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Module 7. TED 356 Curriculum in Sec. Ed. Module 7. Explain how curriculum from various content areas can be integrated for use in secondary education. Reading. Refer to the following in the Duplass textbook as needed: Topic 19: “Planning Efficient Instruction” Unit 8 (Topics 41-45).
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Module 7 TED 356 Curriculum in Sec. Ed.
Module 7 Explain how curriculum from various content areas can be integrated for use in secondary education.
Reading • Refer to the following in the Duplass textbook as needed: • Topic 19: “Planning Efficient Instruction” • Unit 8 (Topics 41-45)
Review • In Module 2, we looked at: • (Collaborative) teaching teams: Several teachers from different subject areas work together to plan the curriculum for a group of students. • Interdisciplinary teams: Core-subject teachers + specialty-area teachers (phys. ed., arts, spec. ed., counselors).
Review • Don’t confuse with teaching teams with team teaching. • Teaching teams: Several teachers from different subject areas plan and coordinate curriculum together, but they teach their own periods as usual. • Team teaching: Two or more teachers teaching the same group simultaneously.
An Example ofIntegrated Curriculum • Let’s consider an example of project-based learning. Let’s see how several teachers can integrate curriculum.
Background • Students were in two classes together, first period English and third period Biology. • Most were also in Music and Art, and some were in Social Studies. • The four teachers planned the project with the English teacher as the pivot. • They also alerted the Social Studies teacher as to the details of the project.
Preparation • Two weeks before the project, the English teacher assigned the reading of Lord of the Flies. • The teacher assigned students (via hat pull) to roles (along with understudies). • Students were instructed to prepare guises to represent their characters (e.g., masks, hats, etc.).
Preparation • Prior to the project, the Biology teacher started a unit on insects. • The Music teacher began to help some students build background music and the Art teacher created a supply of materials (pipe cleaners, etc.) to make bugs. • The Social Studies teacher was doing a unit on WWII and, whenever possible, integrated the message of the novel in her presentations on the Nazis.
Preparation • For homework the weekend before the project (after most had read the novel), the teacher invited students: • To create artwork (using old items, and no bigger than a toaster) linked to the novel’s message about inherent good or evil in man and how when civility fails and man turns to savagery. • To provide (under their artwork) a brief artist’s statement explaining his/her work.
Decorating • The first day of the project, based on already-offered directions, the students (with a budget supplied by the school) turned their classroom into a tropical island: • Plastered palm tree/frond decorations (from The Party Store and AC Moore or Michael’s) everywhere. • Suspended models of flies/bugs created in Biology class with the help of the Art teacher. • While they decorated, they listed to the background music. • Demarcated the signal fire (fake) and Castle Rock.
Interpreting the Novel • The week of the project the students came dresed as their characters, ready to help interpret parts of the novel. • The English teacher led the students chronologically through the major scenes of the book and asking students to contribute and interact along the way.
Interpreting the Novel • When appropriate, the characters acted out scenes or parts thereof, and the teacher stopped them mid-scene to discuss what made the characters behave the way they did, and invited personal reactions.
Assessment • As their assessment in English, the students had to write an essay relating the plot of the novel to Nazi Germany. • The day the papers were due, the English teacher invited the Social Studies teacher to visit and to hear some of the essays read aloud.
CLASS PROJECT • As a group, brainstorm an integrated unit. You can involve other content areas that may not be represented in our class (e.g., involve a science teacher although we may have no science major in our course). • Submit the project as a Word document OR as a PowerPoint presentation.
CLASS PROJECT • Determine what the project will cover (i.e., the topic). • Determine which teachers will be involved, and what each will contribute. • Plan what work students have to do to prepare to participate in the learning activities. Determine what homework students will be given.
CLASS PROJECT • Determine how assessment will be addressed. (Make it creative, practical, and authentic, and not just a paper-based traditional exam.) • Determine what the benefits and drawbacks are from doing this type of approach, both from the teachers’ and the students’ points of view.
