Difference between revisions of "The Power of Integrated Curriculum"

(Created page with "This course introduction page shows what kept information should be provided about each mini-course. This is only an example. Feel free to modify/adapt as you'd like. I want o...")
 
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This course introduction page shows what kept information should be provided about each mini-course. This is only an example. Feel free to modify/adapt as you'd like. I want our mini-courses to be creative, instead of only uniformed.
 
 
 
 
[[File:Classroom-tech.jpeg|thumbnail|300px|source: http://edudemic.com]]
 
[[File:Classroom-tech.jpeg|thumbnail|300px|source: http://edudemic.com]]
  
 
== '''Overview and Purpose''' ==
 
== '''Overview and Purpose''' ==
 
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Imagine teaching a reading lesson on determining text structures. Then you teach a writing lesson on nonfiction writing. Next you teach a science lesson on natural disasters. After lunch you have to teach a lesson on graphing. Now imagine your students reading nonfiction books about hazardous weather and taking notes using their text structures so that they can present to the class and create a green screen news broadcast. They follow this by designing housing to protect against their weather type and graphing the history of their hazardous weather over the last 100 years. Why teach in isolated chunks when integrating can deepen learning, increase retention and rase engagement.
This section provides the learner with an inviting and engaging introduction to the topic of your mini-course, specifies the target learner, and gives an overview of how this course works. The importance of the topic may be demonstrated through problem scenarios, storytelling, case analysis, statistics, etc.
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This course will revolutionize the way you teach and the way your students learn. Through modeling and guided practice you will learn how important integrated curriculum is and how it will improve your teaching and the learning of your students as well as increase retention and deepen understanding. The target learners for this course are elementary school teachers. The course will be run using 4 sections each with a model, a chance to see the research and evidence and then try the skill themselves.
 
 
Feel free to name and organize this section (and other sections) in a way that is most effective for your mini-course. For example, designers from the past sometimes set this section into two parts: Instruction, Course Overview (How This Course Works).
 
  
 
=='''Needs Assessment'''==
 
=='''Needs Assessment'''==
  
Briefly summarize what you found out from your needs assessment regarding the learners' gaps of knowledge, skills, and attitudes  that your mini-course means to address.
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This mini course will address the need for teachers and students to integrate their curriculum and deepen their learning. It also addresses the need for higher order thinking, learning and assessments that integrate the real world and 21st century skills.  
  
 
== '''Performance Objectives''' ==
 
== '''Performance Objectives''' ==
  
State the course-level objectives here. Sometimes, when the course objectives actually map onto the unit objectives, it is fine to combine the objectives with the following unit structure to state the objective(s) of each unit.
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*Given research-based evidence on teaching using integrated curricula, participants will list at least 3 reasons why integrated units lead to higher-level learning.
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*Given the teacher-model and explanation of choosing a science or social studies topic to drive an integrated unit, students will chose a science of social studies topic from their grade-level curricula to use in their unit of study.
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*Given teacher-models and explanations of how to integrate science and social studies standards, students will chose the science and social studies curricula units or standards and align them into their unit.
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*Given teacher-models and explanations of how to integrate reading and writing standards, students will chose their Lucy Calkins reading and writing units to match their science and social studies curricula.
 +
*Given models and explanations of examples/scenarios, students will be able to integrate at least 3 math standards into their existing units of study.
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*Given all subjects aligned with standards and a list of performance tasks/projects, students will choose/create a project-based or performance based assessment for each subject.
  
 
== '''Course Units''' ==
 
== '''Course Units''' ==
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This mini-course includes the following units. Click the title of a unit to go to its page.  
 
This mini-course includes the following units. Click the title of a unit to go to its page.  
  
[[Unit 1: xxx]]
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[[Unit 1: Why Integrate Curriculum]]
  
Brief overview
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This unit will lead to the participant understanding what integrated curriculum is and the value and importance of an integrated curriculum.
  
[[Unit 2: xxx]]
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[[Unit 2: Choosing Curriculum to Integrate]]
  
Brief Overview
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Participants will understand how to integrate their own curriculum and choose their curriculum to integrate.
  
[[Unit 3: xxx]]
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[[Unit 3: Align all Curriculum]]
  
Brief Overview
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Participants will complete a curriculum map and create goals, outcomes and objectives for the unit.
...
 
  
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[[Unit 4: Create Assessments]]
  
[[File:Studentsatcomputers.jpg|thumb|300px|left|something about the pic]]
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Participants will understand what project-based projects and performance tasks are and their purposes and create their performance tasks or projects for the unit, adding them to their curriculum map.
 
+
...
To place the above picture, first I uploaded it using the Upload file button in left pane.
 
Then in Edit on this page I typed File:thenameofmypicture.jpg in double brackets. For the advanced features I added after jpg the following
 
 
 
|thumb - puts the image in a frame and allows me to add a width for my image
 
 
 
|300px - using any number sets the width of the image
 
 
 
|left - or right sets the alignment and allows text to wrap around the other side
 
 
 
|any text - place after the final pipe will be added as a caption to the image
 
 
 
The video for adding images can be found on youtube here.
 
 
 
 
==Extended Resources==
 
==Extended Resources==
 
...
 
...

Revision as of 21:45, 30 March 2019

Overview and Purpose

Imagine teaching a reading lesson on determining text structures. Then you teach a writing lesson on nonfiction writing. Next you teach a science lesson on natural disasters. After lunch you have to teach a lesson on graphing. Now imagine your students reading nonfiction books about hazardous weather and taking notes using their text structures so that they can present to the class and create a green screen news broadcast. They follow this by designing housing to protect against their weather type and graphing the history of their hazardous weather over the last 100 years. Why teach in isolated chunks when integrating can deepen learning, increase retention and rase engagement. This course will revolutionize the way you teach and the way your students learn. Through modeling and guided practice you will learn how important integrated curriculum is and how it will improve your teaching and the learning of your students as well as increase retention and deepen understanding. The target learners for this course are elementary school teachers. The course will be run using 4 sections each with a model, a chance to see the research and evidence and then try the skill themselves.

Needs Assessment

This mini course will address the need for teachers and students to integrate their curriculum and deepen their learning. It also addresses the need for higher order thinking, learning and assessments that integrate the real world and 21st century skills.

Performance Objectives

  • Given research-based evidence on teaching using integrated curricula, participants will list at least 3 reasons why integrated units lead to higher-level learning.
  • Given the teacher-model and explanation of choosing a science or social studies topic to drive an integrated unit, students will chose a science of social studies topic from their grade-level curricula to use in their unit of study.
  • Given teacher-models and explanations of how to integrate science and social studies standards, students will chose the science and social studies curricula units or standards and align them into their unit.
  • Given teacher-models and explanations of how to integrate reading and writing standards, students will chose their Lucy Calkins reading and writing units to match their science and social studies curricula.
  • Given models and explanations of examples/scenarios, students will be able to integrate at least 3 math standards into their existing units of study.
  • Given all subjects aligned with standards and a list of performance tasks/projects, students will choose/create a project-based or performance based assessment for each subject.

Course Units

This mini-course includes the following units. Click the title of a unit to go to its page.

Unit 1: Why Integrate Curriculum

This unit will lead to the participant understanding what integrated curriculum is and the value and importance of an integrated curriculum.

Unit 2: Choosing Curriculum to Integrate

Participants will understand how to integrate their own curriculum and choose their curriculum to integrate.

Unit 3: Align all Curriculum

Participants will complete a curriculum map and create goals, outcomes and objectives for the unit.

Unit 4: Create Assessments

Participants will understand what project-based projects and performance tasks are and their purposes and create their performance tasks or projects for the unit, adding them to their curriculum map. ...

Extended Resources

...