Greenfox Schools. (Photographer). (2011). Empowering youth for a sustainable world. What we do. Through partnerships with schools and community. [Print Photo]. Retrieved from http://www.greenfoxschools.com/

Panzner, M. (Photographer). (2011). Michael panzner ' s ah-ha moment & more. [Print Photo]. Retrieved from

“When we try to pick

out anything by

itself, we find it

hitched to

everything else in

the universe.” (Muir, 1911)

WHAT WILL BE COVERED…

Curriculum Description

Characteristics of I.C.

How Children Learn by Incorporating I.C.

Goals of I.C.

Learning Environment

Instructional Strategies

Accommodations

Methods of Assessment

WHAT IS INTEGRATED CURRICULUM?

Also known as Interdisciplinary Curriculum

Connects academics across disciplines (technical/career content, incorporating standards, and individual student needs and interests)

Allows students to see how ideas are connected

Incorporates real world problems & investigative processes

Prepares students for life-long learning

Develops abilities required by “Life”

Emphasizes projects

Goes beyond textbook learning

Usage of thematic units

Peer Teaching & Observations

Baker, R. (Photographer). (March 2012). Seeds, seeds, seeds!. [Web Photo]. Retrieved from http://bakersbeautbunch.blogspot.com/2012/03/seeds-

seeds-seeds.html

The curriculum is integrated so that children's learning in all traditional subject areas occurs primarily through projects and learning centers that teachers plan and that reflect children's interests and

suggestions.

“Children’s need for inquiry

becomes the vehicle for the

integration.” (Integrated Curriculum in the Primary Program, (n.d.) )

COMMON CHARACTERISTICS

Cooperation and teamwork

Agreement on core learning goals

Risk-taking and flexibility

Focus on lifelong learning skills

Focus on the deeper structures and

understandings of a discipline

Peer observation and feedback

Experiences to develop children’s attitudes, skills,

and knowledge and to help them make

connections across the curriculum

Activities that provide for a range of abilities

Whole class, small group, and individual experiences

Opportunities for critical and creative thinking

Teacher, peer, and self-assessment

Peterson, K. (Photographer). (2010). The national girls collaborative project---reaching hands, minds, hearts, and girls. [Web Photo]. Retrieved from

http://tinakingfellowship.blogspot.com/2011/01/national-girls-collaborative-project.html

GOALS AND OBJECTIVES FOR

INTEGRATED CURRICULUM

Apply critical thinking skills across a variety of disciplines, including Art,

Mathematics, Social Studies, Science, Communication, and Technology.

Enhance team working skills

Acquire skills that prepare them for lifelong learning.

Possess the appropriate knowledge and skills.

Critically evaluate written /oral communication and express themselves.

Demonstrate ability to think logically about and develop investigative skills

within the demands of society involving their interests.

HOW IS THE LEARNING ENVIRONMENT?

What areas are available in the school?

Multi-purpose room

Gymnasium

Storage area

What community facilities are available for real world experiences?

Parks and outdoor environments

Businesses

Museums and libraries

Community services

What features of the natural environment could facilitate learning?

Weather

Geography

Natural resources

Historic sites

What organizations could connect with our class?

Multicultural societies

Ethnic organizations

Fine arts groups

Service clubs

Senior citizens

Elderly care facilities

Who are the people who can support and enhance the learning experience?

Children

Parents

Community

Teacher-librarian

Learning assistance teacher

District personnel

Specialist teachers (Integrated Curriculum in the Primary Program, (n.d.))

Edutopia. (Photographer). (n.d.). A new way to teach: Begin with the end. [Print Photo]. Retrieved from

http://www.edutopia.org/an-incredible-journey

TEACHER’S ROLE

Teachers guide children's involvement in projects and enrich the

learning experience by extending children's ideas, responding to

their questions, engaging them in conversation, and challenging

their thinking. The teacher’s willingness to share what he/she

values shows the children that learning is a lifelong activity and

that their teacher is a person who thinks and feels and cares.

The teacher should take on the role of a partner.

DIFFERENTIATED

INSTRUCTION

Greenfox Schools. (Photographer). (2011). Empowering youth for a sustainable world. What we do. Through partnerships with schools and community. [Print Photo]. Retrieved from http://www.greenfoxschools.com/

The teacher should provide individual

students or groups of students with work

tailored to their ability level

Teachers require higher level responses

for more capable students and allow

struggling students to produce more

rudimentary work

Establishing high expectations for diverse

students is also of vital importance

Lavishing praise and expressing belief

that students are talented and capable is an

important factor

METHODS OF ASSESSMENT/

EVALUATION OF LEARNING

Observe how children work and play cooperatively (learning clubs, playground)

Work Sampling (personal and social development section)

Anecdotal notes while children carry out multiple intelligence activities and at various times throughout the day when children are working

Community circle observations

Information being collected on all goal and curriculum areas

Student interviews to reflect children’s thought processes

Student’s self-assessments describing something they did well at the end of each school day.

EXAMPLE OF AN INTEGRATED

CURRICULUM

As the teacher plans appropriate learning experiences it becomes

obvious that not all curriculum content can be explored in an

integrated way. For example, the introduction of place value in

mathematics need not be related to the project and might better be

taught using concrete materials designed specifically for enhancing

development of concepts in mathematics. Once understood, the

concept of place value could subsequently be integrated into other

activities and its connections in the real world highlighted.

RESOURCES

1. Bredekamp, S. (Ed.). (1990). Developmentally appropriate practice in early childhood programs serving children

from birth through age 8 (Exp. ed.). Washington, DC: National Association for the Education of Young

Children. http://www.ncrel.org/sdrs/areas/issues/students/earlycld/ea5lk7.htm

2. Baker, R. (Photographer). (March 2012). Seeds, seeds, seeds!. [Web Photo]. Retrieved from

http://bakersbeautbunch.blogspot.com/2012/03/seeds-seeds-seeds.html

3. California School to Careers. (n.d.). How does curriculum integration work?. Retrieved from

http://www.schoolandbeyond.org/sblstrategy3.html

4. Edutopia. (Photographer). (n.d.). A new way to teach: Begin with the end. [Print Photo]. Retrieved from

http://www.edutopia.org/an-incredible-journey

5. Edutopia . (2008). Common sense: An overview of integrated studies. Edutopia, Retrieved

from http://www.edutopia.org/integrated-studies-overview-video

6. Muir, J. (1911). (Quote)My first summer in the Sierras. Boston, MA: Houghton Mifflin Company

7. Peterson, K. (Photographer). (2010). The national girls collaborative project—reaching hands, minds, hearts, and

girls. {Web Photo}. Retrieved from http://tinakingfellowship.blogspot.com/2011/01/national-girls-

collaborative-project.html

8. Schreiner, E. (n.d.). Effective teaching strategies that accommodate diverse learners. Retrieved from

http://www.ehow.com/way_5844024_effective-strategies-accommodate-diverse-learners.html

9. (n.d.). Integrated curriculum in the primary program. The Primary Program: Growing and Learning in the

Heartland Integrated Curriculum, Retrieved from http://www.education.ne.gov/OEC/pubs/pri_pro/IC.pdf