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What’s Your Style?. Linear Holistic Laissez-Faire Critical. What’s Your Style?. Linear Efficient education Specific content Following routines, values procedure Holistic Interest drives learning experience Wants students to become masters of own education Laissez-Faire
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What’s Your Style? • Linear • Holistic • Laissez-Faire • Critical
What’s Your Style? Linear • Efficient education • Specific content • Following routines, values procedure Holistic • Interest drives learning experience • Wants students to become masters of own education Laissez-Faire • Student centered education based on interest and passions • Learning through play • Aligned with Piaget Critical Theorists • Focused on pursuit of social justice • Prepares for student leadership
Curriculum Max Ames, Brian Cole, Lyza Reichelt EDUC 385 Section 4
Definitions of Curriculum • A curriculum is the subjects comprising a course of study in school • dictionary • “Curriculum design is more than just content. It must ensure youngsters are offered learning opportunities which allow ambition and challenge through higher order thinking”. • Ken Robertson, British Educationalist
3. All of the experiences students are presented with, regardless of the planned intention National Middle School Association (p. 165 of Kellough and Kellough) “Curriculum is all that is intentionally designed to accomplish a school’s mission”
Core subjects As defined by No Child Left Behind Act of 2001 • English • Reading/language arts • Mathematics • Science • Foreign languages • Civics and government • Economics • Arts • History • Geography
Curriculum Standards National curriculum standards did not exist until 1989. “A definition of what students need to know (content) and be able to do (process and performance)”
Steps to Curriculum Planning • Examine National Standards • Examine State Standards and Framework • Examine District frameworks • Courses of study and materials • Available resources and materials
What makes Good Curriculum? • Will focus on the needs of the learner • Relates to the learner’s interest and connects with prior knowledge • Flexible • Modifications • Adaptations • Measurable outcomes Curriculum Coordinator interview
What is integrated curriculum? • A way of teaching, organizing, and planning in which the different disciplines of subject matter are related to one another. • Shifts away from the idea that each subject area has a knowledge base that is only specific to that area
Connects experience to learning and establishes bridges between school and life • Research has shown much higher success with students using an integrated curriculum. Video
Pros and Cons • Lack of planning time • Have to create a new curriculum • Lack of flexibility in planning curriculum • Sometimes hard to find a connection between subjects; students may be confused by lesson if little correlation between information • Teaches problem solving, critical thinking, and effective communication • Implies unity and collaborative learning • Matches the developmental needs of the students • Helps connect learning in ways that are meaningful to current and past experiences
5 Levels of Integrated Curriculum • Level 1: subject specific, no student collaboration, teacher solo, student input in decision making is low • Level 2: subject specific, minimal student input, teacher solo or in teams • Level 3: teacher solo or in teams, student input in decision making is high • Level 4: considerable student input in planning and choosing themes, teacher solo or in teams. • Level 5: maximum student and teacher collaboration, teacher solo or in teams, student input in decision making is very high
Multidisciplinary (Level 3) • Focuses on separate disciplines that are presenting the same theme • Teachers do some of the planning • Little or no overlap within the different subject areas • Teachers work individually in separate classrooms
Language Arts Social Studies Australia Music Math Physical Education Science Multidisciplinary (Level 3)
Interdisciplinary (Level 4) • Focuses on the shared content and skills of a particular theme • Teachers plan together • Boundaries of subjects overlap • The teachers understand that the content, skills and attitudes among subjects areas overlap • Student input is selecting the themes and planning is strongly encouraged
Language Arts Social Studies CulturalDifferences between Australia and the United States Music Math Physical Education Science Interdisciplinary (Level 4)
Transdiciplinary (Level 5+) • Teachers choose a theme of issue that is relevant or important to the students • Teachers work with one another • The students ha very high input when it comes to developing the curriculum • Students must use their prior knowledge – significant learning experience
Economic Issues Global View Boston School Forest Science Laws Social Issues History Transdisciplinary (Level 5)
Works Cited Kellough,Richard D, and Kellough, Noreen G. Teaching Young Adolescents: A Guide to Methods and Resources. 4th ed. Sacramento: U of California P, 2003.
Content Area • Goal: make a plan for a week long Integrated Curriculum • Topic: Australia • What can students learn about Australia in your content area? • Process • Environment • Content • Product
Middle Schools • Topic: Australia • Combine Ideas to make a single project for your grade To think about… Make a list of broad goals for students to come out with after the semester Think about hidden curriculum and everything else on the chart!
