1. Creating Powerful Learning
Experiences Through
Integration
Week #3: Synthesis of New Knowledge

2. -Purpose: We will focus on integrating prior learning
with new learning about curriculum integration
-Critical Evidence: Chapter Presentations/Brochures/Movie
Trailers (please post), Course Participation Task #3: ReBuild
Your Shelfari (practicum and beyond), Synthesis Paper,
Integrated Unit Template (due by Friday afternoon)
-Required Reading: Chapter 5-10: How to Integrate the
Curricula, Review: Beyond Monet (Ch 5-10)

4. Let‟s Recap

5. Where do you start?
Think
Big
Rocks
What are the Big Rocks in the Sand
Middle Years Program? Water

6. Grade 4
Science

9. Who Decides on the Design of
Curriculum:
http://www.edutopia.org/integrated-studies-
introduction-video

10. Integration and Middle School

12. ….more specifically in terms of curriculum,
instruction and assessment

13. ….more specifically in terms of curriculum,
instruction and assessment
Where are we?

14. MAINSTREAM
by Yothu Yindi
Reflection in the water I see
Six pretty girls on my mind today
Yellow foam floating down the river
Voices I hear of Yolngu heroes
Go go go go living in the mainstream,
Go go go go under one dream
Monsoon clouds rolling over the ocean
Thunder and rain raging here tonight
Hear the sound of speargrass crying
Cross rivers and valleys on Yolngu land
Go go go go living in the mainstream,
Go go go go under one dream
Reflections in the water we see
Black and white living together
Sharing dreams of the red, black and gold
Living dreamtime now is the Yolngu way
Go go go go living in the mainstream,
Go go go go under one dream
We‟re living together, We‟re living together
We‟re learning together, We‟re living together
Yolngu Balanda
This is Australia

16. 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)

17. 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.)

18. 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

19. 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

20. 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

21. 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.

22. 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”).

23. 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.

24. 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.

26. “Designing Integrated or Interdisciplinary Units”
By J. Bondi
1. Select a theme together
2. Work/reflect independently
3. Meet together to define
objectives
4. Meet together to determine
learning activities
5. Brainstorm resources
6. Develop learning activities
7. Schedule your unit/timeline
8. Advertise/promote your unit
9. Teach your unit
10. Celebrate your unit

27. The kids in Clive have the greatest idea for dealing
with the horrors of 9/11. They've turned that
atrocious act into an effort to live in peace. Their
peace garden is something we should all strive to
build. Chad Anderson
The Lacombe Globe
September 16, 2003

28. Clive School Community Peace Garden
Growing and Learning Together for Life

29. Reaping and Sowing…
Objectives Results
PEACEFUL Increased global consciousness
To learn about the concepts of Canadian
culture, conflict resolution and
peacekeeping
EDUCATIONAL Improved learning performance in science,
To bring the outdoors and environmental math and the humanities
learning opportunities into the classroom
ECOLOGICAL Development of stewardship
To identify natural habitats and provide Survival of endangered species
opportunities for interaction with nature
ENVIRONMENTAL Decreased consumption of
To increase awareness of 3Rs: non-renewable resources, especially energy
REDUCE-REUSE-RECYCLE and paper

31. Grade 1:
Birds/Spring,
Needs of Anim als/
Pla nts, Season
Changes
ECS: Grade 2:
Spring Theme Small Crawling
(fro g and and Flying
butterflies, plan t Animals, People
gro wth) The Canadian in the World
Pe ace Garde n:
Cur ricular
Conne ctions
Grade 9:
Grade 3:
Technology,Powers
Rocks and
& Roots, Diversity
Minerals,
of Living Th ings,
Comm unities,
Environm ental
Sym metry,
Quality, Ne ws, Other Areas:
PE - Mousersize, Bird Dance,
Cult ural Gam es
Grade 8: Music - Songs about gardens,
Grade 4:
Shape and Space, flowers , birds, insects, etc.
Pla nts and Plant
Short Stories, Cells Growth. Alb erta -
& System s, Water Art/Crafts - Stepping Stones, its Geography and
Systems rock crafts, garden crafts
People
Wo ods - Garden crafts, bird
houses
Health - Service Learning
Grade 7:
Grade 5:
Cells &System s,
Shape and Space,
Wa ter System s,
We tland
Geometry, Speech, Grade 6:
Ecosys tem , Native
Essays and Tre es of Alberta,
Groups of Canada
Shape and Space

32. 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.

33. “Nature’s Garden”…
April 2003

34. Garden On-
Site
This the way we plant our trees
early in the fall…

35. Garden On-Line

36. Media Clippings…

40. Determining Acceptable Evidence

41. Determining Acceptable
Evidence: Think GRASPS

43. Learner
Outcomes
Format
Topic
Context,
Audience,
Role
Success Tips
(Expectations
requirements)
Create a
rubric, based
on the
criteria, and
share with
students at
beginning of
task.

45. Determine how to assess
21st Century Competencies and the
Curriculum Learning Outcomes

46. Stage 3: Plan Learning
Activities and Instruction
Unit Lesson Opener
EDES 340 Presentations

47. Planning Learning Activities:
Think WHERETO:
H
W How will we E
Where are we hook and hold How will we equip
going? Why? student students to
What is interest? explore and
expected? experience?
O R
How will we WHERETO How will we help
organize and students rethink,
sequence the rehearse, revise,
learning? and refine?
T E
How will we tailor How will students
learning to varied self-evaluate and
needs, interests, reflect on their
styles? learning?

48. Do your plans honor all of the multiple intelligences?

49. Do your plans honor the best instructional strategies?

50. Designing the Instructional Unit:
Instructional Learning Intelligence/
Outcomes Content
Strategies Product Learning Style

51. Culminating Activities
Titanic Tournament
Survival Kits
Brazilian Carnival

52. Creating Powerful Learning
Experiences Through
Integration
Week #3: Synthesis of New Knowledge
Critical Evidence:
Required Readings: