Deborah LinebergerThird grade teacher

Inman Elementary

SWP 2012

Let’s take a look at a History/Math/Reading Lesson

Discuss roadblocks to planning and implementing “integrated curriculum”

Discuss Common Core State Standards that are conducive to integration

Examine authentic classroom activities

Compare three types of integrated curriculum models

Take a few minutes with your table group to

discuss your roadblocks implementing

integrated curriculum…

Next year teachers at my school will be required to teach the social studies curriculum through integrated units during the literacy block.

Potential Roadblocks:

Time Resources

Authentic Connections

ReadingKey Ideas and Details RI 3-3. Describe the relationship between a series of historical events, scientific ideas

or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.

Craft and Structure RI 3-4. Determine the meaning of general academic and domain-specific words and

phrases in a text relevant to a grade 3 topic or subject area

Integration of Knowledge and Ideas RI 3-7. Use information gained from illustrations (e.g.,maps, photographs) and the

words in a text to demonstrate understanding of the text (e.g.,where, when, why, and how key events occur).

WritingText Types and Purposes W 3-1. Write opinion pieces on topics or texts, supporting a point of view with reasons. W 3-2. Write informative/explanatory texts to examine a topic and convey ideas and

information clearly. W 3-3. Write narratives to develop real or imagined experiences or events using

effective technique, descriptive details, and clear event sequences.

Research to Build and Present Knowledge W 3-7. Conduct short research projects that build knowledge about a topic.

Multidisciplinary “multi” = many

Interdisciplinary“inter” = between

Transdisciplinary“trans” = across

Intradisciplinary - integrating subdisciplines within a subject area (ex.reading, writing, oral communication) Fusion – fuse skills , knowledge, attitudes into the regular school curriculum (ex. positive work habits, peace, caring for the environment, technology) Service learning – involves community projects that occur during class time (ex. collecting items for the needy) Learning centers/parallel disciplines – theme is explored during learning centers or other classrooms through the lens of different disciplines (ex. “patterns” in lower grades, American history / literature study in upper grades) Theme based units – starts with a theme and curriculum is planned to incorporate different subjects and the unit ends with an integrated culminating activity

(ex. Olympics)

Teachers organize curriculum around common learnings embedded in the disciplines to emphasize interdisciplinary skills and concepts.

Disciplines are identifiable, but assume less importance than in the multidisciplinary approach.

Project Based Learning - (students tackle a local problem)

Negotiating the Curriculum - (student questions form the basis for curriculum)

• It (integrated units) views learning and teaching in a holistic way and reflects the real world, which is interactive. (Shoemaker, 1989)

• Centering curriculum around key concepts and principles ensures that struggling learners focus on what is important for them to know and be able to do (Tomlinson, 1998).

• Students should be encouraged to apply the skills of historical thinking to contemporary as well as past history and, as citizens, learn how to critically construct personal meaning from multiple perspectives. (Erickson, 2002)

Accountability (students learn what they are supposed to learn as defined by government mandates)

Relevancy(curriculum is set in a context that is relevant to students and fits their needs)

Rigor(a topic is studied in depth through different disciplinary lenses and concepts and skills can

transfer to other areas of life)

to improve student achievement by teaching several “big ideas” across the curriculum with rigor, relevance, and student engagement (Drake & Burns, 2004)

aligning instruction and assessment with student interests engages students in and promotes retention of learning (Brophy, 2000)

Work smarter, not harder ! (Lineberger 2012)

KNOW DO BE

What is most important for students to KNOW? (facts, topics, concepts, generalizations, enduring understandings)

What is most important for students to be able to DO? (broad based curricular skills- communication, research, information, management, higher-order thinking skills)

What kind of person do we want students to BE? (attitudes, beliefs, actions- teaching the whole child)

“To KNOW something, we believe that one needs to DO something active with it. In addition, it is impossible to DO something unless there is some content involved

(KNOW). BE reflects what an individual does with the KNOW and the DO.” (Drake & Burns)

Think about three different curricular/content areas that you think could be taught through an integrated unit…

THINK: 2 minutesWhat do the students need to KNOW? What do the students need to be able to DO?What kind of person do you want the students to BE?

PAIR: 2 minutesturn to your “elbow buddy” at your table and share your

thoughts

SHARE: 2 minutesshare your thoughts and ideas with your tablemates

Nonfiction picture books Nonfiction chapter books Biographies & autobiographies Historical fiction books Encyclopedias Magazines: National Geographic , Smithsonian, Newsweek, Time, World Magazines , Kids Discover Newspapers Video clips National & International historical websites Museum web sites (for historical artifacts/documents) Blogs, wikis, podcasts

Create a nonfiction picture book (design layout, write text, illustrate) Write an authentic magazine “feature article” (research, voice, visualization, downloading

illustrations, diagrams-nonfiction text features) Conduct and write an interview (conversation) between two

people to tell the story of the research Write a short biography (character sketch, interview, bio-poem) Create a poetry anthology (related to curriculum unit) Use primary sources & documents to write diary entries, journal entries, correspondence, letters Create a scrapbook with text and illustrations Write a personal narrative (based on research about something of interest to

student) Write an essay to compare/contrast opposing viewpoints

Write a historical fiction piece (realism, authentic writing, allows students an

opportunity to separate fact from fiction) Create a newspaper to reflect the time period being studied Scripts Songs Logs Cartoon strips Advertisements Postcards Reader’s Theater Brochures Catalogues Field guides Dictionaries ABC books Manuals Travel guides Course syllabuses & textbooks Nonfiction Matters

Stephanie Harvey

Through the “eyes of a child” examine the object you have been given.

Try to come up with questions you might want to find the answer to about your object. (conduct future research)

Jot down your thoughts/questions.

To help you get started: What do you think this object is? What might have it been used for?

On Writing like Writers –

“If our students’ goal is to share their fascination with a topic and their ideas about it, then instead of writing like encyclopedias, they’ll be writing in the literary nonfiction tradition of John McPhee and E. B. White”. (Lucy Calkins)

On Writing to Learn –

“Writing to learn is one of the highest purposes for putting words on paper. The many possible forms and genres in which research writing may be couched breathe life into it, give it authenticity, promote engagement, and foster deep learning”. (Stephanie Harvey)

Look at the historical picture/document (primary source) you have been given.

Writing springboard… observe, infer, make connections

What are you wondering about the picture/document? Does the picture/document evoke some type of emotion, if so

what? What words come to mind when you study the picture/document? Does this picture/document remind you of something/someone?

Write a couple of sentences about your picture. Be prepared to share with your table group andthe whole class.

Daniels, Harvey & Steven Zemelman. Subjects Matter : Every Teachers Guide to Content-Area Reading. Portsmouth: Heinemann, 2004. Print.

Drake, Susan M. & Rebecca C. Burns. Meeting Standards Through Integrated Curriculum. Alexandria:ASCD, 2004 . Print.

Harvey, Stephanie. Nonfiction Matters: Reading, Writing, and Research in Grades 3-8. Portland:Stenhouse, 1998. Print.

Stead, Tony. Is That a Fact? Teaching Nonfiction Writing. Portland:Stenhouse, 2002. Print.

Wood Ray, Katie. Study Driven: A Framework for Planning Units of Study in the Writing Workshop . 2006. Print.

Kathy Schrock’s Guide for Educatorshttp://www.schrockguide.net/assessment-and-rubrics.html

http://school.discoveryeducation.com/schrockguide/

Project Based Learninghttp://www.4teachers.org/projectbased/checklist.shtml

I’m still wondering about…

Happy Planning!