Integrated Curriculum and InstructionNot All Classrooms Operate withSchools Traditionally…Consequences of…ExamplesExampleStyle AnalysisSlide 8Wrap-UpStepsStep OneExample—Teen LivingStep TwoStep Two: ExampleStep ThreeWhere Do We Go From Here?Integrated Integrated Curriculum and Curriculum and InstructionInstructionNot All Classrooms Not All Classrooms Operate withOperate withContent Coverage Content Coverage Too many teachers feel intense pressure to Too many teachers feel intense pressure to cover the contentcover the contentOpportunities are missed to help students Opportunities are missed to help students become deep, multifaceted thinkers and become deep, multifaceted thinkers and learnerslearnersIndependent SeatworkIndependent SeatworkInstead classrooms should provide Instead classrooms should provide diverse and engaging learning diverse and engaging learning opportunities for studentsopportunities for studentsSchools Traditionally…Schools Traditionally…Teach for only two Learning Styles and Teach for only two Learning Styles and Multiple intelligencesMultiple intelligencesLearning StylesLearning StylesMastery (ST)Mastery (ST)Understanding (NT)Understanding (NT)Multiple IntelligencesMultiple IntelligencesVerbal-LinguisticVerbal-LinguisticLogical-MathematicalLogical-MathematicalStudents with other styles and dominant Students with other styles and dominant intelligences are left outintelligences are left outConsequences of…Consequences of…Catering to students whose learning Catering to students whose learning styles and intelligences correlate with styles and intelligences correlate with the schools usual practicesthe schools usual practicesStudents are denied opportunity to think Students are denied opportunity to think in new ways and grow by being challengedin new ways and grow by being challengedLearning is more difficult for Learning is more difficult for Bodily-Kinesthetic and Bodily-Kinesthetic and Interpersonal (SF) StylesInterpersonal (SF) StylesExamplesExamplesMiddle School MathMiddle School MathTeaching for Multiple IntelligenceTeaching for Multiple IntelligenceFibonacci Sequence (1,1,2,3,5,8,13,21)Fibonacci Sequence (1,1,2,3,5,8,13,21)Multiple Intelligences Lesson for the Fibonacci Multiple Intelligences Lesson for the Fibonacci SequenceSequenceVerbal-LinguisticVerbal-LinguisticLectureLectureNote-taking TechniquesNote-taking TechniquesLogical-MathematicalLogical-MathematicalFind values of 9Find values of 9thth, 10, 10thth, 11, 11thth 12 12thth termstermsDevelop an equationDevelop an equationVisual-SpatialVisual-SpatialGraphingGraphingMusicalMusicalMusic in background during Music in background during work sessionwork sessionBodily-KinestheticBodily-KinestheticManipulativesManipulativesInterpersonalInterpersonalWorking with a partner or groupWorking with a partner or groupIntrapersonalIntrapersonalTracking personal progress in Tracking personal progress in learning loglearning logNaturalistNaturalistSlide of pine treesSlide of pine treesExistentialExistentialNoneNoneExampleExampleGreek MythologyGreek MythologyMrs. Benevento’s lessonMrs. Benevento’s lessonLesson GoalsLesson GoalsMasteryMasteryIdentify components of mythologyIdentify components of mythologyUnderstandingUnderstandingExplain how Greek Mythology and Greek Culture are Explain how Greek Mythology and Greek Culture are relatedrelatedSelf-ExpressiveSelf-ExpressiveAppreciate and understand Greek Mythology as an Appreciate and understand Greek Mythology as an art by creating personal mythsart by creating personal mythsInterpersonalInterpersonalStudents will understand how myths are universal Students will understand how myths are universal and themes apply their own livesand themes apply their own livesStyle AnalysisStyle AnalysisMasteryMasteryInteractive LectureInteractive LectureGraphic OrganizerGraphic OrganizerInterpersonalInterpersonalSocratic SeminarSocratic SeminarDiscuss two mythology Discuss two mythology themes in terms of your themes in terms of your own lifeown lifeUnderstandingUnderstandingSupport and Refute Support and Refute statementsstatementsEssayEssaySelf-ExpressiveSelf-ExpressiveIdentify aesthetic Identify aesthetic componentscomponentsCreate a myth of a Create a myth of a current event figurecurrent event figureStyle AnalysisStyle AnalysisMasteryMasteryInterpersonalInterpersonalUnderstandingUnderstandingSelf-ExpressiveSelf-ExpressiveSmall groups and whole class metaphors, similes, hyperbole, identified aesthetic components (, style characterization, personification, imagery.Developed a working explanation of how these devices and components affected them as readersSocratic Seminar focused on what makes mythology universal. Selected two common themes from mythology, and wrote essay about themes in terms of their own livesInteractive LectureComponents of MythologyOverview of Greek CultureVisual Organizer to record key informationStudents read a selection of myths and were provided with group of statements keyed to relationship between Greek Culture and Mythology. Students were to support and refute these statements using evidence from texts.Wrap-UpWrap-UpTeachers can promote the highest Teachers can promote the highest levels of active, in-depth learning in levels of active, in-depth learning in the classroom while making success a the classroom while making success a reality for every studentreality for every studentThrough fusion of:Through fusion of:Learning StylesLearning StylesMultiple IntelligencesMultiple IntelligencesEffective lesson planning and implementationEffective lesson planning and implementationStepsStepsIncorporating Learning Styles and Incorporating Learning Styles and Aligning CurriculumAligning CurriculumDevelop Unit PlanDevelop Unit PlanPlan of content to be taught on sitePlan of content to be taught on siteBlocked out in calendar format or as outlineBlocked out in calendar format or as outlineOverarching questionOverarching questionWhat will students do to demonstrate What will students do to demonstrate mastery?mastery?What activities will be the steps to mastery?What activities will be the steps to mastery?Step OneStep OneIdentify in simple language, the Identify in simple language, the standards addressing and outcomes standards addressing and outcomes designated for student achievementdesignated for student
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