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Week 3A: Powerful Learning Through Integration
- 1. Creating Powerful Learning ExperiencesThrough Integration Week #3: Synthesis of New Knowledge
- 2. Who Decides onthe Curriculum:
- 3. Who Decides onthe Design and Delivery of Curriculum: http://www.edutopia.org/integrated-studiesintroduction-video
- 4. MAINSTREAM by Yothu Yindi Reflectionin 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
- 5. What does Integration LookLike? • 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)
- 6. What does Interaction LookLike? • 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.)
- 7. Benefits to Kids Benefitsto Teachers: • increases relevance • comprehensive & consistent • holds the kids interest • • easier subject transitions • teachers can share new ideas choices increase motivation • support is available from other teachers, staff, adults • gets kids out into the community • teachers can learn new things • relevant and meaningful • • concentrated time for indepth examinations positive experiences from students is very rewarding • more fun • get to work with new people • supports how the brain learns best with “novel” experiences Benefits
- 8. Issues • • • • • • • • • • • • time to co-plan teamleadership 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
- 9. Examples of Integration* • ParallelDisciplines 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 resequencing 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
- 10. Examples of Integration • InterdisciplinaryDesign 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 disciplinefield approach; rather, they are mutually supportive.
- 11. Examples of Integration • MultidisciplinaryDesign 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”).
- 12. Examples of Integration • Integrated-DayDesign (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.
- 13. Examples of Integration • Field-BasedProgram 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.
- 15. “Designing Integrated orInterdisciplinary 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
- 16. The kids inClive 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
- 17. Clive School CommunityPeace Garden Growing and Learning Together for Life
- 18. Reaping and Sowing… Objectives Results PEACEFUL Tolearn about the concepts of Canadian culture, conflict resolution and peacekeeping Increased global consciousness EDUCATIONAL To bring the outdoors and environmental learning opportunities into the classroom Improved learning performance in science, math and the humanities ECOLOGICAL To identify natural habitats and provide opportunities for interaction with nature Development of stewardship Survival of endangered species ENVIRONMENTAL To increase awareness of 3Rs: REDUCE-REUSE-RECYCLE Decreased consumption of non-renewable resources, especially energy and paper
- 20. Grade 1: Bi rds/Spring, Needs of Ani mals/ Pl ants, Season Chan ges ECS: Sprin g Th eme (frog an d butterfl i es, p lant growth) The Canadian Peace Garden: Grade 2: Smal l Cra wli ng and Flyi ng Ani mals, Peop le i n the World Curricular Connections Grade 9: Techno logy,Powe rs & Roots, Diversity of Li ving Thi ngs, Envi ron mental Qu ali ty, News, Grade 3: Rocks and Mineral s, Communitie s, Symme try, Other Areas: PE - Mousersi ze, Bi rd Dance, Cul t ural Games Grade 8: Shap e and Spa ce , Short Stories, Cel l s & Systems, Wa ter Syste ms Musi c - Songs a bout gardens, flowe rs, bi rds, i nse cts, etc. Art/Crafts - Steppi ng Stones, rock crafts, garden crafts Grade 4: Pl ants and Pla nt Growth. Al berta i ts Geography a nd Peop le Woods - Garde n crafts, bird houses Heal th - Servi ce Lea rni ng Grade 7: Cel ls &Syste ms, Water Systems, Ge ometry, Speech, Essays and Grade 6: Trees of Alberta, Shap e and Spa ce Grade 5: Shap e and Spa ce , Wetl and Ecosystem, Nati ve Groups of Canada
- 21. Our Gardeners… •ECS-Grade 9 •250students •30 staff •Parent & Community volunteers “Nature’s Garden” outdoor mural (grades 6-9) “Garden Fantasy” indoor mural (grades ECS-6) All students, including those with special needs, participated in the creation of the murals.
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- 23. Garden OnSite This theway we plant our trees early in the fall…
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- 26. Creating Powerful Learning ExperiencesThrough Integration Week #3: Synthesis of New Knowledge