Guide for Developing Interdisciplinary Thematic Units, A

by Roberts, Patricia L.; Kellough, Richard D.

• ISBN13: 9780130986054
• ISBN10: 0130986054
• Edition: 3rd
• Format: Paperback
• Copyright: 2004-01-01
• Publisher: Prentice Hall

Summary

Offers a step-by-step approach to using ITUs to help pupils acquire the knowledge and develop the problem-solving skills required for today's changing--and challenging--times. Addresses the content, technology, diversity, and classroom management of ITUs. Material on curriculum standards, scoring guides, and the relationship between the interdisciplinary thematic unit approach and professional education tests. Extensive coverage of the role of pupil input into ITUs. Also includes current web addresses of professional organizations and sites that address curriculum standards. For future educators.

Table of Contents

Introduction to An Interdiscipinary Thematic Unit

Chapter Introduction

Knowledge and Meaningful

Learning Styles of Learning and Implications for Interdisciplinary Thematic

Instruction Integrated

Curriculum and Related Terms

Curriculum Integration

Summary of Purposes Integrated

Curriculum: A Spectrum of Design Role of Theoretical Origins of Instructional

Styles and their Relation to Constructivism and Integrated

Curriculum Role of the Teacher in an Integrated

Curriculum Role of the Students and Input in an Integrated

Curriculum Role of the School for Optimal

Curriculum Integration

Role of Curriculum Standards

Role of Modern Technology and Community

Resources in an Integrated

Curriculum Beginning an Interdisciplinary

Thematic Unit Facts on Praxis and Other Teacher Tests Summary

If a Colleague, Community Member, or Parent

Asks You Abouthellip

Exercises

Chapter Notes

For Further Reading

Initiating an Interdisciplinary Thematic Unit

Chapter Introduction

Selecting a Theme for an Interdisciplinary Thematic Unit Reviewing

Curriculum Standards Standards and High-Stakes Testing

When All Students Are Expected to Do Well on a Mandated Assessment

Then All Should Be Given Equal Opportunity to

Prepare for it Selecting a Theme

A Beginning Process

Giving the ITU a Name Developing a Scope and Sequence for Content and Instruction

Using the Community as a Rich Resource

Sharing Materials Before and During Unit

Implementation Facts on Praxis and Other Teacher Tests Summary

If a Colleague, Community Member, or Parent

Asks You Abouthellip

Exercises Chapter Notes

For Further Reading

Developing Objectives

Chapter Introduction

Clarifying Aims, Goals, and Objectives

Relating Instructional Objectives to Aligned Curriculum and Authentic

Assessment Clarifying Goal

Indicators and Standards-Based Education

Table of Contents provided by Publisher. All Rights Reserved.

Excerpts

In the future, perhaps no single task will be more important than that of the challenge of improving our approaches as educators to facilitate student learning. Focusing on one element of this task, we are becoming increasingly aware of the role of an interdisciplinary thematic unit for quality learning. In keeping with this awareness, the purpose of this guide is to provide a practical approach for (1) university and college students who are preparing to become competent school teachers and (2) credentialed teachers who are interested in developing interdisciplinary thematic units. The focus is on one concise approach; therefore, this guide should serve as a supplement to what you learn (or have learned) in a general methods course. In addition, this guide is suitable for administrators as well as those who work with students in school libraries, youth groups, or home schooling situations. For any interested educator, the content and interactive exercises are intended to provide guidance for developing interdisciplinary thematic units. OUR BELIEFS We believe the interdisciplinary thematic unit (ITU) is an instructional strategy that will help define a new expression of our professionalism. Certainly, developing and presenting an ITU in the classroom can be challenging to the teacher--this approach often tests one's dedication and ingenuity. The ITU as an expression of our professionalism reflects the view that such a unit can provide the most meaningful way to prepare students for the everyday requirements of the 21st century. This includes living life on a worldwide information superhighway and moving in a fast cyber-lane. In these initial years of the 21st century, we believe that Life on the information superhighway will encompass students' interpretation of their own learning through both assigned studies and self-selected independent inquiries. Integrated instructional experiences will equalize educational opportunities for all students. Emphasis will be increased on students determining meaning from the interrelationships found in the content areas of various fields of study Education will consist mainly of inquiry-oriented processes that require students to ask questions and to develop their thinking skills through various approaches to research and the use of diverse resources. Action-oriented students will focus on pertinent questions and issues (concepts, generalizations, principles, theories) with not only local, regional, and state significance but also global importance. We are confident that the interdisciplinary thematic approach can be useful in classrooms, although only if questioning is given the same priority that Albert Einstein gave it when he reflected in writing on has own learning (see Chapter 4). If we are to improve our educational approaches significantly in the years ahead, then all of us must join in making that effort. Strong action will be necessary at all educational levels. Presenting interdisciplinary thematic units in the classroom can be part of that action. Further, private citizens and volunteer groups must join in partnerships to support the effort, including businesses and industries; labor and farm organizations; and scientific, health, and educational institutions. Quantitatively, every part of our society has a responsibility. Qualitatively, it is important that the improvement of our educational approaches be seen as a national and international concern. HOW THIS GUIDE IS ORGANIZED This step-by-step guide, with many examples, strives to be user-friendly and educationally helpful. It is one of the few books available to successfully integrate interdisciplinary content, technology, diversity, and classroom management. It is intended for a teacher interested in offering, assessing, and evaluating an integrated curriculum through the inclusion of interdisciplinary thematic uni