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Integrated Curriculum and Instruction

Integrated Curriculum and Instruction. Not All Classrooms Operate with. Content Coverage Too many teachers feel intense pressure to cover the content Opportunities are missed to help students become deep, multifaceted thinkers and learners Independent Seatwork

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Integrated Curriculum and Instruction

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  1. Integrated Curriculum and Instruction

  2. Not All Classrooms Operate with • Content Coverage • Too many teachers feel intense pressure to cover the content • Opportunities are missed to help students become deep, multifaceted thinkers and learners • Independent Seatwork • Instead classrooms should provide diverse and engaging learning opportunities for students

  3. Schools Traditionally… • Teach for only two Learning Styles and Multiple intelligences • Learning Styles • Mastery (ST) • Understanding (NT) • Multiple Intelligences • Verbal-Linguistic • Logical-Mathematical • Students with other styles and dominant intelligences are left out

  4. Consequences of… • Catering to students whose learning styles and intelligences correlate with the schools usual practices • Students are denied opportunity to think in new ways and grow by being challenged • Learning is more difficult for • Bodily-Kinesthetic and • Interpersonal (SF) Styles

  5. Examples • Middle School Math • Teaching for Multiple Intelligence • Fibonacci Sequence (1,1,2,3,5,8,13,21)

  6. Example • Greek Mythology • Mrs. Benevento’s lesson • Lesson Goals • Mastery • Identify components of mythology • Understanding • Explain how Greek Mythology and Greek Culture are related • Self-Expressive • Appreciate and understand Greek Mythology as an art by creating personal myths • Interpersonal • Students will understand how myths are universal and themes apply their own lives

  7. Style Analysis

  8. Style Analysis Socratic Seminar focused on what makes mythology universal. Selected two common themes from mythology, and wrote essay about themes in terms of their own lives Small groups and whole class metaphors, similes, hyperbole, identified aesthetic components (, style characterization, personification, imagery. Developed a working explanation of how these devices and components affected them as readers Students read a selection of myths and were provided with group of statements keyed to relationship between Greek Culture and Mythology. Students were to support and refute these statements using evidence from texts. Interactive Lecture Components of Mythology Overview of Greek Culture Visual Organizer to record key information

  9. Wrap-Up • Teachers can promote the highest levels of active, in-depth learning in the classroom while making success a reality for every student • Through fusion of: • Learning Styles • Multiple Intelligences • Effective lesson planning and implementation

  10. Steps • Incorporating Learning Styles and Aligning Curriculum • Develop Unit Plan • Plan of content to be taught on site • Blocked out in calendar format or as outline • Overarching question • What will students do to demonstrate mastery? • What activities will be the steps to mastery?

  11. Step One • Identify in simple language, the standards addressing and outcomes designated for student achievement • National Standards for FCS • Use Idaho FCS Curriculum Guides (or if teaching in other state—check out state specific guides) • Idaho Academic Achievement Standards (state specific standards should be used)

  12. Example—Teen Living • Overarching Question (from FCS Curriculum Guide http://www.pte.state.id.us/fcserv/fcspdf/TeenLivg.pdf) • What factors are present in healthy relationships and friendships? • Expected outcomes • Define qualities of healthy relationships and friendships • Explain factors that influence relationships • Describe why healthy relationships are important for personal happiness and success • Examine options for establishing healthy peer and dating relationships • Examine strategies for managing sexual feelings • Explain options for managing unhealthy relationships • Explore personal safety and sexual harassment issues

  13. Step Two • List assessment tasks • Processing activities and instructional episodes students will engage in throughout the unit

  14. Step Two: Example • Multiple methods can be used to provide structure for learning experiences and to provide creative instruction of targeted understandings

  15. Step Three • Use Learning Styles-Multiple Intelligences Matrix to analyze those styles and intelligences you are already addressing

  16. Where Do We Go From Here? • Curriculum Development and Concept Organization • Objectives and Competencies • Designing Learning Experiences • Teaching Plans (Unit Plans & Lesson Plans) • Teaching Methods and Strategies

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