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Implementing Integrated Arts and Interdisciplinary
CurriculumThrough Instruction
CYNTHIA VASCAK, M.F.A., PhDWENDY OELLERS, B.S. M.Ed
AN INTEGRATED INSTRUCTIONAL MODEL
AN INTEGRATED INSTRUCTIONAL MODEL
The Integrated Instructional Model
LEARNER
CURRICULUM INSTRUCTION
ASSESSMENT
GILFORD ELEMENTARY SCHOOL
CYNTHIA VASCAK, M.F.A., PhDWENDY OELLERS, B.S. M.Ed
CURRICULUM
• STANDARDS BASED
• DISTRICT GOALS
• CRITICAL SKILLS
The Integrated Instructional Model
INSTRUCTION
• INTEGRATED ARTS AND ACADEMICS
• COMMUNITY AND DEMOCRACY
• HIGHER ORDER THINKING
• PROBLEM BASED LEARNING
• INTERDISCIPLINARY
• SENSITIVE TO DIVERSITY
• CONCEPT BASED
The Integrated Instructional Model
ASSESSMENT
• STANDARDS BASED: TIED TO NH CURRICULAR FRAMEWORKS AND DISTRICT GOALS
• MULTIDIMENSIONAL
The Integrated Instructional Model
Integrated Instructional Model GoalsThe Promotion and Development of:
STUDENTS FACULTY
OUTREACH
STUDENTS
• character and citizenship• self-esteem and independence• holistic growth• democratic process in classroom• joy and fulfillment of lifelong learning
• multiple literacies• multigrade student interaction• capacities and interests of all learners
Integrated Instructional Model GoalsThe Promotion and Development of:
FACULTY• collaboration• parent involvement• inclusionary education• strategic planning• teacher research• instructional methodologies
Integrated Instructional Model GoalsThe Promotion and Development of:
OUTREACH
• master/mentor teacher program• G.E.S. professional development center
• G.E.S. summer curriculum institute• liaisons with higher education• parent training program• community/school partnerships
Integrated Instructional Model GoalsThe Promotion and Development of:
The Integrated Instructional ModelCore Components will focus on:
Needs, Capacities,
and Interests of each Learner
Community and Democratic Process
H.O.T. and Problem Based Learning
Integrated Arts
Community and Democratic Process
• respect and responsibility• the celebration of diversity• intrinsic motivation
The Integrated Instructional ModelCore Components will focus on:
• independence of learners• increase of self-esteem• social/emotional literacy• collaboration• cooperative learning• teacher as facilitator• decision-making
H.O.T. and Problem Based Learning
• interdisciplinary concept units• multidimensional assessments• process and quality of products• problem solving skills• relevant problems and life experiences• learning cycles which connect prior, present and future understandings• diversity of learning• co-construction of knowledge
The Integrated Instructional ModelCore Components will focus on:
Integrated Arts
• conceptually based daily Arts experiences
• multiple modalities and literacies
• the Arts as universal language systems• creative process and critical thinking
• individuality of expression
The Integrated Instructional ModelCore Components will focus on:
How many ways can I teach a concept, skill, or behavior?
How many ways can my students show me what they know?
Curriculum Unit Design: Process and Sample Unit
BRAINSTORM
Step 1: OUTCOMESDefine what we want students to know, do,
be like.
INTEGRATED INSTRUCTIONAL
UNIT DESIGN
Step 2: IDENTIFY KEY CONCEPTS & ESSENTIAL
QUESTIONSExplore how many concepts can be connected to current
unit of study.
Step 3: INTEGRATIONBrainstorm:
How many ways can I teach?How many ways can I assess?
Explore how the arts are represented.Tap into different intelligences, learning styles, and disciplines.
Step 4:RESOURCES AND ACTIVITIES
Gather a variety of resources including art, literature,and music.Vary activities that will challenge children and tap into different
talents.
Step 5: THE HOOKKick off: 1. Choose an activity
that showcases one of the arts to motivate and ignite students
interest.2. Engage students in KWL
format:What do we know, what do we
want to know,(and at closure.......what have we
learned?)
Step 6: PRACTICE AND OPPORTUNITYProvide opportunities
and time to demonstrate learning.Include presentations
that are both individual and collaborative
Who, What, Why, How,What if.....
GET READY
GET SETGO!
Integrated Instructional ModelOellers and Vascak-1997
DESIGN TIME
Where are they found?
How do bat impact
economy
How
How does mis-conception
lead to prejeudice?
How can we find out
what's real about bats?
What are the basic
requirements of habitats and how do
they differ?
How do bats impact their community?
BATS
Social Studies
Geography
Economics
Farming
Prejudice
Destruction of Habitats
Fertalizer/Bat Guano
Mathematics
Measurement(Wingspans)
Graphing(Wingspans)
Logic Problems
Story Problems
Sorting by Attributes
Venn Diagrams
Tourist Industry
Insect Control
Language Arts
Fiction
Myths
Homophones
Non-fiction
Poetry
adjectives
Seed dispersal/
Crops
Language usage
ScienceHabitats
Adaptations
Food Chains
Interdisciplinary Concept Map on Bats
BatsUnderstandings:The student will know:The students will be able to:Skills:* Compare and graph wingspans of different types of bats* Categorize bat species based on their physical characteristics* Identify some of the features that make bats unique* Explain why bats are mammals* Use estimation to determine amounts of nesting bats* Measurement to compare lengths* Explain how echo location helps bats* Explain why bats are essential to our ecology* Complete a venn diagram comparing birds to bats* Complete a mural that depicts bats in their habitat* Write a poem/story depicting factual information] about bats
Vocabulary
Bat roots endangeredmammal classify threatenedecho location pups vertebrateguano adaptation hibernatemicrobats prejudice migratemegabats predatorwing span preyhabitat warm-bloodedecology nursesonic oxygennesting flight
collaborationcommunicationresearchThe student will be engaged in:
* how to identify the unique features of an animal as a bat (i.e. the only mammal that can fly, echo location)* the characteristics that classify an animal as a mammal* why the bat is a member of the mammal family* how to complete a venn diagram* what is ecology* why bats are essential to our planet’s ecology
Linguistic• Read and write Bat stories fiction/non-fiction• Read and write bat poems
Kinesthetic• Dramatic role playing: Action words: i.e. soar, swoop, etc.
BATS
Intrapersonal• I am stories• I want to know questions
Mathematical• Venn diagrams• Story problems• Estimations• Measurement• Graphing
Spatial• Bat watercolors• Illustrate poems• Illustrate stories• Venn diagrams• Bat mural• Bat pictures
Interpersonal* Collaborative Activities: Mural Bat facts challenge Venn diagrams Bat reports Bat fact presentation
Musical• Squeaks ( patterns)• High and low sounds• Little brown bat song• Write new verses
Natural* Discover bat’s importance to the ecology of our planet
Emotional Response
Image Base for
Conceptual Development
Direct Sensory
Engagement
Personal Associations
and MemoriesInterpretation,Imagination,
Conceptualization
Creative Action
LearnersCreative
Journey of a thousand miles begins with a first
step…..
Thank you