Integrated Curriculum and Instruction

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Integrated Curriculum and Instruction
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Not All Classrooms Operate with

• Content Coverage
• Too many teachers feel intense pressure to cover
  the content
• Opportunities are missed to help students become
  deep, multifaceted thinkers and learners
• Independent Seatwork
• Instead classrooms should provide diverse and
  engaging learning opportunities for students

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Schools Traditionally

• Teach for only two Learning Styles and Multiple
  intelligences
• Learning Styles
• Mastery (ST)
• Understanding (NT)
• Multiple Intelligences
• Verbal-Linguistic
• Logical-Mathematical
• Students with other styles and dominant
  intelligences are left out

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Consequences of

• Catering to students whose learning styles and
  intelligences correlate with the schools usual
  practices
• Students are denied opportunity to think in new
  ways and grow by being challenged
• Learning is more difficult for
• Bodily-Kinesthetic and
• Interpersonal (SF) Styles

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Examples

• Middle School Math
• Teaching for Multiple Intelligence
• Fibonacci Sequence (1,1,2,3,5,8,13,21)

Multiple Intelligences Lesson for the Fibonacci Sequence Multiple Intelligences Lesson for the Fibonacci Sequence
Verbal-Linguistic Lecture Note-taking Techniques
Logical-Mathematical Find values of 9th, 10th, 11th 12th terms Develop an equation
Visual-Spatial Graphing
Musical Music in background during work session
Bodily-Kinesthetic Manipulatives
Interpersonal Working with a partner or group
Intrapersonal Tracking personal progress in learning log
Naturalist Slide of pine trees
Existential None
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Example

• Greek Mythology
• Mrs. Beneventos lesson
• Lesson Goals
• Mastery
• Identify components of mythology
• Understanding
• Explain how Greek Mythology and Greek Culture are
  related
• Self-Expressive
• Appreciate and understand Greek Mythology as an
  art by creating personal myths
• Interpersonal
• Students will understand how myths are universal
  and themes apply their own lives

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Style Analysis
Mastery Interactive Lecture Graphic Organizer Interpersonal Socratic Seminar Discuss two mythology themes in terms of your own life
Understanding Support and Refute statements Essay Self-Expressive Identify aesthetic components Create a myth of a current event figure
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Style Analysis
Mastery Interpersonal
Understanding Self-Expressive
Small groups and whole class metaphors, similes,
hyperbole, identified aesthetic components (,
style characterization, personification,
imagery. Developed a working explanation of how
these devices and components affected them as
readers
Socratic Seminar focused on what makes mythology
universal. Selected two common themes from
mythology, and wrote essay about themes in terms
of their own lives
Students read a selection of myths and were
provided with group of statements keyed to
relationship between Greek Culture and Mythology.
Students were to support and refute these
statements using evidence from texts.
Interactive Lecture Components of
Mythology Overview of Greek Culture Visual
Organizer to record key information
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Wrap-Up

• Teachers can promote the highest levels of
  active, in-depth learning in the classroom while
  making success a reality for every student
• Through fusion of
• Learning Styles
• Multiple Intelligences
• Effective lesson planning and implementation

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Steps

• Incorporating Learning Styles and Aligning
  Curriculum
• Develop Unit Plan
• Plan of content to be taught on site
• Blocked out in calendar format or as outline
• Overarching question
• What will students do to demonstrate mastery?
• What activities will be the steps to mastery?

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Step One

• Identify in simple language, the standards
  addressing and outcomes designated for student
  achievement
• National Standards for FCS
• Use Idaho FCS Curriculum Guides (or if teaching
  in other statecheck out state specific guides)
• Idaho Academic Achievement Standards (state
  specific standards should be used)

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ExampleTeen Living

• Overarching Question (from FCS Curriculum Guide
  http//www.pte.state.id.us/fcserv/fcspdf/TeenLivg.
  pdf )
• What factors are present in healthy relationships
  and friendships?
• Expected outcomes
• Define qualities of healthy relationships and
  friendships
• Explain factors that influence relationships
• Describe why healthy relationships are important
  for personal happiness and success
• Examine options for establishing healthy peer and
  dating relationships
• Examine strategies for managing sexual feelings
• Explain options for managing unhealthy
  relationships
• Explore personal safety and sexual harassment
  issues

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Step Two

• List assessment tasks
• Processing activities and instructional episodes
  students will engage in throughout the unit

Assessments Processing Activities/Instructional Episodes
Task Rotation M Mark the word that best completes the phrase U Complete Analogies S Create a sentence chain or paragraph using as many vocabulary words and students can I Peer Practicecoaching partnerships for selecting antonyms and synonyms MMastery Style UUnderstanding Style SSelf-Expressive Style IInterpersonal Style Do you hear what I hear? After listening to and reading a selection, students review words using this code ------Familiar words ( Vaguely familiar words Unfamiliar words Pretestwhat do you think? Students write what they think each word means using context clues Compare and Contrast Initial definitions with dictionary definitions Visualize the Word Create four pictures that represent each word and write a specific sentence explaining why the pictures are good examples Inductive Learning Group and label words
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Step Two Example
Targeted Understanding Learning Experiences and Instruction
Define qualities of friendships Pretest Visualization Compare and Contrast
Define qualities of healthy relationships Compare and Contrast scenarios of healthy and unhealthy relationships

• Multiple methods can be used to provide structure
  for learning experiences and to provide creative
  instruction of targeted understandings

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Step Three

• Use Learning Styles-Multiple Intelligences Matrix
  to analyze those styles and intelligences you are
  already addressing

Mastery Understanding Self-Expressive Interpersonal
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Where Do We Go From Here?

• Curriculum Development and Concept Organization
• Objectives and Competencies
• Designing Learning Experiences
• Teaching Plans (Unit Plans Lesson Plans)
• Teaching Methods and Strategies