1. Creating Powerful Learning
Experiences Through
Integration
21st Century Skills in an
Inclusive Learning Environment
2. -Purpose: We will focus on synthesizing prior learning
with new learning about curriculum integration
in our continued examination of 21st century skills
21ST CENTURY LEARNING IS EVERYWHERE
http://www.youtube.com/watch?v=EjJg9NfTXos
4. What does the research say about
how our students learn?
5. MULTIPLE INTELLIGENCES
VERBAL/LINGUISTIC LOGICAL/MATHEMATICAL
(WORD SMART) (NUMBER SMART)
Sensitivity to the sounds, rhythms, Capacity to deal with numbers,
and meanings of words and language, formulae, abstract patterns and
both written and spoken. inductive/deductive thinking.
VISUAL/SPATIAL BODILY/KINESTHETIC
(PICTURE SMART) (BODY SMART)
Reliance on sense of sight and Ability to deal with and
ability to visualize; includes ability control body movements
to create mental images. and handle objects skillfully.
MUSICAL/RHYTHMIC INTERPERSONAL
(MUSIC SMART) (PEOPLE SMART)
Capacity to recognize and Has to do with
produce tonal patterns, sounds, person-to-person
pitch, rhythms, and beats. communication and relationships.
INTRAPERSONAL NATURALIST
(SELF SMART) (NATURE SMART )
Relates to self-reflection, metacognition, Appreciation for nature and
awareness of one’s own feelings and ecological issues; recognizes
internal states of being. patterns in organisms & in nature. 5
6. Learning
Modalities
Visual – 45% of learners
Auditory – 19% of learners
Kinesthetic/Tactile – 36%
of learners
7.
8. 21st Century Skills: by Trilling and Fadel
(P. 45 – 84)
Collaboration
and Leadership Critical
Thinking,
Problem Solving
and Decision
Lifelong Learning, Making
Personal
Management and
Well-Being
Creativity and
Innovation
Digital and
Technological
Fluency
Social, Cultural,
Global and
Environmental
Responsibility
Communication
Part 2 – What are 21st Century Skills?
http://c4lpt.co.uk/top100tools/
11. MAINSTREAM
by Yothu Yindi
Reflection in the water I see
Six pretty girls on my mind today
Yellow foam floating down the river
Voices I hear of Yolngu heroes
Go go go go living in the mainstream,
Go go go go under one dream
Monsoon clouds rolling over the ocean
Thunder and rain raging here tonight
Hear the sound of speargrass crying
Cross rivers and valleys on Yolngu land
Go go go go living in the mainstream,
Go go go go under one dream
Reflections in the water we see
Black and white living together
Sharing dreams of the red, black and gold
Living dreamtime now is the Yolngu way
Go go go go living in the mainstream,
Go go go go under one dream
We‟re living together, We‟re living together
We‟re learning together, We‟re living together
Yolngu Balanda
This is Australia
12.
13. What does Integration
Look Like?
• planning around 4-6 week themes in core
subjects (e.g. Mystery Unit)
• various levels and kinds of integration
• planning together across subjects
(interdisciplinary team planning), and
sometimes across grades
• combines textbook-based learning with
resource-based learning (e.g. guest
speakers, field trips, internet, etc.)
• centered on current topics of student
interest (e.g. Harry Potter, Mission to
Mars, Lord of the Rings)
• Connected to learning outcomes from
various subjects within chosen grade
level
• Examples of Integration (e.g. Camp
Skagway, Titanic Tournament, Heroes &
Villains of Russia)
14. What does Interaction
Look Like?
• simulation games, debates and role
playing
• field trips and guest speakers
• project-based learning
• research (internet, surveys,
interviews, etc.)
• cooperative learning
• reflective journals, self-evaluations,
etc.
• multi-media presentations, fairs, and
showcases
• Technology (blogs, clickers, chats,
etc.)
15. Benefits to Kids Benefits to Teachers:
• increases relevance
• easier subject transitions
• comprehensive & consistent
• teachers can share new ideas
• holds the kids interest
• choices increase • support is available from
motivation other teachers, staff, adults
• gets kids out into the • teachers can learn new
community things
• relevant and meaningful
• positive experiences from
• concentrated time for in- students is very rewarding
depth examinations
• more fun
• supports how the brain learns
best with “novel” experiences
• get to work with new people
Benefits
16. Issues
• time to co-plan
• team leadership for planning
• time to cover the curriculum
• timing for closure across subjects
• teacher effort and commitment to the
process
• making the connections between
subjects
• integrating the complementary areas
(e.g. options)
• topics can be teacher driven
• new teachers preparation for
integration
• integration across grades
• kids don‟t always see the big picture
• finding the money for field
trips, fairs, games, and guest speakers
17. Examples of Integration*
• Parallel Disciplines Design
When the curriculum is designed in parallel fashion, teachers sequence
their lessons to correspond to lessons in the same area in other
disciplines. For example, if the social studies teacher teaches a World
War II unit in the beginning of the spring semester, then the English
teacher will reschedule her autumn book, Summer of My German
Soldier, to coincide with the social studies unit. The content itself
does not change, only the order in which it appears. The goal is a
simultaneous effect as students relate the studies in one subject with
the others. Teachers working in a parallel fashion are not deliberately
connecting curriculum across fields of knowledge; they are simply re-
sequencing their existing curriculum in the hopes that students will
find the implicit linkages.
*Source: Jacobs H. H., ed. (1989). Interdisciplinary Curriculum: Design and Implementation (pp. 14-18). Alexandria, VA:
ASCD
18. Examples of Integration
• Interdisciplinary Design
In this design, periodic units or courses of study deliberately bring
together the full range of disciplines in the school‟s curriculum:
language arts, math, social studies, and science, and the arts,
music, and physical education. The main point is that designers
attempt to use a full array of discipline-based perspectives. The
units are of specific duration: a few days, a few weeks, or a
semester. This option does not purport to replace the discipline-
field approach; rather, they are mutually supportive.
19. Examples of Integration
• Multidisciplinary Design
The multidisciplinary option suggests that certain related
disciplines be brought together in a formal unit or course to
investigate a theme or issue. It is different from parallel teaching,
where the focus stays on the prescribed scope and sequence of
each discipline. A good analogy is a colour wheel and the notion of
complimentary colours. Just as groups of colours compliment one
another, certain disciplines are directly related to one another,
such as the humanities. Of course, it is possible to design a course
that brings together two disciplines of seemingly different
characters – as long as the questions shed light on and compliment
one another (as in a course on “Ethics in Science”).
20. Examples of Integration
• Integrated-Day Design (Single Grade, Whole School)
This mode is based primarily on themes and problems emerging
from the child‟s world. The emphasis is on an organic approach to
classroom life that focuses the curriculum on the child‟s questions
and interests rather that on content determined by a school or
state syllabus. The approach originated in the British Infant
School movement in the „60s and is most commonly seen in the
United States in preschools and kindergarten programs.
21. Examples of Integration
• Field-Based Program
This approach is the most
extreme form of
interdisciplinary work. Students
live in the school environment and
create the curriculum out of
their day-to-day lives. Perhaps
A.S. Neil‟s Summerhill is the
most widely know example of
such an approach. Students who
are interested in the buildings on
campus might study architecture.
If there were a conflict between
students concerning ways to
behave in the school, they could
study rules of government. This
is a totally integrated program
because the student‟s life is
synonymous with school.
22.
23. “Designing Integrated or Interdisciplinary Units”
By J. Bondi
1. Select a theme together
2. Work/reflect independently
3. Meet together to define
objectives
4. Meet together to determine
learning activities
5. Brainstorm resources
6. Develop learning activities
7. Schedule your unit/timeline
8. Advertise/promote your unit
9. Teach your unit
10. Celebrate your unit
24. The kids in Clive have the greatest idea for dealing
with the horrors of 9/11. They've turned that
atrocious act into an effort to live in peace. Their
peace garden is something we should all strive to
build. Chad Anderson
The Lacombe Globe
September 16, 2003
26. Reaping and Sowing…
Objectives Results
PEACEFUL Increased global consciousness
To learn about the concepts of Canadian
culture, conflict resolution and
peacekeeping
EDUCATIONAL Improved learning performance in science,
To bring the outdoors and environmental math and the humanities
learning opportunities into the classroom
ECOLOGICAL Development of stewardship
To identify natural habitats and provide Survival of endangered species
opportunities for interaction with nature
ENVIRONMENTAL Decreased consumption of
To increase awareness of 3Rs: non-renewable resources, especially energy
REDUCE-REUSE-RECYCLE and paper
27.
28. Grade 1:
Bi rds/Spring,
Need s of Ani mals/
Pl ants, Season
Chan ges
ECS: Grade 2:
Sprin g Th eme Smal l Cra wli ng
(frog an d and Flyi ng
butterfl i es, p lant Ani mals, Peop le
growth) The Canadian i n the World
Peace Garden:
Curricular
Connections
Grade 9:
Grade 3:
Techno logy,Powe rs
Rocks and
& Roots, Diversity
Mineral s,
of Li ving Thi ngs,
Communitie s,
Envi ron mental
Symme try,
Qu ali ty, News, Other Areas:
PE - Mousersi ze, Bi rd Dance,
Cul t ural Games
Grade 8: Musi c - Songs a bout gardens, Grade 4:
Shap e and Spa ce , flowe rs, bi rds, i nse cts, etc. Pl ants and Pla nt
Short Stories, Cel l s Growth. Al berta -
& Systems, Wa ter Art/Crafts - Steppi ng Stones, i ts Geography a nd
Syste ms rock crafts, garden crafts Peop le
Woods - Garde n crafts, bird
houses
Heal th - Servi ce Lea rni ng
Grade 7: Grade 5:
Cel ls &Syste ms,
Shap e and Spa ce ,
Water Systems, Wetl and
Ge ometry, Speech, Grade 6:
Trees of Alberta, Ecosystem, Nati ve
Essays and Groups of Canada
Shap e and Spa ce
29. Our Gardeners…
•ECS-Grade 9
•250 students
•30 staff
•Parent & Community volunteers
“Nature’s Garden” “Garden Fantasy”
outdoor mural (grades 6-9) indoor mural (grades ECS-6)
All students, including those with special
needs, participated in the creation of the murals.
34. “Those who Fail to Plan
…..Should Plan to Fail.”
…Execution is everything!
35. Unit Title: Grade:
Subject, Topic: Time:
Stage 1 – Desired Results
Learning Target(s): Critical Questions:
Students will understand that…
Students will know… Students will be able to…
Stage 2 – Assessment Evidence
Formative Assesssments: Summative Assessments:
Stage 3 – Learning Plan
Learning Activities: High Yield Strategies:
Accommodations: Differentiation:
36. Begin with the end in Mind
To begin with the end in mind means to
start with a clear understanding of your
destination. It means to know where
you‟re going so that you better
understand where you are now so that
the steps you take are always in the
right direction.
-Stephen R. Covey, The 7 Habits of Highly
Effective People, 1989, p. 98
41. Do your plans honor all of the multiple intelligences?
42. Do your plans honor the best instructional strategies?
43. Do your plans incorporate the 21st Century Skills?
Collaboration
and Leadership Critical
Thinking,
Problem Solving
and Decision
Lifelong Learning, Making
Personal
Management and
Well-Being
Creativity and
Innovation
Digital and
Technological
Fluency
Social, Cultural,
Global and
Environmental
Responsibility
Communication
…and honor the whole brain?
