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Integrated Curriculum Prezi
Transcript of Integrated Curriculum Prezi
to pick out the BIG IDEAS within the curriculum Integrated curriculum is like a kaleidoscope: overlapping concepts and patterns help to bring interdisciplinary topics into view. There is a strong case to be made for integrating curriculum. It strengthens skills that students encounter in one content area but also practice in another, and it can lead to the mastery of those skills. It is also a more authentic way of learning because it reflects what we experience, both professionally and personally, in the world.
(Aguilar, 2008) Integrated curriculum can help to engage students in the learning process who might otherwise check out when we introduce them to a challenging subject or to one they don't feel is relevant. Why use curriculum integration strategies? The North Carolina State College of Education (2001) defines the following reasons for the benefited use of curriculum integration: A cross curricular approach to teaching can be defined as teaching methods that demonstrate a diverse understanding in a number of course subjects in order to provide an enriched learning environment, enhancing critical thinking skills and encompassing the curriculum as a whole (Savage, 2013).
Wolf, P., & Brandt, R. What do we know from brain research? Educational Leadership, 1998.
Aguilar, Elena. Why Integrate?: A Case for Collating the Curriculum. Education Trends, September 28, 2008.
North Carolina State College of Education (2001). Curriculum Integration. http://www.ncsu.edu/chass/extension/ci/whyci.html
Savage, Jonathan (2011). Cross Curriculum Teaching and Learning in the Secondary School.
Flagarty, Robin (1991). Ten Ways to Integrate Curriculum. The Association for Supervision and Curriculum Development
The Ministry of Education. The Ontario Curriculum, Grades 11 and 12: Interdisciplinary Studies, 2002.
The Literacy and Numeracy Secretariat (September 2010). What Works? Research Into Practice. Research Monograph #28, Integrated Curriculum integrated curriculum
thematic Concerns about students lack of problem solving skills.
Evolving higher education standards.
Recognition of the need for authentic assessment.
New ideas about how the brain functions and how students learn.
Understanding that emerging knowledge is neither fixed nor universal.
A movement to institute participatory, democratic education. What is cross curricular education? Fragmented Model Educators have the ability to deliver the curriculum in a number of different methods. The following will outline the strengths and weaknesses of a few methods as defined by Robin Fogarty, 1991 Sequenced Model Shared Model Webbed Model Integrated Model The Place of Interdisciplinary Studies
in the Curriculum
Our world is increasingly interconnected and interdependent. Communications networks exchange information around the globe, creating new forms of collaboration and transforming the nature of work and learning. New areas of study develop to advance human knowledge and respond to the challenges of our changing world with insight and innovation. These include areas that often combine or cross subjects or disciplines, such as space science, information management systems, alternative energy technologies, and computer art and animation. Students today face an unprecedented range of social, scientific, economic, cultural, environmental, political, and technological issues.To deal with these issues, they first need competencies derived from discrete disciplines.
(Ministry of Education Document) This form of curriculum delivery is more traditional in nature. In this model curriculum subject is kept separate. Students are expected to focus on only one subject matter at a time. The major areas of study include math, language, science and social studies (Forgarty, 1991). In this model, curriculum strands are not directly immersed into one another, but instead connected through similarities. Major areas of study and units are kept separate, but the classroom teacher strives to plan similar units with related topics at similar times. Areas of assessment and unit planning is separate within each discipline of study (Forgarty, 1991). In the shared model, the classroom teacher is able to combine two ares of study into one unit plan. Through planning and lesson delivery, students are able to meet curriculum expectations for two separate subjects of study through completion of assignments in one common goal. This model works best when combining areas of study with similar expectations such as language arts and social studies; students are able to complete reading and writing assignments pertaining to social studies curriculum while meeting curriculum expectations outlined in the language arts document (Forgarty, 1991). The webbed approach attempts to encompass all areas of study to match seamlessly throughout the day. This type of curriculum deliver takes careful planing on behalf of the classroom teacher to ensure students are able to meet all expectations outlined. An example proposed by Forgarty (1991) suggests using a generic theme, and allow for creativity in lesson approach. In this model, areas of study are arranged and rearranged through overlapping concepts within the curriculum. Teachers take a more emergent approach within their lesson delivery, acting upon the interests of the students at the given time. This method is very similar to the shared model of curriculum delivery, but attempts to encompass all four "main" areas of study; language arts, math, science and social studies (Forgarty, 1991). Interdisciplinary
scan and cluster
daily instruction and assessment
(LNS article, 2010)