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Principles of curriculum integration
Integration in education
Principles of curriculum integration
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Humphries, Binder & Edwards (2011) address how integrated learning is promoted as a best educational practice and within an integrated curriculum, a “theme is selected and learning experiences are developed in two or more subject areas to meet standards-based objectives in each theme (p. 174). When transforming a traditional curriculum unit to an integrated curriculum, there are four areas we need to focus on to allow our integrated curriculum to be differentiated. These four areas provide options in the way to learn material, these include content differentiation, ways to access information, process differentiation, ways to understand concepts or ideas, product differentiation, showing what they learned, and learning environment (Ranaud, 2016). Our …show more content…
Inquiry-based teaching: is the use of strategies teachers may use to actively engage students in the designing and implementing of investigative tasks, there are many different levels, from guided inquiry to open inquiry, each a different level of student centered instruction (Oliveira, Wilcox, Angelis, Applebee, Amodeo, & Snyder, 2012).
3. Collaborative instruction: having students work in small groups all engaged in a common task such as an activity or lab assignment, learning how to work together to meet a common goal (Oliveira et al., 2012).
4. Differentiating instruction: this includes changing up the different strategies and using those that appeal to students’ learning styles, allowing for flexible grouping and individualizing instruction for struggling students, having assignments that build off itself, changing questioning levels and individual projects (The Education Alliance, 2006).
5. Scaffolding: providing more guidance at the start of a unit or new skill, providing feedback specific to the students’ needs, and gradually the guidance is reduced while still receiving feedback, until they are then assessed on their learned skills by demonstrating what they have learned (The Education Alliance,
For this lesson I still need to learn how to analyze instructional goals and differentiated instructional strategies. When I transfer to a university to further my education; in my educational classes I will learn about this. In addition to student teaching, I will be learning how to handle future situations with the appropriate grade level. Lastly, I will ask for advice from art teachers and teachers in general to find out more information on differentiated instructional strategies.
Hall, T., Strangman, N., & Meyer, A. (2003). Differentiated instruction and implications for UDL implementation. National Center on Accessing the General Curriculum. Retrieved March 22, 2012, from www.k8accesscenter.org/training_resources/udl/diffinstruction.asp
In conclusion students learn in different ways and have individual needs therefore students need to be supported in various ways. Differentiated instruction focuses on the strategies, resources, materials and procedures that educators need to craft circumstances that can lead to success of every learner. Whereas personalised learning involves matching learning to the individual child. Both differentiation and personalised learning styles aim to create positive learning outcomes for all students.
The Integrated Curriculum Model has three main dimensions advanced content, process/product, and issues/themes. The first dimension, advanced content, is content that it at a higher level. In English Language Arts the readings are usually two grade levels above. Within advanced content, diagnostic-prescriptive approaches are used to promote new learning. Teachers are to continually pre-assess students before teaching content to make sure they are teaching at the appropriate level for the gifted students. In the second facet of the model it ensures that the students are thinking and processing information at higher complex levels. The third dimension of the Integrated Curriculum Model centers gifted and talented students learning around major issues and themes. To connect the themes and issues to real world applications is creating a deeper understanding of the material.
Scaffolding is metaphorical term which refers to the process through which teachers facilitate children’s learning by enabling them achieve a level of ability beyond the child’s current capacity. Through scaffolding, teachers play an active role by interacting with children to support their development by providing structures that support them to stretch their understanding or me...
Scaffolding: Social interaction also involves scaffolding whereby one adjust the support they give to the students during the instruction process to match the child level (Berk, 2013).
Scaffolding is the process of support given to students during their learning process to help them achieve their goals. Using
Anderson, K. M. (2007). Differentiating Instruction to include all Students. Tips for teaching , 49-54.
Currently I am co teaching a fifth grade class of eleven students. The class is a general education class with four students who have disabilities. My main focus for the class is teaching the human body system and implementing writing into the class. Differentiation of instruction is something we need to show that we are implanting in our classroom. There are four levels of differentiation of instruction; content, process, product, and affect. What we teach, how we teach it; how students demonstrate what they have learned, and how students feel about what they are learning is what DI is about. Educators need to start by choosing the best content that will help all of their students. The content not only has to relate to the subject matter, but need to connect to their culture. The process is also a crucial component of DI and Santamaria feels that the best thing to do for the students is having them work in groups, but Utley took an individual approach to DI. Santamaria feels that cooperative learning stimulates learning. The last component to DI is the product. This could be as simple as allowing the students to present their final product
When teachers differentiate their lesson, the students are more engaged to learn. Students have some choice in their learning activities, which motivates students to want to learn and also puts more learning responsibility on the students. Some students may prefer to work alone or in groups and some students like to be hands-on. By differentiating the lesson, all students’ needs are being met. “Differentiated Instruction gives students a range of ways to access curriculum, instruction and assessment. DI engages students to interact and participate in the classroom in a richer way. It is based on the assumption that all students differ in their learning styles, strengths, needs and abilities and that classroom activities should be adapted to meet these differences
Inquiry Learning is a way to make the student find their own answers for their questions (Lakes Matyas, Ph.D). Posing a question for the students is a way to get them started. Then, by guiding the students on their own different searches, they all come together in the end to share their findings to answer the question.
Collaborative learning is a situation where two or more people attempt to learn something together. Dillenbourg, P. (1999). Lev Semenovich Vygotsky, (born in 1986), introduced his theory that, human development—child development as well as the development of all human kind—is the result of interactions between people and their social environments. What this states is that the development of a “higher education” is the product of comparing and contrasting ideas of others ultimately to conclude a solution to a problem as a whole or group. Everyone’s input in a collaborative situation will play a role in final solution.
The application of collaborative learning strategies is a process in which two or more students work together. Collaborative strategies will be used in planning, translating and reviewing the education process to form student learning through group-oriented activities. This source will also be useful in lesson planning to help explain how collaborative learning strategies in the classroom will help students in the learning process improve by interaction; how positive interdependence of collaborative learning leads to common responsibility; how collaborative learning builds students’ self-esteem, and confidence in students. This application recommends that collaborative learning strategies can be implemented with Jig-saw technique as well as in learning technology which can be accessible to all participants working in cooperative groups (Iqbal, Kousar, and Ajmal, 2011).
Curriculum differentiation is a way of thinking, and not a strategy. It is a philosophy of how to respond to student differences. According to Carol Ann Tomlinson, differentiated curriculum is a way of, “shaking up what goes on in the classroom so that students have multiple options for taking in information, making sense of ideas, and expressing what they learn” (Tomlinson, 2001, p. 1). Curriculum differentiation can occur in numerous ways. It begins with a pre-assessment which identifies the students learning style and prior knowledge. Respectful tasks, flexible grouping, and ongoing assessment all guide differentiation. Teachers can differentiate the content, the product, the process, and the
Inquiry is an interactive way of learning. Students are actively engaged in their studies. Inquiry involves student-centered activities focusing on questioning, exploring, and posing explanations. The goal of inquiry is to introduce a new way of learning where students can learn about the world around them through active engagement in real-life examples. Inquiry based learning can be incorporated into all academic subjects throughout the curriculum. Science could possibly be the most effective subject to incorporate inquiry.