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Integrated Curriculum Model

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Jasmine Saldana

on 30 January 2014

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Transcript of Integrated Curriculum Model

all on the teacher
Monitoring to make sure it is being used effectively
consistent training
Integrated Curriculum Model
What is the Integrated Curriculum Model?
A theoretical model of curriculum design for gifted learners, that emphasizes the integration of advanced content, higher order thinking processes, and connections to overarching themes and issues as the foundation for curriculum development.
Cause and Effect
The Model
Advanced Content
The ICM was first proposed in 1986 and further expounded upon in subsequent publications (VanTassel-Baska, 1986a, VanTassel-Baska, 1992, VanTassel-Baska, 1994, VanTassel-Baska, 1998 and VanTassel-Baska, 2003b).
Theoretical support based from Vygotsky's 1978 three aspects of theoretical orientation:
exposed to higher level tests, learner increases learning depth by interaction with others, learners construct knowledge for themselves
Also influenced by the work of Mortimer Adler and his Paedaeia Proposal of 1984
rich content = intellectual ideas spawned
Finally, the theory of multiculturalism by James Banks in 1994 and 2001 and Donna Ford in 2005
Teachers select the concepts and ideas that dominate all areas and can be utilized within and across traditional fields of inquiry. Examples of such themes are “change”, “war”, “justice”, “honor”, “rights”, “freedom” and many more (Van Tassel-Baska & Stambaugh, 2006).
Process is referred to as the acquisition of skills including critical and creative thinking, problem finding and problem solving, and research skills. For students to internalize and be able to transfer them to other areas of their lives, process skills need to be: 1. Well defined; 2. Consistently addressed over time; 3. Taught within basic content and separately; 4. Organized by scope and sequence; 5. Modeled by the teacher; and 6. Employed as questioning techniques by the teacher (Van Tassel-Baska & Stambaugh, 2006). The selection of projects is important as a core activity as well as a tool for evaluation. Questions regarding the role of products refer to: (a) the way and time students should take up independent study; (b) when to use group work; (c) selection of projects; (d) processes taught through product development process; (e) new knowledge; and (f) time allocation in and out of school (Van Tassel-Baska & Stambaugh, 2006).

on going studies to support and improve ICM
used in 6 different countries curricula
affective for non-gifted students as well
Used in Math, Science, Social Science, Language Arts
The following criteria need to be considered when
selecting content topics for ICM questions:
1. Importance and worthiness,
2. Conceptual complexity,
3. Relevance,
4. Interest, and
5. Effectiveness of teaching (Van Tassel-Baska & Stambaugh, 2006).
Advanced Reading
Primary Sources
Advanced Skills
Elements of Reasoning
Problem-based Learning
Inquiry Skills
Jasmine Saldana
Angelo State University
Advanced Content
Pros for ICM:
Cons for ICM:
VanTassel-Baska, J. (1995). The development of talent through curriculum. Roeper Review: A Journal On Gifted Education, 18(2), 98-102. doi:10.1080/02783199509553708
VanTassel-Baska, J. (2003). Content-based curriculum for high-ability learners: An introduction. In J. VanTassel-Baska & C. A. Little (Eds.), Content-based curriculum for high-ability learners (pp. 1-23). Waco, TX: Prufrock Press.
VanTassel-Baska, J. & Wood, S. (2009). The Integrated Curriculum Model (ICM). Learning And Individual Differences, 20(
New Dimensions: Gifted Education in the 21st Century
), 345-357. doi:10.1016/j.lindif.2009.12.006.
VanTassel-Baska, J. (2014).
Curriculum Issues. Gifted Child Today
, 37(1), 48. doi:10.1177/1076217513509621
Vidergor, H. E. (2010), The Multidimensional Curriculum Model (MdCM).
Gifted and Talented International,
25(2), 153-165.
Where it all began...
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