Integrated Curriculum
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The document compares traditional curriculum to integrated curriculum. Traditional curriculum is teacher-centered, uses a factory model approach with an emphasis on memorization and isolated subjects. Integrated curriculum draws from multiple subject areas to focus on a particular topic, encouraging exploration of knowledge across disciplines. The philosophical basis for integrated curriculum comes from thinkers like Dewey, Oberholtzer, and Tyler who saw benefits to students obtaining a unified view of learning. Characteristics of integrated curriculum include being student-directed, emphasizing real-world application through projects, and combining subjects.
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Primary Programs Framework - Curriculum Integration: Making Connections
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The document describes 10 models for integrating curriculum in K-12 education. The models range from teaching individual subjects separately (the fragmented model) to fully integrating subjects around themes (the integrated model). The 10 models include: fragmented, connected, nested, sequenced, shared, webbed, threaded, integrated, immersed, and networked. They provide teachers with a continuum of options for designing curriculums that help students make connections across different subject areas.
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Models of Integration
This document discusses models of curriculum integration. It defines integrated curriculum as connecting different subject areas through themes, topics or problems. Three main models are described: interdisciplinary, problem-based, and theme-based. The interdisciplinary model groups subjects into blocks of time allowing for flexibility. The problem-based model centers on solving technological problems that require multiple subject areas. The theme-based model organizes subjects around an overarching theme. Implications of integrated curriculum include shifting to a more constructivist approach, extensive teacher training, and systemic reforms.
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Primary Programs Framework - Curriculum Integration: Making Connections
Alberta Education,. (2007). Primary Programs Framework - Curriculum Integration: Making Connections. Alberta, Canada: Alberta Education. Retrieved from https://education.alberta.ca/media/563581/guidingprinc_curr2007.pdf
Ten ways to integrate curriculum (fogarty)
The document describes 10 models for integrating curriculum in K-12 education. The models range from teaching individual subjects separately (the fragmented model) to fully integrating subjects around themes (the integrated model). The 10 models include: fragmented, connected, nested, sequenced, shared, webbed, threaded, integrated, immersed, and networked. They provide teachers with a continuum of options for designing curriculums that help students make connections across different subject areas.
A Two Way Road: Integrating Art into the Curriculum
The document discusses curriculum construction and types of curriculum integration in education. It defines curriculum and lists its main components as the written curriculum, actual taught curriculum, and student learning. It also outlines three main types of curriculum integration: subservient integration where other subjects develop around art; co-equal integration where subjects are taught together with common themes; and authentic integration where all subjects are taught in concert. The document advocates for finding connections between subjects to create holistic learning experiences for students and benefits for teachers like increased innovation and better student relationships.
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Through partnerships with schools and communities, Greenfox Schools empowers youth for a sustainable world by providing integrated curriculum. The curriculum connects academics across disciplines through projects and learning centers that reflect students' interests. The goals are for students to develop critical thinking, teamwork, and lifelong learning skills through experiences both in and out of the classroom.
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08 sessions content
This document provides an overview of key concepts and issues related to curriculum studies. It defines curriculum and differentiates between types of curriculum such as planned/intended, enacted, and hidden curriculum. It also discusses forces that influence curriculum construction such as political, economic, and social forces. The document then examines concerns from different stakeholders in the Malaysian context and provides examples of special interest groups that influence curriculum decisions.
Introduction to Curriculum Design
This document discusses curriculum design and related concepts. It defines curriculum as the deliberate design of the total school experience to produce an educational effect. Curriculum involves setting boundaries on what is taught, organizing educational experiences, and relating content to the learner, society, and subject matter. Effective curriculum design provides both structure and flexibility for teachers to exercise professional judgment in how content is taught.
curriculum development.pptx
Curriculum refers to the structured set of learning outcomes and objectives that outline what students should learn. Instruction is how the curriculum is implemented through engaging learning activities. Assessment determines if the curriculum goals have been achieved by collecting information on student performance. For curriculum, instruction, and assessment to be aligned: 1) the curriculum content and objectives must match the instructional experiences; 2) assessment must be designed to evaluate if students have mastered the objectives; and 3) together they form a continuous cycle to improve teaching and learning outcomes.
Scholarly communication competencies: An analysis of confidence among Austral...
These slides are from a talk given on 19 January 2022 CISC Research Seminar at Charles Sturt University.
The paper to which these slides talk is available at: https://dx.doi.org/10.25911/45BB-9Y24
ABSTRACT: This talk will discuss the results from a nationwide survey of the level of confidence that librarians working in scholarly communication in Australia and New Zealand have in their current competencies. The work showed that while respondents were generally confident across seven competency areas (Institutional repository management, Publishing services, Research practice, Copyright services, Open access policies and scholarly communication landscape, Data management services, and Assessment and impact metrics), the majority combined their scholarly communication tasks with other roles. There are challenges across the sector in updating skills and knowledge to keep abreast of current trends and developments were identified. This work has significant implications for improving both the education provision in this area and creating more professional development opportunities.
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Integrated curriculum all aspects by KHURRAM RAFI
An integrated curriculum draws together knowledge from different subject areas and relates them in meaningful ways for students and teachers. It can be planned or spontaneous. The document discusses the history and benefits of integrated curriculum, providing examples of integrating within subjects, between subjects, and beyond subjects. Key requirements for successful integration include maintaining content integrity and using authentic topics. Parents can also use integration at home. Links between integration and positive student outcomes are outlined.
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The document summarizes key ideas from the book "Curriculum 21: Essential Education for a Changing World" which argues that education systems need to modernize curriculums to prepare students for the 21st century. It discusses how current curriculums are based on outdated models and need to incorporate more relevant and modern content, assessments, and strategies that promote skills like problem solving. The book provides models and examples for how to upgrade different aspects of the curriculum to better engage students and teach skills applicable to today's world.
Curriculum design model
The document discusses the backward design model of curriculum planning. It involves three main stages: 1) identifying desired learning outcomes, 2) determining acceptable evidence that outcomes were achieved, and 3) planning learning experiences to help students achieve outcomes. Backward design starts with defining learning goals and aims to keep instruction focused on those goals. It challenges traditional methods where content is chosen first before defining goals. The document also discusses how backward design relates to curriculum design, instructional design, and other instructional models like ADDIE and the Dick and Carey model.
Curriculum Design Models
This document outlines different approaches to curriculum design, including subject-centered, discipline, correlation, broad field/interdisciplinary, and learner-centered designs. Subject-centered design focuses on textbook content for specific subjects. Discipline design focuses on academic disciplines. Correlation design links subjects to reduce fragmentation. Broad field design prevents compartmentalization by integrating related contents. Learner-centered designs make the learner the center, including child-centered, experience-centered, and humanistic approaches that focus on the needs, interests, experiences and self-direction of the learner.
Curriculum Models
The document discusses several models of curriculum design, including subject-centered, learner-centered, and problem-centered models. The subject-centered model focuses on content divided into academic subjects. The learner-centered model places the student's interests and experiences at the center. The problem-centered model organizes curriculum around solving real-world problems. The document also examines Taba's inductive model of curriculum development, which starts with teachers designing specific teaching units before building up to a general design.
Crafting the Curriculum
This document discusses different models and approaches for curriculum design. It outlines subject-centered, learner-centered, and problem-centered design models. Within subject-centered design, it describes subject, discipline, correlation, and broad field/interdisciplinary approaches. For learner-centered design, it discusses child-centered, experience-centered, and humanistic designs. It also covers dimensions of curriculum design like scope, sequence, continuity, integration, and articulation. Principles for organizing content and sequencing learning are provided. The document provides guidelines for curriculum design committees to consider.
Multidisciplinary
Meaning of Multidisciplinary
Examples of Multidisciplinary
Characteristics of Multidisciplinary
Skill Development in Multidisciplinary Project or Courses
Multidisciplinary as a
Approach
Course
Collaboration
Research
Building an Integrated Curriculum
This document outlines a plan to build an integrated curriculum at a school using the metaphor of a river journey. It proposes organizing the curriculum around grade-level themes that connect to the river, with disciplines contributing content related to the themes. Skills would be defined and broken down by grade level to facilitate integration. The curriculum structure involves grouping faculty and courses by grade levels to coordinate major assignments and ensure an integrated experience for students across disciplines. Professional development for faculty is seen as important to support the transition to more integrated, experiential teaching and assessment.
Curriculum design week7 Diana
The document discusses key components and considerations for curriculum design according to Ornstein & Hunkins. It covers philosophies that influence design, myths about education, big ideas like socialization and knowledge, sources of design such as science and the learner, organization structures, and examples of design models. Challenges in curriculum design include generating aims and goals and ensuring they are appropriately focused without being too narrow. Selection of curriculum in the 21st century should emphasize collaboration, data, critical thinking, and real-world applications to meet the needs of a changing society.
INTEGRATED TEACHING AND LEARNING APPROACHES
Integrative teaching strategies (ITS) aim to organize learning around real-life situations and students' interests by connecting topics across disciplines. ITS can take various forms, including thematic teaching, content-based instruction, focusing inquiry, and developing generic competencies through multiple subjects. The integrative ladder provides guidance for sustaining student interest through diverse activities, relating to different learning styles, and recognizing success. While ITS enhances critical thinking and relevance, its challenges include the additional planning time needed and potential conflicts over priorities among teachers.
Conceptual Approach
The document discusses the conceptual approach to teaching social studies. It emphasizes using big ideas and concepts to lead students to discover general principles and laws, rather than focusing on isolated topics. The teacher's role is to help students gather data to form their own generalizations, without directly telling them conclusions. Content is organized in a cognitive hierarchy from specific facts to broad conceptual schemes. The goal is for students to integrate information into meaningful conceptual understanding rather than isolated memorization of facts.
Curriculum Changes
The document discusses the upcoming changes to the UK secondary school curriculum between 2008-2010, including the introduction of a new KS3 curriculum focused on skills rather than prescribed content. It provides information on the support available for core and foundation subjects from regional advisers, subject associations, and online resources. It also discusses the concept of a "compelling learning experience" in geography which engages and challenges students through relevant, collaborative activities.
Approaches & methods
Teaching approaches, methods, strategies and a whole bunch of terminologies that most pre-service teachers interchangeably use and mis-use are somehow clarifies in this presentation.
Concepts, philosophies design of curriculum
This document discusses key concepts, philosophies, and designs related to curriculum development. It defines concepts as the materials used to achieve educational outcomes, philosophies as frameworks for organizing curriculum, and design as how curriculum components are arranged and interconnected. The document then examines different pairings of concepts, philosophical bases, and designs, such as academic rationalism with perennialism/realism and subject design, cognitive process with pragmatism and broad field/learner-centered design, and technological process with realism and subject design. Each combination is described in terms of its focus and approach to curriculum.
08 sessions content
This document provides an overview of key concepts and issues related to curriculum studies. It defines curriculum and differentiates between types of curriculum such as planned/intended, enacted, and hidden curriculum. It also discusses forces that influence curriculum construction such as political, economic, and social forces. The document then examines concerns from different stakeholders in the Malaysian context and provides examples of special interest groups that influence curriculum decisions.
Introduction to Curriculum Design
This document discusses curriculum design and related concepts. It defines curriculum as the deliberate design of the total school experience to produce an educational effect. Curriculum involves setting boundaries on what is taught, organizing educational experiences, and relating content to the learner, society, and subject matter. Effective curriculum design provides both structure and flexibility for teachers to exercise professional judgment in how content is taught.
curriculum development.pptx
Curriculum refers to the structured set of learning outcomes and objectives that outline what students should learn. Instruction is how the curriculum is implemented through engaging learning activities. Assessment determines if the curriculum goals have been achieved by collecting information on student performance. For curriculum, instruction, and assessment to be aligned: 1) the curriculum content and objectives must match the instructional experiences; 2) assessment must be designed to evaluate if students have mastered the objectives; and 3) together they form a continuous cycle to improve teaching and learning outcomes.
Scholarly communication competencies: An analysis of confidence among Austral...
These slides are from a talk given on 19 January 2022 CISC Research Seminar at Charles Sturt University.
The paper to which these slides talk is available at: https://dx.doi.org/10.25911/45BB-9Y24
ABSTRACT: This talk will discuss the results from a nationwide survey of the level of confidence that librarians working in scholarly communication in Australia and New Zealand have in their current competencies. The work showed that while respondents were generally confident across seven competency areas (Institutional repository management, Publishing services, Research practice, Copyright services, Open access policies and scholarly communication landscape, Data management services, and Assessment and impact metrics), the majority combined their scholarly communication tasks with other roles. There are challenges across the sector in updating skills and knowledge to keep abreast of current trends and developments were identified. This work has significant implications for improving both the education provision in this area and creating more professional development opportunities.
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This document discusses instructional planning for middle school students. It emphasizes the importance of planning to meet student needs and adhere to standards. Key points covered include considering student characteristics, using interdisciplinary instruction, and the roles of curriculum guides, textbooks and teachers in planning. The general planning process involves setting goals and objectives, determining resources, and activities. Planning should allow for individual differences and include students. Interdisciplinary units and teams are discussed as important for engaging students at risk of failure.
What is nonviolence?
Slideshows about nonviolence and nonviolent resolution of conflicts, economic alternatives, ecology, social change, spirituality : www.irnc.org , Slideshows in english
What is nonviolence ?
Defining nonviolence, clarifying a few concepts, philosophy of nonviolence, stategy of nonviolent action, political nonviolence
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Educational philosophies.matrix form
This document discusses five major educational philosophies: perennialism, essentialism, progressivism, existentialism, and pragmatism. Perennialism focuses on teaching reasoning and wisdom through subjects and doctrine with a highly disciplined approach. Essentialism emphasizes teaching intellectual and moral standards through a core curriculum of essential knowledge and skills. Progressivism believes education should focus on the whole child through active learning rooted in the learner's experiences. Existentialism rejects set truths and focuses on helping students understand themselves and accept responsibility for their own development. Pragmatism sees education as a means to solve problems and believes learning happens through active experimentation.
Personal philosophy statement
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CEC module 6 Triangular classroom
This document provides an overview of a module on the triangular classroom. It discusses three key domains of learning: cognitive (head), affective (heart), and psychomotor (hands). For the cognitive domain, it covers learning styles, multiple intelligences, brain hemispheres, the learning environment, and more. For the affective domain, it discusses social emotional learning competencies and standards. For the psychomotor domain, it outlines strategies like problem-based learning, theme-based learning, and tools for creative thinking. It also addresses assessments, implications of the new normal, and parting thoughts.
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Constructivism is an epistemology that explains how learning occurs as learners actively construct knowledge based on their experiences. There are three main perspectives on constructivism: exogenous focuses on accurately reconstructing external knowledge; endogenous emphasizes knowledge developing from previous structures rather than direct environmental interactions; dialectical views knowledge as emerging from interactions between people and their environments. Constructivist teaching involves structuring learning situations where students are actively involved through hands-on activities and social interactions to develop their own understandings.
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Constructivism is an epistemology that explains how learning occurs as learners actively construct knowledge based on their experiences. There are three main perspectives on constructivism: exogenous focuses on accurately reconstructing external knowledge; endogenous emphasizes knowledge developing from previous structures rather than direct environmental interactions; dialectical views knowledge as emerging from interactions between people and their environments. Constructivist teaching involves structuring learning situations where students are actively involved through hands-on activities and social interactions to develop their own understandings.
Educational Philosophies
This document provides an overview of the educational philosophy of reconstructionism. It discusses the key assumptions, principles, and implications for curriculum, roles of teachers and students, and classroom management. Reconstructionism emerged in reaction to World War II and emphasizes addressing social questions and creating a better society. It believes that education must commit to creating new democratic social orders that fulfill basic cultural values. The curriculum focuses on social problems and reform. Teachers are to prepare students for social change and revolution by discussing social issues. Students are given freedom to critically analyze problems and work towards new reforms. Classroom management aims to actively involve students in bringing real-world issues into the classroom.
Curriculum theory
This document summarizes different theories of curriculum. It discusses four main groups identified by Herbert Kliebard: mental disciplinarians/humanists who believe in developing reasoning; social efficiency educators who aimed to design curriculum to optimize students' social roles; developmentalist/child study theorists who focused on students' developmental stages; and social meliorists who saw education as tool for social reform. It also outlines John Dewey's progressive curriculum theory and the social efficiency ideology of early 20th century theorists like Bobbitt and Thorndike. Finally, it discusses the importance of culturally diverse curriculum that represents minority students.
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This document introduces the theory of connectivism as a new learning theory for the digital age. It summarizes that previous learning theories like behaviorism, cognitivism, and constructivism were developed before technology significantly impacted learning. Connectivism incorporates principles of networking, complexity theory, chaos theory, and self-organization and sees learning as a process that occurs within shifting environments, not under individual control. It proposes that the ability to recognize connections between fields and ideas is a core skill and that maintaining connections is needed for continual learning.
Curriculum in economics / Theories of Curriculum / Foundations of Curriculum
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The document discusses conflicting aims in education in a liberal democracy. It mentions logistics for a parent night, a blog response about not giving enough homework, and a dismal view of American education presented by Charles Sykes. It also asks what individual teachers can do to inspire learning in students given they cannot change the values that dominate education.
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The document discusses conflicting aims in education in a liberal democracy. It mentions problems with homework completion by students and giving too much homework. It also discusses the need to inspire a desire to learn in students but that individual teachers have limited ability to change broader societal values around education.
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Premise reflections
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Integrated Curriculum
- 2. traditional curriculum factory designInstructionalapproach –Teacher centered – Factory approach-time based (grades/age)- memorization-textbook driven-no choice- fragmented curriculum-grades averaged-print based emphasis-diversity-literacy -3 r's- academic driven -individual subjects-basics emphasized -over all --thinking for gifted- teach once –isolation-passive learning-bell curve
- 3. digital citizenshipPresented by: Brent Daigle, Ph.D.
- 4. values undertakingFor the most part, institutions change slowly. Such gradual change may be a positive element. The practices associated with an institution tend to be worked out by trial and error over long periods of time. educational institutions—which have come to bear a primary responsibility for the intellectual and moral health of the next generation—such conservatism is especially to be recommended. we should not want to—sacrifice our children to the latest fad, education is fundamentally and primarily a “values undertaking,” and educational values are perennially in dispute. Basic tenet: fundamentals --> purposes of education, and the notion of what it means to be an educated person, are subjects about which individuals—both professional and lay— hold distinctive and often conflicting views. How could we possibly create an educational system that would please the three Bills….. Bill Cosby….Bill O’Reilly …. Bill Clinton ????? Presented by: Brent Daigle, Ph.D.
- 5. integrated curriculumcontentisdrawnfromseveralsubjectareastofocusonaparticulartopicortheme. Presented by: Brent Daigle, Ph.D.
- 7. philosophicalunderpinningsEdison Ellsworth OberholtzerDissertation: An integrated curriculum in practice; a study of the development, installation, and appraisal of a certain type of integrated curriculum in the educational program of the public elementary schools of Houston, Texas, (1937) Oberholtzer: Founder of University of Houston
- 9. philosophicalunderpinningsRalph TylerTyler viewed it as a "must" to help students obtain a unified view of their learning. Elementary & Secondary Education Act of 1965"the horizontal relationship of curriculum experiences”
- 10. philosophicalunderpinnings Benjamin Bloomviewed it as a "must" to help students obtain a unified view of their learning.
- 11. so… society : where is skill integration? traditional pedagogy Integration is all around us; in society and in nature. Most contemporary jobs require the integration of a range of skills. In today’s workforce, we are given a problem and asked to solve it, often with guidance but infrequently with direct instruction. The “test” is whether or not the problem gets solved. In traditional schools students are given a set of facts and asked to memorize them, but then are not given the opportunity to apply them in a way that is applicable to life outside of the school.
- 13. relationship among concepts thematic units = organized principles flexible schedulesflexible groupingsMustinclude: combined subjects emphasis on projects goes beyond textbook
- 14. characteristics of appliedlearningstudent directedreal-world application research based multiple resources embedded knowledgeconducted over timeconcludes: end product Presented by: Brent Daigle, Ph.D.
- 15. characteristics of appliedlearninggeneralizationsocial skills empowerment Presented by: Brent Daigle, Ph.D.
- 16. characteristics of appliedlearningadministratorsfunding Presented by: Brent Daigle, Ph.D.
- 17. time expedient 10. Presented by: Brent Daigle, Ph.D.
- 18. curricular framework9. Presented by: Brent Daigle, Ph.D.
- 19. 8. life-basedPresented by: Brent Daigle, Ph.D.
- 20. 7. increases problem solving skills Presented by: Brent Daigle, Ph.D.
- 21. 6. authentic literaturePresented by: Brent Daigle, Ph.D.
- 22. 5. problem ->answerPresented by: Brent Daigle, Ph.D.
- 23. 4. collaborationPresented by: Brent Daigle, Ph.D.
- 24. brain –based approach3. Presented by: Brent Daigle, Ph.D.
- 25. 2. increases standardized scoresPresented by: Brent Daigle, Ph.D.
- 26. student enjoyment1. Presented by: Brent Daigle, Ph.D.
- 27. Presented by: Brent Daigle, Ph.D.