Integrated Curriculum/Program Multimedia Presentation


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Integrated Curriculum/Program Multimedia Presentation

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Integrated Curriculum/Program Multimedia Presentation

  1. 1. Greenfox Schools. (Photographer). (2011). Empowering youth for a sustainable world. What we do. Throughpartnerships with schools and community. [Print Photo]. Retrieved from
  2. 2. “When we try to pick out anything by itself, we find it hitched to everything else in the universe.” (Muir, 1911)Panzner, M. (Photographer). (2011). Michael panzner s ah-ha moment & more.[Print Photo]. Retrieved from
  3. 3. WHAT WILL BE COVERED…Curriculum DescriptionCharacteristics of I.C.How Children Learn by Incorporating I.C.Goals of I.C.Learning EnvironmentInstructional StrategiesAccommodationsMethods of Assessment
  4. 4. WHAT IS INTEGRATED CURRICULUM?The curriculum is integrated so that childrens learning in all traditional subject areas occurs primarily through projects and learning centers that teachers plan and that reflect childrens interests and suggestions. Also known as Interdisciplinary Curriculum Connects academics across disciplines (technical/career content, incorporating standards, and individual student needs and interests) Allows students to see how ideas are connected Incorporates real world problems & investigative processes Prepares students for life-long learning Develops abilities required by “Life” Emphasizes projects Goes beyond textbook learning Usage of thematic units Peer Teaching & Observations Baker, R. (Photographer). (March 2012). Seeds, seeds, seeds!. [Web Photo]. Retrieved from seeds-seeds.html
  5. 5. “Children’s need for inquirybecomes the vehicle for the integration.” (Integrated Curriculum in the Primary Program, (n.d.) )
  6. 6. COMMON CHARACTERISTICS Cooperation and teamwork Agreement on core learning goals Risk-taking and flexibility Focus on lifelong learning skills Focus on the deeper structures and understandings of a discipline Peer observation and feedback Experiences to develop children’s attitudes, skills, and knowledge and to help them make connections across the curriculum Activities that provide for a range of abilitiesPeterson, K. (Photographer). (2010). The national girls collaborative project---reaching hands, Whole class, small group, and individual experiences minds, hearts, and girls. [Web Photo]. Retrieved from Opportunities for critical and creative thinking Teacher, peer, and self-assessment
  7. 7. GOALS AND OBJECTIVES FOR INTEGRATED CURRICULUMApply critical thinking skills across a variety of disciplines, including Art,Mathematics, Social Studies, Science, Communication, and Technology.Enhance team working skillsAcquire skills that prepare them for lifelong learning.Possess the appropriate knowledge and skills.Critically evaluate written /oral communication and express themselves.Demonstrate ability to think logically about and develop investigative skillswithin the demands of society involving their interests.
  8. 8. HOW IS THE LEARNING ENVIRONMENT?What areas are available in the school? What organizations could connect with our class? Multi-purpose room Multicultural societies Gymnasium Ethnic organizations Storage area Fine arts groupsWhat community facilities are available for real world experiences? Service clubs Parks and outdoor environments Senior citizens Businesses Elderly care facilities Museums and libraries Who are the people who can support and enhance the learning experience? Community services ChildrenWhat features of the natural environment could facilitate learning? Parents Weather Community Geography Teacher-librarian Natural resources Learning assistance teacher Historic sites District personnel Specialist teachers (Integrated Curriculum in the Primary Program, (n.d.)) Edutopia. (Photographer). (n.d.). A new way to teach: Begin with the end. [Print Photo]. Retrieved from
  9. 9. TEACHER’S ROLETeachers guide childrens involvement in projects and enrich the learning experience by extending childrens ideas, responding to their questions, engaging them in conversation, and challenging their thinking. The teacher’s willingness to share what he/she values shows the children that learning is a lifelong activity and that their teacher is a person who thinks and feels and cares. The teacher should take on the role of a partner.
  10. 10. DIFFERENTIATED INSTRUCTION The teacher should provide individual students or groups of students with work tailored to their ability level Teachers require higher level responses for more capable students and allow struggling students to produce more rudimentary workGreenfox Schools. (Photographer). (2011). Empowering youth for a sustainable world. What we do. Through Establishing high expectations for diversepartnerships with schools and community. [Print Photo]. Retrieved from students is also of vital importance Lavishing praise and expressing belief that students are talented and capable is an important factor
  11. 11. METHODS OF ASSESSMENT/ EVALUATION OF LEARNINGObserve how children work and play cooperatively (learning clubs, playground)Work Sampling (personal and social development section)Anecdotal notes while children carry out multiple intelligence activities and at various timesthroughout the day when children are workingCommunity circle observationsInformation being collected on all goal and curriculum areasStudent interviews to reflect children’s thought processesStudent’s self-assessments describing something they did well at the end of each school day.
  12. 12. EXAMPLE OF AN INTEGRATED CURRICULUMAs the teacher plans appropriate learning experiences it becomes obvious that not all curriculum content can be explored in an integrated way. For example, the introduction of place value inmathematics need not be related to the project and might better betaught using concrete materials designed specifically for enhancing development of concepts in mathematics. Once understood, theconcept of place value could subsequently be integrated into other activities and its connections in the real world highlighted.
  13. 13. RESOURCES1. Bredekamp, S. (Ed.). (1990). Developmentally appropriate practice in early childhood programs serving children from birth through age 8 (Exp. ed.). Washington, DC: National Association for the Education of Young Children. Baker, R. (Photographer). (March 2012). Seeds, seeds, seeds!. [Web Photo]. Retrieved from California School to Careers. (n.d.). How does curriculum integration work?. Retrieved from Edutopia. (Photographer). (n.d.). A new way to teach: Begin with the end. [Print Photo]. Retrieved from Edutopia . (2008). Common sense: An overview of integrated studies. Edutopia, Retrieved from Muir, J. (1911). (Quote)My first summer in the Sierras. Boston, MA: Houghton Mifflin Company7. Peterson, K. (Photographer). (2010). The national girls collaborative project—reaching hands, minds, hearts, and girls. {Web Photo}. Retrieved from collaborative-project.html8. Schreiner, E. (n.d.). Effective teaching strategies that accommodate diverse learners. Retrieved from (n.d.). Integrated curriculum in the primary program. The Primary Program: Growing and Learning in the Heartland Integrated Curriculum, Retrieved from