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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.
List of Tables and Figures
About the Author
1. Accountability and Two-Dimensional Thinking
What is Accountability?
What is a Standards-Based Approach?
Challenges with Standards
The "Know-Do-Be" Umbrella
Backward Mapping and Interdisciplinary Work
Unpacking the Standards
Making Connections Through Mapping
Mapping for Potential Integration
2. What Is Interdisciplinary Curriculum?
Looking Back at the Late 80s and 90s
Degrees of Integration
A Summary of the Different Approaches to Integration
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
4. How Do Teachers Know When Students Have Met Expectations?
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?
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
Big Assessment Task
How Lydia Developed the Daily Activities and Assessments
Teacher Thinking and the Red Hill Unit
6. A Sample Interdisciplinary Curriculum Based on Standards
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
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
Brain Science: A Sample Interdisciplinary Studies Course
A Sample Unit
Unit 1: Mind’s Perception
Broad-Based Interdisciplinary Standards
Activities and Evaluations
8. A Journey From Beginning to End: Designing and Implementing the Curriculum Process Model™ with contributions by Tessie Torres-Dickson
The Curriculum Process Model™
Tessie Torres-Dickson’s Acknowledgments