Descripciones mejoradas de Syndetics:

"The content is powerful. Seeing examples from all grade levels is important so that each reader, regardless of teaching level, can see that it can be done in his or her situation." --Sue DeLay, Curriculum Resource Teacher, Oak Creek Franklin School District, WI

"Contains real-life examples of integration, including examples of the author′s own experience in the classroom, making the work much more appealing and credible for teachers." --Mary Ann Kahl, Assistant Professor of Educational Leadership, National-Louis University

"This is the first book I have read that lays out a big picture that I can buy into and explains how to look at accountability in a positive way." --Jane Adair, Resource Specialist, Long Beach Polytechnic High School, CA

Help your learners connect big questions to big understandings!

In today′s accountability-driven environment, educators strive to develop an integrated, relevant, and measurable curriculum while also presenting engaging subject matter that inspires student learning. In this completely revised edition of the classic text, Susan M. Drake provides a new approach to standards-based curriculum, instruction, and assessment that helps educators identify what students must know, do, and be. This invaluable resource also offers:

A framework allowing for multidisciplinary, interdisciplinary, and transdisciplinary approaches to curriculum integration Sample models of integrated curriculum in action Practical suggestions to simplify curriculum alignment and integration Insights based on real classroom experience to connect the framework to the real world End-of-chapter discussion questions and suggested activities

Discover how you can create an integrated, standards-based curriculum that inspires your students, and then watch them thrive.

Tabla de contenidos provista por Syndetics

• List of Tables and Figures
• Preface
• About the Author
• Acknowledgments
• 1 Accountability and Two-Dimensional Thinking
• What is Accountability?
• What is a Standards-Based Approach?
• Challenges with Standards
• Two-Dimensional Thinking
• The "Know-Do-Be" Umbrella
• Backward Design
• Backward Mapping and Interdisciplinary Work
• Unpacking the Standards
• Curriculum Mapping
• Horizontal Mapping
• Vertical Mapping
• Making Connections Through Mapping
• Mapping for Potential Integration
• Discussion Questions
• Suggested Activities
• 2 What Is Interdisciplinary Curriculum?
• Looking Back at the Late 80s and 90s
• Degrees of Integration
• Fusion
• Multidisciplinary
• Interdisciplinary
• Transdisciplinary
• A Summary of the Different Approaches to Integration
• Discussion Questions
• Suggested Activities
• 3 What Do We Want Students to KNOW, DO, and BE?
• Using the Wide-Angle Lens to Find the KNOW/DO/BE: Seeing the Big Picture
• What is Worth Knowing?
• What is Worth Doing?
• How Do We Want Our Students to Be?
• The Scan & Cluster Using the Zoom Lens to Identify the KDB
• Finding the KNOW
• Finding the DO
• Discovering the BE
• Discussion Questions
• Suggested Activities
• 4 How Do Teachers Know When Students Have Met Expectations?
• Interdisciplinary Assessment
• What Is It?
• Assessment Of, For and As Learning
• What Are Interdisciplinary Assessment Tools?
• Who is Responsible for Teaching the Cross-Curricular Skills?
• Who Assesses What?
• A Sample of a Big Assessment Task
• Planning Big Assessment Tasks
• Step 1 What do I need to know before I can create a Big Assessment Task?
• Step 2 What kind of Big Assessment Task will show the KDB?
• Step 3 What are the criteria to distinguish between levels of performance?
• How Some Teachers Planned the Big Assessment Task
• Step 1 What do I need to know before I can create the Big Assessment Task?
• Step 2 What kind of evidence do we need to show the KDB?
• Step 3 What assessment tools can we use to measure the evidence and provide specific criteria to distinguish levels of performance?
• Discussion Questions
• Suggested Activities
• 5 How Do I Create Learning Experiences That Lead to the KDB?
• Creating Big Questions to Align the KDB and Big Assessment Tasks
• Big Questions and Unit Questions
• Creating Big Questions from Across the Curriculum
• A Formula for Big Questions
• Connecting Big Questions to Big Understandings
• Developing Big Questions from Big Understandings
• A Personal Insight in Designing Instructional Strategies
• Creating a Big Assessment Task
• Two Principles for Designing Daily Activities/Assessments
• Principle 1 Using Two-Dimensional Thinking
• Principle 2 Learning Principles as an Assessment Guide
• Connecting to the KDB in Daily Activities/Assessments
• The KNOW
• The DO
• The BE
• Big Assessment Task
• How Lydia Developed the Daily Activities and Assessments
• Teacher Thinking and the Red Hill Unit
• Discussion Questions
• Suggested Activities
• 6 A Sample Interdisciplinary Curriculum Based on Standards
• Presteps
• Step 1 Choose an Age-Appropriate and Relevant Topic Theme
• Step 2 Select Appropriate Broad-Based Standards
• Step 3 Create an Exploratory Web
• Step 4 Create a KDB Umbrella
• Step 5 Create a Big Assessment Task where students can demonstrate that they have achieved the KDB
• Step 6 Create Big Questions
• Step 7 Create Mini-Units to Address the Big Questions
• Step 8 Create the ongoing activities/assessments based on the standards. Select assessment tools. Check that these are connected to the KDB and lead to Big Assessment Task
• Discussion Questions
• Suggested Activities
• 7 Exploring Other Interdisciplinary/Integrated Models
• The Curry/Samara Modelî
• Integrating Technology Into the Curriculum with a Webquest
• The Narrative Curriculum
• Creating an Interdisciplinary Course with Interdisciplinary Guidelines
• Saeid's Story
• Brain Science: A Sample Interdisciplinary Studies Course
• A Sample Unit
• Unit 1 Mind's Perception
• Broad-Based Interdisciplinary Standards
• Activities and Evaluations
• Resources
• Discussion Questions
• Suggested Activities
• 8 A Journey From Beginning to End: Designing and Implementing the Curriculum Process Model with contributions by Tessie Torres-Dickson
• The Curriculum Process Models
• Some Insights
• Tessie Torres-Dickson's Acknowledgments
• Discussion Questions
• Suggested Activities
• Epilogue
• References
• Index

Notas de autor provistas por Syndetics

Susan M. Drake is a professor in the Graduate and Undergraduate Department of Brock University, St. Catharines, ON. She earned a PhD in curriculum from the University of Toronto. She has taught at all levels of education. She taught physical education and Health and English for 18 years at the high school level. She worked on school improvement teams at the elementary level and spent one year as an elementary teacher. As well, she was a partner in a private adult education company that provided organizational development, consulting and adult learning courses. Today, Susan teaches curriculum/assessment courses for Masters of Education and doctoral students and for undergraduate students who will soon be entering the teaching field. As a researcher, she seeks out educators who are involved in exemplary practices, as she believes that a good practice makes good theory. This is Susan's seventh book on the topic of curriculum integration and she has published over 48 articles and 9 book chapters. She coauthored Meeting Standards Through Integrated Curriculum(2004) for ASCD with Rebecca Burns. As well, she authored Creating Integrated Curriculum (1998) for Corwin Press (1998) and Planning for Integrated Curriculum: The Call to Adventure(1993) for ASCD. She has lead interdisciplinary curriculum design teams from the school to the provincial level. Susan travels extensively and has done workshops/presentations across North America and in Europe, Asia and Africa.