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Interdisciplinary
Interdisciplinary
Interdisciplinary
Interdisciplinary
Interdisciplinary
Interdisciplinary
Interdisciplinary
Interdisciplinary
Interdisciplinary
Interdisciplinary
Interdisciplinary
Interdisciplinary
Interdisciplinary
Interdisciplinary
Interdisciplinary
Interdisciplinary
Interdisciplinary
Interdisciplinary
Interdisciplinary
Interdisciplinary
Interdisciplinary
Interdisciplinary
Interdisciplinary
Interdisciplinary
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Interdisciplinary

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It is true that subjects are connected. For a meaningful learning to be achieved, it is a must for schools to adopt Interdisciplinary Thematic Units or ITU.

It is true that subjects are connected. For a meaningful learning to be achieved, it is a must for schools to adopt Interdisciplinary Thematic Units or ITU.

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  1. Integrated CurriculumInterdisciplinaryThematic Units Allen Karen
  2. What is IC?- the organization of the curriculum that combines disciplines and subject matter that historically has been taught separately
  3. What is ITU?- a study with a basic theme that crosses the boundaries of two or more subjects
  4. Interactions• acknowledgeall levels of abilities• offer integration of various subject matter
  5. Performance•better performance• give meaning- oriented and content-rich classrooms
  6. Depth• discover relationship that exist across the areas/disciplines in the real world•time can be devoted to
  7. Professionalgrowth practice reflective• support and collegial sharing• connect to school/district/state /national standards• articulates teachers’ beliefs about teaching and learning
  8. InquiryLearning• allow problem-solving• increases student motivation• allow exploration of big ideas• allow time for
  9. PURPOSES ADVANTAGESLIMITATIONS IntegratedofCurriculum
  10. Purposes• assistance – follow their interest• facilitation – make study less difficult• involvement – purposeful and meaningful learning• understanding – introduce curriculum in a comprehensive
  11. Advantages1. helps students understand various disciplines2. the curriculum changes depending on the students3. enables teachers to serve a large and diverse number of students4. allows students to investigate topics and cross disciplines
  12. 5. attracts support and needed resource from the school and district6. reflects the real world7. positive networking among teachers8. lead students into their own exploration9. learner centered
  13. Limitations1. time or resources to plan and implement ITU2. not effective in the classroom with all the students3. students have no or limited opportunity to participate4. teachers may not know where the students are in terms of knowledge or skills
  14. 5. no agreed-upon scope, sequence, content or time regulations for study across different disciplines6. Internet and/or computer work7. might not be accepted by a majority of students, parents and teachers
  15. Spectrum ofDesign
  16. Spectrum of Design of Curriculum IntegrationLevel 1 Level 2 Level 3 Level 4 Level 5Least Material Material Few distinct Mostintegrated blended kept in disciplines integrated from separate No various disciplines discipline disciplines boundaries
  17. LEVEL 1• traditional organization of curriculum• ‘teachers know best’• small amount of student input• Environment  classroom – classroom, teacher to teacher, subject – subject, one topic – another• students receive specific instruction
  18. LEVEL 2• students are taught at specific times around a central theme• teachers might agree to a theme
  19. LEVEL 3• students are taught around a central theme• teach ideas related to a central theme in their separate subjects
  20. LEVEL 4• teachers and students collaborate on a common theme• discipline boundaries begin to disappear• teachers teach about a common theme
  21. LEVEL 5• teachers and students have collaborated on a common theme• discipline boundaries are truly blurred• teachers of various subjects teach toward student understanding of aspects of a common theme
  22. The Teacher- as the catalyst
  23. fin

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