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Creating Standards-Based Integrated Curriculum: Aligning Curriculum, Content, Assessment, and Instruction / Edition 2

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Overview

This completely revised edition of the classic text presents multidisciplinary, interdisciplinary, and transdisciplinary approaches to curriculum integration, covering instructional strategies, assessment tasks, and daily learning activities.
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Editorial Reviews

Jane Adair
"As I read the book, I thought 'thank goodness.' This is the first book I have readthat lays out a big picture that I can buy into and explains how to look at accountability in a positive way."
Gary Babiuk
"I have taught integrated curriculum at the undergraduate and graduate level over the past six years and have helped administrate a school that developed its whole curriculum around integration. This book would have been very useful in both situations. I look forward to using it in my current teaching."
Mary Ann Kahl
"Contains real-life examples of integration and includesexamplesfrom the author's own experience in the classroom, making the work much more appealing and credible for teachers.The author haspracticed her own theories and talks about them in humble terms, meaning she does not hide the failures."
Sue De Lay
"The content is powerful. Seeing examples from all grades levels is important so that readers, regardless of teaching level, can see that it can be done in their situation."
Sue DeLay
"The content is powerful. Seeing examples from all grades levels is important so that readers, regardless of teaching level, can see that it can be done in their situation."
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Product Details

  • ISBN-13: 9781412915069
  • Publisher: SAGE Publications
  • Publication date: 2/21/2007
  • Edition description: Second Edition
  • Edition number: 2
  • Pages: 240
  • Product dimensions: 7.00 (w) x 9.90 (h) x 0.60 (d)

Meet the Author

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.
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Table of Contents

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
Step1. 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 Model®
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 Model™
Some Insights
Tessie Torres-Dickson’s Acknowledgments
Discussion Questions
Suggested Activities
Epilogue
References
Index
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