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List of Figures | |
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Preface | |
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Acknowledgments | |
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About the Author | |
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Introduction: Personally Seeking Rigor and Relevance | |
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What Is Interdisciplinary Curriculum? | |
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Why Integrate the Curriculum? | |
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Approaches to Integration | |
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Degrees of Integration | |
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Fusion | |
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Multidisciplinary | |
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Interdisciplinary | |
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Transdisciplinary | |
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A Summary of the Different Approaches to Integration | |
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Discussion Questions | |
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Suggested Activities | |
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Accountability and Two-Dimensional Thinking | |
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What Is Accountability? | |
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What Is a Standards-Based Approach? | |
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Two-Dimensional Thinking | |
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The Know/Do/Be Umbrella | |
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Designing Down | |
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Designing Down and Interdisciplinary Work | |
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Unpacking the Standards | |
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Curriculum Mapping | |
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Vertical Mapping | |
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Horizontal Mapping | |
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Mapping for Potential Integration | |
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Benefits of Curriculum Mapping | |
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Discussion Questions | |
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Suggested Activities | |
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Snapshots of Exemplary Integrated Programs | |
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Scofield Magnet Middle School, Stamford, Connecticut: The Stamford HP Catalyst Project | |
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Shelburne Community School, Shelburne, Vermont: The Alpha Program | |
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Miami Country Day School, Miami, Florida: Abess Center for Environmental Studies | |
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iEARN (International Education and Resource Network) | |
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High Tech High, San Diego, California | |
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Science Leadership Academy, Philadelphia, Pennsylvania | |
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Jalen Rose Leadership Academy, Detroit, Michigan | |
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Discussion Questions | |
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Suggested Activities | |
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Doing the Groundwork for Interdisciplinary Curriculum | |
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What Is Worth Knowing? | |
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Big Ideas | |
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Enduring Understandings | |
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What Is Worth Doing? | |
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How Do We Want Our Students to Be? | |
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The Scan and Cluster: Using the Zoom Lens to Identify the KDB | |
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Creating the KDB Umbrella | |
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Finding the Know | |
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Big Ideas | |
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Enduring Understandings | |
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Finding the Do | |
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Discovering the Be | |
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Creating an Exploratory Web | |
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Creating Essential Questions to Guide Curriculum Planning | |
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Essential Questions and Unit Questions | |
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Creating Essential Questions Across the Curriculum | |
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A Formula for Essential Questions | |
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Connecting Essential Questions to Enduring Understandings | |
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Developing Essential Questions From Enduring Understandings | |
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Discussion Questions | |
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Suggested Activities | |
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How Do Teachers Know When Students Have Met Expectations? | |
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Interdisciplinary Assessment | |
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What Is It? | |
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Assessment Of, For, and As Learning | |
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What Are Interdisciplinary Assessment Tools? | |
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Who Is Responsible for Teaching the Cross-Curricular Skills? | |
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Who Assesses What? | |
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A Sample of a Rich Culminating Assessment Task | |
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Planning Rich Culminating Assessment Tasks | |
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Step 1: What Do I Need to Know Before I Can Create a Rich Culminating Assessment Task? | |
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Step 2: What Kind of Rich Culminating Assessment Task (Evidence) Do We Need to Demonstrate the KDB? | |
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Step 3: What Assessment Tools Can We Use to Measure the Evidence and Provide Specific Criteria to Distinguish Levels of Performance? | |
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Assessing the Development of Big Ideas and Enduring Understandings: An Example From a Fifth-Grade Unit | |
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Planning for the Rich Culminating Assessment Task: An Example From a Fourth-Grade Unit | |
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Step 1: What Do I Need to Know Before I Can Create a Rich Culminating Assessment Task? | |
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Step 2: What Kind of Big Assessment Task (Evidence) Do We Need to Demonstrate the KDB? | |
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Step 3: What Assessment Tools Can We Use to Measure the Evidence and Provide Specific Criteria to Distinguish Levels of Performance? | |
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Discussion Question | |
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Suggested Activities | |
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Putting the Pieces Together | |
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Designing Daily Activities and Assessments | |
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Using Two-Dimensional Thinking | |
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A Reclustered Web | |
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A Template for Planning Daily Instructional Activities /Assessments Connected to Standards | |
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Creating the Daily Activities/Assessments for a Seventh-Grade Unit | |
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Step 1: Doing the Groundwork | |
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Step 2: Creating the Rich Culminating Assessment Task | |
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Step 3: Creating the Daily Instructional Activities/Assessments Connected to Standards | |
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The Seamless Integration of Curriculum, Instruction, and Assessment | |
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Learning Principles as an Instruction/Assessment Guide | |
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Interweaving Curriculum, Instruction, and Assessment | |
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Some Implications of These Principles | |
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Discussion Questions | |
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Suggested Activities | |
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Epilogue: Curriculum Integration in the 21st Century | |
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A Completed Unit: Conservation Clubhouse by Cathy Griffin | |
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A Standards-Based Grade 10 Curriculum Unit: Saga of Survival | |
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A Rubric and Reflection Tool to Use as a Guide for Creating Your Own Standards-Based Interdisciplinary Curriculum | |
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References | |
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Index | |