Professional Documents
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E Book
E Book
INTERGRATE the
CURRICULA
Third Edition
The poet, who navigates the stars …
The writer, who touches the soul …
The inventor, who notes nature’s ways …
The friend, who connects one with another …
How to
INTERGRATE the
CURRICULA
Third Edition
Robin Fogarty
Foreword by Heidi Hayes Jacobs
Copyright © 2009 by Corwin
All rights reserved. When forms and sample documents are included, their use is
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Fogarty, Robin.
How to integrate the curricula / Robin Fogarty.—3rd ed.
p. cm.
Includes bibliographical references and index.
ISBN 978-1-4129-3888-4 (cloth : alk. paper)
ISBN 978-1-4129-3889-1 (pbk. : alk. paper)
1. Education—Curricula—United States—Handbooks, manuals, etc. 2. Interdisciplinary
approach in education—United States—Handbooks, manuals, etc. I. Title.
LB1570.F655 2009
375—dc22 2008056034
This book is printed on acid-free paper.
09 10 11 12 13 10 9 8 7 6 5 4 3 2 1
Foreword
Heidi Hayes Jacobs
Acknowledgments
About the Author
Introduction
What Is This Book All About?
Why Bother?
The Theorists: Research on the Brain and Learning
The Practitioners: Abandonment of an Overloaded Curriculum and
Adherence to Standards of Learning
The Parents: What Will Our Children Need 25 Years From Now?
The Students: Education Is a Vaccination
How Can the Curriculum Be Integrated?
10 Models of Integrating the Curricula
Agree/Disagree Introductory Activity
Four-Fold Concept Development Activity
Examples of the Four-Fold Concept Development Activity
How Do Teachers Use This Book?
Model 1. Cellular
What Is the Cellular Model?
What Does It Look Like?
What Does It Sound Like?
What Are the Advantages?
What Are the Disadvantages?
When Is This Cellular Model Useful?
How to Integrate the Curricula Working With Model 1: Cellular
Model 2. Connected
What Is the Connected Model?
What Does It Look Like?
What Does It Sound Like?
What Are the Advantages?
What Are the Disadvantages?
When Is This Connected Model Useful?
How to Integrate the Curricula Working With Model 2: Connected
Model 3. Nested
What Is the Nested Model?
What Does It Look Like?
What Does It Sound Like?
What Are the Advantages?
What Are the Disadvantages?
When Is This Nested Model Useful?
How to Integrate the Curricula Working With Model 3: Nested
Model 4. Sequenced
What Is the Sequenced Model?
What Does It Look Like?
What Does It Sound Like?
What Are the Advantages?
What Are the Disadvantages?
When Is This Sequenced Model Useful?
How to Integrate the Curricula Working With Model 4: Sequenced
Model 5. Shared
What Is the Shared Model?
What Does It Look Like?
What Does It Sound Like?
What Are the Advantages?
What Are the Disadvantages?
When Is This Shared Model Useful?
How to Integrate the Curricula Working With Model 5: Shared
Model 6. Webbed
What Is the Webbed Model?
What Does It Look Like?
What Does It Sound Like?
What Are the Advantages?
What Are the Disadvantages?
When Is This Webbed Model Useful?
How to Integrate the Curricula Working With Model 6: Webbed
Model 7. Threaded
What Is the Threaded Model?
What Does It Look Like?
What Does It Sound Like?
What Are the Advantages?
What Are the Disadvantages?
When Is This Threaded Model Useful?
How to Integrate the Curricula Working With Model 7: Threaded
Model 8. Integrated
What Is the Integrated Model?
What Does It Look Like?
What Does It Sound Like?
What Are the Advantages?
What Are the Disadvantages?
When Is This Integrated Model Useful?
How to Integrate the Curricula Working With Model 8: Integrated
Model 9. Immersed
What Is the Immersed Model?
What Does It Look Like?
What Does It Sound Like?
What Are the Advantages?
What Are the Disadvantages?
When Is This Immersed Model Useful?
How to Integrate the Curricula Working With Model 9: Immersed
Model 10. Networked
What Is the Networked Model?
What Does It Look Like?
What Does It Sound Like?
What Are the Advantages?
What Are the Disadvantages?
When Is This Networked Model Useful?
How to Integrate the Curricula Working With Model 10: Networked
Appendix. Assessing Curriculum Integration: Units of Study
Appraising Curriculum Integration
Appraising the Integrity of the Breadth and Depth of the Curriculum
Integration Unit
Sample Rubric
Assessing the Effectiveness of the Unit in Terms of Student Achievement
General Rubric
History Rubric
Language Arts Rubric
Conclusion
References
Index
Foreword
In the spirit of continuous learning, Dr. Robin Fogarty has added new
insight into this third edition of How to Integrate the Curricula. Her initial
contribution to the field of education was to give teachers clear and practical
images and exercises that provoked new perspectives on curriculum making.
In this edition, she builds and adds useful suggestions that deepen the work.
She has added refined practices, engaging strategies, and targeted research
references to support her models for curriculum design.
Ultimately, this is a practical book supported by strong theoretical
underpinnings. It is a useful tool for inservice workshops and personal
instructional growth that teachers and staff developers will find extremely
helpful. Dr. Fogarty has a knack for cutting directly to key points in an
engaging style. Certainly the goal of any professional improvement plan is to
eventually help learners. How to Integrate the Curricula can help educators
assist all learners in the classroom to be thoughtful, creative, and mindful.
This book took a year—plus a lifetime—to write! The thoughts shared here
represent an accumulation of ideas over time and present the core of the
integrated learner model. Learners must constantly and continually make
connections. As they proceed on their journeys, they single-mindedly dig into
an idea and at the same time network with others for breadth across related
fields. As a result, concepts come into focus and emerge as beliefs that propel
learners even further along on their chosen path and into never-ending circles
of expert associates. In my work with curriculum and cognitive instruction,
two camps of expert associates have influenced my thinking about how to
integrate the curricula: expert theorists and expert practitioners.
In the theorists’ camp, I’d like to acknowledge Heidi Hayes Jacobs for
providing the initial impetus for this work. Her “Design Options for an
Integrated Curriculum” (in Interdisciplinary Curriculum: Design and
Implementation; Jacobs, 1989) acted as a catalyst for the ideas presented in
this book.
In addition, I am especially grateful to David Perkins for an illuminating
discussion on finding fertile themes with which to integrate curricula. With
his rich criteria, this thematic model takes on new integrity. In the absence of
applied criteria, topical themes are often superficial, with content artificially
included or excluded accordingly. David’s “lenses” provide the needed rigor.
In addition, thanks go to David for the idea of the characters placed in a
school setting. This sparked the inclusion of the dialogues that appear
throughout the book to illuminate the teachers’ process as they move toward
a more coherent curriculum.
Finally, also in the theorists’ camp, I’d like to thank Art Costa for his
initial review of the integrated models and his timely suggestion for one that
illustrates how a teacher targets several ideas in a single lesson or nests
several ideas together—thus, the nested Model 3.
Now, in the practitioners’ camp, there are five distinct expert flanks.
Influencing the first two editions of this book were teachers from
Carpentersville, Illinois; the Waterford School District, in Michigan; the
Richmond School District, in British Columbia, Canada; and Virginia Beach
Schools, in Virginia. The final group, which influenced this latest edition,
were Singaporean teachers from Teach Less, Learn More (TLLM) Ignite
Schools.
Elementary and middle school teachers from Carpentersville, Illinois,
worked on models to help integrate the curricula for lessons and learners.
Some of their lesson designs appear as examples in this book. I thank the
following teachers for their early efforts in exploring this idea of an
integrated curriculum: Carol Bonebrake, Jane Atherton, Suzanne Raymond,
Barbara Bengston, Al Eck, Kathleen Vehring, Roseanne Day, Nancy
Blackman, Clifford Berutti, Linda Morning, Diane Gray, and Terri Pellant.
Thanks to Julie Casteel and her teachers in Michigan, especially Al
Monetta, Chris Brakke, Lori Broughton, and Sue Barber, who provided the
topics to fill in the first model in Figure 1.1. A pioneer practitioner leading
the thinking skills movement into action research teams, Julie Casteele was
on the cutting edge with the integrated learning idea. Thanks to both Julie and
her risk-taking staff for letting me test the models with real teachers.
Thanks also to friends and colleagues in Canada, first to Carol-Lyn Sakata,
who brought us there, then to Bruce Beairsto, David Shore, and Darlene
Macklam, for introducing us to the teachers of Richmond. Their heroic
efforts to implement a visionary provincial document, Year 2000: A
Framework for Learning, inspired our work. I am especially indebted to one
teacher, Heather MacLaren. She asked her seventh graders to prepare to talk
at their parent conferences about what they had done that year and how all the
things they had learned overlapped and were connected. The students’
intricate Venn diagrams provided graphic representations of integrating the
curricula as perceived through the eyes of learners. These drawings sparked
our thinking about creative, integrative models.
With 80 teachers in a summer workshop in Richmond called “Teaching for
Transfer,” including John Barell, David Perkins, and our superhero, Captain
Meta Cognition, we had a first stab at trying to help teachers sift out
curricular priorities. This, too, served as an initial springboard for our ideas
about how to integrate the curricula. Also, special thanks to Monica Pamer,
Gina Rae, and Jacquie Anderson for their conversations and encouragement.
The fourth set of practitioners are those from the Virginia Beach Schools.
Their work with student learning standards in designing performance tasks
illuminates the process of designing integrated curricula with the “standards
in mind.” For their robust performance tasks, I am most grateful.
And for the fifth set of pioneering educators, I must salute the Singapore
Ministry of Education leadership, especially Karen Lam and Puay Lim; the
Academy of Principals and the efforts of Ezra Ng; and the TLLM Ignite
school teams for their dedicated efforts in creating more engaged learning
models with the integrated curriculum approach. Working with the 10
models, these teachers are dedicated to the development of an integrated
curriculum that demonstrates richness, rigor, and integrity. We value their
work immensely as it enhances ours.
I would be remiss if I neglected to mention the network of colleagues who
have helped shape this book. Thanks to Jim Bellanca for his mentoring ways;
Hudson Perigo for shepherding the process with skill and charm; and last but
not least, our office administrator, Megan Moore, for her invaluable
assistance in organizing and reorganizing, formatting and reformatting,
editing and re-editing, and submitting and resubmitting. She has been a
godsend in this endeavor.
PUBLISHER’S ACKNOWLEDGMENTS
Corwin gratefully acknowledges the contributions of the following reviewers:
John C. Baker
Eighth-Grade Social Studies Teacher/Department Chair
Salem Middle School
Apex, NC
Julie Prescott
Assessment Coordinator
Vallivue High School
Caldwell, ID
Darlene Vigil
Language Arts Coordinator
Albuquerque Public Schools
Albuquerque, NM
Mark White
Elementary School Principal
Hintgen Elementary School
La Crosse, WI
About the Author
—Emerson
Yet the question begging for an answer is, “What does integrating the curricula mean?”
1
topics? Does it mean making connections explicit rather than implicit with
every classroom opportunity (Connected Model)?
Does integrating curricula mean targeting multidimensional skills and
concepts into one lesson (Nested Model) or mapping the curricula by
rearranging the sequence of when a topic is taught to coincide with a parallel
topic in another content area (Sequenced Model)? Does it mean integrating
one subject with another through the learner’s conceptual eye or selecting an
overall theme (such as persistence or argument) or a simple topic (such as
transportation) to use as a “big idea” thematic umbrella (Shared Model)? Or
is it more deductive in nature, such as selecting a book, an era, or an artist
and weaving those natural and obvious themes into the fabric of the
discipline (Webbed Model)?
Model Definition
Cellular Model Focusing on priorities of each course
Making explicit connections with each classroom
Connected Model
opportunity
Targeting multi-dimensional skills and concepts into one
Nested Model
lesson
Rearranging sequence when a topic is taught to coincide
Sequenced Model
with a parallel topic in another discipline
Integrating one subject with another through the
Shared Model
learner’s conceptual eye
Weaving natural and obvious themes of a subject (such
as the work of an artist or writer) into the fabric of a
Webbed Model
discipline
2
Networked Model Building new bonds of interest with other experts
through networking
WHY BOTHER?
Why bother being concerned with a coherent curriculum? What is the
rationale for connecting ideas, discerning themes, and threading skills? The
answer lies in the four winds of change, coming from four distinct directions,
that create the urgency for a more integrated curriculum. The north and south
represent the ideas of educational theorists and the challenges of
practitioners; the east and west represent the concerns of parents and the
perspective of students themselves. From the theorists come data on teaching,
learning, and the human brain; from the practitioners, frustration with an
overcrowded standards-based and test-driven curriculum. From opposite
vectors, parents are concerned about student preparation and readiness for
3
real-world issues, while students see learning as fractured and not very
relevant. A closer look at these crosswinds of change reveals their impact on
the current educational climate of school reform in our nation’s schools.
Figure 0.1 Caine & Caine’s 12 Principles of the Brain and Learning
SOURCE: Adapted from Making Connections: Teaching and the Human Brain, by R. N.
Caine and G. Caine, 1994, Reading, MA: Addison-Wesley. Copyright 1994 by Geoffrey
Caine. Adapted with permission.
4
The first three principles create the learning environment.
1. Learning is enhanced by challenge and inhibited by threat. The brain
learns optimally when appropriately challenged and reacts viscerally when it
senses threat. Therefore, a safe, rich environment fosters a state of relaxed
alertness for learning, whereas threatening experiences, such as testing
situations, often create a state of fear and anxiety.
2. Emotions are critical to patterning. Emotions and cognition cannot be
separated. When emotions kick in, the brain pays attention. Attention is
necessary for memory and learning. Therefore, a positive emotional hook,
such as an intriguing question, enhances learning.
3. Learning involves both focused and peripheral perception. The brain
responds to the entire sensory context. Therefore, in an enriched
environment, peripheral information can be purposely organized to facilitate
learning. Learning centers, study stations, and even the way teachers
represent information on the board are organizational tools that enhance
memory and learning.
5
Therefore, rote memorization of isolated facts often needs more explicit work
to learn and recall information, whereas spatial memory has built-in cues that
help in the retrieval of information. Teaching that focuses on the personal
world of the learner to make learning relevant taps into the experiential or
spatial memory system. In sum, rote memory is explicit, while spatial
memory is implicit.
Making Meaning
6
The final three principles address the brain’s way of making meaning.
10. The search for meaning is innate. The search for meaning cannot be
stopped, only channeled and focused. Therefore, classrooms need stability
and routine as well as novelty and challenge. The learning can be shepherded
explicitly through mediation and reflection.
11. The search for meaning occurs through patterning. The brain has a
natural capacity to integrate vast amounts of seemingly unrelated
information. Therefore, when teaching invokes integrated, thematically
reflective approaches, learning is more brain compatible and, subsequently,
enhanced.
12. Learning always involves conscious and unconscious processes.
Enormous amounts of unconscious processing go on beneath the surface of
awareness. Some of this happens when a person is awake, and much of it
continues when a person is at rest or even asleep. Other learning occurs when
the person is fully conscious and aware of the process. Therefore, teaching
needs to be organized experientially and reflectively to benefit maximally
from the deep processing.
Profile of Intelligences
In addition to these principles of the brain and learning, another important
fact is that each brain has a unique profile of intelligences (Gardner, 1983,
1999) that reveal both strengths and weaknesses in accessing learning. These
intelligences include verbal-linguistic, visual-spatial, interpersonal-social,
intrapersonal-introspective, musical-rhythmic, logical-mathematical, bodily-
kinesthetic, and naturalist-physical world.
These principles of learning and the theory of multiple intelligences
provide a profound backdrop of theory-embedded ideas that comprise this
first wind of change. What does this forceful wind bring to the educational
agenda? It brings the idea of orchestrating the curriculum into complex
experiences that immerse students in multiple ways of learning and knowing
(Kovalic, 1993). These robust curriculum models include integrated, thematic
instruction and ongoing projects and performances, such as a student-
produced newspaper, a school musical, or a service learning project to
eliminate graffiti in the community (Caine & Caine 1991, 1994, 1997). This
7
seamless learning—curricula that find the “roots running underground”—
fosters connection-making for lessons and learners.
These principles of learning and the theory of multiple intelligences provide a profound
backdrop of theory-embedded ideas.
8
necessary for an integrated, coherent, and authentic curriculum.
Common sense tells us that if educators try to approach standards by laying them end to
end in a sequential discipline-based map, they would need to add at least two more years
to the schooling cycle.
9
The concept of integrated curricula continues the conversation with practical ways to
transform that learning into real-life experiences.
10
Figure 0.2 Sample Standards of Learning
SOURCE: Adapted from Standards of Learning, by Missouri Department of Elementary
and Secondary Education, 1996, Jefferson City, MO: Author. Copyright 1996 by Missouri
Department of Elementary and Secondary Education. Adapted with permission.
Surely we must wonder: what do we want kids to know twenty-five years from now?
This wind of change means that students need schooling for a lifetime, not
just for the test (Bellanca & Fogarty, 1991). In terms of relevant learning for
life, one parent related a comment from her son, who told her, “I have a
11
million things on my mind, and not one of them turned up on the test.”
Yes, educators want all students to meet the learning standards, and they
want them to pass the test, but in the end they really want students to be able
to function effectively in life. Interestingly, one critical element of integrated
learning is the lifelike projects that are relevant and meaningful to students.
Each teacher and each learner views the integration process differently.
12
The vertical spiral represents the spiraling curricula built into most texts
and standards documents as content is integrated and revisited through the K–
12 grades. Introduction, development, and mastery of certain materials are
expected at various levels in preparation for building on that material for the
next concepts at subsequent levels. Integration occurs vertically throughout
the schooling years.
The horizontal band represents the breadth and depth of learning in a given
subject. As different subjects are approached, explored, and learned within
each discipline, a cumulative effect is anticipated. Students are to expand
their conceptual bases for future learning in related fields: one math concept
builds toward the next as ideas are integrated within a discipline.
Finally, the circle represents the integration of skills, themes, concepts, and
topics across disciplines as similarities are noted. These explicit connections
are used to enhance the learning in a holistic manner as students link ideas
within one subject area and from one subject to another. Both integration
within a discipline and integration across disciplines are necessary to fully
integrate the curricula.
These are the forces that are moving educators toward integrated, holistic, and authentic
kinds of learning.
The winds of change are stronger than we think. The brain research, the
off-loading of an overloaded curriculum, the emergence of standards-based
13
curricula, the need for the life skills of thinking and collaborating, and the
call for learner-centered schools are moving forces in the educational world
today. These winds signal the need for integrated, rich, and robust curricula
that serve as gateways to lifelong learning—not as gatekeepers that block the
pathways from one discipline to another. These are the forces that are moving
educators toward integrated, holistic, and authentic kinds of learning. The
winds will not calm. Change is in the air. It is imminent.
Plus—Agree
Minus—Disagree
Question Mark—Not Sure
14
Figure 0.3 How to Integrate the Curricula: Three Dimensions
15
Figure 0.5 Toward an Integrated Curriculum
SOURCE: Based on Design Options for an Integrated Curriculum, by H. H. Jacobs (Ed.),
1989, Alexandria, VA: Association for Supervision and Curriculum Development.
16
Figure 0.6 10 Models of Curricular Integration: How Are We Doing?
17
Figure 0.7 Tally Sheet for Personal Reflections and Comments
18
Figure 0.8 Agree/Disagree Chart
Copyright © 2009 by Corwin. All rights reserved. Reprinted from How to Integrate the
Curricula, Third Edition, by Robin Fogarty. Thousand Oaks, CA: Corwin,
www.corwinpress.com. Reproduction authorized only for the local school site or nonprofit
organization that has purchased this book.
19
To discover the meaning behind the idea of curriculum integration, the team-
building four-fold concept development activity can help the group come to a
common understanding of the concept. In groups of two, three, or four, fold a
large piece of poster paper into four sections and label the sections as shown
in the diagram: LIST, RANK, COMPARE, ILLUSTRATE. Write
“Curriculum Integration” at the top of the paper, and follow the cues
provided by the headers and label in Figure 0.9.
First, brainstorm 10–20 synonyms of phrases for the concept of curriculum
integration. Then, rank the top three through discussion and place the three
words in the appropriate section. Now, think of an analogy, by finding a
tangible, concrete object, to compare to the concept of curriculum integration.
Figures 0.10–0.12 provide several examples to use to prime the pump as
you and your team think about an analogy. Look these over, and then proceed
with your analogy in the third section. Then, add the accompanying visual
metaphor or poster illustration in the last section.
20
Figure 0.9 Curriculum Integration
Copyright © 2009 by Corwin. All rights reserved. Reprinted from How to Integrate the
Curricula, Third Edition, by Robin Fogarty. Thousand Oaks, CA: Corwin,
www.corwinpress.com. Reproduction authorized only for the local school site or nonprofit
organization that has purchased this book.
21
Figure 0.10
22
Figure 0.11
23
Figures 0.12
24
What does it look like? (examples of integrating the model)
25
integrating the curricula, the spectrum of models becomes more inviting.
As teachers begin the conversation about integrating the curricula, the spectrum of
models becomes more inviting.
26
Model
1
27
Cellular
Are we or how are we setting curricular priorities?
Let’s not dismiss the traditional model too lightly. It has worked for many
years. There must be a reason it has survived the test of time.
28
slotted in the technical arts. Another grouping of the disciplines uses the
categories of humanities, sciences, practical arts, and fine arts. In the standard
curriculum, these subject matter areas are more often than not taught in
isolation, with no attempt to connect or integrate them. Each is seen as a pure
entity in and of itself. Each has separate and distinct content standards.
Although there may be overlap between physics and chemistry, the
relationship between the two is implicitly, not explicitly, approached through
the curriculum.
29
excel in them, and doing the minimum required to get by in the other
subjects. Readers may wonder, “What do students learn under these
circumstances? Are the needs of the system taking precedence over the needs
of the students?”
30
thus, transfer of learning to novel situations is less likely to occur. To leave
the learner unattended in making connections both within and across
disciplines is to overlook some of the latest research on transfer of learning,
which calls for explicit shepherding of the transfer with hugging and bridging
strategies. Third, in this discipline-based model, students can easily get
caught in an avalanche of work. Although each teacher assigns a reasonable
amount, the cumulative effect can become overwhelming for students.
Model 1: Cellular
Readers’ Theater
“On My Own”
Narrator
31
Students can rent the movie Romeo and Juliet over the weekend. They
will be familiar with the plot, and on Monday we can focus on the beauty
of Shakespearean English.
This list of topics will help students select their semester projects on
Western Civilization. They can start researching their projects this
weekend.
If we get through this lesson today, I’ll assign these theorems for
weekend homework.
Students can read the chapter on the periodic table of elements over the
weekend. It’s long, but then they’ll have a jump on the rest of the
semester.
To work with Model 1, the Cellular Model, think about the elements of the
curriculum. First, select one subject (math, science, social studies) that you
teach at the elementary level or one class prep (algebra, geometry,
trigonometry) that you have at the middle or high school level.
Once you have a focus on the subject or prep, think about the curriculum
standards addressed, and list all of the relevant topics of study for that area.
32
After you have listed the topics of study, think about which ones are most
important and which are least important. Then prioritize the list by numbering
the items, with 1 as most important and the highest number as least
important. This process is known as a forced ranking, but it is helpful to
discern the significance of each topic.
After you have made your decisions, dialogue with a partner in the same
department or a similar grade level about the curricular priorities in that
discipline. Discuss how you set priorities and what considerations you make
in deciding how to weigh the various pieces of the targeted curriculum. Let
your partner comment on your list.
33
Figure 1.1 Elementary School Example
34
Figure 1.3 High School Example
35
Figure 1.4 On Your Own
Copyright © 2009 by Corwin. All rights reserved. Reprinted from How to Integrate the
Curricula, Third Edition, by Robin Fogarty. Thousand Oaks, CA: Corwin,
www.corwinpress.com. Reproduction authorized only for the local school site or nonprofit
organization that has purchased this book.
36
“I prioritize the fundamental or basic understandings first; then I
look for the topics, concepts, or units that can be given a different
weight.”
Each teacher in each discipline plans the topics and content in isolation
from the other teachers in other disciplines. For example, the language
arts teacher and the science teacher simultaneously list their traditional
topics for a semester, yet they do so independently of the other
disciplines.
This cellular model is truly the traditional way of working with
curriculum, with little or no attention to integrating the disciplines. Yet
the sequence and time allotment determined by each individual teacher,
using individual criteria, is a necessary step in sifting out curricular
priorities. It is the first step in how teachers set about “selectively
abandoning” or “judiciously including” (Costa, 1991a, p. 65) material in
curricular design.
“In third-grade math, I prioritize mathematical operations as the
fundamental or basic understandings first; then I look at geometry and
probabilities because I can give them a different weight in the grand
scheme of things.”
37
Connected
How are we connecting the curriculum in explicit ways?
38
Model
2
39
presented. It exposes the teacher’s inherent planning and intentions as
students become privy to the purposeful flow of the curricular elements and
how they unfold in a logical sequence. More often than not, this flow is
devised by the teacher for specific reasons.
40
WHAT ARE THE ADVANTAGES?
By connecting ideas within a single discipline, learners have the advantages
of seeing the big picture as well as engaging in focused study of one aspect.
Students see an all-encompassing picture rather than a narrow one. In
addition, key skills and concepts, such as the scientific method or observation
and inference, are developed over time for deeper internalization by learners.
Connecting ideas within a discipline permits learners to review,
reconceptualize, edit, and assimilate ideas gradually, with more chance of
facilitating transfer.
41
own design for this model.
Model 2: Connected
Readers’ Theater
“The Glue”
Narrator
Back at school, our teachers start to explore the connectors within their
own subject areas.
Sue Sum
Bob Beaker
Maria Novela
Tom Time
By intertwining the unit on early Greece with Greek drama, I can help
students get a study of humanities rather than discrete studies of history
and literature. It should provide a more enduring image of the era.
42
Figure 2.1 Elementary School Example
43
Figure 2.2 Middle School Example
44
Figure 2.3 High School Example
45
To use Model 2 to make connections between topics (or concepts or units)
more explicit, identify two topics that you teach in a certain sequence, within
a discipline or class. Using the template for Model 2 (Figure 2.4), put one
topic on the top line and another on the bottom line to represent the one that
you teach first and the one that follows.
For a logical reason, one is always taught before the other. Why? Think
about why you put them together in that particular sequence. Why does it
seem to make sense for you to teach these two topics in this order? And what
is the connector that ties them together in this logical sequence? Now, with
thought and care, put that connecting idea on the center line. Sometimes this
connector is elusive. Think of the big ideas that often connect the skills,
processes, attitudes, or dispositions.
Essential Reasoning:
46
connected to reactions in relationships, during good times and bad. These
two units just seem to go together, so it makes sense to flow them
together.”
47
Nested
How are we explicitly nesting life skills and process
standards into core curricular content?
48
Model
3
3-D glasses—
Within each subject area, the teacher targets multiple
multiple dimensions
skills: a social skill, a thinking skill, and a content-
to one scene, topic,
specific skill based on standards.
or unit.
Example
The teacher designs the unit on photosynthesis to
simultaneously target consensus seeking (social skill),
sequencing (thinking skill), and plant life cycle (science
content).
“The business of education is not to make the young perfect in any one of
the sciences, but to open and dispose their minds as may best make them
capable of any, when they shall apply themselves to it.”
—John Locke
49
WHAT DOES IT LOOK LIKE?
An elementary- or primary-level content lesson on the circulatory system
targets the concept of systems as well as facts and understanding on the
circulatory system in particular. But in addition to this conceptual target, the
teacher highlights a thinking skill or a process standard such as cause and
effect. In this scenario, throughout the study of the circulatory system,
students will focus on causes and effects as they pertain to the circulatory
system.
In addition, a social skill such as cooperation may be a focal point as the
class learns about working with others and the skills of teamwork. Flow-chart
design may be an organizational skill developed during this unit. In this
highly utilized model, as the teacher covers the content standards, generic,
generalized life skills are nested together to enhance the learning experience.
Figure 3.1 lists examples of skills that may be targeted for nesting.
A high school lesson in a computer science class may target computer-
aided design/computer-aided manufacturing (CAD/CAM) programs. Yet as
the students learn the actual workings of the programs, the teacher also
targets the thinking skill of visualizing for explicit exploration and practice.
In this nested approach, students are also instructed in ergonomics as they
design furniture for schools of the future. Thus, the teacher clusters several
skills and/or process standards in this nested model of integrating the
curricula.
50
Figure 3.1 Skills Chart
51
WHAT ARE THE DISADVANTAGES?
The disadvantages of the nested model arise from its very nature. Nesting
two, three, or four learning targets and/or standards in a single lesson may
confuse students if the nesting is not executed carefully and if the
combinations are superficial or artificial. The conceptual priorities of the
lesson may become obscure because students are directed to perform many
learning tasks at once. One other drawback of the nested model is that the
teacher may not be explicit about the various layers of learning, resulting in
little actual transfer or application of skills and concepts.
Model 3: Nested
Readers’ Theater
“Multitasking”
Narrator
Meanwhile, back at school, our teachers are getting a lot of mileage out of
their lessons—they’re targeting social skills, thinking skills, and content
skills within a single lesson.
52
Tom Time
Bob Beaker
Good idea, Tom! When I introduce the periodic table of elements, I could
focus on the content of the chart and then try nesting other skills and
concepts such as patterns or memory techniques.
Maria Novela
While teaching The Old Man and the Sea, I can focus on author style and
use of language as I have in the past. But I can also target the concepts of
perseverance and friendship. Emphasizing teamwork as a social skill
looks possible, too.
Sue Sum
In a math lesson, I can teach the skill of graphing information and also
emphasize prediction of the line. I could use the idea of nesting and
require group consensus for predictions.
“I like to ‘nest’ several critical life skills, such as ____, ____, and
_____, into the target concept of ___________ because it is an easy and
effective way to integrate the curricula.”
53
Use the template for this model (Figure 3.5) to integrate the curricula within a
single discipline or class subject. The template is a bull’s eye or target.
Beginning with the standard of learning, place the targeted content focus in
the center of the template. This is an essential learning that becomes the
centerpiece of learning. Then add at least two outer circles, and nest in
several process standards to illustrate graphically how you are able to layer,
cluster, and combine a number of standards into a robust learning experience.
These process standards may be thinking skills, cooperative skills, multiple
intelligences, habits of mind, technology tools, or simply other subject area
tools such as reading, writing, speaking, or listening.
54
Figure 3.2 Elementary School Example
55
Figure 3.4 High School Example
The following is an example of the nested model for a science unit on
matter and energy:
56
scientific discoveries
Notice that there are five nested areas in this example, yet they involve
skills and strategies that are implicitly included in the actual orchestration of
the lesson. Using the template for the nested model makes the focus on these
peripheral skills and strategies explicit. The nested integration model allows
teachers to see graphically and visually how lessons become richer and more
robust.
Essential Reasoning:
“I like to ‘nest’ several critical life skills, such as ____, ____, and
_____, into the target concept of ___________ because it is an easy
and effective way to integrate the curricula.”
Upon reflecting on this model, it seems quite natural and fairly easy to
look for the life skills that surround the development of the lesson or unit.
The content is always the target focus, of course, yet there are so many
opportunities to enrich the lesson with these complementary skills. It is
something that many of us already do, but this nested model makes the
inclusion of these supplementary skills more explicit.
Within a content standard, the teacher uses the subject matter as the
pivot point for a number of skills, concepts, and attitudes. The topic or
unit provides the vehicle to carry along learning in related areas.
The nested model truly is an enriching model for integrating any
number of skills and attitudes, dispositions, or habits of mind into the
focus lesson. Now that this model is clearer, it seems almost impossible
to teach the lesson without nesting.
Think about it. To teach the lesson without nesting in these rich and
rigorous skills would really be the bare-bones basics. And nesting is
almost an essential integration piece if teachers expect to teach all of the
life skills explicitly and effectively. Otherwise, they would simply be
using the skills but not expressly teaching students about them.
57
Teachers often see themselves using the nested model almost daily as
they understand more fully the impact of nesting skills into a content-
focused lesson. After all, the apparent benefit to students in obvious.
58
Model
4
59
Sequenced
How are we aligning standards and mapping curriculum
for commonsense parallels?
60
have connections; for example, math and science or literature and history are
typical pairings. Or a teacher may pair up with a friend and colleague in the
building to try mapping and resequencing some topics or units that seem like
natural mates. This facilitates connection making for learners in both subject
areas and reinforces deep learning as it enhances the two curricular topics
under study. While this is a simple step in the integration models, it does
indeed begin the process of teacher collaborations and those critical
conversations about curricular content.
61
WHAT ARE THE ADVANTAGES?
By rearranging the sequence of topics, chapters, and units, teachers can
dictate curricular priorities rather than follow the sequence established by the
textbook’s editorial staff. In this way, teachers can make critical decisions
about content. From the students’ point of view, the deliberate sequencing of
related topics across disciplines helps them make sense of their studies in
both subject and content areas. Once again, integration aids transfer. When
students see teachers making similar points in different content areas, in
different rooms, during different class periods, their learning is reinforced in
powerful and meaningful ways. Students then have the advantage of focusing
explicit attention on these learnings across subject areas, and the ideas are
naturally reinforced in the different classes.
62
disciplines stay pure. Specific emphasis is still in the domain of the subject
matter, but the students reap the benefits of related content.
In addition, the sequenced model is useful, as mentioned earlier, for
starting the conversation across disciplines and subject areas. In elementary
schools, classroom teachers can use this model to work with special area
teachers. A classroom teacher can work with the music teacher, art teacher,
physical education teacher, or special educators, such as the reading teacher
or learning disabilities teacher.
At the middle and high school levels, of course, teachers can reach across
two content areas. The conversation is as important as the final product in a
pairing such as this because in talking to each other, teachers learn about each
other’s content. Once they gain this awareness, it is easy to make connections
to other subject areas in order to help students see the cohesiveness.
Figures 4.1–4.3 are examples of completed sequenced model integration
exercises, and Figure 4.4 provides the opportunity for readers to record their
own design for this model.
Model 4: Sequenced
Readers’ Theater
“Common Sense”
Narrator
Sue Sum
As we agreed in our last faculty meeting, Bob, I’ve listed the key units I
will cover this semester in the usual order.
Bob Beaker
Great, Sue! I made a similar list. Let’s compare lists and see if there’s a
logical sequencing so that the units can have more match-up for students.
63
Sue Sum
Sounds good. It would be easy for me to adjust, and I like the idea of
reinforcement of the concepts in math class.
Maria Novela
Tom Time
You know, Maria, that makes a lot of sense. I’m glad we started looking
at all of this. It’s refreshing to juggle things around sometimes.
Working with another teacher in another subject area, this template (Figure
4.4) is designed to help you see how changing the sequence of when certain
units or topics are taught provides fertile ground for natural synchronization
and integration. In essence, the process is simple: working with two different
subject areas, the two teachers list their topics or units by the month on the
lines at the bottom of the page, giving a long look at the term. The listing
represents the curricular scheme of things for the term or the year. It is the
scope and sequence.
64
Figure 4.1 Elementary School Example
65
Figure 4.2 Middle School Example
66
Figure 4.3 High School Example
Then, after listing topics on the lines, the two teachers take turns talking
about their sequence and why they teach certain things at various times. They
try to find one or two parallel units to list in the circles above. There are often
units that can be moved around to match up with each other’s units; these are
the parallel units that have potential for integration as the two teachers agree
to teach the units at the same time.
The teachers do not team teach, but they do teach the targeted units
simultaneously. They may share a film, a field trip, a speaker, but most things
67
are done within their separate classrooms. The sequence is simply changed to
provide a more connected approach for students. This is a simple model for
two or three teachers to start integrating curricula.
Essential Reasoning:
68
Now the teachers talk about these designated units to see whether they
really can be switched around in terms of when the units occur during the
term. Finally, they agree to try teaching them simultaneously in order to
see if the obvious connections become more explicit for the students. If
and when this occurs, students will have the advantage of reinforced
concepts and skills as they attend both classes that are working on similar
topics.
Again, with some basic curriculum mapping, the natural sequence of
units often becomes quite noticeable as the map develops. This makes it
easy to integrate across subjects simply by reorganizing two courses into
parallel units.
69
Figure 4.4 On Your Own
Copyright © 2009 by Corwin. All rights reserved. Reprinted from How to Integrate the
Curricula, Third Edition, by Robin Fogarty. Thousand Oaks, CA: Corwin,
www.corwinpress.com. Reproduction authorized only for the local school site or nonprofit
organization that has purchased this book.
70
Shared
How are we collaborating with other teachers to find the
big ideas that we share across disciplines?
71
Model
5
Binoculars—two
Shared planning takes place in two disciplines
disciplines that share
in which overlapping concepts or ideas emerge
overlapping concepts and
as organizing elements.
skills
Example
Science and mathematics teachers use data
collection, charting, and graphing as shared
concepts.
“The chief object of education is not to learn things, but to unlearn things.”
—G. K. Chesterton
72
level—partner to plan an in-depth unit of study. At least two members from
two different disciplines approach the preliminary planning session with a
notion of key concepts, skills, and attitudes that are traditionally taught within
the single-subject approach. As the teachers identify their respective
priorities, they look for overlaps in subject matter content by having real
conversations about what they teach in a selected unit of study. For example,
the literature teacher may focus on the concept of the American Dream as an
organizer for a collection of short stories by American authors. At the same
time, the history teacher notes that the unit on American history, which
focuses on a study of each of the decades, could also use the American
Dream as a unifying theme.
The shared model is based on shared ideas that come from within the
disciplines. This model differs radically from the thematic approach in the
conceptualization of unifying concepts because the concepts result from
shared elements rather than the introduction of a theme from the outside.
(The shared model is an inductive approach, emerging from various specific
content, whereas the webbed or thematic model uses a deductive approach,
with the shared concept identified and labeled prior to unit development.)
This is what a Venn diagram (see Figures 5.1–5.4) represents—similarities in
the overlapped section. The key is to look for concepts, topics, skills,
attitudes, standards, and habits of mind that occur in both subjects.
To use the shared view of curricular integration, the teachers need to
explore two disciplines for mutual concepts, skills, and attitudes as well as
for actual content overlap. This process is more complex than simply
sequencing a unit to coincide with one in another subject area. Rather than
using a long look at the semester or year, teachers go in-depth with two units
of study that are already designated for the current period of time.
73
teaching similar skills? Do the two units have shared ideas in terms of
concepts, skills, attitudes, and standards?
74
experiences.
Figures 5.1–5.3 are examples of completed shared model integration
exercises, and Figure 5.4 provides the opportunity for readers to record their
own design for this model.
Model 5:
Readers’ Theater
“Try One!”
Narrator
Sue Sum
I was intrigued by the number of students last semester who made explicit
connections between what you were doing and what I was doing. The
sequencing really seemed to foster the integration of the material.
Bob Beaker
You know, I had the same experience. They took much more notice of the
similar contents than I expected. In fact, I never thought they’d notice at
all.
Maria Novela
I suggested last year that we might share some films and field
experiences. How would you feel about trying one short unit next
semester, say, three weeks long?
Tom Time
I’m willing to try one if it is well planned and doesn’t take too much time.
Do you have one unit in particular in mind?
75
Figure 5.1 Elementary School Example
76
Figure 5.2 Middle School Example
77
Figure 5.3 High School Example
“We can dialogue in depth about a particular unit from our respective
78
classes and find shared concepts, skills, and attitudes that seem to
overlap.”
The template for this model (Figure 4.4) is designed for use with two
different subject areas. It can be two teachers of the same grade level using
two content areas or two teachers from different departments. The goal is to
integrate curricula by looking in depth at the two units of study and finding
the overlapping ideas, concepts, or skills.
Each of the partners thinks about particular units of study or standards-
based topics that they teach. They decide on two units—one for each teacher
—that seem to make a logical or commonsense match. (These may have been
discovered in Model 4: Sequenced as teacher partners looked for ways to
resequence their curricula.)
Using the Venn diagram in the template, the teachers take turns talking and
writing in the outer circles about the units. Via in-depth conversation, they
tell each other specifically what they do in the unit.
Then they find the concepts, skills, or attitudes (the content and the process
standards) that the two units share and overlapping ideas that the units have
in common. The teachers use the most robust idea to create a thematic focus
around a key concept or a skill focus that duplicates practice with life skills
addressed in both units.
Essential Reasoning:
It’s true that topics and units from two related or unrelated disciplines can
offer rich possibilities for integration. Identifying basic concepts, skills,
attitudes, and standards that overlap enables the commonalities among
these distinct disciplines to readily emerge.
79
It really is such a surprise to see how much the two disciplines have in
common as teachers share the details of their units with each other. They
may have thought that their disciplines were so far apart and so separate.
It can be very energizing to see so many shared ideas and to think
about how these will be addressed fully in both classrooms and what a
boost the collaboration will provide for the kids. Benefits abound with
this collaborative approach.
“We can’t wait to get started and to try this with other units. This
curriculum integration planning model is at the top of our list because we
only need to have time to meet with one other teacher, rather than with a
whole team. Also, we are thinking about what other teachers and
disciplines we might meet with to talk about our units. We believe that
this is a viable model that could be used many times over.”
80
Figure 5.4 On Your Own
Copyright © 2009 by Corwin. All rights reserved. Reprinted from How to Integrate the
Curricula, Third Edition, by Robin Fogarty. Thousand Oaks, CA: Corwin,
www.corwinpress.com. Reproduction authorized only for the local school site or nonprofit
organization that has purchased this book.
81
Webbed
Are we or how are we using patterns and themes to
integrate the curricula?
82
Model
6
Telescope—broad view
of an entire constellation Webbed curricula represent the thematic approach
as one theme, webbed to to integrating subject matter.
the various elements.
Example
The teacher presents a simple topical theme, such
as the circus, and webs it to the subject areas. A
conceptual theme, such as conflict, can be webbed
for a broader reach in the theme approach.
“We must open the doors of opportunity. But we must also equip our people
to walk through those doors.”
—Lyndon B. Johnson
83
which integration occurs in all relevant curricular areas to cluster and address
standards through robust curriculum models.
84
Figure 6.1 A Look at Webbed Models
Figure 6.2 Fertile Themes for Integrative Learning Are Like a Good Lens
SOURCE: From “Selecting Fertile Themes for Integrated Learning,” by D. N. Perkins, in
H. H. Jacobs (Ed.), Interdisciplinary Curriculum: Design and Implementation (pp. 67–76),
1989, Alexandria, VA: Association for Supervision and Curriculum Development.
85
that teachers and students become energized with the many possibilities.
86
readings or activities for each intelligence as an integrated unit is developed
around multiple intelligences. It is a variation of the webbed model that
targets differentiated learning through multiple intelligences.
87
Figure 6.5 Blank Multiple Intelligences Grid
Copyright © 2009 by Corwin. All rights reserved. Reprinted from How to Integrate the
Curricula, Third Edition, by Robin Fogarty. Thousand Oaks, CA: Corwin,
www.corwinpress.com. Reproduction authorized only for the local school site or nonprofit
organization that has purchased this book.
Figures 6.6–6.8 are examples of completed webbed model integration
exercises, and Figure 6.9 provides the opportunity for readers to record their
own design for this model.
88
Model 6: Webbed
Readers’ Theater
“Oh, the Webs We Weave”
Narrator
Maria Novela
Tom Time
You know, I had the same thought. I think this design is worthwhile. It
will pull what were separate and disparate parts of the curriculum
together for the kids.
Maria Novela
Yes! Remember the article we read on finding fertile themes? The criteria
set forth by Perkins in that piece seemed quite useful. Do you remember
what they were?
Sue Sum
I have the article right here. Let’s brainstorm some ideas and selectively
abandon the more superficial ones. I have too many priorities to waste
time. I want activities to be meaningful.
Bob Beaker
89
90
Figure 6.6 Elementary School Example
91
92
Figure 6.7 Middle School Example
93
94
Figure 6.8 High School Example
95
grade level or department around a big-idea thematic unit so that
students learn the curriculum in a more coherent manner.”
Work around the web (Figure 6.9), labeling the various disciplines
represented by the grade-level subject matter or the content from various
departments. Then proceed to insert learning experiences for the subject or
departments represented.
Complete the discussion by adding spokes to each subject area to indicate
the targeted standards and assessments.
Essential Reasoning:
In this webbed model, the selection of a theme provides a fresh lens with
which to frame and view various subject matter content. The theme acts
as a giant umbrella that is visible and real to students as they work in the
various content areas.
96
In selecting the theme, teachers can find the big ideas that are inherent
in the curriculum. And as they brainstorm all the possible themes, they
can also see the kinds of concepts, topics, or problems that tend to emerge
in their discussions. That, in turn, gives teachers the opportunity to group
the themes into various categories in a coding process. This can be a
helpful way to examine the content of the curriculum at each grade level.
Going on to select the best theme from the collection of ideas, teachers
truly explore the richness of each theme and its potential for addressing
major learning standards. They have a chance to look for the theme’s
breadth and depth as well as interest and intrigue.
Finally, while inserting activities, teachers have a chance to indicate the
various standards addressed as well as the possible or likely assessment
strategies. In brief, the theme provides a way to look at the various
standards (the spokes emanating from the circles) that are addressed in a
robust, thematic unit.
This is not only an easy integration model for learners but also an
energizing one for teachers.
97
Figure 6.9 On Your Own
Copyright © 2009 by Corwin. All rights reserved. Reprinted from How to Integrate the
Curricula, Third Edition, by Robin Fogarty. Thousand Oaks, CA: Corwin,
www.corwinpress.com. Reproduction authorized only for the local school site or nonprofit
organization that has purchased this book.
98
Threaded
Are we or how are we threading skills across the various
content areas?
99
Model
7
Magnifying glass—
Standards, thinking skills, social skills, study skills,
life skills that magnify
graphic organizers, technology, and a multiple
all content through a
intelligences approach to learning thread through all
metacurricular
disciplines.
approach
Example
The teaching staff targets prediction in reading,
mathematics, and science lab experiments while the
social studies teacher targets predicting current
events, and thus threads prediction across all four
disciplines.
“The great end of an education is to discipline rather than to furnish the
mind. To train it to the use of its own powers rather than to fill it with the
accumulation of others.”
—Tryon Edwards
100
standard curricular content. They are life skills that can be successfully
targeted with various content.
101
Figure 7.1 Examples of Thinking Skills as Threads
102
Figure 7.2 Examples of Multiple Intelligences as Threads
103
Figure 7.4 Generic Standards of Learning as Threads
104
WHEN IS THIS THREADED MODEL USEFUL?
This model is useful in integrating curricula when a metacurriculum of
thinking and social skills is a district focus. This model is appropriate to use
as one of the alternative steps toward intense subject matter integration. The
threaded model also is easier to sell to hardcore curriculum advocates who
are reluctant to shift subject matter priorities. Therefore, this becomes a
viable high school model to start with as teachers keep their content intact
and infuse thinking, cooperating, and multiple intelligences into that content.
Figures 7.5–7.10 are examples of completed threaded model integration
exercises, and Figure 7.11 provides the opportunity for readers to record their
own design for this model.
Model 7 Threaded
Readers’ Theater
“A Little Dab Will Do Ya!”
Narrator
Our teachers find it easy to thread certain skills, such as inferring, through
their particular contents.
Bob Beaker
So, our teacher terms will focus on the thinking skill of inferring. The
science classes will target inference and observation as key skills.
Tom Time
Right, Bob, inferring from data and predicting trends, both in a historical
sense and in future studies, also has potential to enrich the curriculum
content. At first, I was afraid the subject matter would lose and we would
dilute the disciplines, but this actually is enhancing my content!
Maria Novela
105
expectation of good readers. I think the study of literature this semester
will be expected to go beyond the literal information presented.
Sue Sum
And inferring from graphs, charts, and data is a natural for math class.
With the overload of information and the increased use of graphics,
students need work in making inferences from the gathered data. It’s a
rich thread to string through contents.
106
Figure 7.5 Elementary School Example
107
Figure 7.7 High School Example
108
Figure 7.8 Elementary School Example
109
Figure 7.9 Middle School Example
110
Figure 7.10 High School Example
“We can dialogue from our respective classes and find shared concepts,
111
skills, and attitudes that easily thread through various disciplines, giving
students a shot of the skills, concepts, and attitudes in every class.”
Essential Reasoning:
“We can dialogue from our respective classes and find shared
concepts, skills, and attitudes that easily thread through various
disciplines, giving students a shot of the skills, concepts, and
attitudes in every class.”
112
At the same time, the curriculum integration is enduring because it is
addressed in every discipline. It follows the old adage, “A little dab will
do ya.” In essence, a little taste of it in math, then again in science, and
yet again in language class provides a broad reach across, and frequency
of use in, various subjects.
113
Figure 7.11 On Your Own
Copyright © 2009 by Corwin. All rights reserved. Reprinted from How to Integrate the
Curricula, Third Edition, by Robin Fogarty. Thousand Oaks, CA: Corwin,
www.corwinpress.com. Reproduction authorized only for the local school site or nonprofit
organization that has purchased this book.
114
Model
8
115
Integrated
Are we designing or how might we design authentic
learning projects and performances that integrate a
number of disciplines?
Kaleidoscope—new
patterns and designs that The integrated curricular model represents a cross-
use the basic elements of disciplinary approach similar to the shared model.
each discipline
Example
In mathematics, science, social studies, fine arts,
language arts, and practical arts, teachers look for
patterns and approach content through these
patterns in all the discipline areas.
“I call a complete and generous education that which fits [an individual] to
perform justly, skillfully, and magnanimously all the offices, both private
and public, of peace and war.”
—John Milton
116
with any number of disciplines. The model might include the arts as well as
technology and other practical arts.
Yet in any version of the integrated model, just as in the simpler shared
model, the integration is a result of sifting ideas out of subject matter content,
not laying an idea over the subjects as in the webbed model. The integration
sprouts from within the various disciplines, and matches are made among
them as commonalities emerge. This is an inductive approach to curriculum
integration, rather than a deductive approach as in the webbed model. It truly
emerges from conversations and articulation across the disciplines. In fact,
this model is the ultimate integration model because the patterns and themes
truly do emerge from the various subject matter units. In essence, teachers
continue to teach their content, but their focus takes on a bigger meaning that
stretches to other content.
117
WHAT DOES IT SOUND LIKE?
What are the intersections of the various disciplines? What are the concepts,
skills, and attitudes that bubble up from different subject matter content?
Richards (1980) says, “Unless we educate for wholeness in person and
wholeness of our Earth planet, we are not really intelligent. In our school
subjects, we have an opportunity to study humankind as a family, and the
Earth as the body of that family. We have the possibility of developing a
curriculum which is like a map of its dreams and its history, a map of
interconnections. Interdisciplinary methods try to avoid squeezing the life out
of one part and blowing it up in another” (p. 11).
118
myriad of resources.
Model 8: Integrated
Readers’ Theater
“The Heart of the Matter”
Narrator
Meanwhile, over the summer, meetings at the school are frequent and
heated. Our teachers and the principal are exploring possibilities and
looking for match-ups.
Sue Sum
119
I liked the webbed model we tried last year. But I sometimes felt like I
was manipulating and contriving my content a bit. What if we tried a full-
blown interdisciplinary team approach this year and looked for the natural
overlaps?
Tom Time
I agree, Sue, but what if we only find a few guideline areas of overlap?
How do we come to terms with that without artificially stretching our true
priorities? Let’s try the integrated approach in a pilot only. Maybe plan a
three-week segment.
Bob Beaker
I think I know what you mean, Tom. We should first look at our
individual content priorities and then sift out concepts, ideas, and
attitudes that have overlapping elements. For example, my DNA unit.
Aside from the technical information about genetic engineering, there are
moral and ethical issues that overlap with social studies and language
arts. There are also a number of mathematical concepts inherent to the
DNA model.
Maria Novela
That’s an exciting idea! I like coming from the heart of each discipline
and then looking for the overlapping concepts. Let’s go for it!
“We use the integrated model as an inductive process for discerning the
essential and enduring skills, concepts, and attitudes embedded within
our disciplines. As we discuss our units of study, our minds close in on
the overlapping ideas. The more we share, the more these
120
commonalities simply bubble up from the content we are all
addressing.”
Similar to the shared model, in which two teachers look for overlapping ideas
from their respective disciplines, the integrated model template (Figure 8.5) is
designed for a team of three or four teachers. As an interdisciplinary middle
or high school or grade-level team, teachers take turns talking and writing
about the units or topics in each of the disciplines.
121
Figure 8.2 Elementary School Example
122
Figure 8.3 Middle School Example
123
Figure 8.4 High School Example
Each teacher selects a unit of study for that term and shares in some detail
what occurs during unit. While talking about the unit, he or she writes key
words in the outer circle for that subject.
As the discussion progresses, the team members use an inductive approach
and start to identify and label what bubbles up in the center. They look for
overlaps and commonalities among the various subjects.
Once the team finds the life skills and big ideas that could serve as themes
for all the subjects represented in the integrated unit, they proceed to develop
124
essential questions from each discipline to drive the theme.
Essential Reasoning:
With content priorities in mind, team members look beyond the topics to
the concepts, skills, and attitudes targeted in the separate disciplines.
Armed with these basics, the team looks for overlapping ideas that
emerged as common ground among the four disciplines.
The numerous similarities that naturally emerge from the content
pieces may surprise the team members. It can be such an easy discussion
to have because each teacher simply talked about his or her own content
and the things addressed in the unit. No one needs to feel intimidated
because no one is expected to know the others’ content. It is a true
learning experience as team members become privy to what other
teachers are doing in their everyday lessons.
“We had no idea that there would be that many meaningful
connections. We even commented that before the discussion that revolved
around this model, we really did not know that much about what the other
subject area teachers actually taught.”
125
Figure 8.5 On Your Own
Copyright © 2009 by Corwin. All rights reserved. Reprinted from How to Integrate the
Curricula, Third Edition, by Robin Fogarty. Thousand Oaks, CA: Corwin,
www.corwinpress.com. Reproduction authorized only for the local school site or nonprofit
organization that has purchased this book.
126
Model
9
127
Immersed
Are we or how are we using learner-centered models in
which students have choices?
128
kinds of marvelous connections.
129
an insatiable hunger to understand. “The more we know, the more we know
we don’t know” becomes an unhidden truth. As the student digs deeper into a
field of interest, the related areas and new pathways seem unending. And the
immersed learner exhibits phenomenal discipline as he or she develops this
intense focus. Of course, another plus is that the connection making of this
learner is often made explicit to other learners as the expert makes advances
in the field.
130
Figures 9.1–9.3 are examples of completed immersion model integration
exercises, and Figure 9.4 provides an opportunity for readers to record their
own design for this model.
Model 9: Immersed
Readers’ Theater
“The Ultimate Integrator”
Narrator
Graduate
I’d been with the firm for five years as a chemical researcher and liked to
just stick to the laboratory. But then I had to learn the CAD/CAM
programs to use the technical equipment. The time I saved by using the
computer simulations was unbelievable. Then I started spending a lot
more time on the patenting process and started looking at patent law.
Now the company wants me to go to law school.
Not only that, in order to deal with our Japanese manufacturers, I’ve
started studying Japanese! I need some understanding of the language and
culture. The learning never stops. Who knows what I’ll get into next!
131
Figure 9.1 Elementary School Example
132
Figure 9.2 Middle School Example
133
Figure 9.3 High School Example
134
subject matter content as I pursue my interest in _____.”
The natural integration of the various subjects for one student is represented
in this template design (Figure 9.4). As the student pursues his or her
personal area of intense interest, integration is naturally occurring. Use this
template to plot the various disciplines involved as the student’s investigation
and curiosity drives the learning.
To utilize this immersed model, select one student or try it out on your own
hobby, favorite pastime, or area of interest.
Through dialogue and discussion with a partner, take turns plotting the
learning exposure to the various subjects through the selected lens of interest.
Use the samples as guides, but let the ideas flow to see how much
integration actually occurs through the natural inquiry that is part of
intrinsically motivated endeavors. This model’s template offers a visual
record of the integration that occurs.
Essential Reasoning:
135
process is. Their interest, their passion propels their learning in directions
that they often do not anticipate. Yet with each new step they take, they
learn and absorb whatever they need in order to foster their intense
personal interest.
136
organization that has purchased this book.
137
Model
10
138
Networked
Are we or how are we modeling real-world learning that
utilizes networks of experts?
Prism—a view
that creates The networked model of integrated learning is an
multiple ongoing external source of input, forever providing new,
dimensions and extended, and extrapolated or refined ideas.
directions of focus
Example
An architect, while adapting the CAD/CAM technology
for design, networks with technological programmers
and expands his or her knowledge base, just as he or she
had traditionally done with interior designers.
“The education of a man is never completed until he dies.”
—Robert E. Lee
139
In the networked model of integration, unlike in the earlier models,
learners direct the integration process through self-selection of the needed
networks. Only the learners themselves, knowing the intricacies and
dimensions of their field, can target the necessary resources. This model, like
the others, develops and grows over time as needs propel learners in new
directions.
140
The advantages of the networked model are many. This integrated learning
approach is extremely proactive in nature, with learners initiating searches
and following the newly emerging paths. Learners are stimulated with
relevant information, skills, or concepts that move their learning along. The
advantages of this model, however, cannot be imposed on learners, but rather
must emerge from within. But mentors can and do provide the necessary
support to encourage this sophisticated stage of learning.
141
chosen fields. This networking often leads to apprenticeships and/or
internships within the career areas of interest. Of course, networking across
various disciplines occurs as a natural part of this process.
Figures 10.1–10.3 are examples of completed networked model integration
exercises, and Figure 10.4 provides the opportunity for readers to record their
own design for this model.
Narrator
Lucy Librarian
Sy Kee
What we know about how the brain works can be represented in the
diagrams I sent you. Also, by scripting the talk-aloud monitoring of
subjects, I think you’ll be able to see patterns of connection making. If we
put our heads together, this will start to make sense.
Connie Computo
It’s hard to duplicate the insightful connections made by the human brain,
but the randomness in the procedures can be programmed in. I will need
explicit details from you, Lucy, about how we make those connections in
the human brain.
142
Figure 10.1 Elementary School Example
143
Figure 10.2 Middle School Example
144
Figure 10.3 High School Example
145
explore all aspects of my area of interest.”
To work with the networked model, the teacher thinks of a passion, a labor of
love, an area of intense interest that one student exhibits. The teacher might
work with his or her own focus as a way to start using the template for this
model (Figure 10.4).
Then, the teacher plots the path of networking opportunities for that
student as he or she pursues this area of interest. As the student searches for
information about the interest, myriad opportunities arise for the student to
network with others, whether they be experts in the field or other colleagues
pursuing the same interest. The student may also find print or electronic
resources that lead to blogs or other connections.
To use the template (Figure 10.4), record the connected learning
experiences that result, or might result, from the original seed of interest.
Note how an interdisciplinary approach is inherent in this kind of natural
pursuit of learning. This is the ultimate integration that takes place in the
mind of the learner.
Essential Reasoning:
When learners have a special interest area that has become a passion, they
naturally seek others who know more about this area than they do.
Learners find themselves searching out experts, both inside and outside
the field, to extend and enrich the field.
Learners look for expertise from those immersed in the same field of
study as they are. They may want a mentor to push their thinking and
awareness of all angles. They seek those who have insights and
inclinations that they might otherwise miss.
Interestingly, learners may also find themselves networking with
146
people in other fields as their journey leads them in many directions and
toward unintended outcomes. These people are experts in their fields and
are welcome colleagues engaged along the way. The richness of these
encounters cannot be overstated. Their impact on the entire pursuit is
invaluable.
In brief, this networked model is perhaps the most inherently authentic
model of curriculum integration because it involves the practical pursuit
of learning about a deeply consuming area of personal interest.
147
Figure 10.4 On Your Own
Copyright © 2009 by Corwin. All rights reserved. Reprinted from How to Integrate the
Curricula, Third Edition, by Robin Fogarty. Thousand Oaks, CA: Corwin,
www.corwinpress.com. Reproduction authorized only for the local school site or nonprofit
organization that has purchased this book.
148
Appendix
149
Assessing Curriculum Integration
Units of Study
150
AND DEPTH OF THE CURRICULUM
INTEGRATION UNIT
To fully examine the quality of a curriculum integration unit, five
characteristics are used: relevance, richness, relatedness, rigor, and recursion.
Let’s unpack the meaning of these critical elements as they apply to the
curriculum integration process and as products of a more integrated approach
to curriculum. Then we’ll proceed to the sample rubric and the two examples
to see how these elements are applied to curriculum integration units.
Relevance
Students expect learning to be meaningful and often search for the reason
that they are learning something and how they will use it. Integrated units are
developed for that very reason: to make the learning purposeful. The intent is
to make learning opportunities more personally relevant by incorporating life
experiences and real-world applications.
Richness
Richness involves multilayering. It is about units of study that address the
eight multiple intelligences delineated by Gardner (1983, 1999): visual-
spatial, verbal-linguistic, intrapersonal-self, interpersonal-social, musical-
rhythmic, mathematical-logical, naturalist-physical world, and bodily-
kinesthetic. Richness is about ambiguity and wholeness; it is about depth and
texture. Richness enhances the unit with its robustness.
Relatedness
Relatedness refers to natural hookups and connections across the various
disciplines. It is about how broadly the unit reaches into the various
disciplines in genuine and interwoven ways. Relatedness is really about how
cohesive the unit is, how tightly it is designed, and how many genuine
overlaps are evidenced across multiple content areas.
Rigor
Rigor is about complexity and the intricacies of higher-order thinking that
are inherent in the unit of study. Rigor does not mean that the work is hard,
but rather that it is of high quality and complexity, that it requires the
151
thoughtfulness and mindfulness of problem solving and decision making.
Rigor dictates expert performances and results in multilayered products.
Recursion
Recursion is about how often the themes and big ideas recur in the unit as
well as in other school and life circumstances. Themes of the highest integrity
are those that recur often and in various ways in subject matter content and
real-life situations. Recursion is evidence that the themes are worthy,
worldly, and widely influential.
Sample Rubric
A scoring rubric has three elements that matter: standard, criteria, and
indicators of quality. The standard for a curriculum integration unit of study
is the exemplar of curriculum design that utilizes big-idea themes or life skills
in student-centered learning experiences. The criteria delineate specific
critical components that are targeted in the learning experience. The
indicators of quality represent the range of quality, from low to high, that is
judged in the assessment of the unit.
The rubric developed to appraise the integrity of quality of a curriculum
integration unit applies the five elements described earlier in this discussion:
relevance
richness
relatedness
rigor
recursion
These five elements are the target criteria that are juxtaposed with key
quality indicators:
Not Yet! Limited progress, needs help, does not meet standards
On Our Way! Developing, emerging, on the brink, almost meets
standards
This Is It! In the zone, competent, good job, meets standards
Above and Beyond! Exceptional, superior, proficient, exceeds standards
152
The resulting matrix allows for a rating of the entire curriculum integration
unit. As a unit is designed and implemented, the key players consistently look
at the five elements and try to score them appropriately.
Note in Figure A.1 that each criterion can be scored horizontally across the
row, using the quality indicator headings as a guide. For example:
Naturally, the more scores that fall on the right side of the matrix as each
criterion is analyzed and examined, the higher the quality of the curriculum
integration unit. Utilizing this kind of analysis affords the design team several
opportunities to look closely at the unit’s integrity. They can review the unit
in the design stage, before it is unveiled, during implementation, and finally
after it has been completed and student learning is addressed.
153
Figure A.1 Rubric for Integrated Curriculum Units of Study SOURCE: Adapted from
“Curriculum Possibilities in a ‘Post-Future,’” by W. Doll, 1993, Journal of Curriculum and
Supervision, 8(4), pp. 270–292.
Relevance
If the unit is presented as “inert knowledge” rather than a “genuine
comparison to a current conflict,” it would be scored low. The true relevance
of a unit can be judged by the authentic involvement of students and their
personalization of the unit and its many elements.
154
Figure A.2 Rubric for “How Does War Create Peace?” Integrated Unit
Richness
If the unit strives to “develop a dynamic, fluid, and interactive memorial,”
it is more likely to score at the highest end of the rubric. This is determined
by the amount and quality of multimodal opportunities for differentiated
learning and by the genuine performances and products that result.
Relatedness
If the unit connects various disciplines in “real-world cohesive endeavors,”
it would score high in the area of relatedness. This concept of interrelatedness
is signaled by the number of real overlaps across various disciplines as the
projects evolve.
Rigor
If the unit settles for a “show and tell” approach as evidence of student
155
participation and learning, rather than generating “complex hypotheses,” the
element of rigor would rank at the low end. Rigor is not about how hard the
tasks are, but rather how complex and intricate the endeavors become.
Recursion
If theme of conflict moves toward genuine, real-world “ambiguous
conflicts of interests,” the unit would score quite high in terms of recursion.
The recursiveness becomes obvious as the major themes seem to crop up,
over and over again, with connections to life outside of the schoolhouse
walls.
Relevance
If the unit demonstrates personal meaning, and the students show evidence
of owning the theme by developing real products and performances based on
“metaphorical” understanding of the bridges concept, it is deemed highly
relevant.
Richness
If the entire unit demonstrates strong, reliable, and valid evidence of
multimodal teaching and learning, with bridges of layered depth and
complexity, that is characteristic of a richness in the approach.
Relatedness
If the unit connects to various disciplines with integrity (e.g., language
arts: conjunctive, prepositional bridges; science: bones, ligaments, and
muscles as bridges; social studies: economic, political bridges; business:
organizational bridges), it is judged to have high quality in terms of
relatedness.
156
Rigor
If the unit focuses solely on real bridges with drawings, model building,
and presentations on the infrastructure of the country, it may result in a high
level of interest from students, yet is seems somewhat limited in its
integrative themes and would be rated low to medium in terms of rigor.
Recursion
If there is extensive evidence of the critical threads in all disciplines being
involved and related to real-life situations in universal and generalizing ways,
the unit scores high in recursion.
157
student learning involves another set of criteria and quality indicators that
comprise the elements of a scoring rubric. One rubric may serve as an
assessment for the entire unit, yet it seems prudent that each discipline create
its own scoring rubric. In this way, each teacher, representing a particular
subject, is able to delineate specific areas of assessment appropriate to that
discipline. Thus, students might receive a grade on the entire project and/or a
separate grade for each discipline or subject area. In the following pages,
there is an example of a general rubric that might be used for one class and
one grade. There are also samples of two discipline-specific rubrics, one for
history and one for language arts.
General Rubric
In this general rubric for a robust curriculum integration unit (see Figure
A.4), there are four distinct criteria:
content knowledge
process skills
enduring learnings
serendipities
These criteria are juxtaposed with quality indicators that allow the teacher
and student to judge the work from lower quality to higher quality. As
described before, these four quality indicators comprise the following:
Not Yet! Limited progress, needs help, does not meet standards
On Our Way! Developing, emerging, on the brink, almost meets
standards
This Is It! In the zone, competent, good job, meets standards
Above and Beyond! Exceptional, superior, proficient, exceeds standards
The resulting matrix allows for a rating of the entire curriculum integration
unit. As a curriculum unit is designed and implemented, the key players
consistently look at the four elements and try to score them appropriately.
Content knowledge is rated from “little evidence” to “meaningful
application.” Process skills are scored from “disorganized work with little
evidence of organization and little problem solving or decision making” to
158
“outstanding organization, problem solving, and decision making with
creative ideation.” Enduring learnings are ranked from “unaware of concepts,
big ideas, and themes” to “conceptual understandings are generalized and
applied.” Serendipities range from “not consciously aware of unexpected
results” to “highly positive unintended outcomes applied and used.”
The following two discipline-specific units are intended to be previewed in
the same way as the general rubric (see Figures A.5 and A.6). Move
horizontally across the rows of criteria, and judge the student learning
accordingly.
History Rubric
Description of Criteria
Historical content: facts, dates, events, and major themes
Evidence of research: search with volume, variety, and validity
Historical inferences: higher-order thinking (making inferences, drawing
conclusion, finding relevant implications)
Completion of project: quality project displayed and described with
elaboration
159
Figure A.4 Student Learning—General Rubric
160
Figure A.6 Curriculum Integration Unit: Language Arts Rubric
CONCLUSION
While the assessment of curriculum integration falls into two camps,
assessing the actual unit for depth and integrity and assessing student
progress, assessment in general is an essential part of the curriculum
integration process. And it provides invaluable insight for team discussions
and dialogues.
Assessment is the tool that allows teachers to become better at designing
rich, robust, and relevant integrated curriculum units of study. It is also what
allows teachers to judge the results of implementation of the unit in terms of
student learning.
Continue to explore the assessment tool of the scoring rubric. Work with it.
Let it evolve over time and enhance the curriculum, instruction, and ongoing
assessment of the integrated curriculum process.
161
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Index
Agree/Disagree Chart, 10, 15 (figure)
Algebra, 54 (figure)
Art:
elementary school, 71–72 (figure)
middle school, 61 (figure), 73–74 (figure)
Shared Model, 61 (figure)
Webbed Model, 71–72 (figure), 73–74 (figure)
Attention, 4
Bilateralization, 4
Bodily-kinesthetic intelligence, 5, 68 (figures), 69 (figure), 70, 81 (figure)
Brain and learning:
bilateralization, 4
challenging environment, 3 (figure), 4
conscious/unconscious processing, 3 (figure), 5
emotions, 3 (figure), 4
experiential learning, 4, 5
focused perception, 3 (figure), 4
frontal lobe, 5
innate meaning, 3 (figure), 5
left hemisphere, 4
memory system, 3 (figure), 4, 5
mind-body connection, 3 (figure), 5
multiple intelligences, 5–6
occipital lobe, 5
parallel processing, 3 (figure), 4–5
parietal lobe, 5
patterning, 3 (figure), 5
peripheral perception, 3 (figure), 4
right hemisphere, 4
171
rote learning, 3 (figure), 4
simultaneous processing, 3 (figure), 4
spatial memory, 3 (figure), 4, 5
temporal lobe, 5
threatening environment, 3 (figure), 4
twelve principals, 3 (figure), 4–5
uniqueness, 3 (figure), 5
Cellular Model:
advantages, 23–24
application, 24
assessment criteria, 13 (figure)
assessment template, 14 (figure)
curriculum integration, 1, 11 (figure), 22, 25, 30
defined, 1, 2
description, 12 (figure), 22–23
disadvantages, 24
elementary school, 23, 26 (figure)
essential reasoning, 25, 30
examples, 12 (figure), 22, 23, 25, 26 (figure), 27 (figure), 28 (figure)
high school, 23, 28 (figure)
History, 25
Language Arts, 25, 28 (figure)
lesson template, 29 (figure)
Mathematics, 25, 27 (figure)
metaphorical name, 12 (figure), 22
middle school, 23, 27 (figure)
notes/reflections, 30
parental perspective, 7, 9
Readers’ Theater activity, 25
Science, 25, 26 (figure)
Challenging environment, 3 (figure), 4
Chemistry, 36 (figure)
Civics, 62 (figure)
Communications Arts, 8 (figure)
Computer Science, 40, 75–76 (figure)
Connected Model:
172
advantages, 32
application, 33
assessment criteria, 13 (figure)
assessment template, 14 (figure)
Chemistry, 36 (figure)
curriculum integration, 1, 11 (figure), 31, 37
defined, 1, 2
description, 12 (figure), 31
disadvantages, 32
elementary school, 32, 34 (figure)
essential reasoning, 37
examples, 12 (figure), 31, 32, 33, 34 (figure), 35 (figure), 36 (figure)
high school, 32, 36 (figure)
History, 33
Language Arts, 33
lesson template, 38 (figure)
Mathematics, 33, 34 (figure)
metaphorical name, 12 (figure), 31
middle school, 32, 35 (figure)
notes/reflections, 37
Readers’ Theater activity, 33
Science, 33, 35 (figure), 36 (figure)
Conscious/unconscious processing, 3 (figure), 5
Creative thinking skills, 80 (figure)
Critical thinking skills, 80 (figure)
Curriculum integration:
Agree/Disagree Chart, 10, 15 (figure)
brain and learning, 3–6
defined, 1–2
four-fold concept development activity, 16, 17 (figure), 18 (figure), 19
(figure), 20 (figure)
lifetime learning, 7, 9
parental perspective, 7, 9
rationale for, 3
research organization, 21
standards-based curriculum, 6–7, 8 (figure)
standards of learning, 6–7, 8 (figure)
173
student perspective, 9
tenmodels, 1–2, 10, 11 (figure), 12 (figure), 13 (figure)
three-dimensional model, 9–10, 11 (figure)
See also specific model
Curriculum integration assessment:
criteria for, 13 (figure)
examples, 121–124
general rubric, 125, 126 (figure)
History, 121–124, 125, 126 (figure)
integration integrity, 118, 119–124
Language Arts, 123, 124 (figure), 125, 127 (figure)
Mathematics, 123, 124 (figure)
quality indicators, 120, 121 (figure), 122 (figure), 124 (figure), 125, 126
(figure), 127 (figure)
recursion, 119, 120, 121 (figure), 122 (figure), 123, 124 (figure)
relatedness, 119, 120, 121 (figure), 122, 123, 124 (figure)
relevance, 119, 120, 121, 122 (figure), 123, 124 (figure)
richness, 119, 120, 121 (figure), 122, 123, 124 (figure)
rigor, 119, 120, 121 (figure), 122 (figure), 123, 124 (figure)
Science, 123, 124 (figure)
scoring rubric, 118, 120, 121 (figure)
Social Studies, 121–124
student achievement, 118, 124–127
template for, 14 (figure)
Curriculum mapping, 48–50, 51, 55
Elementary school:
Art, 71–72 (figure)
Cellular Model, 23, 26 (figure)
Connected Model, 32, 34 (figure)
Health, 84 (figure)
Immersed Model, 105 (figure)
Integrated Model, 93, 96 (figure), 97 (figure)
Language Arts, 52 (figure), 60 (figure), 71–72 (figure), 84 (figure), 96
(figure), 97 (figure), 105 (figure), 113 (figure)
Mathematics, 34 (figure), 71–72 (figure), 84 (figure), 87 (figure), 96
(figure), 97 (figure), 105 (figure), 113 (figure)
174
Nested Model, 40, 43 (figure)
Networked Model, 111, 113 (figure)
Physical Education, 87 (figure), 97 (figure)
Research, 87 (figure)
Science, 26 (figure), 60 (figure), 71–72 (figure), 84 (figure), 87 (figure),
96 (figure), 97 (figure), 105 (figure), 113 (figure)
Sequenced Model, 49, 50, 52 (figure)
Shared Model, 57–58, 60 (figure)
Social Studies, 43 (figure), 52 (figure), 71–72 (figure), 96 (figure), 105
(figure), 113 (figure)
Threaded Model, 84 (figure), 87 (figure)
Webbed Model, 71–72 (figure)
Emotions, 3 (figure), 4
English:
high school, 86 (figure), 107 (figure)
Immersed Model, 107 (figure)
middle school, 73–74 (figure), 88 (figure)
Threaded Model, 86 (figure), 88 (figure)
Webbed Model, 73–74 (figure)
Experiential learning, 4, 5, 9
Geography:
high school, 54 (figure), 107 (figure)
Immersed Model, 107 (figure)
175
middle school, 53 (figure)
Sequenced Model, 53 (figure), 54 (figure)
Graphic organizers:
Nested Model, 40 (figure)
Threaded Model, 80 (figure)
Health:
standards-based curriculum, 8 (figure)
Threaded Model, 84 (figure)
High school:
Algebra, 54 (figure)
Cellular Model, 23, 28 (figure)
Chemistry, 36 (figure)
Civics, 62 (figure)
Computer Science, 40, 75–76 (figure)
Connected Model, 32, 36 (figure)
English, 86 (figure), 107 (figure)
Food and Nutrition, 75–76 (figure)
Foreign Language, 86 (figure)
Geography, 54 (figure), 107 (figure)
History, 86 (figure)
Human Growth/Development, 62 (figure)
Immersed Model, 107 (figure)
Integrated Model, 93, 99 (figure)
Language Arts, 28 (figure), 89 (figure), 99 (figure), 115 (figure)
Languages, 75–76 (figure)
Mathematics, 45 (figure), 54 (figure), 75–76 (figure), 89 (figure), 99
(figure), 107 (figure), 115 (figure)
Media, 86 (figure)
Nested Model, 40, 45 (figure)
Networked Model, 115 (figure)
Science, 75–76 (figure), 89 (figure), 99 (figure), 107 (figure), 115 (figure)
Sequenced Model, 49, 50, 54 (figure)
Shared Model, 57–58, 62 (figure)
Social Studies, 75–76 (figure), 89 (figure), 99 (figure), 115 (figure)
Threaded Model, 86 (figure), 89 (figure)
Webbed Model, 75–76 (figure)
176
History:
Cellular Model, 25
Connected Model, 33
curriculum integration assessment, 121–124, 125, 126 (figure)
high school, 86 (figure)
Integrated Model, 95
Nested Model, 42
Sequenced Model, 49, 51
Shared Model, 59
Threaded Model, 83, 86 (figure)
Webbed Model, 70
Human Growth/Development, 62 (figure)
Immersed Model:
advantages, 103
application, 104
assessment criteria, 13 (figure)
assessment template, 14 (figure)
curriculum integration, 2, 11 (figure), 102, 108
defined, 2
description, 12 (figure), 102
disadvantages, 103–104
elementary school, 105 (figure)
English, 107 (figure)
essential reasoning, 108
examples, 12 (figure), 102, 103, 104, 105 (figure), 106 (figure), 107
(figure)
Geography, 107 (figure)
high school, 107 (figure)
Language Arts, 105 (figure), 106 (figure)
lesson template, 109 (figure)
Mathematics, 105 (figure), 106 (figure), 107 (figure)
metaphorical name, 12 (figure), 102
middle school, 106 (figure)
notes/reflections, 108
Readers’ Theater activity, 104
Science, 105 (figure), 106 (figure), 107 (figure)
177
Social Studies, 105 (figure), 106 (figure)
Innate meaning, 3 (figure), 5
Integrated Model:
advantages, 93–94
application, 94
assessment criteria, 13 (figure)
assessment template, 14 (figure)
curriculum integration, 2, 11 (figure), 92, 95, 100
defined, 2
description, 12 (figure), 92–93
disadvantages, 94
elementary school, 93, 96 (figure), 97 (figure)
essential reasoning, 95, 100
examples, 12 (figure), 92, 93, 95, 96 (figure), 97 (figure), 98 (figure), 99
(figure)
high school, 93, 99 (figure)
History, 95
Language Arts, 95, 96 (figure), 97 (figure), 98 (figure), 99 (figure)
lesson template, 101 (figure)
Mathematics, 95, 96 (figure), 97 (figure), 98 (figure), 99 (figure)
metaphorical name, 12 (figure), 92
middle school, 93, 98 (figure)
notes/reflections, 100
Physical Education, 97 (figure)
Readers’ Theater activity, 95
Science, 95, 96 (figure), 97 (figure), 98 (figure), 99 (figure)
Social Studies, 96 (figure), 98 (figure), 99 (figure)
Interpersonal-social intelligence, 5, 68 (figures), 69 (figure), 70, 81 (figure)
Intrapersonal-introspective intelligence, 5, 68 (figures), 69 (figure), 70, 81
(figure)
Language Arts:
Cellular Model, 25, 28 (figure)
Connected Model, 33
curriculum integration assessment, 123, 124 (figure), 125, 127 (figure)
elementary school, 52 (figure), 60 (figure), 71–72 (figure), 84 (figure), 96
(figure), 97 (figure), 105 (figure), 113 (figure)
178
high school, 28 (figure), 89 (figure), 99 (figure), 115 (figure)
Immersed Model, 105 (figure), 106 (figure)
Integrated Model, 95, 96 (figure), 97 (figure), 98 (figure), 99 (figure)
middle school, 44 (figure), 85 (figure), 98 (figure), 106 (figure), 114
(figure)
Nested Model, 42, 44 (figure)
Networked Model, 113 (figure), 114 (figure), 115 (figure)
Sequenced Model, 51, 52 (figure)
Shared Model, 59, 60 (figure)
Threaded Model, 83, 84 (figure), 85 (figure), 89 (figure)
three-dimensional model, 11 (figure)
Webbed Model, 70, 71–72 (figure), 75–76 (figure)
Languages, 75–76 (figure)
See also Foreign Language; Spanish
Learning stations, 4
Left hemisphere, 4
Lifetime learning, 7, 9
Logical-mathematical intelligence, 5, 68 (figures), 69 (figure), 70, 81 (figure)
Mathematics:
Cellular Model, 25, 27 (figure)
Connected Model, 33, 34 (figure)
curriculum integration assessment, 123, 124 (figure)
elementary school, 34 (figure), 71–72 (figure), 84 (figure), 87 (figure), 96
(figure), 97 (figure), 105 (figure), 113 (figure)
high school, 45 (figure), 54 (figure), 75–76 (figure), 89 (figure), 99
(figure), 107 (figure), 115 (figure)
Immersed Model, 105 (figure), 106 (figure), 107 (figure)
Integrated Model, 95, 96 (figure), 97 (figure), 98 (figure), 99 (figure)
middle school, 27 (figure), 73–74 (figure), 85 (figure), 88 (figure), 98
(figure), 106 (figure), 114 (figure)
Nested Model, 42, 45 (example)
Networked Model, 113 (figure), 114 (figure), 115 (figure)
Sequenced Model, 51, 54 (figure)
Shared Model, 59
standards-based curriculum, 8 (figure)
Threaded Model, 83, 84 (figure), 85 (figure), 87 (figure), 88 (figure), 89
179
(figure)
three-dimensional model, 11 (figure)
Webbed Model, 70, 71–72 (figure), 73–74 (figure), 75–76 (figure)
Media, 86 (figure)
Memory system:
brain and learning, 3 (figure), 4, 5
explicit memory, 4
implicit memory, 4
rote memorization, 3 (figure), 4
spatial memory, 3 (figure), 4, 5
Middle school:
Art, 61 (figure), 73–74 (figure)
Cellular Model, 23, 27 (figure)
Connected Model, 32, 35 (figure)
English, 73–74 (figure), 88 (figure)
Geography, 53 (figure)
Immersed Model, 106 (figure)
Integrated Model, 93, 98 (figure)
Language Arts, 44 (figure), 85 (figure), 98 (figure), 106 (figure), 114
(figure)
Mathematics, 27 (figure), 73–74 (figure), 85 (figure), 88 (figure), 98
(figure), 106 (figure), 114 (figure)
Music, 61 (figure)
Nested Model, 40, 44 (figure)
Networked Model, 114 (figure)
Physical Education, 73–74 (figure), 88 (figure)
Science, 35 (figure), 73–74 (figure), 85 (figure), 88 (figure), 98 (figure),
106 (figure), 114 (figure)
Sequenced Model, 50, 53 (figure)
Shared Model, 57–58, 61 (figure)
Social Studies, 73–74 (figure), 85 (figure), 98 (figure), 106 (figure), 114
(figure)
Spanish, 53 (figure)
Threaded Model, 85 (figure), 88 (figure)
Webbed Model, 73–74 (figure)
Mind-body connection, 3 (figure), 5
Multiple intelligences:
180
activity grid, 68 (figure)
bodily-kinesthetic intelligence, 5, 68 (figures), 69 (figure), 70, 81 (figure)
brain and learning, 5–6
grid template, 69 (figure)
idea grid, 68 (figure)
interpersonal-social intelligence, 5, 68 (figures), 69 (figure), 70, 81
(figure)
intrapersonal-introspective intelligence, 5, 68 (figures), 69 (figure), 70, 81
(figure)
logical-mathematical intelligence, 5, 68 (figures), 69 (figure), 70, 81
(figure)
musical-rhythmic intelligence, 5, 68 (figures), 69 (figure), 70, 81 (figure)
naturalist-physical intelligence, 5, 68 (figures), 69 (figure), 70, 81 (figure)
Threaded Model, 81 (figure)
verbal-linguistic intelligence, 5, 68 (figures), 69 (figure), 70, 81 (figure)
visual-spatial intelligence, 5, 68 (figures), 69 (figure), 70, 81 (figure)
Webbed Model, 67, 68 (figures), 69 (figure), 70
Music, 61 (figure)
Musical-rhythmic intelligence, 5, 68 (figures), 69 (figure), 70, 81 (figure)
181
lesson template, 47 (figure)
Mathematics, 42, 45 (example)
metaphorical name, 12 (figure), 39
middle school, 40, 44 (figure)
notes/reflections, 46
Readers’ Theater activity, 42
Science, 42, 46
skills chart, 40 (figure)
social skills, 40 (figure)
Social Studies, 43 (figure)
standards-based curriculum, 40 (figure)
thinking skills, 40 (figure)
Networked Model:
advantages, 111
application, 112
assessment criteria, 13 (figure)
assessment template, 14 (figure)
curriculum integration, 2, 11 (figure), 110, 116
defined, 2
description, 12 (figure), 110
disadvantages, 111
elementary school, 111, 113 (figure)
essential reasoning, 116
examples, 12 (figure), 110, 111, 112, 113 (figure), 114 (figure), 115
(figure)
high school, 115 (figure)
Language Arts, 113 (figure), 114 (figure), 115 (figure)
lesson template, 117 (figure)
Mathematics, 113 (figure), 114 (figure), 115 (figure)
metaphorical name, 12 (figure), 110
middle school, 114 (figure)
notes/reflections, 116
Readers’ Theater activity, 112
Science, 113 (figure), 114 (figure), 115 (figure)
Social Studies, 113 (figure), 114 (figure), 115 (figure)
Occipital lobe, 5
182
Parallel processing, 3 (figure), 4–5
Parietal lobe, 5
Patterning, 3 (figure), 5
Peripheral perception, 3 (figure), 4
Physical Education:
elementary school, 87 (figure), 97 (figure)
Integrated Model, 97 (figure)
middle school, 73–74 (figure), 88 (figure)
standards-based curriculum, 8 (figure)
Threaded Model, 87 (figure), 88 (figure)
Webbed Model, 73–74 (figure)
Science:
Cellular Model, 25, 26 (figure)
Connected Model, 33, 35 (figure), 36 (figure)
curriculum integration assessment, 123, 124 (figure)
183
elementary school, 26 (figure), 60 (figure), 71–72 (figure), 84 (figure), 87
(figure), 96 (figure), 97 (figure), 105 (figure), 113 (figure)
high school, 75–76 (figure), 89 (figure), 99 (figure), 107 (figure), 115
(figure)
ImmersedModel, 105 (figure), 106 (figure), 107 (figure)
Integrated Model, 95, 96 (figure), 97 (figure), 98 (figure), 99 (figure)
middle school, 35 (figure), 73–74 (figure), 85 (figure), 88 (figure), 98
(figure), 106 (figure), 114 (figure)
Nested Model, 42, 46
Networked Model, 113 (figure), 114 (figure), 115 (figure)
Sequenced Model, 51
Shared Model, 59, 60 (figure)
standards-based curriculum, 8 (figure)
Threaded Model, 83, 84 (figure), 85 (figure), 87 (figure), 88 (figure), 89
(figure)
three-dimensional model, 11 (figure)
Webbed Model, 70, 71–72 (figure), 73–74 (figure), 75–76 (figure)
Sequenced Model:
advantages, 49–50
application, 50
assessment criteria, 13 (figure)
assessment template, 14 (figure)
curriculum integration, 1–2, 11 (figure), 48, 51, 55
curriculum mapping, 48–50, 51, 55
defined, 1–2
description, 12 (figure), 48–49
disadvantages, 50
elementary school, 49, 50, 52 (figure)
essential reasoning, 51, 55
examples, 12 (figure), 48, 49, 51, 52 (figure), 53 (figure), 54 (figure)
Geography, 53 (figure), 54 (figure)
high school, 49, 50, 54 (figure)
History, 49, 51
Language Arts, 51, 52 (figure)
lesson template, 56 (figure)
Mathematics, 51, 54 (figure)
metaphorical name, 12 (figure), 48
184
middle school, 50, 53 (figure)
notes/reflections, 55
Readers’ Theater activity, 51
Science, 51
Social Studies, 52 (figure)
Spanish, 53 (figure)
Shared Model:
advantages, 58
application, 59
Art, 61 (figure)
assessment criteria, 13 (figure)
assessment template, 14 (figure)
Civics, 62 (figure)
curriculum integration, 1–2, 11 (figure), 57, 63
defined, 2
description, 12 (figure), 57
disadvantages, 59
elementary school, 57–58, 60 (figure)
essential reasoning, 63
examples, 12 (figure), 57–58, 59, 60 (figure), 61 (figure), 62 (figure)
high school, 57–58, 62 (figure)
History, 59
Human Growth/Development, 62 (figure)
Language Arts, 59, 60 (figure)
lesson template, 64 (figure)
Mathematics, 59
metaphorical name, 12 (figure), 57
middle school, 57–58, 61 (figure)
Music, 61 (figure)
notes/reflections, 63
Readers’ Theater activity, 59
Science, 59, 60 (figure)
Simultaneous processing, 3 (figure), 4
Social skills:
Nested Model, 40 (figure)
Threaded Model, 81 (figure)
Social Studies:
185
curriculum integration assessment, 121–124
elementary school, 43 (figure), 52 (figure), 71–72
(figure), 96 (figure), 105 (figure), 113 (figure)
high school, 75–76 (figure), 89 (figure), 99 (figure), 115 (figure)
Immersed Model, 105 (figure), 106 (figure)
Integrated Model, 96 (figure), 98 (figure), 99 (figure)
middle school, 73–74 (figure), 85 (figure), 98 (figure), 106 (figure), 114
(figure)
Nested Model, 43 (figure)
Networked Model, 113 (figure), 114 (figure), 115 (figure)
Sequenced Model, 52 (figure)
standards-based curriculum, 8 (figure)
Threaded Model, 85 (figure), 89 (figure)
three-dimensional model, 11 (figure)
Webbed Model, 71–72 (figure), 73–74 (figure), 75–76 (figure)
Spanish, 53 (figure)
Spatial memory, 3 (figure), 4, 5
Standards-based curriculum, 6–7, 10
Nested Model, 40 (figure)
Standards of learning, 6–7
disciplinary examples, 8 (figure)
Threaded Model, 82 (figure)
Temporal lobe, 5
Thinking skills:
Nested Model, 40 (figure)
Threaded Model, 80 (figure)
Threaded Model:
advantages, 82
application, 83
assessment criteria, 13 (figure)
assessment template, 14 (figure)
creative thinking skills, 80 (figure)
critical thinking skills, 80 (figure)
curriculum integration, 2, 11 (figure), 79, 90
defined, 2
description, 12 (figure), 79
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disadvantages, 82
elementary school, 84 (figure), 87 (figure)
English, 86 (figure), 88 (figure)
essential reasoning, 90
examples, 12 (figure), 79, 80, 81 (figures), 82, 83, 84 (figure), 85 (figure),
86 (figure), 87 (figure), 88 (figure), 89 (figure)
Foreign Language, 86 (figure)
graphic organizers, 80 (figure)
Health, 84 (figure)
high school, 86 (figure), 89 (figure)
History, 83, 86 (figure)
Language Arts, 83, 84 (figure), 85 (figure), 89 (figure)
lesson template, 91 (figure)
Mathematics, 83, 84 (figure), 85 (figure), 87 (figure), 88 (figure), 89
(figure)
Media, 86 (figure)
metaphorical name, 12 (figure), 79
middle school, 85 (figure), 88 (figure)
multiple intelligences, 81 (figure)
notes/reflections, 90
Physical Education, 87 (figure), 88 (figure)
Readers’ Theater activity, 83
Research, 87 (figure)
Science, 83, 84 (figure), 85 (figure), 87 (figure), 88 (figure), 89 (figure)
social skills, 81 (figure)
Social Studies, 85 (figure), 89 (figure)
standards of learning, 82 (figure)
thinking skills, 80 (figure)
Threatening environment, 3 (figure), 4
Three-dimensional model, 9–10, 11 (figure)
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Webbed Model:
advantages, 67
application, 67, 70
Art, 71–72 (figure), 73–74 (figure)
assessment criteria, 13 (figure)
assessment template, 14 (figure)
Computer Science, 75–76 (figure)
concept examples, 66 (figure)
curriculum integration, 2, 11 (figure), 65, 77
defined, 2
description, 12 (figure), 65
disadvantages, 67
elementary school, 71–72 (figure)
English, 73–74 (figure)
essential reasoning, 77
examples, 12 (figure), 65, 66, 70, 71–72 (figure), 73–74 (figure), 75–76
(figure)
Food and Nutrition, 75–76 (figure)
high school, 75–76 (figure)
History, 70
Language Arts, 70, 71–72 (figure), 75–76 (figure)
lesson template, 78 (figure)
Mathematics, 70, 71–72 (figure), 73–74 (figure), 75–76 (figure)
metaphorical name, 12 (figure), 65
middle school, 73–74 (figure)
multiple intelligences, 67, 68 (figures), 69 (figure), 70
notes/reflections, 77
Physical Education, 73–74 (figure)
problem examples, 66 (figure)
Readers’ Theater activity, 70
Science, 70, 71–72 (figure), 73–74 (figure), 75–76 (figure)
Social Studies, 71–72 (figure), 73–74 (figure), 75–76 (figure)
theme requirements, 66 (figure)
topic examples, 66 (figure)
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The Corwin logo—a raven striding across an open book—represents the
union of courage and learning. Corwin is committed to improving education
for all learners by publishing books and other professional development
resources for those serving the field of PreK–12 education. By providing
practical, hands-on materials, Corwin continues to carry out the promise of its
motto: “Helping Educators Do Their Work Better.”
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