A Guide for Developing Interdisciplinary Thematic Units

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  • Edition: 4th
  • Format: Paperback
  • Copyright: 2006-12-15
  • Publisher: Pearson

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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 changingand challengingtimes. 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. For future educators.

Author Biography

Patricia L. Roberts joined the faculty of the School of Education at California State University, Sacramento, where she taught courses in children's literature, reading, and language arts, and served as coordinator of a Teacher Education Center in Elementary Education and Associate Chair and Chair of the Department of Teacher Education.

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
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.

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