Integrated Curriculum Model

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Presentation transcript:

Integrated Curriculum Model By: Jessica Pierce Trayce Williams Kristen Hartley

What is the Integrated Curriculum Model? It combines 3 different Curriculum Models that have proven successful with gifted and talented students.

An Overarching Concept- Reading, reflections and discussions provide students with opportunities to create and construct meanings for key concepts. This allows for cross curricular connections Advanced Content- Pre Assessments allow students the opportunity to show mastery of concepts and skills in content areas. Teachers are able to compact the curriculum and guide students through advanced content at a more rapid pace. Process/Product- Self-directed learning allows students to explore a topic of personal interest. They construct knowledge and apply it to products that are high-quality.

Integrated Curriculum Model for Gifted Learners Van Tassel-Baska, 1987 Concepts, Issues, Themes, and Dimensions Process-Product Dimension Advanced Content Dimension

ICM- Integrated Curriculum Model Overarching Concepts Advanced Content Process-Product Change In depth Elements of Research Systems Advanced Reading Reasoning Patterns Primary Sources Problem-Based Learning Cause and Effect Advanced Skills Inquiry Skills VanTassel-Baska, J. (2003). Content-based curriculum for high-ability learners: An introduction. In J. VanTassel-Baska & C. A. Little (Eds.), Content-based curriculum for high-ability learners (pp. 1-23). Waco, TX: Prufrock Press.

Examples of graphic organizers and different materials used “Within the William and Mary curriculum units, specific teaching models are used to strengthen students’ critical thinking skills. Each of the models is used within the context of a particular unit of study. Each of the models is flexible and may be adapted to use in many classroom lessons.”(http://cfge.wm.edu/curriculum.htm#mod els). Literature Web Hamburger Model for Persuasive Writing Vocabulary Web Paul's Elements of Reasoning Analyzing Primary Sources Research Model

Literature Web Model Connecting personal response with elements of the text. Web is completed individually or as a tool for discussion Recommended-use the web individually, then meet in small groups, and after have a whole group debriefing by the teacher Key Words: interesting, unfamiliar, striking, or particularly important words and phrases contained within the text Feelings: the reader’s feelings, with discussion of specific text details inspiring them; the characters’ feelings; and the feelings the reader infers the author intended to inspire Ideas: major themes and main ideas of the text; key concepts Images and Symbols: text that inspired them, symbols for abstract ideas Structure: the form and structure of the writing and how they contribute to meaning; ideas may include flashbacks, use of voice, use of figurative language, etc.; style of writing http://cfge.wm.edu/curriculum.htm

Sources Used http://cfge.wm.edu/curriculum.htm http://www.bcps.org/offices/gt/curriculum- default.html http://www.hoagiesgifted.org/eric/faq/gt- curri.html http://www.kgtc.org/Creating%20Quality %20Curriculum%20for%20Gifted%20Lear ners.ppt http://www.sde.state.nm.us/seo/gifted/we b.links.for.lessons.html