Integrated Integrated Curriculum and Curriculum and

InstructionInstruction

Not All Classrooms Not All Classrooms Operate withOperate with

Content Coverage Content Coverage Too many teachers feel intense pressure to Too many teachers feel intense pressure to

cover the contentcover the content Opportunities are missed to help students Opportunities are missed to help students

become deep, multifaceted thinkers and become deep, multifaceted thinkers and learnerslearners

Independent SeatworkIndependent Seatwork

Instead classrooms should provide Instead classrooms should provide diverse and engaging learning diverse and engaging learning opportunities for studentsopportunities for students

Schools Traditionally…Schools Traditionally…

Teach for only two Learning Styles and Teach for only two Learning Styles and Multiple intelligencesMultiple intelligences

Learning StylesLearning Styles Mastery (ST)Mastery (ST) Understanding (NT)Understanding (NT)

Multiple IntelligencesMultiple Intelligences Verbal-LinguisticVerbal-Linguistic Logical-MathematicalLogical-Mathematical

Students with other styles and dominant Students with other styles and dominant intelligences are left outintelligences are left out

Consequences of…Consequences of… Catering to students whose learning Catering to students whose learning

styles and intelligences correlate with styles and intelligences correlate with the schools usual practicesthe schools usual practices Students are denied opportunity to think Students are denied opportunity to think

in new ways and grow by being in new ways and grow by being challengedchallenged

Learning is more difficult for Learning is more difficult for Bodily-Kinesthetic and Bodily-Kinesthetic and Interpersonal (SF) StylesInterpersonal (SF) Styles

ExamplesExamples Middle School MathMiddle School Math

Teaching for Multiple IntelligenceTeaching for Multiple Intelligence Fibonacci Sequence (1,1,2,3,5,8,13,21)Fibonacci Sequence (1,1,2,3,5,8,13,21)

Multiple Intelligences Lesson for the Fibonacci Multiple Intelligences Lesson for the Fibonacci SequenceSequence

Verbal-LinguisticVerbal-Linguistic LectureLecture

Note-taking TechniquesNote-taking Techniques

Logical-MathematicalLogical-Mathematical Find values of 9Find values of 9thth, 10, 10thth, 11, 11thth 12 12thth termsterms

Develop an equationDevelop an equation

Visual-SpatialVisual-Spatial GraphingGraphing

MusicalMusical Music in background during Music in background during work sessionwork session

Bodily-KinestheticBodily-Kinesthetic ManipulativesManipulatives

InterpersonalInterpersonal Working with a partner or groupWorking with a partner or group

IntrapersonalIntrapersonal Tracking personal progress in Tracking personal progress in learning loglearning log

NaturalistNaturalist Slide of pine treesSlide of pine trees

ExistentialExistential NoneNone

ExampleExample Greek MythologyGreek Mythology

Mrs. Benevento’s lessonMrs. Benevento’s lesson Lesson GoalsLesson Goals

MasteryMastery Identify components of mythologyIdentify components of mythology

UnderstandingUnderstanding Explain how Greek Mythology and Greek Culture are Explain how Greek Mythology and Greek Culture are

relatedrelated Self-ExpressiveSelf-Expressive

Appreciate and understand Greek Mythology as an Appreciate and understand Greek Mythology as an art by creating personal mythsart by creating personal myths

InterpersonalInterpersonal Students will understand how myths are universal Students will understand how myths are universal

and themes apply their own livesand themes apply their own lives

Style AnalysisStyle Analysis

MasteryMasteryInteractive LectureInteractive Lecture

Graphic OrganizerGraphic Organizer

InterpersonalInterpersonalSocratic SeminarSocratic Seminar

Discuss two mythology Discuss two mythology themes in terms of your themes in terms of your

own lifeown life

UnderstandingUnderstandingSupport and Refute Support and Refute

statementsstatements

EssayEssay

Self-ExpressiveSelf-ExpressiveIdentify aesthetic Identify aesthetic

componentscomponents

Create a myth of a Create a myth of a current event figurecurrent event figure

Style AnalysisStyle AnalysisMasteryMastery InterpersonalInterpersonal

UnderstandingUnderstanding

Self-ExpressiveSelf-Expressive

Small groups and whole class metaphors, similes, hyperbole,

identified aesthetic components (, style characterization,

personification, imagery.Developed a working explanation

of how these devices and components affected them as

readers

Socratic Seminar focused on what makes mythology universal. Selected two common themes from

mythology, and wrote essay about themes in terms of

their own lives

Interactive LectureComponents of

MythologyOverview of Greek

CultureVisual Organizer to

record key information

Students read a selection of myths and

were provided with group of statements keyed to relationship

between Greek Culture and Mythology. Students were to

support and refute these statements using

evidence from texts.

Wrap-UpWrap-Up

Teachers can promote the highest Teachers can promote the highest levels of active, in-depth learning in levels of active, in-depth learning in the classroom while making success a the classroom while making success a reality for every studentreality for every student Through fusion of:Through fusion of:

Learning StylesLearning Styles Multiple IntelligencesMultiple Intelligences Effective lesson planning and implementationEffective lesson planning and implementation

StepsSteps Incorporating Learning Styles and Incorporating Learning Styles and

Aligning CurriculumAligning Curriculum Develop Unit PlanDevelop Unit Plan

Plan of content to be taught on sitePlan of content to be taught on site Blocked out in calendar format or as outlineBlocked out in calendar format or as outline Overarching questionOverarching question What will students do to demonstrate What will students do to demonstrate

mastery?mastery? What activities will be the steps to mastery?What activities will be the steps to mastery?

Step OneStep One

Identify in simple language, the Identify in simple language, the standards addressing and outcomes standards addressing and outcomes designated for student achievementdesignated for student achievement National Standards for FCSNational Standards for FCS Use Idaho FCS Curriculum Guides (or if Use Idaho FCS Curriculum Guides (or if

teaching in other state—check out state teaching in other state—check out state specific guides)specific guides)

Idaho Academic Achievement Standards Idaho Academic Achievement Standards (state specific standards should be used)(state specific standards should be used)

Example—Teen LivingExample—Teen Living Overarching Question (from FCS Curriculum Overarching Question (from FCS Curriculum

Guide Guide http://www.pte.state.id.us/fcserv/fcspdf/TeenLivg.pdfhttp://www.pte.state.id.us/fcserv/fcspdf/TeenLivg.pdf )) What factors are present in healthy relationships and What factors are present in healthy relationships and

friendships?friendships? Expected outcomesExpected outcomes

Define qualities of healthy relationships and Define qualities of healthy relationships and friendshipsfriendships

Explain factors that influence relationshipsExplain factors that influence relationships Describe why healthy relationships are important for Describe why healthy relationships are important for

personal happiness and successpersonal happiness and success Examine options for establishing healthy peer and Examine options for establishing healthy peer and

dating relationshipsdating relationships Examine strategies for managing sexual feelingsExamine strategies for managing sexual feelings Explain options for managing unhealthy relationshipsExplain options for managing unhealthy relationships Explore personal safety and sexual harassment issuesExplore personal safety and sexual harassment issues

Step TwoStep Two List assessment tasksList assessment tasks

Processing activities and instructional episodes students will Processing activities and instructional episodes students will engage in throughout the unitengage in throughout the unit

AssessmentsAssessments Processing Activities/Instructional Processing Activities/Instructional EpisodesEpisodes

Task RotationTask RotationM Mark the word that M Mark the word that best completes the best completes the phrasephraseU Complete AnalogiesU Complete AnalogiesS Create a sentence S Create a sentence chain or paragraph chain or paragraph using as many using as many vocabulary words and vocabulary words and students canstudents canI Peer Practice—I Peer Practice—coaching partnerships coaching partnerships for selecting antonyms for selecting antonyms and synonymsand synonyms

M=Mastery StyleM=Mastery StyleU=Understanding U=Understanding StyleStyleS=Self-Expressive S=Self-Expressive StyleStyleI=Interpersonal StyleI=Interpersonal Style

Do you hear what I hear?Do you hear what I hear?After listening to and reading a selection, After listening to and reading a selection, students review words using this codestudents review words using this code

------Familiar words------Familiar words( Vaguely familiar words( Vaguely familiar words* Unfamiliar words* Unfamiliar words

PretestPretest—what do you think?—what do you think?Students write what they think each word Students write what they think each word means using context cluesmeans using context clues

Compare and ContrastCompare and ContrastInitial definitions with dictionary definitionsInitial definitions with dictionary definitions

Visualize the WordVisualize the WordCreate four pictures that represent each word and Create four pictures that represent each word and write a specific sentence explaining why the write a specific sentence explaining why the pictures are good examplespictures are good examples

Inductive LearningInductive LearningGroup and label wordsGroup and label words

Step Two: ExampleStep Two: Example

Targeted Targeted UnderstandingUnderstanding

Learning Learning Experiences and Experiences and

InstructionInstructionDefine qualities of friendshipsDefine qualities of friendships PretestPretest

VisualizationVisualization

Compare and ContrastCompare and Contrast

Define qualities of healthy Define qualities of healthy relationshipsrelationships

Compare and Contrast Compare and Contrast scenarios of healthy and scenarios of healthy and unhealthy relationshipsunhealthy relationships

Multiple methods can be used to provide Multiple methods can be used to provide structure for learning experiences and to structure for learning experiences and to provide creative instruction of targeted provide creative instruction of targeted understandingsunderstandings

Step ThreeStep Three Use Learning Styles-Multiple Intelligences Matrix to analyze Use Learning Styles-Multiple Intelligences Matrix to analyze

those styles and intelligences you are already addressingthose styles and intelligences you are already addressing

MasteryMastery UnderstandingUnderstanding Self-Self-ExpressiveExpressive

InterpersonaInterpersonall

VV

LL

SS

MM

BB

PP

II

NN

EE

Where Do We Go From Where Do We Go From Here?Here?

Curriculum Development Curriculum Development and Concept Organization and Concept Organization

Objectives and Objectives and Competencies Competencies

Designing Learning Designing Learning ExperiencesExperiences

Teaching Plans (Unit Teaching Plans (Unit Plans & Lesson Plans)Plans & Lesson Plans)

Teaching Methods and Teaching Methods and StrategiesStrategies