Presentation on theme: "T 8.0 Central concepts: The standards for all lessons should not be treated simply as a “to do” list. Integration of the disciplines can be effective."— Presentation transcript:
T 8.0 Central concepts: The standards for all lessons should not be treated simply as a “to do” list. Integration of the disciplines can be effective when done thoughtfully. Approaches to integration include looking across the standards and the use of a driving question. Chapter 8: Integration: How Can I do it ALL?
T 8.1 The ability to apply the standards from a variety of disciplines into one lesson. Key to successful integration is not to force it. Successful integration provides an opportunity to revisit content from a different context. Integration What is Integration?
T8.2 Approaches to Integration Across the Standards Approaches to Integration Across the Standards A standards similarities analysis identifies the content knowledge unique to each discipline and shows where similarities exist among the skills for each discipline. A thorough review of the standards for science, mathematics, language arts, social studies, and technology reveals that each have a standard which reflects the nature of the discipline. This should be developed in the integrated lesson plan.
T 8.3 Approaches to Integration Across the Standards Approaches to Integration Across the Standards A standards similarities analysis… reveals that real world connections are stressed within each discipline.
Table 8.1 Standards Similarity Analysis SIMILARITY DISCIPLINES Mathematics Language Arts Social Studies Technology Content - Life - Physical - Earth/Space Science - Algebra - Geometry Numbers and Operations - Write, speak, and visually represent to create text - Range of materials and purposes for reading - People, Places and Environments -Power, Authority and Governance - PProduction, Distribution and Consumption Individuals, Groups and Institutions Technology productivity tools Skills Inquiry - Measurement Data Analysis and Probability. Problem Solving -Reasoning and Proof RResearch and Inquiry - Reading strategies, language use, and conventions - Technology research tools -Technology problem solving and decision making tools View Across the Disciplines T 8.4 Science
SIMILARITY DISCIPLINES Mathematics Language Arts Social Studies Technology - Production, Distribution and Consumption - Science, Technology and Society Basic Operations and Concepts The Nature of the Discipline History and Nature - Communication - Representation Purposes for using spoken, written, and visual language -Time, Continuity, and Change -Civic Ideals and Practices - Social, ethical and human issues tTechnology communication tools View Across the Disciplines T 8.5 Science
SIMILARITY DISCIPLINES Mathematic s Language Arts Social Studies Technology Real World Connections Personal and Social Connections Language diversity and competency CCulture - Individual Development and Identity -Individuals, Groups and Institutions GGlobal Connections Technology problem-solving and decision- making tools View Across the Disciplines T 8.6 Science
T 8.7 Approaches to Integration Driving Question Approach Approaches to Integration Driving Question Approach Knowledge from different disciplines is used to examine a topic deeply. A variety of resources are used and the students are engaged in a variety of activities. The students engage in inquiry that leads to a deeper understanding of the topic and its connections to the real world.
T 8.8 Approaches to Integration Driving Question Approach Approaches to Integration Driving Question Approach Content integration provides a framework by which students can make the needed connections to the new information with the previously learned information. Striving to answer a driving question encourages us to extend our knowledge and share similar goals for inquiry, observation, problem-solving, experimentation, and communication across content areas.
T 8.9 Approaches to Integration Driving Question Approach Approaches to Integration Driving Question Approach Planning integrated learning experiences using a problem-based learning model helps students develop scientific thinking for problem solving in real life.
T 8.10 Planning and implementing an integrated curriculum takes time. Common planning time is needed by teacher teams to explore theme, locate resources, identify student needs, and to coordinate daily schedules throughout the implementation process. Challenges to Integration
T 8.11 Locating an effective and coherent theme can be challenging. It can be difficult to identify content knowledge, skills, standards and themes with appropriate connections to the content areas. Challenges to Integration