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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
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
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
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