Sumbangan Alumni De THE MINDFUL SCHOOL HOW TO INTEGRATE THE CURRICULA by Robin FogartyOther Books By the Same Author . + Designs for Cooperative Interactions Twelve snaneses to help you move toward more interactive tacking models with your students Blueprints for Thinking in the Cooperative Classroom Combines the mos effective techniques for simulating higher-order thinking with ¢ synthesis ofthe Best pre cooperative learning Pattems for Thinking: Patterns for Transfer “An innovative staff development program that offers @ speciram of practical sarees to help teachers inte cassie with transfer + Start Them Thinking Provides the K-3 teacher with practical strategies and lesson pla skill thinking 1s for introducing voung students 1 the fis + Catch Them Thinking A handbook of strategies for teaching thinking + Teach Them Thinking ‘Am inventory of 24 essential thinking sili Keep Them Thinking II Hishly-devwiled step-by-step model lessons that show you exactly wt to do to implement th ‘The Mindful School: How to Teach for Transfer Siratepes and teckniques for identifying whick elements ofthe curriculum have the mast ransfer power inking in your ‘The Mindful School: How to Integrate the Curricula Sixth Printing Published by IRUSkylight Publishing, Ine 200 East Wood Street, Suite 274 Palatine, Mlinois 60067 800-348-4474 (in northern Ilinois 708-991-6300) FAX 708-991-6420 Editing: Julia E. Nobltt Book Design: Bruce Leckie Illustration: David Stockman ‘Type Composition: Donna Ramirez Production Coordination: Kim Overton © 1991 by IRUSkylight Publishing. Inc All rights reserved Printed in the United States of America Library of Congress Catalog Card Number: 91-60963, ISBN 0-932935-31-1DEDICATION To three integrated learners I know: The poet, who navigates the stars; The drummer, who touches others’ souls; and The inventor, who notes nature's ways. 1_ ii———————_y¥—————— > CONTENTS « FOREWORD ACKNOWLEDGMENTS INTRODUCTION MODEL 1 FRAGMENTED 3 MODEL 2 CONNECTED 13 NESTED 23, SEQUENCED 33 fv | LadHOW TO INTEGRATE THE CURRICULA MODEL 5 SHARED 43 MODEL 6 WEBBED 53 THREADED 63 INTEGRATED 75 MODEL 9 IMMERSED 85 MODEL 10 NETWORKED 95 REFERENCES 105——————_y—__— FOREWORD The mindful classroom is composed of engaged students, the teacher being one of them. Robin Fogarty's How To Integrate the Curricula gives the teacher the opportunity to be a leamer. Her exercises and images provoke new perspectives on the curriculum. They also give young people a handle on the concept of interdisciplinary thinking. In these pages, readers will find practical suggestions supported by strong theoretical underpin ings. Fogarty prompts active reflection on our own work settings and curriculum development Projects. Teachers and staff developers will find this book a useful tool for inservice workshops and personal reading. The hope is to encourage all leamers in the classroom to be thoughtful, creative, and, mindful, Heidi Hayes Jacobs Columbia University Teachers College New York City March, 1991—————-y_—— ACKNOWLEDGMENTS [remember reading once in someone's introduction that, “This book took a year—plus a lifetime to write!” The thoughts shared here represent an accumulation of ideas over time and present the core of the integrated learner model. Learners must constantly and continually make connections. As they proceed on their journeys, they single-mindedly dig into an idea and at the same time they network with others for breadth across related fields. As a result, concepts come into focus and emerge as beliefs that propel the leamer even further along in his or her chosen path and into never- ending circles of expert associates. In my work with curriculum and cognitive instruction, there are two extemal camps of “expert” associates that have influenced my thinking about how to integrate the curricula: the expert theorists and the expert practitioners. Hayes Jacobs for providing the initial impetus In the theorists camp, I'd like to acknowledge Heidi ” (Interdisciplinary Cur- for this work. Her chapter, “Design Options for an Integrated Curriculum’ riculum, ASCD, 1989), acted as a catalyst for the ideas presented in this book In addition, I'm especially grateful to David Perkins for his illuminating article on finding fertile themes with which to integrate curricula. With his rich criteria, this thematic model takes on new integrity. In the absence of applied criteria, topical themes are often superficial, with content artifi- cially included or excluded accordingly. David's “lenses” provide the needed rigor. In addition, thanks go to David for the idea of the characters placed in a school setting. This sparked the inclu- sion of the comics that appear throughout the book. I'd like to thank Art Costa for his initial review of the integrated eacher targets several ideas in a model that appears as Integrated Finally, also in the theorists camp, models and his timely suggestion for one that illustrates how a t single lesson or nests several ideas together—thus, the “nested” Model #3 expert flanks: teachers from Carpentersville, Now, in the practitioner's camp, there are three distinct ¢ Michigan; and teachers from the Rich- Ilinois; teachers from the Waterford Schools in Pontiac, mond School District in Richmond, British Columbia, Canada. <4HOW TO INTEGRATE THE CURRICULA Last summer, elementary and middle schoo! teachers from Carpentersville, Illinois, worked on models to help integrate the curricula for lessons and learners. Some of their actual lesson desig appear as examples in the book. My thanks for their early efforts with me in exploring this idea an integrated curriculum: Carol Bonebrake, Jane Atherton, Suzanne Raymond, Barbara Bengsio Al Eck, Kathleen Vehring, Roseanne Day, Nancy Blackman, Clifford Berutti, Linda Morning, Diane Gray, and Terri Pellant. My thanks to Julie Castel and her teachers in Michigan, especially Al Monetta, Chris Brakke, 1 Broughton, and Sue Barber who provided the topics to fill in the first model on page 8 of this be ALIRUSkylight Publishing, Inc., we know that if Julie is doing it, it must be the next educationa innovation. A pioneer practitioner leading the thinking skills movement into action research teat she is once again on the cutting edge with the integrated learning idea. My thanks to both Julie a her “risk-taking” staff for lesting me test the models with real teachers. My sincere thanks to my friends and colleagues in Canada, First to Carol-Lyn Sakata who broug me there, then to Bruce Beairsto, David Shore, and Darlene Macklam, for introducing me to the teachers of Richmond. Their heroic efforts to implement a visionary provincial document, “Year 2000: A Framework for Leaming” has continued to inspire my work. I am especially indebted tc one teacher, Heather MacLaren. Last spring, she asked her seventh graders to prepare to talk at their parent conferences about what they had done that year and how all the things they had lear overlapped and were connected. The students’ intricate Venn diagrams provided graphic represe tations of integrating the curricula as perceived through the eyes of the learners. These drawings sparked my own thinking about creative, integrative models. In addition, working with eighty teachers in a summer workshop in Richmond called “Teaching For Transfer,” John Barel!, David Perkins, and I (with the help of “Captain Transfer,” our super- hero), had a first stab at trying to help teachers sift out curricular priorities. This, too, served as @ initial springboard for my ideas about how to integrate the curricula. Also, special thanks to Mon Pamer, Gina Rae, and Jacquie Anderson for their conversations and encouragement. Finally, I would be remiss if I neglected to mention my internal network of colleagues. My thank to: Jim Bellanca for his faith in me and my ideas; Bruce Leckie for the design part that not only shaped, but propelled the writing part; David Stockman for his cover art and comic art; Julie Noblitt for her editor's eye; Donna Ramirez for her ability to decipher my handwriting; and to At Ohlson for getting this book off our desks and off to press!—_—_——_r ‘ INTRODUCTION every thing is individual, stands by itself. By and by, itfinds To the young mind: then three, then three how to join two things and See in them one nature; thousand; and so, tyrannized over by its own unifying instinct, things together, diminishing anomalies, discovering roots running : whereby contrary and remote things cohere and flower out from 07 The astronomer discovers that geometry, a pure abstraction of the human mind, is the measure of planetary motion. The chemist finds proportions and intelligible method throughout matter; and science is nothing but the finding of analogy, identity, in the most remote parts.—Emerson ir goes on tying underground ne stem. " | i | What Is This Book All About? To help the “young mind...{discover] roots running under ground whereby contrary and ~| remote things cohere and flower out from one stem” is at once the mission of the teacher tnd of the learner. To that end, this first book in The Mindful School series presents models to connect and integrate the curricula. .es it mean sifting out the parcels of each (Fragmented) | What does “integrating the curricula” mean? | overloaded discipline and focusing on the priorities in depth? Does it mean integrating or connecting yesterday’s lesson to today’s t»pic? Or relating all issues studied in the science class to the concept of evolution in biology? Or does it mean integrating threads such as “power” and “isolation” woven throughout the Social Studies topics? ... (Connected) Does it mean targeting multidimensional skills and concepts within one lesson? . (Nested) Does it mean rearranging the sequence of when a topic is taught to coincide with a parallel topic in another content? .. . (Sequenced) Does it mean integrating one subject with another through the learner "s conceptual eye? . . . (Shared) xiHOW TO INTEGRATE THE CURRICULA Does it mean selecting an overall theme (such as “persistence” or “argument,” or a topic familiar as “transportation”) and using a thematic umbrella across all disciplines? Or sele ing a book or era or artist and weaving the fabric of the disciplines into that selected con- text? ... (Webbed) Does it mean integrating the content of what is taught with cognitive tools and cooperati strategies that cross disciplines and spill into life situations? . . . (Threaded) Does integrating the curricula encompass interdisciplinary team planning in which conce tual overlaps become the common focus across departments? . . . (Integrated) Does it mean integrative threads within the learner himself/herself that connect past expe ences and prior knowledge with new information and novel experiences? ... (Immersed, Does it mean reaching out to build bonds with other experts through networking? . (Networked) The answer, of course, is that integrating the curricula can be any or all (and more) of the aforementioned models, Each teacher and each learner views the integration process diff ently. Yet, there is a common vision encompassing three distinct dimensions that is com- monly accepted.‘Be MATHEMATICS KONDERGARTEN INTEGRATE CURRICULA: THREE DIMENSIONS HOWTO! ‘The vertical spiral represents the “spiraling” curricula built into most text materials as aarent is integrated and revisited through the K-12 grades. Mastery of c~sain material is expected at each level in preparation for puilding on to that for the next concepts.” at subsequent levels. Integration occurs vertically throughout the schooling years. ‘The horizontal band represents the breadth and depth of learning in a given subject. As different subjects are approached, explored, and Teamned within each discipline, a curnula- ce cftect is anticipated. Students are to expand their Sonceptual bases for future learning in vated fields: one math concept builds toward the next aS ‘ideas are integrated within a discipline. Finally, the circle represents the integration of skills, themes, disciplines as similarities are noted. These explicit connections are us Tearing in a holistic manner as students link ideas from one subject 10 subject. concepts, and topics across ed to enhance the ideas in anotherHOW TO INTEGRATE THE CURRICULA In summary, both integration within a discipline and integration across disciplines ar necessary to fully integrate the curricula, To further explore this idea, this book will present detailed discussions on a range of els. Beginning with an exploration within single disciplines, at the left end of the spec and continuing with models that integrate across several disciplines, the continuum e with models that integrate within the learner himself and finally across networks of 0 leamers. HOW TO INTEGRATE THE CURRICULA DISS, Ce ee OJOORS Not Ne, No.5 No Ne? NAB | Nee Within single Across several 1 Within and disciplines disciplines 1 deorne This book presents ten models that represent ten different views for integrating the cu ricula. (See chart on opposite page.) How Do Teachers Use the Book? ‘The book is divided into ten sections, one for each of the models. The discussion for model includes answers to the following questions: whatisirr D What does it took ike? {9G What does it sound like? **yy ‘What are the advantages? je ‘What are the disadvantages? se When is this model useful? R, To complete the discussion of each model, a vignette of teachers working with the mc presented in comic-book style. The scenarios depict the ongoing interaction of four fa members trying to integrate the curricula. xivVv Toward an Integrated Curriculum f oa ao cription Example mae ‘Ten Views for Integrating the Curricula: How Do You See It? Tiavadiionl mode ofeagaaty Tancher tee (S sez oeu on meteter one (CD O} eo OO : Shared age masa | BS f BBees Fy] = EE Exampt yp Arhanes aging he CADH xMARIA NovELAS SUE Sum THOMAS TIME CAPT META CoGwmre Maria Novelas, the Language Arts teacher, has been with the district for seventeen years, while Sue Sum is a recent graduate who landed a job in the Math department. Bob Beaker has manned his Science lab in The Mindful School for the past five years, but Thomas Time has been in the History department “since time began.” in addition to the four staff members, there is Priscilla Pauley, the progressive principal whe Supports her teachers in their effort to more fully integrate the curricula. Also, several graduates of The Mindful School round out the vignettes of the integrated leaner models. Throughout the book, guiding comments are made by Captain Meta Cognition, our super. hero, who provides a freeze-frame, metacognitive comment about the various views of curricular integration. j I ele Following the comic-strip action, each section ends with a set of four pages of graphics. These organizers are included for reader use. The first graphic in each O (EQ)] model provides an actual sample of curricular integration for teachers to study and discuss. The three subsequent graphics include directions for immediate reader use. One requires teachers to look back and redesign famii‘ar lessons or units. An- other graphic requires the teachers to look ahead and design lessons-and units with upcom- ing material, while the final graphic simply suggests that teachers look again to refine and/ or redesign lessons or units. Whether you are working alone, with partners, or in teams, the organizers provide immedi- ate and visible transfer of the models into useful prototypes. In fact, a faculty can easily work with this over time to develop integrated curricula throughout the school. Each staff member or team can choose one model to work with each semester. As teachers begin the Conversation about integrating the curricula, the spectrum of models becomes more invit- ing. Or, students themselves can work with the models to explore the connections they make within and across disciplines and within and across learners.Now What? eS tualize and reconceptualize “What’s worth teaching?” and “How do | best present that to vradents?” In addition to these models teachers can invent their own designs for integrating the curricula. The process never ends. It’s a cycle that offers renewed energy to each school year as teachers help “the young mind..[Jiscover] roots running under ground whereby contrary and remote things cohere and flower out from one stem. ” | Don’t Forget Don’t forget to develop your outcomes before you develop your integrated curricula. | SIGNIFICANT CURRICULAR OUTCOMES e COGNITIVE COGNITIVE " a CREATIVE BOTH CRITICAL eo (generative, productive) (orclyical, evaluative) | be Flexible Thinking eee Precision Le | Fluent Thinking Reflection ‘Accuracy LE : Wenderment Use of Past Kowledge | Ability to Critique LS | Inguisiveness Tronser Beyond the Reference Criteria 2 | Curiosity bela ta Priortze ‘ Ingenuity rrablem Solvis lerance * » Ambiguit I | ‘Sinclty Problem Solving Tolerance ‘+ Ambiguity iF Insightfulness Decision Moking Le Elaborative Thinking : AFFECTIVE ie Sense of Humor lL Efficacy os « Thinker le Cooperative, Collaborative } Risk Toking Perseverance - xviiSOMETIMES IT'S GOOD TO GET A SINGLE SIGHTING OF EACH SUBJECT— LIKE LOOKWG THROUGH A PERISCOPE.—=’ FRAGMENTED The traditional model of separate and distinct disciplines, which fragments the subject areas. ¢ Periscope—one direction; one sighting; narrow focus on single discipline“Education is the instruction of the intellect in the laws of Nature Whats The Fragmented Model? The traditional curricular arrangement dictates sepa- e& rate and distinct disciplines. Typically, the four major academic areas are labeled Math, Science, Language Arts, and Social Studies, Fine Arts and Practical Arts Pick up the remaining subjects of Art, Music, and Physical Education which are often considered “soft subjects” when compared to the “hard- ——— core” academic areas. Another grouping of the disciplines uses the EXAMPLE: categories of Humanities, Sciences, Practical Arts, and Fine Arts In the standard curriculum, these subject matter areas are taught in Teacher applies this isolation, with no attempt to connect or integrate them, Each is view in Math, Seen as a pure entity in and of itself. While there may well be Science, Social overlaps ae pee of physics and chemistry, the relationships Studies, Language are implicitly, not explicitly, approached through Arts OR Sciences the curriculum. Scene Humanities, Fine ond Practical Arts. What Does It Look Like? In the secondary school or junior high, each discipline is taught by different teachers in different locations throughout the building with the students moving to different rooms. Each separate encounter carries with it a separate and distinct cellular organization leaving the student with a fragmented view of the curricula. A less severe model of fragmentation, with subjects still taught separately and apart from each other, is the elementary classroom. In this situation the teacher says, “Now, put away your leaVv Math books and take out your Science packets. It's time to work on our Science unit.” daily schedule shows distinct time slots for Math, Science, or Social Studies. Rarcly are topics from two areas intentionally correlated. This isolation of subjects is still the norm, even in the self-contained classroom. ” The 66 What Does It Sound Like? A young high school student explained the fragmented curriculum like a 9 9 vaccination: “Math is not Science, Science is not English, English is not History. A subject is something you take once and need never tke again. It's like getting a vaccination; I've had my shot of algebra. I'm done with that.” In one day, a typical junior-high school student may be asked to perform in seven vr eight very different subjects, from mathematics to P. E. The student will do this every day in addition to the homework each subject will generate. In order to cope with such a work load, students may have to choose between focusing on the one or two subjects they enjoy doing and excel in them, and doing the minimum required to “get by” in each subject. We may wonder, “What do students learn under these circumstances?” and “Are the neds of the system taking precedence over the needs of the students?” What Are The Advantages? One of the advantages of this fragmented model, of course, is that the purity of each discipline is left untainted. In addition, instructors prepare as experts in a field and have the luxury of digging into their subject with both breadth and depth. This traditional model also provides a comfort zone for all concerned because it represents the norm, We're used to it. The weight of these pluses must not be taken too lightly. There is value in examining one discipline or subject as a separate and distinct entity in order to reveal the critical attributes of each discrete field. This model, although fragmented, does provide clear and discrete views of the disciplines. Experts can easily sift out the priorities of their own subject areas. Also, students realize the benefits of Al working with a mentor in this model. ® STUDENTS, PARENTS, ANO TEACHERS= THEY'RE WONDERING HOWVv What Are The Disadvantages? The disadvantages are twofold. The learner is left to his own resources — make connections or integrate similar concepts. In addition, overlapping concepts, skills, and attitudes are not illuminated for the learner and transfer of learning to novel situations is less likely to occur. To leave th leamer unattended in making connections both within and across the disciplines is to over. look some of the latest research on transfer of learning which calls for explicit bridging. Also, in this discipline-based model, students can easily get caught in the avalanche of work. Although each teacher assigns a reasonable amount, the cumulative effect can be- come overwhelming for the students. When Is This Fragmented Model Useful? This isa useful curricular configuration for large schools with diverse Populations in which a variety of course offerings that provide a spec- trum of subjects can target special interests. It's most useful at the uni- versity level where students travel on specialized paths of study that Tequire expert knowledge for instructing, mentoring, coaching, and collaborating. Prior to the university level, this model is helpful to the teacher, whose preparation can be more focused. Itis also a good model for teachers who want to sift out curricular priorities before using cross-departmental models for interdisciplinary planning LET'S NOT Dismiss THE TRADITIONAL MODEL TOO LIGHTLY. ITS WORKED FOR MANY YEARS. THERE MUST BE A REASON IT HAS SURVIVED. THE TEST OF TIME,Vv WAVE THEM WATCH THE TV VERSION OF MACBETH AS END HOMEWORK. THEN STUDENTS WiLL BE THEY CAN CONCENTRATE SHAKESPEAREAN MEANWHILE, BACK AT THE SiNOFUL SCHOOL, TEACHERS WITH PERISCOPIC VISION ARE UNINTENTICNASLY BURVING THEIR STUDENTS WITH HOMEWORK [AS MARIA NOVELAS, THOMAS TIME, SUE SUM, AND BCB BEAKER INDIVIDUALLY PLAN THEIR CURRICULA TOPICS WEL HELP STUDENTS SELECT THEIR SEMESTER PROJECTS ON WESTERN CNILIZATION. 1 | SANT THEM TO USE THE WEEKEND TO BEGIN THEIR | SEARCH IF 1 GET THEM STARTED IN CLASS TODAY, THE STUDENTS SHOULD BE ABLE TO GET AGOOD START ON THESE THEOREMS OVER THE WEEKEND. |} WILL ASSIGN THE CHAPTER READING OVER THE WEEKEND TO INTRODUCE THE PERIODIC TABLE OF ELEMENTS THAT WAY THEY WILL HAVE TIME TO REALLY OIG IN_AND LEARN IT FOR USE THIS SEMESTERIn each discipline, six priority units or topics ae listed. They are ranked according to importance to overall curricular requirements, Rnd list Rank legic/Reasoning @ wo Problem Solving Q 7 Technology Use a o Estimation 7 Geometry Concepts [Zl Wo Algebraic Concepts [5] o Chengo/Evoltion G@ o Couse/ Effect @ o Experimentation! q Cones o Structore/Function Eee PN Ut Wo Grommar list o Mop Skills 7 Population/Environment [2] VY Geogrephicel Foanres [3] o Sociol System a 1 Economic Syiems ——_ (Z WY GonfictResohiton [3] o Research o Genre Study 7 Wiking: The Escy 1 Communications 1 Giicl Analysis Bas Notes & Reflections Each discipline plans ts topics and content in isolation from the other disciplines. For example, the Language Arts teacher lists the typical topics fora semester. The sequence and tine allotment is determined bythe individual teacher using individual criteria while sifting out curricular priorities: “selectively abandoning”* or “judiciously including”* material in curricular designing. * Art Costa, “Orchestrating the Second Wave" Cogitare, Vol. V, No. 2, 1991.discipine and list six peorty nits or topics. Then rank them according 10 overall ‘think back, Select one orricular requirements, poooooooon: Notes & Reflections‘uk ead, List the concepts (rather than the topics or units) fr an upcoming semester. Then rank the concepts gevwilng i curricula requirements, | | | | SNNSNN KKK Sl Ne) ele a Notes & Reflections‘Think again. List curricular priorities by topic, then rank by concepts. Refine the list ds you go. ze N NN obooooaooooo00 NNN NNNSN Notes & ReflectionsHOW TO INTEGRATE THE CURRICULA SOMETIMES THE OPERA GLASS 1S NEEDED To REALLY SCRUTINIZE, FOR DETAILS WITHIN ONE AREAconcep! ‘and interconnections Within each subject connected topic fo fopi | CONNECTED area, course content is ic, concept to , one year’s work to the next, ‘and relates ideals) explicitly. Opera glass—details of one discipline; focus on subtletiesVv “The object of education is to prepare the young to educate themselves throughout their lives.” —Robert Maynard Hutchins What Is The Connected Model? While the major discipline areas remain separate, this curricular model focuses on making explicit connec- tions within cach subject area, connecting one topic to the next; connecting one concept to another; connecting a skill to a related skill; connecting one day’s work to the next, or even one semester's ideas to the next. The key to this model is the effort to deliberately relate curricula within the discipline rather than assuming that students EXAMPLE: will understand the connections automatically. Teather relates th eacher relates the 7 concept of fractions What Does It Look Like? todecimas, which Within the primary/elementary curriculum, for in tyr pelatesto. | example, a relationship is drawn between the ee rock unit and the simple machines unit as money, grades, elt. students explicitly connect these while simulta- neously seeing them as two distinct science areas: one is Earth Science and the other is Physical Science—both considered part of the sciences per se. By labeling for students the broad terms (in this case, Earth Science and Physical Science), students can begin to define the sciences for themselves by using these as organizational umbrellas. This becomes a first critical step in their understanding and conceptualization of the sciences as a realm of knowing. Likewise, in a junior high or secondary school setting, the Earth Science teacher relates the Geology unit to the Astronomy unit by associating the evolutionary nature of each. The rm——IevT”O~™O™ similarities between the two units become organizers for students as they work through both Tints to see that they can make explicit interrelationships. 66 What Does It Sound Like? ‘The student sees connections between subject areas that have tradition- 9 9 ally been taught separately. Here is the testimony of one former student, Eric J. Lerner: found there wos «big difference between what exited me, ying 1 understond the unos ond eC eee othr Evonivel, | veached the point where | could no longer accep he ‘Second Law of Thermodynamics,” Lemer recalled. oughly, that concept holds thot energy levl in o physical syst tend 9 even ext For instance, Roy. eta into a eal room ond it disperses throughout the space, quicily becomieg irrpngushoble, “On a larger cal, the Second Low of Thermodymomics 200m 1 ‘enforce he Big tong theory” Lemer explined. “A he moment of creation ll energy wot ‘supposedly concentrated aon and he universe was highly organized. Ever since ts energy hos been dispersing os the Ghverse degenerates info less and less organized sites.” Bric goes om to relate the moment when he made the connection, then | grasped that biology contradict he Second Law of Thermodynamics,” here scid. “Consider craan eres fours have gone from te les complex, like sngle-cll creatures, fo he move complex, SA ee Why shoul! our planet be an exception? asked mel, That modo me realize re nanos damental wreng wih te Big Bang theory ond is conception fate universe is running down.’ The teacher can facilitate such connections in students’ thinking by exp! between subject areas. icitly making links (TEACHERS CAN HELP STUDENTS What Are The Advantages? Te ecrion® By AKG QUESTIONS THAT STRETCH By connecting ideas within a discipline, (oes. the learner has the advantage of the big picture as well as a focused study of one aspect. In addition, key concepts are devel- oped over time for internalization by the learner. ‘Connecting ideas within a discipline permits the leamer to review, reconceptualize, edit, and assimilate ideas gradually and may facilitate transfer. xj, used with permission © Copyrighted, Chicago Tribune Company. al ight reserves 15What Are The Disadvantages? ‘The various disciplines in this model remain separated and appear | unrelated even though connections are made explicit within the desig- nated discipline. Teachers are not encouraged to work together in this model, $0 content remains the focus without stretching concepts and ideas across other disciplines. The concentrated efforts to integrate within the discipline overlook opportunities to develop more global relationships to other subjects. When Is This Connected Model Useful? The connected model is useful as a beginning step toward an integrated curriculum, Teachers feel confident looking for connections within their own discipline. As they become adept at relating ideas within the disci- pline, it becomes easier to scout for connections across disciplines. Also, connection-making can be done collaboratively within department meetings—which is again, old and familiar ground that sets a safe climate for change. Starting teacher teams using this model within the department or grade level can be a fruitful strategy to prime the pump for more complex integration models later on. 16BACK AT THE MINDFUL SCHOOL, OUR TEACHERS, SUE, 808, TOM, AND MARIA, START TO EXPLORE THE CONNECTORS WITHIN THEIR OWN SUBJECT AREAS. SLL _——— TH RE MORE. SENSE TO THE STUCENTS yrseens LOGICAL TO INTRODUCE | ee concer? OF NEGATIVE NUMBERS] | [ever THEY WORK WiTH THE | Maorants IN GRAPHING JO HELP STUDENTS UNDERSTAND HOW EVERY THING WE STUDY IN BIOLOGY RELATED TO THE THEORY OF EVOLUTION, PLL HAVE THEM KEEP AN “EVOLUTION” NOTEBOOK THEY CAN LOG IDEAS AS WE STUDY, READ, AND DISCUSS THE VARIOUS TOPICS. To GENERATE AN INTEGRATED UNDERSTANDING OF AMERICAN LITERATURE, JA GONG TO HAVE ( | Nupents CRITIQUE EACH OF THE AUTHORS WE READ THIS SEMESTER USING “THE AMERICAN OREAA™ THEAE, THIS WILL WEAVE A COMMON STRAND qpuRDUGHOUT THE UNITS. BY APPROACHING THE UNIT ON EARLY GREECE (AND INTERTWINING GREEK DRAMA INTO THE SEMESTER WORK, STUDENTS: WILL GETA STUDY IN HUMANITIES RATHER TTWAN DISCRETE STUDIES OF HISTORY AND PROVIDE A MORE ENDURING IMAGE OFHOW TO INTEGRATE THE CURRICULA Think of units, topics, or concepts within a disciplng tat you've just finished teaching and jot down “connection.” ‘Mental Health Topic, unit, concept t Healthy Decision-Making (concept, skill, attribute) 4 Relationships/Loss topic, unit, concept Estimation (concept, skill, attribute) Pea ‘opi, unit, concept T “American Voice (concept, skill attribute) 4 20th Century. topic, unit, concept Confi (concept, skil, tribute) L Westward Expansion Notes & Reflections Each discipline connects particular topics, units, or concepts with connecting organizers. These frameworks provide common focal points for integrating ideas. 18be ‘Think back on units, topics, or concepts within a discipline that you've just taught. Jot down connections as you correlate them. Topic, unit, concept t (concept, sil, attribute) L Topic, un, concept “Tepig, unt, concept tT “Teoncept sil, arbre) 4 topic, unit, concept topic, unit, concept t (concept, skill, attribute) 4 Topic, an, concept tT (concept, sil, tribuie) Notes & ReflectionsNow, think ahead and try to connect ideas, teach this semester. topics, or concepts with units, topics, or concepts you plan to “Topic, unit, concept t (concept, ski, atribute) (concept, skill atribute) 4 ‘opie, unit, concept ‘opie, unit, concept tT (concept, sill atribute) 4 (concept, skill eto) Notes & ReflectionsDesign or redesign units, topics, or concepis so they connect logically for lessons and leamers. Topic, unl, concept tT (concept, skill, attribute) 4 Topic, unit, concep (concept, sil, otribute) Topi, uni, concept t L Topic, oni, concept Topic, unit, concept t (concept, skill, tribute) 4 Topic, unit, concept t (Concept, skill otribute) 4 Notes & Reflections 2UAANY TEACHERS “NEST” A. NUMBER OF IMPORTANT IDEAS INTO A SINGLE LESSON.NESTED Within each subject area, the teacher targets multiple skills: a social skill, a thinking skill, and a content-specific skill. 3-0 glasses—multiple dimensions to one scene, topic, or unit lahVv “The business of education is not to make the young Perfect in any one of the sciences, but to open and . dispose their minds as may best make them capable ‘of any, when they shall apply themselves to it.” —John Locke What Is The Nested Model? ‘The nested model of integration is a rich design used by skilled teachers. They know how to get the most mileage from the lesson—any lesson. But, in this nested approach to instruction, careful planning is needed to structure multiple targets for student learning. However, nested integration takes advantage of ee a natural combinations so the task seems pretty easy. EXAMPLE: What Does It Look Like? Teacher designs the An elementary content lesson on the circula- unit on photosyn- tory system targets the concept of “systems” thesis to simulta- as well as facts and understanding on the : circulatory system in particular. But, in addi- neously target tion to this conceptual target, the teacher also targets a thinking consensus seeking skill of cause and effect. Throughout the study of the circulatory (social skill), system, students will be focusing on causes and effects as they sequencing (think- pertain to the circulatory system. ing skill), and plant In addition, a social skill such as cooperation may be a focal ied {scence point as the class learns about group work. Also, flow-chart design may be an organizational skill developed during this unit. So, as the teacher “covers the content,” more generic, generalized skills are “nested” to- gether to enhance the learning experience. 24rediction attentive listening P a inference paraphrasing compare/contrast encouraging classify accepting ideas generalize hypothesize disagreeing prioritize consensus seeking evaluate summarizing [Alnigh schoo! lesson in the Computer Science class targets Computer Assisted Manufacturing (CAD/CAM) programs. sotual workings of the program, the teacher h for explicit exploration and practice. In this “nested” approac Tamitare for schools of the future. Thus, the teacher clusters in ergonomics as they design ORGANIZERS web Venn diagram flow chart cause-effect circle agree/disagree chert grid/matrix concept map fishbone the Computer ‘Assisted Drawing/ Yet, as the students learn the as targeted the thinking skill of “envisioning” Jn, students are also instructed ae ora gills inthis nested model of integrating the curricula. What Does It Sound like? 9 9 Srupent #2: Yeah! I know what you mean. It was easy to psych out the test questions because the stuff was repea eighteen times in class. Stupeer #1: But now, they expect you fo sort out what’s important. And they want you to tell them how you figure things out. Sroper #2: That's not all. My teacher watches our “social behavior,” too. She says our thinking and our behavior are just as important as our answers. This is get ting out of control. Sean fs Yeah! They're getting too much mileage out of one lousy lesson. Srupent #1: Teachers used to be pretty predictable. They would tell you ‘what you were supposed to know and then test You onit. WHEN You THINK ABOUT tr, ANY LESSON CAN pe ser UP TO INCORPORATE THE NESTED MODEL. 25———_r + What Are The Advantages? ‘The pluses of the nested model are obvious to the veteran teacher, nesting and clustering a number of objectives in the learning expe student leaming is enriched and enhanced. Typically, focusing on tent, thinking strategies, social skills, and other serendipitous idea single lesson takes on multiple dimensions. In this day and age of information overlo over-crowded curricula, and tight schedules, the experienced teacher may seek out fe lessons that lay the groundwork for learning in multiple areas. While the nested mod. provides the needed attention to several areas of interest at once, it does not require t added burden of finding time to work and plan with another teacher. With this model single teacher can provide extensive integration of curricula. What Are The Disadvantages? ‘The possible disadvantages of the nested model arise from its very nature. Nesting two, three, or four learning targets into a single les may confuse students if the nesting is not executed carefully. The ceptual priorities of the lesson may become obscure because stude directed to perform many learning tasks at once. When Is This Nested Model Useful? ‘The nested model is most appropriate to use as teachers try to inf thinking skills and cooperative skills into their content lessons. K« the content objectives in place, while adding a thinking focus and ing social skills, will enhance the overall learning experience. Ne: particular skills in these three areas integrates concepts and attitudes easily through s tured activities. 26MODELS eo y| [ meanwaee. ne ALIKE THIS IDEA OF “NESTEO™ oe E THIS WEA OF my | nee cur eS nye DisetPLINE ty | 2cNnenew Meee THER REALMS. IN GLOBAL By ete orerener THINKING WATS FOR , So sveShw MODEL. di | eemnnrnents Gee GETTING A Ga00 10ER TORI tor OF MILEAGE SOR EMENTS, | COULD FOCUS 2 out OF THEIR CHART, AND THEN TRY NesTit i | | tessone ecepTs. SUCH AS PATTERNS: THEYRE Se MEMORY TECHNIQUES TARGETING SOCIAL SKILLS, FRINKING SKIS CONTENT Skis WITHIN 1h SINGLE LESSON ‘a aty st pi WHILE READING THE NOVEL THE OLD MAN ANDTHE SEA, unl a” : eM es | HAVE INTHE PAST. BUT. 1 EAN ting LANCUNSE oT THE. CONCEPTS OF, PERSE SU ng Se TRS OAIR, ALSO, THE IDEA OF EMPHASIZING AD Fan 2S A COCIAL SxILL LOOKS POSSIBLE Nd EN S 8 SKILLS ASA WAT PURE AND INTACT. YET 1 CAN TALK ABOUT GRID WHEN INTRODUCE THE PERIODIC TABLE ING A FEW OTHER Ski AND yo INTEGRATE. IT NGTUDIES, | CAN USE DEBONO'S NoINT OF VIEW" OF CURRENT EVENTS, STUDENT RESPONSIBILITY. + OF THE (ON THE CONTE! FOR EXAMPLE, IN A INATH Lesson, WHEN 1 AM TEACHING THE SKILL OF GRAPHING INFORMATION, | CAN ALSO EAPHASIZE PREDICTION OF THE Cine. 1 COULD USE THE IDEA OF NESTING, AND REQUIRE CONSENSUS INTHE GROUP FOR THEIR PREDICTIONS. EXTEND THE LESSONHOW TO INTEGRATE THE CURRICULA & “SAMPLES | Using a content piece asthe fist target, two other instructional focal points are designated that can be nested in a single lesson or unit of smndy. ras “Grophing Chars (organizing skill (organizing stil Togieal dodvctve ‘Anais thinking (thinking sil} (ihinking sil) DNA {content| Debate Conflict (social sil) (cocil sil) ment ond fee — “eine inking ski) id i (hinking sil) Persvasive weiting {content Notes & Reflections Within a content, the teacher uses the subject matter as the frame for a number of skills, concepts, and attitudes. The opie or unit provides the vehicle to carry along learning in related areas. 28‘Think back to something you just taught. Selecta topi other concepts or skills as further instructional targets. ‘or concept from the content. Then add two Notes & Refl 29Notes & Reflections-Think again Jot down the content topics or unt. Then target several other concepts or skills for explicit instruction within the same lesson(s), Notes & ReflectionsTui 15 THE FIRST MODEL THAT HAS TEACHERS REACH ACROSS DEPARTMENTS TO PLAN AND SEQUENCE SOME SIMILAR IDEAS. 32SEQUENCED are rearranged and sequenced nother. Similar ideas are taught te subjects. Topics or units of study fo coincide with one ai in concert while remaining separa! ,es—varied internal content framed Eyeglass by brood, related concepts a“Education is the transmission of civilization.” —Will and Ariel Durant Whats The Sequenced Model? With limited articulation across disciplines, teacl can rearrange the order of their topics so that sin units coincide with each other. Two related disci can be sequenced so that the subject matter content of both are taught in parallel. By st quencing the order in which topics are taught, the activities of each enhance the other. In essence, one subject carries the other ee and vice versa. EXAMPLE: 4 English teache What Does It Look like? : presents anbi Inthe sel-comtsined classroom, Charlotte's talnovel dep eb can accompany the unit on spiders. Johnny ak Tremain can parallel the study of the Revolu- a particular pe tionary War. The graphing unit can coincide while the Histo with data collection in the weather unit. teacher teache same historical A secondary situation might sequence the study of the stock period. market in Math with the study of the Depression in History. Both domestic and global events can be used to parallel various units in the various subjects. In this way. current, relevant topics become the catalyst to study toric foundations, related mathematical concepts, or appropriate literary references. 34Vv 66 What Does It Sound Like? Tol Adams once said, “The textbook is nota moral contact thet teach- 9 9 ers are obliged to teach—teachers are obliged to teach children.” Unfor- crs sy, more often than one cares to admit, teachers follow the format tung avout ofthe texts, going from the front ofthe book to the back. pile this may work well in some cass, it ght make more SSO to rearrange the nonce of the units in other eases. The new sequence may tbe more logical if it parallels stiect matter content across disciplines. When learners age given the advantage of seeing these natural connections across content, both the students and the teachers benefit. Learn- jog becomes more generalized and therefore more easily transferred. What Are The Advantages? “The teaches, by rearranging the sequence of topic, chapters and units can dictate the curricular priorities rather than having to follow the catgence established by the editorial staff ofthe textbook. nhs ashore can make the critical decisions about content, From se smdents’ point of view, the deliberate sequencing of related topics aross disciplines helps them make sense oftheir studies in both wibject and content areas. Once again, integration aids transfer ee ™— tat rooms, in different periods, making similar points, their leaming is reinforced in a powerful and meaningful way- wusT ay REARRANGING THE ORDER OF TOPICS, TEACHERS CAN HELP KIDS MAKE THOSE CRITICAL CONNECTIONS. poses What Are The Disadvantages? 'A drawback of sequenced curricula is the compromise required to shape their model. ‘Teachers must give up autonomy in making curriculum sequences as they partner with others, Also, to sequence according to current events requires \Jongoing collaboration and extreme flexibility on the Part of all jJemtentarea people involved. This is not as easy as it sounds. However, in a very short time, even with only one afternoon Together, teacher partners can easily do some rearranging and sequencing as a beginning ‘]Mep. If this first attempt at correlating two subject areas works, the two teachers can try ‘|sequencing more units for parallel teaching. 35wv When Is This Sequenced Model Useful? The sequenced model is useful in the beginning stages of the integr, Process, using two discipline areas that are easily tied to each other. teacher, working with a partner, starts by listing curricular content s rately. Then, the team tries to juggle the separate content pieces arov until the two can “match up” or sequence some things to coincide. They try to parallel different contents to make more sense to the students who are learning from bath. In thy model, both disciplines stay pure, Specific emphasis is still in the domain of the subject matter, but the student reaps the benefits of related content, 36“£23 OF Vv oy NOW, JFEACHERS AT : rie MINDFUL —— Youoor ane {AS WE AGREED TO 00 IN CORRING | OUR LAST FACULTY MEETING, Mee te | BOB, I'VE LISTED THE GREAT, SUE! 1010 A SIMILAR LIST, CMANTASES | KEY UNITS | WILL COVER NOW, LET'S LOOK AT OUR LISTS WAKING | THIS. SEMESTER INTHE TOGETHER AND SEE IF THERE'S a A LOGICAL SEQUENCING 5O THE USUAL ORDER, TWO LISTS HAVE MORE MATCH CONNECTIONS| ee UP FOR STUDENTS LESSONS AND | YES, | AGREE. THAT WOULD LEARNERS. A | BE EASY FOR ME TO ADJUST COUPLE. OF | AND 1 LIKE THE GEA OF Glen start | REINFORCEMENT OF THE TAuGNG BOUT] CONCEPTS IN MATH CLASS powa Sone pasun Las YOU KNOW, MARIA, THAT DOES MAKE ALOT OF SENSE. I'M REALLY GLAD WE STARTED LOOKING AT ALLTHIS. IT'S REFRESHING TO YUGGLE THINGS AROUND SOMETIMES, NOTICE YOUVE LISTED YOUR POLLUTION STUDY. 1 HAVE SOMETHING SIMILAR WITH MY LITERATURE UNIT ON PROJECTING FUTURE PROBLEMS. MAYBE WE COULO PLAN SOME FILMS OR FIELD EXPERIENCES TOGETHER.HOW TO INTEGRATE THE CURRICULA ‘Two teachers from different disciplines list five topics each. Then they sequence them to paralle! their teaching. Neu 2, The Midnight Ride of Poul Revere 3, The Slave Who Bought His Freedom 4, Nellie Bly 5. Diary of Anne Fronk List Robin Hood Nellie Bly v v ov Diary of Anne Frank v v The Midnight Ride of Poul Revere The Slave Who Bought His Freedom Peony subject 2. American Revolution 3. Civil War 4, Women's Suffrage Movement 5. World Wor It List ov Am. Hist-Revolutionary Wor An, Hist-Civil War Am, Hist-Womens’ suffroge World Hist-Medieval Times World War It NNN Notes & Reflections Sequencing units with another teacher is an easy way to ensure that students make connections.4 ~~ subject List subject list NNN pt Notes & Reflections 39HOW TO INTEGRATE THE CURRICULA ‘Think ahead and list the content for two topics or units to parallel each other logically. subject subject NNNNN ~~ Notes & Reflections — 40reorder the topics or units in a ‘Think again, List subject matter content across two logical sequence.MODEL & SEQUENCED —a—aao ‘Think again. List subject matter content across two disciplines. Then reorder the topics or units in a logical sequence. Notes & ReflectionsHOW TO INTEGRATE THE CURRICULA SHARED CURRICULAR INTEGRATION 1S LIKE LOOKING THROUGH A PAIR OF BINOCULARS. AS THE TWO LENSES ARE ADJUSTED, A ORE FOCUSED VIEW RESULTS. 42SHARED Shared planning and teaching take place in two disciplines in which overlapping concepts or ideas emerge as organizing elements, Binoculars—wo disciplines that share overlapping concepts and skills 43 ‘ertHOW TO INTEGRATE THE CURRICULA “The chief object of education is not to learn things, but to unlearn things." —G. K. Chesterton What Is The Shared Model? Certain broad disciplines create encompassing cur- ticular umbrellas: Math and Science paired as sci- ences; Literature and History coupled under the label of the Humanities; Art, Music, Dance, and Drama viewed as the Fine Arts, and Computer Technology, Industrial and Home Arts embraced as the Practical Arts. Within these complementary disciplines, partner planning es and/or teaching create a focus on shared concepts, skills, and EXAMPLE: attitudes. Science and Math teachers use data ike? What Does It Look Like? / colecton, coring Cross-departmental partners plan a unit of d graph study at the middle and secondary school and graphing as levels. The two members of the team approach __shared concepts the preliminary planning session with a notion that can be team- of key concepts, skills, and attitudes traditionally taught within the taught. single-subject approach. As the pair identify their respective priorities, they look for overlaps in subject matter content. For example, the Literature teacher may focus on the concept of “the American Dream” as an organizer for a collection of short stories by American authors. At the same time, the History teacher notes that his unit on American History, that focuses on 4 study of each of the decades, could also use “the American Dream” as a unifying theme. 44MODELS SHARED anifying concepts because the concepts result from shared elements rather than the intro- duction of a theme from the outside. This is what the Venn diagram Tepresents—similarities in the overlapped section. The key is to look for commonalities of both curricula, To use the shared view of curricular integration, the teacher needs to explore two disciplines fo munial Concepts, skills, and/or attitudes as well as for actual content overlaps, This focess is more complex than simply sequencing units to coincide with another subject wea, 66 What Does It Sound Like? Elementary models of shared curricula embody standard planning mod- QO arsaiccady in wide use The self-contained classroom teacher plans the Science unit on simple machines and the social studies unit on the indus- trial revolution around the concept of efficiency models. ‘The shared sehen of efficiency becomes the organizing umbrella, Teachers ack each other questions tenis: “What concepts do these units share?”, “Are we teaching similar sills?" aed "hp Se two units have commonalities in terms of concepts and ideas?” What Are The Advantages? Advantages of this model of shared curriculum planning rest in the ease of using this as an early step toward more fully integrated models en. compassing the four major disciplines, By coupling similar disciplines, . the overlaps facilitate deep learning of concepts for transfer. Simply put, "S easier to schedule common planning periods for a two-teacher team than it is to juggle 5 Scheduling for a four-teacher team, In addition, planning often leads to shared instruc- "nal experiences such as a film or field trip, because the two teachers can put their two ‘ods together to create a larger time block. 45—"_~20_—— What Are The Disadvantages? ‘A barrier to shared curricula is the planning time needed to develop the a models. In addition to the time, flexibility and compromise are essential ingredients for successful implementation—it requires both trust and teamwork. This model of integration across two disciplines requires commitment from the partners to work through the initial phases. To find real overlaps in curricular concepts requires in-depth dialogue and conversation. When Is This Shared Model Useful? ‘The shared curricula model is appropriate when subject matters are clustered into broad bands such as the Humanities or Practical Arts. Also, this model facilitates early stages of implementation toward integrated curricula. It is a viable model to use with two disciplines as an intermedi- ary step to the four-discipline teams which are much more complicated and complex. 46MODELS: SHARED TEACHERS AT THE MINDFUL SCHOOL Disc POSSIBILITIES FOR SOME SHARED CuRRic INTEGRATION INTHE FORM OF cROSS~ DEPARTMENTAL PARTNERSHIPS. WORKING TEAMS OF TWO, THEY ARE DISCUSSING SOME PLANNING IDEAS. — 1 WAS INTRIGUED By THE NUMBER OF STUCENTS LAST SEMESTER WhO MADE EXPLICIT CONNECTIONS BETWEEN WHAT YOU WERE poINiG AND. WHAT | TWAS DOING. THE SEQUENCING REALLY SEEMED | Exeentence, “vent REAL was To FOSTER THEIR | Micw MORE! worice oF THE ree A NSIMILAR CONTENTS, THAN ME MATERIAL T EXPECTED. INFACT, | NEVER REALLY THOUGHT TMeW'D WoTIce AT ALL YOU KNOW, | HAD THE SAME REMEMBER—I SUGGESTED LAST YEAR THAT WE MIGHT SHARE SOME FILMS ANO FIELD EXPERIENCES. HOW WOULD You FEEL IM WILLING TO TRY ABOUT TRYING ONE SHORT UNIT NEXT ONE IF IT is WELL SEMESTER, SAY, THREE WEEKS LONG ? PLANNED AND COESN'T TAKE TOO MUCH TIME. DID YOU HAVE ONE UNIT. IN PARTICULAR IN INO?HOW TO INTEGRATE THE CURRICULA i “Two disciplines that seem to have natural relationships are scrutinized for concepts and ideas tht overlap. aga boo INTERVIEWS biography (life cycle) oyces Concepts) ecology ecosystem, conservation respect {respec for ecosystem] Atfitudels) respect for point of view sequencing A) ow charts following plot line ae aeD Notes & Reflections Topics and units from two related disciplines ofer rich possibilities for integration by identifying basic concepts, sills, and atitudes that overlap. [ #8 |MODELS: SHARED _$e—__ ‘Think back to the units and topics taugh¢ last semester. With a partner, talk about concepts that overlap. Notes & Reflections 49HOW TO INTEGRATE THE CURRICULA ‘Think ahead with a partner about the content across two disciplines. Sor out the concepts, skills, or attitudes that overlap. sere ‘Skills) Notes & ReflectionsNotes & Reflections (2THIS 1S THE MOST POPULAR MODEL OF INTEGRATION— THE WEBBED THEME. TEACHERS VIEW THE CURRICULA THROUGH A TELESCOPE FOR A PICTURE OF AN ENTIRE CONSTELLATION OF SUBJECTS AND ACTIVITIES. 52WEBBED A fertile theme is webbed to curriculum contents and disciplines; subjects use the theme to sift out appropriate concepts, topics, and ideas. Telescope—broad view of an entire constellation as one theme, webbed to the various elements [= || HOW TO INTEGRATE THE CURRICULA “We must open the doors of opportunity. But we ‘must also equip our people to walk through those doors.” —Lyndon B. Johnson What Is The Webbed Model? ‘Webbed curricula represent the thematic approach to @& integrating subject matter. Typically, this thematic approach to curriculum development begins with a theme such as “transportation” or “inventions.” Once a cross-departmental team has made this decision, it uses the theme as an overlay to the different sub- jects: inventions lead to the study of simple machines in Science, — reading and writing about inventors in Language Arts, designing EXAMPLE: and building models in Industrial Arts, drawing and studying * Rube Goldberg contraptions in Math, making flow charts in Teacher presents a computer technology classes. In more sophisticated webbings, simple topical intricate units of study can be developed in which integration theme, such as the occurs in all relevant areas. circus, ond webs i to the subject What Does It Look Like? areos, A conceptol In depart mentalized situations, the webbed theme, such as curricular approach to integration is often conflict, can be achieved through the use of a fairly generic but i ee . webbed for more fertile theme such as “patterns” or “cycles. ‘nthe theme This conceptual theme provides rich possibilities for the inherent depth in the them approach. diversities of the various disciplines. While similar conceptual themes such as patterns or conflict provide fertile ground for cross-disciplinary units of study, the elementary models can also use a book or a genre of 54 iisTO books as the topic, to thematically organize their curricula, For example, fairy tales or dog stories can become catalysts for curricular webbing. Typical lists look like this .. . 5 eI aed Irnpressionists great books 66 What Does It Sound Like? When searching for a theme, teacher teams generally begin with an idea- QF cassering session tat sounds lke ots of genuine inerecion commen’ tion, and dialogue among colleagues: “How "bout this one?” “What do you think of this?” “I read about a school that used cultural diversity as 1m overriding theme.” “Let’s brainstorm a long list. I don’t want to use the first one we think of just to be done with i.” “Maybe we should ask the kids for their ideas.” “I have Some lists of theme ideas from a workshop.” “Yeah, but we will need to look at that list carefully and compare them to some criteria. Ihave Perkins" criteria here.” Fertile Themes for Integrative Learning are like... A Good Js. Acood - applies BROADLY AGo0d applies PERVASIVELY Acooai jiscloses FUNDAMENTAL PATTERNS oer - -feveals SIMILARITIES and CONTRASTS FASCINATES © 1990 Dvd Perkins 55 ‘oe!SO And so it goes as they explore possibilities and set guidelines for reaching a decision. What Are The Advantages? An advantage of the webbed approach to curricular integration is the motivational factor that results from selecting high-interest themes. I addition, the webbed model or unit-writing approach is familiar to se soned teachers and is a fairly straightforward curriculum planning m for less experienced teachers to grasp. It also facilitates teamwork planning as cross-der mental teams work to weave a theme into all content areas. The thematic approach or webbed model provides a visible and motivational umbrella for students. It is easy for th to see how different activities and ideas are connected. What Are The Disadvantages? The most serious difficulty with the webbed model lies in the selectio Pf of a theme. There is a tendency to grab at shallow themes that are sup ficially useful in curriculum planning. Often these artificial themes le: to a contrived curriculum. Also, caution must be used not to sacrifice logical and necessary scope and sequence inherent in the disciplines. In this model, teact can get bogged down in curriculum writing that may not warrant the time involved as compared to long-term use of the thematic unit in years to come. (Usually a theme is not repeated.) Also, teachers can become focused on activities rather than on concept develo} ment in this model, so caution should be used to keep the content relevant and rigorous. When Is This Webbed Model Useful? The webbed model for integrating curriculum is a team approach that takes time to develop. Summer curriculum writing time is an opportur momtient to initiate this model so teachers can fully explore theme options and set criteria for quality. This model takes extensive plannin and coordination among the various departments and special subject areas. It's a great model to use when trying a two- to four-week interdisciplinary pilot unit. Because of the intense planning needed to do this model well, it is advisable to start with a manageable piece of the curriculum. 56Gt THE STAFF JAEETING AT ie Nor | SCHOOL, MARIA, | | Am EXCITED ABOUT SELECTING TOM.BOB. AND | & THEME THAT CAN BE WEBBED TO ALL THE CONTENTS. “IT TAKES ME BACK TO MY COLLEGE DAYS, THREE-WEEK | WHEN WE USED TO WRITE | THEME. INTERDISCIPLINARY UNITS. THE PENDULUM DOES swING, DOESN'T IT? MUUELO: WEBBED THOUGHT 1 THINK THIS DESIGN IS WORTHWHILE. IT WILL PULL WHAT WERE SEPARATE ANC OISPARATE PARTS OF THE CURRICULUM TOGETHER FOR THE KIDS. | YOU KNOW, | HAD THE SAME ON “FINDING FERTILE THEMES’? THE CRITERIA SET FORTH BY PERKINS IN THAT PIECE SEEMED QUITE USEFUL. DO You REMEMBER WHAT THEY WERE ? | YES! REMEMBER THE ARTICLE WE READ } Ok, LET'S SEE. IT LOOKS Like WE HAVE TWO CATEGORIES: AND 5, FASCINATES. TOPICAL THEMES ANO CONCEPTUAL THEMES, FIRST. THEN, ACCORDING TO PERKINS’ CRITERIA, LOOK TO SEE iF THE THEME: 4 APPLIES BROADLY, 2. APPLIES PERSUASIVELY, 3 REYEAS | ELEMENTAL PATTERNS, 4 PROVIDES SIMILARITIES AND CONTAS | HAVE THE PERKINS ARTICLE HERE. LET'S. BRAINSTORM SOME IDEAS AND “SELECTIVELY ABANDON* THE MORE SUPERFICIAL ONES. SHAVE TOO MANY PRIORITIES. TO WASTE TIME. 1 WANT THE, ACTIVITIES TO BE REALLY MEANINGFUL. LET'S Sor THAT ouT aA theme is designated as the central idea and used as an overlay to the various content areas for an interdiseiplinary approach. TES Gas Change os it relates to fine arts creas: Change asi relates to olgebreie equations * ratios © ort forms + grophs music 2 Sones + dance * technology Eee) Change os it relates to the Industrial Revolution: * inventions + working condi * population * environment PNever Changes in US. Industrial Reveltion literature + novel * short stories poetry Change Changes in valves ‘Change as it ralates sro fcr poe is * school. + habitats © business. * eating | patterns i ‘spate + media * natural enemies Suzanne Raymond, Carpentersville IL Notes & Reflections In this webbed model, the theme provides a fresh lens with which to frame and view content. The theme acts as a common umbrella that is visible o students as they work in ‘the various content areas. Its an easy integration model forthe learner. iS]| __MODELS: WeaseD Faith back to units you've just done and, as aninerdiscipinary team (ora grade level team), See if you can finda theme that might have worked forall of you Notes & ReflectionsI ep 1 AHEAL ‘Think ahead to next semester. Asan interdisciplinary tam (ora grade level team) select an umbrella theme to web with the various content areas. 60‘Think again, Try another theme and out the content for another unit of study. Notes & Reflections [5 }“The great end of an education is to discipline rather than to furnish the mind. To train it to the use of its own powers rather than to fill it with the accumulation of others." —Tryon Edwards Whatls The Threaded Model? Thinking skills (p. 65), social skills (p. 66), study skills, graphic organizers, technology, and a multiple intelligences (p. 67) ap- proach to learning thread through all disciplines. This threaded model of curricular integration focuses on the metacurriculum that supersedes or intersects the very heart of any and all subject matter content. For example, prediction is a skill used to esti- mate in math, forecast in current events, anticipate in a novel, and hypothesize in the science lab. Consensus-seeking strategies are used in resolving conflicts in any problem-solving situation. These skills are, in essence, threaded through standard curricular content. What Does It Look Like? Using the idea of a metacurriculum, grade- level or interdepartmental teams target a set of thinking skills to infuse into the existing content priorities. For example, using the “cluster curriculum” (see p. 65). the freshman team might choose the analysis cluster of thinking skills to infuse into éach content: Science (classify), Social Studies — EXAMPLE: Teaching staff targets prediction it Reading, Math, anc Science lab experi- ments while Social Studiesteacher targets forecasting currentevents, and thus threads the skill (prediction) across disciplines. (compare and contrast), Language Arts (attribute), Math (sequence). Likewise, social skills and the multiple intelligences can be threaded through the various disciplines. 64 bear?THE CLUSTER CURRICULUM OF THINKING SKILLS CRITICAL THINKING SKILLS CLUSTER MODEL7: THREADED ANALYTICAL AND EVALUATIVE-| ew Select appropriate socio! skills to target as a grade level, department, or interdisciplinory eam. | SOCIAL SKILLS OVERVIEW PHASE SOCIAL SKILS Communication (C), Trust (7), Leadership (L), Conflict Resolution (CR} Forming Use 0 6° voice. OT Heads rather ) : 7 i Listen to your neighbor. (C) Do your job. (U) 3 ve eranize groups ond eslsh | Soy wih he ro. () Help cock oer. 2 3 2 Norming Include all members. (L) Let all participate. (L) oe Encourage others. (L) Respect each other's opinions. ( is ‘copie cwvones stor | son wi fous. () Stoy on tsk. (U) a Conforming Clarify. (C) Probe for Sececes (cr) a Poraphrase ideas. (C) Generate alternatives. (CR) } ee ee eeg oto | Give examples. C) Seek consensus. (CR) Sense tone. See all points of view. (CR) : ae Disagree with idea not Try fo ogree. (CR) to function efectively and enable | person (CR) Contribute own ideas. (U) Keep on open mind. (1) Performing ae ideas. (C) ae ideas. (C) an a ; Integrate ideas. (L) ‘Synthesize. (L) ene here acd | duty ideo. CR) Roach consensus. (CR) Reforming Begin rl of sei sl och me : . 7 ‘* New group is formed. * New tosk is given. coFeely oct carla, | ¢ New member joins gro. * Long absenses occur. the classroom ‘+ Member is absent from group. Fram Bluprints For Thinking In The Cooperative Classroom, James Bellanca and Robin Fogany, Skylight Publishing, Inc. 1991, 2nd 4 - (4 liteMODEL7: THREADED !AUD Sno} “‘swoned jeuol jo uomtut aseq 8} souat aouaby}a,u) omunAuyesisny ‘wonow APO S1011U09 yo|yen ‘xou09 2910W! 8,u7e3q 241 Burpniout *Apoq SUI Jo Wopsy4/sBUIMOUD, 241 pue juauianot oneuIseuly/Apog ‘Seunjote/seSeu jeyuous jewsoyuy ‘#18019 0} fy ‘yoelqo ue Bujoq pue wu6js jo, 801194 Uotym ‘aout e0uaby) aU) lenedsjensi, ue ontionpi “Susoned Yensqe jo uopjusose: ou pue ‘sioqunu ‘Bujuosea,/Bupyuiy Im sieap eau SuptUIN oynuayo wupdys ‘uo pue ‘spunos souaby equ; leuossadiequy SSONSOITIaLNI STII eS thoge Bupyuyyy ontuBooBjew ‘uojsayjar ‘Bujaq jo sayeis 01 sajeja4 oout 12U} leuosiedesjuy OW BeyBUIWoP ‘eBenBue} pus ueBiorUy Sy, \ | eouabyj9}u; ve SnsinBurjequen, S9uab9;u] leopewayyewjeo|607Vv 66 What Does It Sound Like? As the thinking skills or social skills are threaded into the content, the 9 9 teacher asks questions such as: “How did you think about that?”, “What thinking skill did you find most helpful?”, “How well did your group work today?”, and “Have you used your musical intelligences today?” ‘These processing questions contrast sharply to the usual cognitive questions such as, “Wha answer did you get?” and “How many agree?” (Sometimes, the above metacognitive ques- tions sound to the kids like the teacher is “wasting time.” Students will often say, “OK, what do you really want us to do?”). What Are The Advantages? Advantages of the threaded model revolve around the concept of the Co metacurriculum. This metacurriculum is the awareness and control of th skills and strategies of thinking and learning that go beyond the subject matter content. Teachers stress the metacognitive behavior so students learn about how they are learning. By making students aware of the learning processes, future transfer is facilitated, The plus is that in this integration model, not only does the content stay pure for each discipline, but the students reap the added benefit of a superordinate kind of thinking that has transfer power for life skills. What Are The Disadvantages? ‘A disadvantage of the threaded model isthe necessity of adding “an- Wm ther” curriculum, Content connections across subject matter are not addressed explicitly. The metacurriculum surfaces, but the disciplines remain static. Connections between and among the subject matter con- tents are not stressed. Also, in order to thread the metacurriculum through the content, all teachers need an understanding of those skills and strategies. When Is This Threaded Model Useful? The threaded model is used to integrate curricula when a metacurriculun is a district focus. This model is appropriate to use as one of the alterna “tive steps toward a more intense subject matter integration. The threaded model is easier to “sell” to hard-core curriculum advocates who are reluctant to shift the subject matter priorities. Therefore, this becomes a viable senior high model to start with as teachers keep their content intact and infuse thinking, cooperating, and multiple intelligences into that content. 68 hissTHE MINDFUL SCHOOL TEACHERS FINO IT EASY To THREAD CERTAIN SKILLS THROUGH THEIR PARTICULAR CONTENTS MAKING INFERENCES 1 THE THINKING SKILL TARGETED... $0, OUR TEACHER TEAMS ! WL FOCUS, ON THE Takin; RIGHT, BOB. INFERRING FROM ATA AND DRC OF INFERENCE MENS | PREDICTING TRENDS, GOTH IN THE HISTORICAL Pcntaeea racine SENSE AND IN FUTURE STUDIES, ALSC Has eines nee THE POTENTIAL TO ENRICH THE CURRICULUM eee reece vation | CONTENT. AT FIRST. 1 was AFRAID THE SUBJECT MATTER CONTENT WOULO LCS: AS KEY SKILLS. \ ° \ _) AND We WOULD DILUTE THE DIScPEn — BUT THIS ACTUALLY JS ENHANCING MY CONTENT! YOU KNOW MARIA, INFERRING FROM GRAPHS, CHARTS, AND DATA IS A NATURAL FOR MATH CLASS. WITH THE OVERLOAD OF INFORMATION AND THE INCREASED USE OF GRAPHICS, STUDENTS NEED WORK IN MAKING INFERENCES FROM THE GATHERED DATA. I'S A RICH THREAD To STRING THROUGH EVERYTHING WE DO. READING BETWEEN THE LINES ~ MAKING INFERENCES IS AN ABSOLUTE BASIC EXPECTATION OF GOOD READERS | THE STUDY OF LITER A~ THIS SEMESTER CAN BE GREATLY ENRICHED. STUDENTS WILL BE EXPECTE: GO BEYOND THE LITERAL INFORMATION PRESENTED. 69Interdisciptinary or grade Stotistics * couse & effect os ‘able chonge Med (discipline) Threading the thinking sil ‘outcomes for students. ‘and thread that skill through curricular content in all four disciplines. Current Events ‘causes of war in Gulf + effects - US. + effects world-wide level teams target a thinking skill or cooperative o Study shill: 1 Orgonizing skill: o o ‘Moliple intelligence: Other: Ecology Unit + causes of pollution + water = lond + effects « solutions Dicry of Anne Frank + Direct effect on family ond on others outside the Family Notes & Reflections it (or metacurriculum) through the subject mater content takes Jome consensus rom the team members. However, there is no “watering down” of content in the respective disciplines. It's an amiable teaching model with postive lee‘Think back to units the team members have recently taughe. Identify some metacurricular skills that seem to enhance the content focus. * eS a a a a a a (discipline) (escipine] nea Notes & Reflections 7‘Think ahead as team members plan their topics and units for next semester. Target real cals tg igh i SOE Thinking sil 1 Cooperative ski: Shy sil: Orgonizing ski: O_Mubtple inteligence: OC Other: =a Notes & ReflectionsLEE © Cooperative skill: C1 Study ski Organizing ski: Muliple intelligence: OC Other: (discipline) (discipline) (discipline) aa Notes & ReflectionsTo VIEW CURRICULA THROUGH A KALEIDOSCOPE 18 TO REARRANGE PATTERNS AND DESIGNS. 74INTEGRATED This interdisciplinary approach matches subjects for overlaps in topics and concepts with some team feaching in an authentic integrated model, Koleidoscope—new patterns cond designs that use the basic elements of each discipline p [7s id) for im Vv “I call a complete and generous education that which flts [an individual] to perform justly, skilfully, and magnanimousty all the offices, both private and public, of peace and war.” —John Milton Whats The Integrated Model? The integrated curricular model represents a cross- @& disciplinary approach similar to the shared model. The integrated model blends the four major disci- plines by setting curricular priorities in each and finding the overlapping skills, concepts, and attitudes in all four. As in the shared model, the integration is a result of sifting ideas out of subject matter content, not laying an idea over the subjects as in the webbed themes ap- proach. The integration sprouts from within the various disci- plines and matches are made among them as commonalities emerge. What Does It Look Like? At the middle school or secondary school, an integrated curriculum is conceived as an interdisciplinary team struggles with an overloaded curriculum. As a team, they decide to “selectively abandon” pieces from the traditional curriculum, Armed with prudent priorities for the discipline, the four team members begin to explore overlapping priorities, concepts that undergird their very disciplines. One such overlap they discover early on is the concept of argument and evidence It works well in Math, Science, Language Arts, and Social Studies. It’s a first step. —— EXAMPLE: In Math, Science, Social Studies, Fine Arts, Language Arts, and Practical Arts, teachers look for patterning models and approach content through these patierns. ae 76 hkMODEL INTEGRATED In the elementary classroom an integrated model that illustrates the critical elements of this bpproach is the whole language movement in which reading, writing, listening, and speak- Ing skills spring from a holistic, literature-based program that taps all the energies of the learner and the disciplines. Whole language is a philosophy of learning that embraces an Integrated curriculum as opposed to the more traditional, fragmented model in which each lubject is addressed separately and apart from the others. Integrated models such as whole language are designed with the learner as the focus, while fragmented models are designed Irth the content as the focal point. 66 What Does It Sound Like? “Unless we educate for wholeness in person and wholeness of our earth YD planet, we are not really intelligent. In our school subjects, we have an opportunity to study humankind as a family, and the heart as the body of that family. We have the possibility of developing a curriculum which is ike a map of its dreams and its history, a map of interconnections. Interdisciplinary meth- try to avoid squeezing the life out of one part and blowing it up in another.” —M.C. Richards What Are The Advantages? A distinct advantage of the integrated model is the ease with which the learner is lead to the interconnectedness and interrelationships among the various disciplines. The integrated model builds understanding across departments and fosters appreciation of staff knowledge and expertise. Pte integrated model, when successfully implemented, approaches the ideal learning envi- iment for an integrated day externally and for an integrated learner focus internally. ‘The tegrated model also carries with it an inherent motivational factor as students and ideas in momentum from class to class. What Are The Disadvantages? Itis a difficult, sophisticated model to implement fully. This integrated MM ode! requires highly skilled staff, confident in the priority concepts, skills, and attitudes that pervade their respective disciplines. In addition, the integrated curriculum requires interdepartmental teams with blocks f planning and teaching time in common, which often means major restructuring of sched- fe To integrate curricula with explicit atention to the genuine conceptual priorities of h discipline requires the commitment of a myriad of resources. IK 7HOW 10 INTEGRATE THE CURRICULA When Is This Integrated Model Useful? This integrated model is most appropriately used with a cross-depar mental team of volunteers who are willing to commit time and ener; the integration process. It is helpful to start with a small pilot projec such as a three- to four-week unit. Summer curriculum-writing time designed-release time during the semester is most likely necessary to fully explore this model. Once a pilot is in place, further team commitment can be made. But, a word of caution needed here. It is not advisable for a school to adopt this model as a school-wide reforn without first giving it serious thought. Remember, committed volunteers across departn are the critical elements for this complex model. Eventually, as team members work to- gether learning about the other disciplines and the other team members, the units can be planned for longer periods of time. But this is a gradual process of building confidence trust as team curriculum designers. 78MODEL B: INTEGRATED MEANWHILE, OVER THE SUMMER, MEETINGS AT THE MINDFUL SCHOOL ARE FREQUENT AND HEATED. SUE, TOM, MARIA, BOB, AND. PRISCILLA ARE EXPLORING possieiLiries AND LOOKING FOR MATCH-UPS. ————_—______ 1 LIKED THE WEBBED MODEL WE TRIED = LAST YEAR, SUT SOMETIMES, 1 FELT LIKE 1 WAS MANIPULATING AND CONTRIVING MY CONTENT A BIT. WHAT IF WE TRIED A FULL-BLOWN INTERDISCIPLINARY TEAM, APPROACH THIS YEAR AND LOOKED FOR THE NATURAL OVERLAPS? YES,1 AGREE WITH You, SUE. eur WHAT IF WE ONLY FIND A FEW GENUINE AREAS OF OVERLAP? HOW DO WE COME TO TERMS WITH THAT WITHOUT ARTIFICIALLY STRETCHING OUR TRUE PRIORITIES? LET'S TRY THE INTEGRATED APPROACH IN A PILOT ONLY. MAYBE PLAN A THREE-WEEK SEGMENT, | TWINK 1 KNOW WHAT YoU MEAN,TOM. WE SHOULD FIRST LOOK AT OUR INDIVIDUAL CONTENT PRIORITIES ANO THEN SIFT. OUT CONCEPTS, IDEAS, AND ATTITUDES, THAT HAVE OVERLAPPING ELE MENTS. FOR EXAMPLE, IN MY DNA UNIT, ASIDE, FROM THE TECHNICAL INFORMATION ABOUT GENETIC ENGINEERING THERE ARE MORAL AND ETHICAL ISSUES. THOSE ISSUES MIGHT OVERLAP wiTH SOCIAL STUDIES AND LANGUAGE ARTS. THERE ARE ALSO A NUMBER OF MATHEMATICAL CONCEPTS INHERENT IN THE DNA MODEL. GEE, THATS AN EXCITING IDEA! 1 Like, COMING FROM THE HEART OF ' EACH DISCIPLINE AN THEN LOOKING FoR THE OVERLAPPING. CONCEPTS. LET'S Go FoR iT! Fie‘An interdisciptinary or grade-level team brings their conceptual priorities together, looking for overlaps in concepts, skills and attitudes as well as content concepts. [a serene ae DRS ot prima tates [Soa a Supply & Demand Invent ea original workeseving devicw Bell Editon Impodt of telephone Free enter: robbarborens eee ‘Katloon Vehring, Carpentesvil,ints a Notes & Reflections Using their content priorities, eam members look beyond the topics tothe concepts, skills, and attitudes they target in their separate disciplines. Armed with these basics the team looks for the overlapping ideas that emerge as common ground among the four disciplines. The similarities emerge from the content pieces.es so ‘or grade-level tcam lists topics and units, the concepts are ‘basic curriculum content carries the overlapping ideas, : = a Et Se PFE ORSsoaraveiese et ‘Think ahead to units coming up. Try to list content, sort out concepts, and look for overlaps that create new arrangements that integrate ideas. ste [2]MODEL INTEGRATED ‘Think again. Plan with a team using content, concepts, and overlapping ideas to integrate the various curricula. a ae17'S AN UP=CLOSE AND PERSONAL VIEW THROUGH THE MICROSCOPE, 84IMMERSED The disciplines become part of the learner’s lens of expertise: the learner filters all content through this lens and becomes immersed in his or her own experience. Microscope—intensely personal view that allows riirotoopie exploration as all content is filtered through lens of interest and expertise 85“The one real object of education is to have a [person] in the condition of continually asking questions." —Bishop Mondell Creighton OO OO What Is The Immersed Model? Aficionados, graduate students, doctoral candidates e@ and post-doctoral fellows are totally immersed in a field of study. They filter all curricular content lean ing through one microscopic lens. This individual integrates all data, from every field anc discipline, by funneling the ideas through his or her area of in- tense interest. In this model of integrated curricula, the integration is internally and intrinsically accomplished by the learner with EXAMPLE: little or no extrinsic or outside intervention. : Student or docto. What Does It Look Like? candidate has at At the secondary or university level, the doc- crea of expert toral candidate is immersed in biochemistry. interest and sees Her area of specialization is chemical bonding learning through of substances. Even though her field is chemis- that lens. try, she devours the software programs in computer science classes so she can analyze her data in simulated lab experiments, saving days of tedious lab work. She accepts an offer to learn patent law in order to protect her ideas for her company and to protect her company from liability cases. All learning paths are sparked by her passion for her field. Likewise, a six-year-old first-grader writes incessantly about butterflies, bugs, spiders, insects, and creepy crawlies of all sorts, Her art work is modeled on the symmetrical desi of ladybugs and the patterns of butterflies. She counts and mounts, frames and sings abou 86HOW TO INTEGRATE THE CURRICULA When Is This Immersed Model Useful? This model is not prescribed through a deliberate plan. The imme model of integration seems to just happen. One cannot engineer ¢ internal integration. It resides solely within the learner. However, this form of integration is noted, the teaching team can certainly { tate the fusion process with calculated synthesis. Broad, varied content, unified with riding skills, concepts, and attitudes work well with this immersed learner who autor cally sees lots of connections. 88nerse r the 2, on y fac thov tomat A GRADUATE OF THE MINDFUL SCHOOL SYSTEM, ANO THE UNIVERSITY, TELLS HIS COLLEAGUE. VD BEEN WITH THE FIRM FOR FIVEYEARS ASA CHEMICAL, RESEARCHER AND LIKED TO JUST STICK TO THE LABORATORY. BUT THEN | HAD TO LEARN THE CAQ/CAM PROGRAMS TO USE THE TECHNICAL EQUIPMENT. THE TIME | SAVED BY USING THE COMPUTER SIMULATIONS WAS UNBELIEVABLE. THEN | STARTED SPENDING ALOT MORE TIME ON THE PATENTING { PROCESS AND STARTED LOOKING AT PATENT LAW. NOW THE COMPANY WANTS ME TO GO TO LAW SCHOOL. NOT ONLY THAT, INORDER TO DEAL WITH OUR JAPANESE MANUFACTURERS, IVE_ STARTED STUOYING JAPANESE! INEED TO HAVE SOME UNDERSTANOING, OF THE LANGUAGE—AT LEAST 1'D LIKE TO BE ABLE TO UNDERSTAND SOME OF WHAT I HEAR. THE LEARNING NEVER STOPS. WHO KNOWS WHAT I'LL GET INTO NEXT! 89In an incEideal effort, use your own personal interest area and jot down related topics in sack of the four disciplines. Notes & Reflections 91om iit eee emi: 8 ae Le seemmcepaars THINK An ‘Now, working alone, think of an emerging interest and jot down related ideas in each of the four disciplines that you might want to explore, i a Notes & Reflections [22 }Notes & Reflections + TayLEARNERS NETWORK WITH OTHERS BOTH WITHIN THEIR CHOSEN FIELD AND OUTSIDE THAT FIELD AS THEY CONTINUALLY LINK NEW IDEAS To ovo. 94NETWORKED Learner filters all learning through the expert's eye and makes internal connections that lead to external networks of experts in related fields. Prism—a view that creates multiple dimensions and directions of focus 95“The education of a man is never completed until he dies.” —Robért E. Lee (So) What Is The Networked Model? The networked model of integrated learning is ar rd ongoing external source of input, forever providi: new, extended, and extrapolated or refined ideas. Jearner’s professional network usually grows in obvious, and sometimes not $0 obvious directions. In the search for knowledge, learners come to depend on this network as a primary source of information that they —x must filter through their own lens of expertise and interest. EXAMPLE: In the-networked model of integration, unlike in the earlier Architect, while models, the learner directs the integration process through self- adapting the CH selection of the needed networks, Only the leamers themselves, CAM technolog knowing the intricacies and dimensions of their field, can target ns t the necessary resources. This model, like the others, develops lesign, nefwor and grows over time as needs propel the learner in new withtechnical directions. programmersai expands her kn What Does It Look Like? edge base, jus This model of networked integration is seen shehad traditor to a limited extent in the elementary schools, ally done with Imagine a fifth grader who has had a keen interior designer interest in Indians since his toddler days of _ playing cowboys and Indians. His passion for Indian lore leads him into historical readings — %ile ay aay orks ! sond know 4st G5 becomes overwhelming. The benefits no lon ition drawback is that the networked model, and dilute a concentrated effort. h ners: v both fictional and non-fictional. His family, well aware of his intrigue with the Indians, hears about an archeological dig that recruits youngsters to actual ly participate in the dig as Fart of a summer program offered by a local college. As a result of this summer “camp,” 66 What Does It Sound Like? ———————<$Ers 9 § that provides various avenues of exploration and explanation Although these diverse ideas may aot come all at once, the networked learner is Spin 10 multiple modes of input as divergent components are sifted and What Are The Advantages? ‘The advantages of the networked model are many. This integrated learn- ing approach is extremely pro-active in nature, with the learner self. initiating the searches and following the newly emerging paths. The leamer is stimulated with relevant information, skill, or concepts that move his learning along. The pluses of this model however, cannot be imposed on the” learner, but rather must emerge from within. However, mentors can and do provide the necessary models to support this sophisticated stage of learning, WhatAre The Disadvantages? The minuses of the networked model are familiar to those who have MMM developed many diverse interests in their labor of love. It is easy to get Side-tracked into one of the side ideas. It's also possible to get in over Your head. A particular path seems inviting and useful, but suddenly ier outweigh the price one has to pay. Another if taken to extremes, can spread interests too thin 97SURRICULA When Is This Networked Model Useful? This model, like the immersed model, often moves the onus of integra- tion to the learner rather than to an outside instructional designer. How. ever, it is an appropriate model to present to motivated leamers. Tutors or mentors often suggest networking to extend the learner's horizons or Provide a needed perspective. As networks evolve, serendipitous connections appear along the way. Often, these accidental findings propel the leamer into new depths in the field or actually lead to the creation of a more specialized field. One such example in this modern day, of course, is the field of genetics, which has developed an area known as genetic engineering. This unfolding of a field is really the result of immersed expert learners net- working with other immersed expert learners, [2]YEARS LATER ‘THE MINDFUL SCHOOL GRADUATE TALKS TO TWO NETWORK EXPERTS, A COGNITIVE PSYCHOLOGIST AND A COMPUTER PROGRAMMER. | THINK OF MYSELF ASA LIBRARIAN— THAT WAS MY TRAINING — LIBRARY SCIENCES. BUT AS A DOCTORAL CANDIDATE IN THE AREA OF ARTIFICIAL INTELLIGENCE, | NEED TO NETWORK WITH OTHERS IN THE HIGHLY TECHNICAL FIELDS. 1AM SEARCHING FOR A PROGRAM TO HELP SIMULATE A COGNITIVE SEARCH FOR INFORMATION. WHAT WE KNOW ABOUT HOW THE BRAIN WORKS CAN BE REPRESENTED IN THESE DIAGRAMS. ALSO, BY SCRIPTING THE “TALK ALOUD MONITORING” OF SUBVECTS, I THINK YOULL BE ABLE TO SEE PATTERNS OF CONNECTION-MAKING. IF WE PUT OUR HEADS TOGETHER THIS WILL START TO TAKE SENSE. THE INSIGHTFUL CONNECTIONS MADE BY THE HUMAN BRAIN, BUT THE RANDOMNESS IN THE PROCEDURES CAN BE PROGRAMMED IN, | WILL NEED EXPLICIT DETAILS ABOUT HOW WE MAKE THOSE CONNECTIONS INTHE HUMAN BRAIN FROM YOU. LK PERPU!— [> SAMPLES = | ‘Armed with a “mission in mind,” the learner networks with two other experts in order to execute the “pet project.” lLeamer’s Mission: To survey fr nutrifonol misconceptions and rewrite heath curriculum te ‘reflec modern concepts of nutiion, biochemistry nutritional misconceptions Nutritionist publishing curriculum nsructiog (Mathematics Notes & Reflections The leamer is propelled by his/her area of interest ro search out experts both inside and ‘outside the field in order to extend and enrich the field.‘Think back to a pet project you once did. Track two“ with in order to accomplish your task. Try to imagine how they pulled in all four disciplines to the expertise. Notes & Reflections 101. Sketch out a scenario in which you will network with other experts, "Try to imagine how they wil sea fo ang es within their expertise. Notes & Reflections 102 iaonTHE TEN MODELS FOR INTEGRATED LEARNING ARE JUST THE FIRST STEPS TOWARD MAKING CONNECTIONS FOR LESSONS AND LEARNERS. THESE. REFERENCES PROVIDE FURTHER INSIGHTS To HELP YOU CREATE DESIGNS OF YOUR OWN._ REFERENCESVv Barell, J., Teaching For Thoughifulness. Longman, New York and London, 1991, Bellanca, J., The Cooperative Think Tank. Skylight Publishing, Palatine, Wlinois, 1991. Bellanca, J. and Fogarty, R., Blueprints for Thinking in the Cooperative Classroom, (Second Edition). Skylight Publishing, Palatine, Illinois, 1991. Beyer, B., Practical Strategies for the Teaching of Thinking. Allyn and Bacon, Boston, 1987, Bloom, A., The Closing of the American Mind. Simon and Schuster, New York, 1987. Bloom, B.S., editor, Taxonomy of Educational Objectives: The Classification of Educational Goals, Handbook I: Cognitive Domain. Longman, New York, 1984. Brandt, R., “On Teaching Thinking: A Conversation with Arthur Costa” in Educational Leadership. Vol. 45, No.7, April, 1988, Bruner, J., Toward a Theory of Instruction. Belknap Press, Cambridge, Massachusetts, 1975. Caine, R. N., and Caine, G., Making Connections: Teaching and the Human Brain. Associa- tion for Supervision and Curriculum Development, Alexandria, Virginia, 1991, Caine, R. N., and Caine, G., “Understanding a Brain-based Approach to Learning and Teaching” in Educational Leadership. p. 66-70, Alexandria, Virginia, October, 1990. Carbol, B., Project Leader, The Intermediate Program: Learning in British Columbia. Min- istry of Education, Educational Programs, Victoria, Province of British Columbia, 1990. 1 Cositare, Newsletter of the ASCD Network on Teaching Thinking: Integrating Curricu- lum.” Vol. 5, Issue 2, Skylight Publishing, Palatine, Illinois, 1991. Costa, A. L., The School As A Home For The Mind. Skylight Publishing, Palatine, Ilinois, 1991. Costa, A. L., “What Human Beings Do When They Behave Intelligently and How They Can Become More So” in Developing Minds: A Resource Book for Teaching Thinking, Vol 1. Association for Supervision and Curriculum Development, Alexandria, Virginia, 1991. Costa, A. L. and Garmston, R., “The Art of Cognitive Coaching: Supervision for Intelligent' Rerenees Teaching.” Paper presented at the Annual Conference of the Association for Supervision and Curriculum Development, Chicago, 1988. fisner, E., “What Really Counts in Schools” in Educational Leadership. Vol. 48, No. 5, February, 1991. Elvin, L., The Place of Common Sense in Educational Thought. Unwin Educational Books, London, 1977. Emerson, R.W., Selected Essays. Penguin, New York, 1982. Feuerstein, R., Instrumental Enrichment, University Park Press, Baltimore, 1980. Fogarty, R., “Ten Ways to Integrate Curriculum” in Educational Leadership. Vol. 49, No. 2, ». 61-65, October, 1991. ba R., Designs for Cooperative Interactions. Skylight Publishing, Palatine, Illinois, 990. fogarty, R., “From Training to Transfer: The Role of Creativity in the Adult Learner.” Doctoral Dissertation, University of Chicago, Loyola, Mlinois, 1989. rogarty, R. and Bellanca, J., Patterns for Thinking, Patterns for Transfer. Skylight Publish- 4g, Palatine, Ilinois, 1989. pa R. and Bellanca, J., Teach Them Thinking. Skylight Publishing, Palatine, Ilinois, 86. fullan, M., The New Meaning of Educational Change. Teachers College Press, New York, 91. fisch, E. D.,Jr., Cultural Literacy. Houghton-Mifflin, Boston, 1987. fost, P. H., Knowledge and Curriculum. Routledge and Kegan Paul, London, 1964. t, P. H. and Peters, R. S., “The Curriculum” in Conflicting Conceptions of Curriculum, by E. Eisner and E. Vallance. McCutchen, Berkeley, California, 1974.Vv Tord, S. and Loucks, S., A Concerns-based Model for Delivery of Inservice. 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