Creating Powerful Learning Experiences Through Integration 21st Century Skills in an Inclusive Learning Environment
-Purpose: We will focus on synthesizing prior learningwith new learning about curriculum integrationin our continued examination of 21st century skills 21ST CENTURY LEARNING IS EVERYWHERE http://www.youtube.com/watch?v=EjJg9NfTXos
What does the research say about how our students learn?
MULTIPLE INTELLIGENCESVERBAL/LINGUISTIC LOGICAL/MATHEMATICAL(WORD SMART) (NUMBER SMART)Sensitivity to the sounds, rhythms, Capacity to deal with numbers,and meanings of words and language, formulae, abstract patterns andboth written and spoken. inductive/deductive thinking.VISUAL/SPATIAL BODILY/KINESTHETIC(PICTURE SMART) (BODY SMART)Reliance on sense of sight and Ability to deal with andability to visualize; includes ability control body movementsto create mental images. and handle objects skillfully.MUSICAL/RHYTHMIC INTERPERSONAL(MUSIC SMART) (PEOPLE SMART)Capacity to recognize and Has to do withproduce tonal patterns, sounds, person-to-personpitch, rhythms, and beats. communication and relationships.INTRAPERSONAL NATURALIST(SELF SMART) (NATURE SMART )Relates to self-reflection, metacognition, Appreciation for nature andawareness of one’s own feelings and ecological issues; recognizesinternal states of being. patterns in organisms & in nature. 5
Learning ModalitiesVisual – 45% of learnersAuditory – 19% of learnersKinesthetic/Tactile – 36%of learners
21st Century Skills: by Trilling and Fadel (P. 45 – 84) Collaboration and Leadership Critical Thinking, Problem Solving and Decision Lifelong Learning, Making Personal Management and Well-Being Creativity and Innovation Digital and Technological Fluency Social, Cultural, Global and Environmental Responsibility Communication 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
MAINSTREAM by Yothu YindiReflection in the water I seeSix pretty girls on my mind todayYellow foam floating down the riverVoices I hear of Yolngu heroesGo go go go living in the mainstream,Go go go go under one dreamMonsoon clouds rolling over the oceanThunder and rain raging here tonightHear the sound of speargrass cryingCross rivers and valleys on Yolngu landGo go go go living in the mainstream,Go go go go under one dreamReflections in the water we seeBlack and white living togetherSharing dreams of the red, black and goldLiving dreamtime now is the Yolngu wayGo go go go living in the mainstream,Go go go go under one dreamWe‟re living together, We‟re living togetherWe‟re learning together, We‟re living togetherYolngu BalandaThis 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 to Kids Benefits to Teachers:• increases relevance • easier subject transitions• comprehensive & consistent • teachers can share new ideas• holds the kids interest• choices increase • support is available from motivation other teachers, staff, adults• gets kids out into the • teachers can learn new community things• relevant and meaningful • positive experiences from• concentrated time for in- students is very rewarding depth examinations • more fun• supports how the brain learns best with “novel” experiences • get to work with new people Benefits
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 Design When 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 Design In 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 Design The 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 Program This 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. Bondi1. 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 dealingwith the horrors of 9/11. Theyve turned thatatrocious act into an effort to live in peace. Theirpeace garden is something we should all strive tobuild. Chad Anderson The Lacombe Globe September 16, 2003
Clive School Community Peace Garden Growing and Learning Together for Life
Reaping and Sowing… Objectives ResultsPEACEFUL Increased global consciousnessTo learn about the concepts of Canadianculture, conflict resolution andpeacekeepingEDUCATIONAL Improved learning performance in science,To bring the outdoors and environmental math and the humanitieslearning opportunities into the classroomECOLOGICAL Development of stewardshipTo identify natural habitats and provide Survival of endangered speciesopportunities for interaction with natureENVIRONMENTAL Decreased consumption ofTo increase awareness of 3Rs: non-renewable resources, especially energyREDUCE-REUSE-RECYCLE and paper
Grade 1: Bi rds/Spring, Need s of Ani mals/ Pl ants, Season Chan ges ECS: Grade 2: Sprin g Th eme Smal l Cra wli ng (frog an d and Flyi ng butterfl i es, p lant Ani mals, Peop le growth) The Canadian i n the World Peace Garden: Curricular Connections Grade 9: Grade 3:Techno logy,Powe rs Rocks and & Roots, Diversity Mineral s, of Li ving Thi ngs, Communitie s, Envi ron mental Symme try, Qu ali ty, News, Other Areas: PE - Mousersi ze, Bi rd Dance, Cul t ural Games Grade 8: Musi c - Songs a bout gardens, Grade 4:Shap e and Spa ce , flowe rs, bi rds, i nse cts, etc. Pl ants and Pla ntShort Stories, Cel l s Growth. Al berta - & Systems, Wa ter Art/Crafts - Steppi ng Stones, i ts Geography a nd Syste ms rock crafts, garden crafts Peop le Woods - Garde n crafts, bird houses Heal th - Servi ce Lea rni ng Grade 7: Grade 5: Cel ls &Syste ms, Shap e and Spa ce , Water Systems, Wetl andGe ometry, Speech, Grade 6: Trees of Alberta, Ecosystem, Nati ve Essays and Groups of Canada Shap e and Spa ce
Our Gardeners… •ECS-Grade 9 •250 students •30 staff •Parent & Community volunteers “Nature’s Garden” “Garden Fantasy”outdoor mural (grades 6-9) indoor mural (grades ECS-6) All students, including those with special needs, participated in the creation of the murals.
“Those who Fail to Plan…..Should Plan to Fail.”…Execution is everything!
Unit Title: Grade:Subject, Topic: Time: Stage 1 – Desired ResultsLearning Target(s): Critical Questions:Students will understand that…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
Do your plans honor all of the multiple intelligences?
Do your plans honor the best instructional strategies?
Do your plans incorporate the 21st Century Skills? Collaboration and Leadership Critical Thinking, Problem Solving and Decision Lifelong Learning, Making Personal Management and Well-Being Creativity and Innovation Digital and Technological Fluency Social, Cultural, Global and Environmental Responsibility Communication …and honor the whole brain?