need to be an expert on all areas of the curriculum;

3. Increased feelings of efficacy, empowerment, and enthusiasm for teaching;

4. Learning from colleagues;5. Increased creativity; and 6. Professional renewal.


Turn and Talk:Benefits of Curriculum

Integration

Think about the list of students’ and teachers’ benefits on the previous slide.

Which of these student outcomes would you most value in your classroom?

Which of these teacher outcomes would you most desire?

Hypothesize why curriculum integration might result in these benefits.

Pair with someone seated near you. Share your reflections.


Integrated CurriculumDesign Options

Within a single discipline Across the disciplines

SequencedShared – team teachingWebbed – thematic teaching

approachThreaded – focused on skills

throughout the disciplinesIntegrated – interdisciplinary topics

arranged around overlapping concepts

Within and Across Learners18


ParallelDisciplines

ParallelDisciplines

Multi-disciplinaryMulti-disciplinary

InterdisciplinaryInterdisciplinary

IntegratedIntegrated

Trans-disciplinaryTrans-disciplinary

Focus is on Content of Disciplines.

Focus is on essential concepts and skills.

ANOTHER APPROACH:FIVE DESIGN OPTIONS


Developing Standards-Based

Integrated Units of Study

Map the curriculum. Determine state standards. Select a relevant organizer

(theme). Brainstorm associations using a

concept web.


Developing Standards-Based

Integrated Units of Study (continued)

Develop Instructional Plans. SREB recommends this format:

Determine the prerequisite knowledge, skills, and habits of success students must know.

Establish Essential Questions. Link to high school readiness

indicators or state/local standards. Design assessments. Write learning activities.


Tools for Making Connections Problems/Projects (apply knowledge and skills

to solve real-world problems) Processes (e.g., scientific investigations,

research, reading, writing, metacognition, using technology)

Skills (e.g., graphing, analysis, synthesis, evaluation, decision-making

Alignment of Knowledge and Skills in One Discipline to Work in Another (formulas and equations, latitude and longitude, writing to learn)

Job Roles and Skills (e.g., museum staff, meteorologist, statisticians, architects)

Thematic Units (select overlapping ideas, e.g., patterns, the environment, historical periods/events

What Else??


Curriculum Mapping

Start with a Gallery Walk.


Concept Webbing – Select an Organizer

From the curriculum mapping, look for “lucky links” and decide one or two organizing centers, or themes.

Brainstorm associations on concept maps (webs).

Write the organizer and subject area connections on chart paper and post for everyone to see.


The Goal:“Rich,

Rigorous, and

Relevant”Curriculum!

!


What are Essential Questions?

Organizers The conceptual priorities of the

unit The focus for the set of activities

in a unit Guide for the scope and sequence

of the unit Provocative, thought-provoking,

with more than one approach to answering

“Kid-friendly”


An Essential Question...

Poses a student learning objective as an inquiry

Invites the student to search for an answer through critical thinking


Are these essential questions?

How does a lack of natural resources affect a nation?

How do we use symbols in mathematics?

What are examples of scarcity in the Americas, Europe, and Oceania?

What are the symbols for equality and inequality?

Why do you need to recognize an odd, even, prime and composite number?

What are even, prime, and composite numbers?


Are these essential questions? (cont.)

Does the molecular motion change in each phase of matter?

How does the molecular motion change in each phase of matter?

What is a numerator and a denominator?

What is the relationship between a numerator and a denominator?

What was the climate and physical environment of the Eastern Woodlands Indian tribes?


Essential Questions Lead To...

UNDERSTANDING FOCUS PURPOSE INCENTIVE ENGAGEMENT


Grades 9 –12 BiologyTopic 19: Animal Life

Processes Standard: Analyzes the role of the senses

in helping humans and other animals to maintain stable internal conditions under changing conditions in their environment. 19.1 Identifies the types of stimuli that can be

perceived by each of our senses. 19.2 Compares the capacities of human senses with

those of other animals. 19.3 Draws a diagram to show the basic path of

information through the human body as sensations are converted into the action of muscles.

19.4 Explains how different types of stimuli - light, sound, pressure, etc. - are converted to impulses that can be carried by neurons.

19.5 Carries out a routine activity with one or more of your senses artificially impaired.

19.6 Analyzes how sense contributes to the body's ability to protect itself and maintain proper conditions for life.


EQ for Biology

How do your senses keep you safe?


Essential.....

“So important as to be indispensable; implies belonging to the very nature of a thing and therefore being incapable of removal without destroying the thing itself or its character”

--Merriam Webster's Collegiate Dictionary Tenth Edition


Standard: General Science (Kindergarten)

Recognizes individual uniqueness

What makes you special?


Standard: Social Studies (Second)

9. Explains how money is used to facilitate trade and that people spend or save some or all of their available resources

What is money used for?Why do people spend and save money?How does your spending money help your community?


Standard: Biology 9-12

3. Explain the cellular basis of life3.1 describe traits which distinguish

living from nonliving things3.2 identify the cell as the basic unit of

structure and function3.3 recognize that cells originate from

other cells of like kind 3.4 define biological terms used in

identifying general cell functions3.5 compare/contrast structure &

function3.6 identify common cell organelles and

describe the function of eachWhat makes a cell a cell? Where do cells come from?What do cells do?Are all cells the same?Why are cells important?


Essential Questions for Integrated Units

For each content area , select a standard that will be addressed and/or assessed that is related to the concept your team has identified for the integrated unit.

Write at least one Essential Standard per course/discipline.


A Look at Facilitative Conditions:

How Ready is Your School?

Think about your school in relation to the elements just described.

What at your school supports moving toward integrated curriculum?

What impedes?


Thank you for participating!

Enjoy the conference!

Lois BarnesSREB/[email protected]

southern regional education board developing integrated curriculum: tools and steps connections...

Documents

previous slide

improved attendance

james moffett slide

students problems

list of students

middle grades work

subjects language educators

unit of study