The document discusses the value of integrating curriculum across subject areas. It provides definitions of integration and describes how integrated curriculum combines subjects, emphasizes projects, uses diverse sources beyond textbooks, and shows relationships between concepts. Integrated curriculum benefits students by promoting real-world problem solving, collaboration, and motivation. Challenges to implementing integrated curriculum include the time needed for planning, scheduling between teachers, and adapting to changes in curriculum structure. The document provides examples of how to address these challenges and implement integration successfully.
Does the national curriculum influence teaching ESERA 2015Svava Pétursdóttir
Svava Pétursdóttir, Allyson Macdonald and Gunnhildur Óskarsdóttir Does the national curriculum influence teaching? The 11th Conference of the European Science Education Research Association (ESERA) 31.8.-4.9.2015 Helsinki
http://www.esera2015.org/ http://www.esera2015.org/media/ESERA_CONFERENCE_BOOK_web_Revisions.pdf
Estimados usuarios. Bienvenidos a nuestro sitio virtual de la UNIVERSIDAD MAGISTER en Slide Share donde podrá encontrar los resultados de importantes trabajos de investigación prácticos producidos por nuestros profesionales. Esperamos que estos Mares Azules que les ponemos a su disposición sirvan de base para otras investigaciones y juntos cooperemos en el Desarrollo Económico y Social de Costa Rica y otras latitudes. Queremos ser enfáticos en que estos trabajos tienen Propiedad Intelectual por lo que queda totalmente prohibida su reproducción parcial o total, así como ser utilizados por otro autor, a excepción de que los compartan como citas de autor o referencias bibliográficas. Toda esta información también quedará a su disposición desde nuestro sitio web www.umagister.com, Disfruten con nosotros de este magno contenido bibliográfico Magister esperando sus amables comentarios, no sin antes agradecer a nuestro Ing. Jerry González quien está administrando este sitio. Rectoría, Universidad Magister. – 2016.
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What are your reaction regarding the views of teachers in K to 12 Program?
Does the national curriculum influence teaching ESERA 2015Svava Pétursdóttir
Svava Pétursdóttir, Allyson Macdonald and Gunnhildur Óskarsdóttir Does the national curriculum influence teaching? The 11th Conference of the European Science Education Research Association (ESERA) 31.8.-4.9.2015 Helsinki
http://www.esera2015.org/ http://www.esera2015.org/media/ESERA_CONFERENCE_BOOK_web_Revisions.pdf
Estimados usuarios. Bienvenidos a nuestro sitio virtual de la UNIVERSIDAD MAGISTER en Slide Share donde podrá encontrar los resultados de importantes trabajos de investigación prácticos producidos por nuestros profesionales. Esperamos que estos Mares Azules que les ponemos a su disposición sirvan de base para otras investigaciones y juntos cooperemos en el Desarrollo Económico y Social de Costa Rica y otras latitudes. Queremos ser enfáticos en que estos trabajos tienen Propiedad Intelectual por lo que queda totalmente prohibida su reproducción parcial o total, así como ser utilizados por otro autor, a excepción de que los compartan como citas de autor o referencias bibliográficas. Toda esta información también quedará a su disposición desde nuestro sitio web www.umagister.com, Disfruten con nosotros de este magno contenido bibliográfico Magister esperando sus amables comentarios, no sin antes agradecer a nuestro Ing. Jerry González quien está administrando este sitio. Rectoría, Universidad Magister. – 2016.
What is Field Study?
What is K to 12 Program?
What are the views of teacher regarding K to 12 Program?
What are the worries of teachers and parents regarding k to 12 program?
What are your reaction regarding the views of teachers in K to 12 Program?
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1. The Value of IntegrationThe Value of Integration
Shawn Martin
& Bill Klemm
PEER Program
Texas A&M University
2. “Only in education, never in the life
of the farmer, sailor, merchant,
physician, or laboratory experiment,
does knowledge mean primarily a
store of information aloof from
doing.”
-John Dewey
3. 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..
4. 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.
5. Teachers often think of integrated
curriculum as two teachers
combining their classes and
teaching their subject-specific
material in the same room at the
same time.
7. the combining and coordinating
of separate parts or elements
into a unified whole.
According to Webster’s dictionary,
integration is:
8. A basic educational definition is that
an integrated curriculum is one in
which children broadly explore
knowledge in various subjects.
9. And, in general, most definitions of
integrated curriculum include:
A combination of subjects
An emphasis on projects
Sources that go beyond textbooks
Relationships among concepts
Thematic units as organizing principals
Flexible schedules
Flexible student groupings
11. 10. Unless you have 50 hours a day to
teach, you’ll never get it all in.
9. An integrated curriculum allows
science and social studies to frame
your reading, writing and math.
12. 8. The BRAIN thrives on connections.
7. Life is not divided into neat little blocks
of time called science, math,
reading, writing, social studies, and
recess.
http://thankyoubrain.com
13. 6. Problem-solving skills soar when all of
our knowledge and higher-level
thinking from all curriculum areas are
tapped.
5. Real Literature in real books provides
an authentic diving board into learning
all subjects.
14. 4. School has it backwards! In real life
you are tested with a problem and
then must scramble for answers, but
in traditional school you are given
the answers and asked to… regurgitate
them.
3. Group interactions and team-
building inherent in an integrated
curriculum depend on using a
variety of strengths and skills to
create bridges to understanding.
15. 2. Your standardized test scores will hit
the top! By inspiring students to
THINK, to love learning, and to put
their learning to work in authentic
ways, your kids will be equipped for
whatever curves they might be
thrown...on standardized tests and in
life!
16. 1. STUDENTS LOVE AN INTEGRATED
CURRICULUM AND THRIVE ON
ITS CHALLENGES!
-The Little Red School House, 2002
19. A teacher may be good on her own,
but it isn't until she is connected to
her students, their families, the
teachers and the school, that she
truly succeeds.
21. Engaging students in real-world
problem solving as they acquire
the skills and knowledge needed
for success in work and life is as
important for middle school
students as it is for those in high
school.
23. “The integrated curriculum is a
great gift to experienced
teachers. It’s like getting a new
pair of lenses that make teaching
a lot more exciting and helps us
look forward into the next century.
It is helping students take control
of their own learning.”
-M. Markus
24. To Connect School Subjects:
Social
Studies
Mathematics
Science
English Language Arts
25. “I’m learning more in this
course, and I’m doing better
than I used to do when social
studies and English were
taught separately.”
Student, quoted in Oster, L.
26. How Texas A&M PEER Program
Integrates Environmental Health
Social Studies Mathematics
ScienceEnglish Language
Arts
Environmental
Health Science
28. It’s not just the children who
benefit. All teachers can be fully
involved in creating the curriculum
and the lack of fixed lesson times
can give their creativity a far freer
rein.
32. “When Marilyn Phipps took over as
head at Damson Wood School five
years ago, she was determined to get
away from the ‘If it’s Wednesday, it
must be science’ approach to
teaching. ‘The day was so
fragmented,’ she says, ‘and all of the
staff wanted that to change too. We
wanted to bring fun back into
teaching.”
33. Challenges of Integrated Curriculum
Change is difficult for everyone
involved…students, parents, and
teachers.
Yet, even as the teachers recognize
the challenges, their focus is on the
benefits!
34. Students
“The students have had a
difficult time transitioning to the
new curriculum since they were
used to memorizing simple
procedures, doing multiple
practice problems, and then
taking tests and quizzes on a
small selection of topics.”
35. Parents
“This curriculum doesn’t
look like ‘real’ math to
parents. It is difficult for
many parents to help
their children because
they can’t find problems
in the book that show
them how to do the
problems we assign.”
36. Teachers
“The real challenge to teaching this way
is that you must be very familiar with
the material and willing to risk having
students take you in a direction other
than the one you
had planned for
the lesson.”
37. Greatest Challenges to IntegrationGreatest Challenges to Integration
Using PEER CurriculumUsing PEER Curriculum
Perceived difficulty of using integrative modules
based on comments of 125 middle school teachers:
■ Time for team planning and prep time 26%
■ Teaming, scheduling, cooperation, buy-in 17%
■ Teacher Diversity (style, technology, change) 15%
■ Curriculum (full, ISD restraints, alignment) 15%
■ Access to technology (computers) 9%
■ Time-lines for teaching different subjects 9%
38. How We Address The ChallengesHow We Address The Challenges
Teacher preparation and team planning time
■ Present modules with ready-to-use specific
implementation plans with lesson plans,
worksheets and activities.
Technology
■ Make materials printable and down-loadable
from the Web
■ Train teachers how to embrace this technology
■ Provide online tutorials on implementation
39. Teacher diversity and ‘buy-in’
■ Encourage technology use and training
for technology
■ Recruit teachers with diverse interests/
teaching styles
■ Target pre-service teachers
Constraints of full curriculum and ISD requirements
■ Identify the standards being taught and
how the curriculum improves interest
and possibly test scores.
Increasing awareness and use of the curriculum
■ Use mailings, faxes, website advertisement,
targeting new and pre-service teachers
■ e-Mentoring of novice teachers
40. Example Integration Using PEER Material
Peru Mini-modules, 6th
Grade
Number of Class PeriodsNumber of Class Periods
Subjects 1 2 3 4 5 6 7 8
Social
Studies
Geography
Mapping
SS 1,2
Cont. Peru History
SS 3,4
Cont. Government Economy People
Science Carbon dating
Sci. 1
Solving the
mystery
Sci. 2,3
Solving the
mystery
Sci. 2,3
Vectors
Sci. 3
Disease
Sci. 4
Finish all
Math Half Life
Math 6
Measurement
Math 4
Geometry
Math 3
Cont. Probability
Math 5
Quant.
Reasoning
Math 1, 2
Cont.
English Read Story
Eng. 1
Communicati
on
Eng. 2
Communicati
on
Eng. 2
Communicati
on
Eng. 2
Word Origin Vocab.
Eng. 3,4
Verbs
Art Show pictures
of Peruvian
Art
Start Pottery Work on
Pottery
Cont. Cont. Start painting
pottery
Paint Finished
products on
display
Music Talk about
and listen to
Peruvian
Music
Compose in
groups, a song
about Peru
Cont. Cont. Cont. Practice songs Practice songs Perform songs
for
classmates, or
parents.
47. Tips for Implementing
Start small: you don’t have to
start school wide.
Communicate: with others in
your group, school, district.
Time: make sure you have
plenty of planning time.
Many teachers are seeking the opportunity to collaborate with others. Many teachers also value the chance to collaborate with their students and to get to know them better through a joint endeavor. Teachers are also searching for easy ways to get kids working with each other in healthy, cooperative learning in order to build social skills and class morale.
Many teachers are seeking the opportunity to collaborate with others. Many teachers also value the chance to collaborate with their students and to get to know them better through a joint endeavor. Teachers are also searching for easy ways to get kids working with each other in healthy, cooperative learning in order to build social skills and class morale.
Because an integrated study is a reflection of the real world, students become more interested and motivated in their learning. This kind of learning involves and engages students positively. They understand the need to learn a skill and to apply it. Thus students can readily develop a life-long love of learning.
Because an integrated study is a reflection of the real world, students become more interested and motivated in their learning. This kind of learning involves and engages students positively. They understand the need to learn a skill and to apply it. Thus students can readily develop a life-long love of learning.
Many teachers responded that teaching in a new and different way is exciting. Teaching an integrated course is not only very interesting for them, but also engaging for their students.
Many teachers responded that teaching in a new and different way is exciting. Teaching an integrated course is not only very interesting for them, but also engaging for their students.
Making connections between a schools’ often artificial categories or disciplines makes sense to teachers and students. This “whole” topic approach can actually cover more in greater depth as well as fill in the gaps between subjects. The flow of study also provides meaningful continuity through an unlimited number of ongoing activities.
Making connections between a schools’ often artificial categories or disciplines makes sense to teachers and students. This “whole” topic approach can actually cover more in greater depth as well as fill in the gaps between subjects. The flow of study also provides meaningful continuity through an unlimited number of ongoing activities.
Just teaching an integrated study can be its own motivation. The challenge of developing something new can be an intensely rewarding experience. Improving oneself as a teacher is the goal.
Just teaching an integrated study can be its own motivation. The challenge of developing something new can be an intensely rewarding experience. Improving oneself as a teacher is the goal. The teachers generally like the challenge and the resultant freedom, and have been encouraged to experiment in lessons with no pressure being exerted on them to get things right the first time. School improvement was part of the plan, and it is definitely working.”
The opportunity to garner community support also encourages some teachers to pursue an integrated study. By involving community resources with the school in a special project, positive public relations can result for both.
The opportunity to garner community support also encourages some teachers to pursue an integrated study. By involving community resources with the school in a special project, positive public relations can result for both.
Some teachers noted that a good motivator for an integrated study is simply to have fun. This kind of course can regenerate enthusiasm for learning. Teachers and students can enjoy their unity activities, and celebrate learning.
Some teachers noted that a good motivator for an integrated study is simply to have fun. This kind of course can regenerate enthusiasm for learning. Teachers and students can enjoy their unity activities, and celebrate learning. Her solution was to introduce an integrated curriculum, and the pupils and parents last year would certainly tell you that it’s made learning fun.”
These people will not participate willing and your integrated program will not work. Let them do their own thing! After a while, they may see how well it works and want to join on their own.
The amount of time people spent planning varied from five days, to a month, to a year. Planning seemed to work best when teachers were allowed blocks of time.
Planning also seemed to be most successful when it occurred outside the school setting.
