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Integrated Curriculum Proposal

Effects of a Curriculum Shift

References

Anderson, D. M. (2013). Overarching goals, values, and assumptions of integrated curriculum design. Schole, 28(1) Retrieved from https://search-proquest-com.contentproxy.phoenix.edu/docview/1730038180?accountid=134061

Draghicescu, L. M., Gorghiu, G., Gorghiu, L. M., & Petrescu, A. (2013). PLEADING FOR AN INTEGRATED CURRICULUM. Journal of Science and Arts, 13(1), 89-95. Retrieved from https://search-proquest-com.contentproxy.phoenix.edu/docview/1327336693?accountid=134061

  • Representatives from each department will meet bi-weekly to plan the thematic approach of this new curriculum.
  • This will improve the use of research in social studies classes that can then be applied to the writing that is already being done on similar topics in English courses.
  • Daily processes across courses will change only slightly, as this process is meant to incorporate much of the content already being covered.

  • Current mapping of the curriculum will still be reflected, but the content that is being taught to address the skills in common core standards will be shifted to match the class that is paired.
  • For example, English III students will still be doing research for a term paper, but that research will be done primarily in their United States history class, while their writing will be the skill that is focused on in English class.

Richwoods High School

Goals & Objectives

Data Collection

Teachers will be required to collaborate to create rubrics that will be used to assess the development of skills related to common core standards.

These rubrics will be the foundation for all assessment being done with the integrated curriculum design, and will allow teachers to effectively assess the date from multiple content areas.

Overarching Goal:

- Involve students in a learning experience that creates association and interaction across multiple content areas to reflect a holistic approach to education (Anderson, 2013).

Objectives:

- Departmental Cooperation within the school to create and implement

- Student engagement & application of ideas across content areas

  • Social Studies-English Department Collaboration
  • United States History & English III
  • World History & English I

Teachers will collaborate within these courses to create a thematic approach to content that overlaps the two specific content areas, allowing students to apply knowledge from each respective area to the other. Using the same theme, social studies classes will focus on research and analysis, while English classes will focus on incorporating writing using research (Draghicescu et al, 2013)

Integrated Curricula Prepare Students for Their Future

Stakeholder's Roles & Responsibilities

Creating an integrated curriculum is a step forward in the educational environment of Richwoods High School

Students will be able to more positively transfer knowledge across content areas, and display their ability to reason and think critically to solve problems they must address.

Teachers - Cooperate to plan & implement lessons that support the transfer of knowledge between content areas to develop a deeper understanding of the connections between them.

Students - Actively engage in learning processes that develop the transfer and integration of knowledge from one content to another.

Administration - Advise and support interdepartmental cooperation to build curriculum that supports the development of critical thinking skills and application of knowledge across content areas

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