1. Curriculum Integration in the Classroom Chapter 8

2. I see and I forget, I hear and I remember, I do and I understand. -ancient Chinese proverb 2

3. Research Shows… People retain –10% of what they read –20% of what they hear –30% of what they see –50% of what they hear and say –70% of what they hear, see, and say –90% of what they hear, see, say, and do 3

4. 4 Definitions Integrated Physical Education – fundamental skill or concept is practiced or rehearsed in the PE setting –Often organized around themes or big ideas such as significant social issues like conservation, technology, or justice Interdisciplinary Curriculum – activities taught in one subject are also used to reinforce knowledge and other subjects

5. Methods Integration occurs in two ways: –Movement is included in the classroom curriculum –Academic subjects are included in the physical education curriculum 5

6. Levels of Integration 6 ConnectedSharedPartnered Reinforce content from one subject within another Similar concepts in two or more subjects are reinforced in each Concepts from a number of subjects reinforce a specific theme

7. Benefits Allows increased understanding for difficult academic concepts Increases information retention Movement enhances the understanding of abstract concepts (shape, energy, space, time) Provides an alternative to sitting 7

8. Benefits Utilizes different learning styles Allows an expression of answers and thoughts in a variety of alternative ways Allows students to see teachers in a variety of settings Levels the playing field for all students 8

9. Frameworks for Integration Multiple Intelligences Theory (Gardner, 1983) Brain-based learning Brain Gym 9

10. Multiple Intelligences Theory Bodily-Kinesthetic – control one’s motions and handle objects skillfully Linguistic – use language in different forms (speech, reading, writing) Logical-Mathematical – use numbers, see patterns, and see things from a logical point of view 10

11. Multiple Intelligences Theory Musical – use the core set (pitch, rhythm, and timbre) of musical elements Spatial – create a graphic likeness of spatial information Naturalist – understand, relate to, categorize, classify, and explain things encountered in the world of nature 11

12. Multiple Intelligences Theory Interpersonal – notice and make distinctions among other individuals and, in particular, among their moods, temperaments, motivations, and intentions Intrapersonal – form an accurate model of oneself, understand oneself and use this information to guide one’s behavior 12

13. Brain-Based Learning – Move More to Learn More Movement –Improves circulation –Increases the oxygen supply to the brain –Regulates children’s moods –Encourages the body’s natural motivators –Reduces the amount of time spent sitting –Discourages passive learning –Pins down thought –Generates interest 13

14. Instructional Foundation Orchestrated immersion - Creating learning environments that fully immerse students in an educational experience Relaxed alertness - Trying to eliminate fear in learners, while maintaining a highly challenging environment Active processing - Allowing the learner to consolidate and internalize information by actively processing it 14

15. Brain Gym (Dennison & Dennison, 1989) Activities stimulate the mind and body to prepare a child to learn Activities are categorized as: –Midline movements Help stimulate both hemispheres of the brain at the same time Example: Cross Crawl 15

16. Brain Gym Activities –Lengthening activities Helps students make connections from the back of the brain to the front of the brain Focuses on lengthening muscles Example: Stretching –Energy exercises and deepening attitudes Help re-establish neural connections between body and brain 16