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Integrated Curriculum Model

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.

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Integrated Curriculum Model

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  1. Integrated Curriculum Model By: Jessica Pierce Trayce Williams Kristen Hartley

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

  3. 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.

  4. Integrated Curriculum Model for Gifted Learners Van Tassel-Baska, 1987

  5. ICM- Integrated Curriculum Model 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.

  6. 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#models). • Literature WebHamburger Model for Persuasive WritingVocabulary WebPaul's Elements of ReasoningAnalyzing Primary SourcesResearch Model

  7. 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

  8. 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%20Learners.ppt • http://www.sde.state.nm.us/seo/gifted/web.links.for.lessons.html

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