Integral Curriculum: A Manual on what it means and how to do it! by Julie Boyd

Integral Curriculum for Effective and Relevant Learning

INTEGRAL CURRICULUM

FOR EFFECTIVE AND RELEVANT LEARNING By Julie Boyd Global Learning Communities International Headquarters 163 George Street, Launceston, Tasmania, Australia 7250 Email: info@julieboyd.com.au

www.vision.net.au/~globallearning/ and www.julieboyd.com.au The material contained in this packet is copyright to Julie Boyd, Global Learning Communities. It may not be reproduced, stored or transmitted in any form, electronic or otherwise, without prior written permission from Julie Boyd, Global Learning Communities.

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Integral Curriculum for Effective and Relevant Learning

INTEGRAL CURRICULUM FOR EFFECTIVE AND RELEVANT LEARNING

A Global Learning Communities Manual By Julie Boyd

ISBN: 1 876153 31 8 Published 1993 Revised 1996 Revised 2000 Edition 2001 ÂŠ Global Learning Communities and Julie Boyd 163 George Street Launceston Tasmania 7250 Phone: 03-63344929 OR 1800 678 028 Fax: 03-63317376 Email: info@julieboyd.com.au URL: www.julieboyd.com.au Published simultaneously in Australia, New Zealand and the United States of America All rights reserved No part of this publication may be reproduced or stored in any form including electronic transmission, copying, photocopying or any other means, without prior permission.

Integral Curriculum for Effective and Relevant Learning

Why Integrate? A Rationale

All of our students can learn if they are provided meaningful and relevant learning experiences. There is a need for teachers to change or alter their approach to teaching by connecting disciplines so the student can see the relationship within/across disciplines. The environment should be conducive to learning: an atmosphere of concern, caring and collaborative learning should prevail, enhancing the learnersâ&#x20AC;&#x2122; outcomes.

Integral Curriculum for Effective and Relevant Learning

CURRENT FORCES DRIVING EDUCATIONAL CHANGE

1. Changing World 2. Resiliency 3. Brain-based/Constructivist Learning 4. Multiple modes and styles of learning and intelligences 5. Results/Outcomes-Oriented Learning 6. Systems Thinking 7. School-work-high learning articulation 8. Technology/Digital Curriculum and Learning Environments

Integral Curriculum for Effective and Relevant Learning

Changes in Education for the 21st Century

» Active learning » Service Learning » Process Learning » Lifelong Learning » Whole-Person Learning » Interdisciplinary Learning » Variety/Diversity Learning

Source: Steve Benjamin Educational Leadership September 1989

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Integral Curriculum for Effective and Relevant Learning

THE CHANGING WORLD OF WORK

Old

New

Have a job

Do work

Office

Virtual space

Success equals career ladder

Success equals career lattice

Authority

Influence

Status equals position

Status equals impact

Entitlement

Marketability

Loyalty to company

Commitment to work and sell

Salaries and benefits

Contracts and fees

Job security

Personal freedom/control

Identity defined by job and

Identity defined by circumstances

organisation

and work done

Bosses and manager

Customers and clients and leaders

Employees

Vendors SOURCE: DBM INC

Integral Curriculum for Effective and Relevant Learning

Since the Brain organises by

MEANING

the Curriculum needs to be organised by

CONCEPTS and RELATIONSHIPS

examined in/used in differing

CONTEXTS.

Integral Curriculum for Effective and Relevant Learning

KNOWLEDGE IS INTERDEPENDENT…

Yet, the school day is too often a series of non-integrated experiences requiring students to automatically build bridges of transition, critical thinking and valuing. Students are taught subjects as separate capsules of facts in a world that is an integrated whole.

“The most important outcome of integrated Education would be to help students see connections and to apply skills and ideas to the wholeness and continuity of life.” (Bragaw and Hartoonian) 1988 ASCD Yearbook

Integral Curriculum for Effective and Relevant Learning

WHY INTEGRATE

1. to prevent fragmentation of curriculum 2. to stimulate higher level thinking processes 3. to view issues from a broader perspective 4. to save time; curriculum overload is a problem 5. to provide depth to instruction and understanding 6. to focus on a broader concept in instruction which allows greater flexibility in teaching. A broader focus also makes it easier to meet the learning of all students 7. integration is consistent with brain research and learning theory 8. many courses are beginning to overlap in content

Integral Curriculum for Effective and Relevant Learning 10

Shifts in Understanding

Parts

Whole

Structure of Knowledge

Process of knowing

Education as objective Science

Education as lifelong learning

Facts

Discovery

Students as empty vessels

Students as curious, creative, knowing and motivated learners

Teachers as imparters of knowledge

Teachers as facilitators, encouragers and co-learners

Building

Networks

Integral Curriculum for Effective and Relevant Learning 11

10 MEGATRENDS AFFECTING OUR FUTURE

FROM:

TO:

Industrial Society

Information Society

Forced Technology

High Tech-High Touch

Short Term

Long Term

National Economy

International Economy

Centralisation

Decentralisation

Institutional Help

Self-Help

Hierarchies

Networks

Either/Or

Multiple Options

Representative Democracy

Participatory Democracy

Integral Curriculum for Effective and Relevant Learning 12

From INFORMATION to WISDOM Information may be passed on from a teacher to a student; Knowledge, however, is constructed when ideas are used in a relevant context by the learner; yet, Wisdom is discovered through a learning relationship in which both teacher and student stand to gain a greater understanding of the world and use their understandings for the betterment of the world.

Wisdom

making it useful, applying oneâ&#x20AC;&#x2122;s learning from experience,

selecting knowledge

Knowledge constructing meaning giving it form selecting information

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acquiring experience collecting data Th e materi al cont ain edinthi s pa cketi s copyrightto Glob alL earning Communiti es. Itm aynotb e reprodu ced, stor edor t rans mitt edin anyfo rm,e lectron ic o r oth erwis e, withoutp rior writ tenp erm ission fro m Global Learning Communiti es.

Integral Curriculum for Effective and Relevant Learning 13

Julie Boyd’s Conceptual Curriculum Planning

The key principles which underpin this model are:-

♦ Teaching for transfer ♦ Learner centred assessment ♦ Outcomes based ♦ Being “response-able” to the needs of the students in your charge, as well as other students of your school/site community ♦ Congruence between classroom practices & values and school community practices and values ♦ Recognising the difference between knowing, knowledge and information ♦ Contextualised curriculum

Integral Curriculum for Effective and Relevant Learning 14

4 Main Features of Curriculum What are the key concepts young people need to begin developing an awareness of/discussing/etc. that will support their development as effective community members? Concepts worth learning about. A concept is a timeless universal idea.

What are the values/attitudes young people need to ensure a sustainable future?

KEY CONCEPTS

STRATEGIES

VALUES/ ATTITUDE S

SKILLS

How will we work with the students to identify and develop the first three?

What skills do students need to have to help them achieve their outcomes/to help them construct their own future?

Integral Curriculum for Effective and Relevant Learning 15

SCHOOLS – Developing social and intellectual capital by including these aspects of life planning in their curriculum © Julie Boyd 1993

Contribution Beyond Self

Multiple Pathways

Self Worth Multiple Pathways

Unpaid Work

RESILIENCE

HEALTH/WELLNESS

Paid Work Physical Fitness

VOCATIONAL

Energetic Emotional Wellness

STUDENT

Mental Wellness

FINANCIAL INTELLECTUAL

Saving Investment Budgeting

Conceptual

SPIRITUAL

Creative

SOCIAL

Imaginative Intuition

Psychic

Perceptual

Political

Relationships Concern for others

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Integral Curriculum for Effective and Relevant Learning 16

Consideration

Integral Curriculum for Effective and Relevant Learning 17

SCHOOLS AND THE LEARNING COMMUNITY: LAYING THE BASIS FOR LEARNING ACROSS THE LIFESPAN Life long learning can be realised through the implementation of objectives such as:•

The acceptance of the importance of the idea of “value-added” learning consisting of increased emphasis on individualised instruction, assessment of success in achieving personal learning targets, development of cross-curricular competencies integrating cognitive growth and the emergence and the cultivation of moral awareness and the capacity for moral judgement and action.

•

An awareness that whilst schools may be starting to be seen as less important as primary authorities for and sites of the acquisition of knowledge, they are becoming more important in the socialisation of young people and nurturing of young people towards the development of a sense of moral understanding and a movement towards an acceptance of civic responsibility and the need for community involvement and service.

•

A departure from traditional models of educational provision characterised by the assumption of sharp cognitive demarcations between discrete forms and categories of knowledge, distinctions between disciplines and subjects, and separations between theory and application.

•

Developing in students an understanding and recognition of the knowledge-based economy of the 21st Century, with rapidly changing technologies and markets for products. Work will be transformed. This transformation will be characterised by flexibility and networking to take on new tasks and to move from one job to another.

•

The development of cross-curricular competencies, developing the skills of inter-personal and social relations, communication skills, learning how to learn, learning how to solve problems, and developing the skills of creativity and productivity.

Integral Curriculum for Effective and Relevant Learning 18

Seven Student Centred Factors that Enable Students to Create Their Own Meaning From Curriculum Content

•

engaging in a variety of active experience — alone, with peers, and with adults — which focus attention and challenge their thinking.

•

putting their thoughts into words — both orally and in writing — in order to organise and to clarity their thinking and confront their incomplete understanding.

•

using tangible, real-life experiences and primary source materials which connect to their everyday lives.

•

creating real, authentic products to exhibit conceptual understanding of the whole by using and incorporating the parts.

•

using methods, processes, and vocabularies intrinsic to specific content areas.

•

putting together complex concepts and applying skills across subject matter boundaries to comprehend content.

•

weighing personal and/or group values and norms against the ethical implications of what they are learning.

Integral Curriculum for Effective and Relevant Learning 19

Three Orientations to Curriculum The vocational/neo-classical orientation The vocational/neo-classical orientation is one in which education is understood as a preparation for work. For some this will be skilled or semi-skilled labour requiring well-known and defined competencies; for others, it will be managerial or professional, requiring higher levels of general education and abstract, universalised thinking. The vocational/neo-classical orientation finds a place for both in separate education system (for example, in the technical/high school split in Victoria). Proponents of this orientation see themselves as ‘realist’: the world is hierarchicallyordered and the best endowed (in ability and background) will in any case find their way to the most rewarding positions. Proponents of this orientation take the view that education merely reflects the principles of the wider society; at its most active, it recognises endowment early, selects appropriately, and prepares students efficiently to participate effectively in the society which awaits them beyond school. The liberal/progressive orientation The liberal/progressive orientation takes a different view of education as preparation: it sees education as a preparation for life rather than work. Taking the point further, it sees education as for the ‘whole person’ rather than as instrumental; as a personal value to be developed rather than as a set of tools to be used in work. And it sees society as open to (and needing) reconstruction. This reconstruction can be achieved only through the development of society’s future citizens — and by preparing each and every one to participate in its improvement. Education must develop a sense of the good, true and beautiful in every child, and can do this by recognising these virtues in children and building on them through creative and engaging tasks. It takes an individualist perspective on social philosophy, and sees the development of autonomous persons as the aim of education. Certainly the liberal/progressive orientation sees society as in need of improvement, but, both in persons and in democratic structures in society at large, it sees the means for improvement as already available, waiting to be sued in their turn by a new generation of men and women of good will. It is ‘liberal’ in the sense that is sees education as the liberation of persons by reason, both individually (through development of reason) and socially (through democratic processes of reasoned debate).

Integral Curriculum for Effective and Relevant Learning 20

The socially-critical orientation The socially-critical orientation is less sanguine about the improvement of society. If changes are to be wrought in our social structures, its proponents claim, then individual virtue and individual action will be insufficient to bring them about. They must be brought about by collective action capable of confronting unjust and irrational social structures. According to the proponents of the socially-critical orientation, education must engage society and social structures immediately, not merely prepare students for later participation. It must engage social issues and give students experience in working on them — experience in critical reflection, social negotiation and the organisation of action. Education must develop the power of constructively critical thinking, not just in individuals but also in group process. The substance of education, according to this orientation, must emphasise social and critically-reflective processes, not only what history has thrown up as worth knowing. Indeed, much of what history bequeaths us is a product of irrational and unjust processes, and it must be understood and criticised as such. Notwithstanding this, the socially-critical school seeks to locate and interpret current culture within an historical context as well as through the immediate process of action and reflection. The socially-critical orientation sees right knowledge and right action together; it does not value only knowledge and leave action to follow. It therefore requires participation of the school in the life of its community and of the community in the school. It embodies these values in a constant interaction between them, in critical thinking about social problems, and in critical self-reflection by students and teachers on their actions. Of course the school is not regarded by proponents of the socially-critical orientation simply as a mechanism for social change: it is a special place where students can develop social life through considered action, a place where some of the demands of participation in social life are relaxed in order to provide time for learning. But the socially-critical orientation is also one in which schools are regarded as social structures related to other social structures. Thus, schools must model and encourage self-reflection by all who inhabit them. In this way, the socially-critical orientation attempts to reconcile principle and precept — by making and remaking the curriculum and the school through a process of negotiation among those concerned. The three orientations to curriculum To differentiate the three orientations, we have used eighteen topics which describe the view taken within each orientation to: knowledge, desired student outcomes, the student’s learning role, learning theory, the teacher’s role, the teacher-student relationship, assessment, classroom organisation, control, school decision-making, broad curriculum organisation (eg. timetabling), teaching spaces (architecture) and resources, the role of parents, the community and schoolcommunity liaison, society, process of curriculum change, the role of consultants, and the ‘transition problem’. The matrix which follows sets out the orientations in terms of the stances they take on each of these topics. Towards the Social-Critical School © Copyr ight Glob alL earning Communiti es 163 Georg e Str eet, Launceston, Tasmania 7250 AUST RALIA Phon e: 1800 678 028or0363344929, Fax: 0363317376 Email: glob allearning @vision.ne t.au WebSit e: www.workingfutu res .com. au

Integral Curriculum for Effective and Relevant Learning 21 S. Kemmis et al, V.I.S.E., 1983

THE THINKING AND MEANING-CENTRED CURRICULUM TEACHING ROLES

STUDENTS CONSTRUCTING THEIR OWN MEANING FROM CONTENT

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Integral Curriculum for Effective and Relevant Learning 22

INTEGRATED CURRICULUM is the weaving or blending together of content from separate disciplines or subjects so that a unifying concept, principle or generalisation is more clearly illuminated.

Integral Curriculum for Effective and Relevant Learning 23

LEARNING SKILLS OR PROCESSES can also be integrated or across disciplines. Examples: Integrated Language Arts; Thinking Skills

“CHANGE”

I NTEGRATION OF CONTENT

INTEGRATION OF PROCESS

Reading

Writing

Listening

Speaking

Thinking

Integral Curriculum for Effective and Relevant Learning 24

How does an Integrated Curriculum Approach

Differ from a Thematic Approach?

For some years now teachers working in Early childhood have realised the inadequacy of treating different curriculum areas as totally unrelated subjects. They have responded to this problem by using a thematic approach to teaching using a theme or topic to provide a common focus to learning experiences in different curriculum areas. This has provided a sense of direction for children, established links between activities during the day and enabled teachers to gather and use classroom resources in an effective and economical way. An integrated curriculum approach to teaching builds on the strengths of the thematic approach but develops more cohesive and tangible links between learning in different subject areas. Some of the principal ways in which the two approaches differ are as follows. 1. An integrated curriculum approach ensures that curriculum areas are integrated through authentic and meaningful links within contexts and learning experiences, for example when children are taken on a planned trip to the zoo, they will be learning Science, Social Education and English. Using a thematic approach teachers usually plan a separate group of activities for each curriculum area with the links being provided through a common topic rather than through the learning experiences themselves. 2. An integrated unit of work provides a way of organising the learning program using a topic which encompasses some but not necessarily all, areas of the curriculum, eg. the learning outcomes for an integrated unit on ‘Rainforests’ may come from Science, Social Education and English, and students may be studying an unrelated topic in Mathematics. A thematic unit usually assumes that activities for all areas of the curriculum can be planned around a common subject such as ‘frogs’, ‘transport’ or ‘myths and legends’. 3. A learning experience programmed in an integrated unit usually leads to the achievement of learning outcomes in more than one curriculum area. In a thematic unit different learning experiences are planned to achieve the learning outcomes in each curriculum area. 4. An integrated unit of work focuses on an interrelated group of learning outcomes and ensures that these are brought together through the work requirements and learning experiences. A thematic unit is less cohesive so that learning outcomes across subjects may not be interrelated and work requirements and learning experiences may be quite divergent

Integral Curriculum for Effective and Relevant Learning 25

SEVEN STYLES OF LEARNING TYPE LINGUISTIC LEARNER “The Word Player” LOGICAL/ MATHEMATICAL LEARNER “The Questioner”

SPATIAL LEARNER “The Visualiser”

MUSICAL LEARNER “The Music Lover”

LIKES TO Read Write Tell stories Do experiments Figure things out Work with numbers Ask questions Explore patterns and relationships Draw, build, design and create things Daydream Look at pictures/slides Watch movies Play with machines Sing, hum tunes Listen to music Play an instrument Respond to music

BODILY/ KINETHETIC “The Mover”

Move around Touch and talk Use body language

INTERPERSONAL LEARNER “The Socialiser”

Have lots of friends Talk to people Join groups

INTRAPERSONAL LEARNER “The Individual”

Work alone Pursue own interests

IS GOOD AT Memorising names, places, dates and trivia Maths Reasoning Logic Problem solving

LEARNS BEST BY Saying, hearing and seeing words

Imagining things Sensing changes Mazes/puzzles Reading maps, charts

Visualising Dreaming Using the mind’s eye Working with colours/pictures

Picking up sounds Remembering melodies Noticing pitches/rhythms Keeping time Physical activities (sports/dance/ acting) Crafts

Rhythm Melody Music

Understanding people Leading others Organising Communicating Manipulating Mediating conflicts Understanding self Focusing inward on feelings/dreams Following instincts Pursuing interests/goals being original

Categorising Classifying Working with abstract patterns/ Relationships

Touching Moving Interacting with space Processing knowledge through bodily sensation Sharing Comparing Relating Cooperating Interviewing Working alone Individualised projects Self-paced instruction Having own space

Integral Curriculum for Effective and Relevant Learning 26

A TEACHER’S ROLE Making judgements in putting it all together

SYSTEM REQUIRES

TEACHERS

Opportunities to develop key science ideas (see links maps in these materials)

Skills/Attitude Capability development And Competence

IN SUCH CONTEXTS AS Personal interrelationships, classroom climate

Select contexts and approaches which allow systems requirements to be developed in ways which are meaningful to their students

Local community • location • local resources • assistance Spontaneous learning opportunities

Ideas with other learning and priority areas

Students’ interests Other systemic priorities Relevant, appropriate Fun, enjoyment Pedagogical considerations

Contribution

Teaching is sophisticated, dynamic, complex and challenging. Teachers balance these multiple demands everyday.

Integral Curriculum for Effective and Relevant Learning 27

Many Ways to Integrate Curriculum

Integral Curriculum for Effective and Relevant Learning 28

ESSENTIAL CURRICULUM ELEMENTS FOR STUDENT LEARNING

CONCEPTS:

To Understand Timeless, Universal Ideas

KNOWLEDGE: Knowledge is constructed SKILLS:

To be Able to Do--Use in a Context

ATTITUDES:

To Feel and Value--Cherish, Passion for

USE:

To Act and Know How to Discern and Use Ideas effectively and responsibly

Integral Curriculum for Effective and Relevant Learning 29

Ways of Integrating Curriculum Across Classroom, Grade, Disciplines, Schools Theme

— an idea or a feature that is shared by, or recurs in a number of separate elements

Issue

— Identifies a specific question whose answer is a VALUE JUDGEMENT about what should be the case

Inquiry

— Identifies a specific question whose answer describes how things are or ARE LIKELY TO BECOME

Problem

— Identifies a specific question whose answer is a COURSE OF ACTION

Project

— Results in a ‘PRODUCT’ of some kind

Storyline

— Full immersion of students in story

Enterprise

— Focus on the skills, ideas and confidences of bringing new ideas to fruition

Learning Contracts

— Individual or group

Key Concepts

— A major idea which affects all of society or self

Infusion

— Melding into existing learning eg. literacy across the curriculum

Intra-Discipline

— Integrating multiple ideas inside a discipline

Spiral

— Curriculum evolves across years of schooling

Community Action

— Curriculum based around community partnerships

Integrative Brainwork

— Focuses on provision of opportunities for multiple modes, styles and intelligences in learning

Intra Multi Cross Inter Trans -

Integral Curriculum for Effective and Relevant Learning 30

Ten Ways to Integrate Curriculum These 10 models give school faculties a solid foundation for designing curriculums that help their students make valuable connections while learning. Adapted from Robin Fogarty

To the young mind everything is individual, stands by itself. By and by, it finds how to join two things and see in them one nature; then three, then three thousand… discovering roots running underground whereby contrary and remote things cohere and flower out from one stem…. The astronomer discovers that geometry, a pure abstraction of the measure of planetary motion. The chemist finds proportions and intelligible method throughout matter; and science is nothing but the finding of analogy, identity, in the most remote parts. —Emerson To help the young mind discover “roots running underground whereby contrary and remote things cohere and flower out from one stem” is the mission of both teachers and learners. Educators can achieve this mission, in part, by integrating the curriculum. The 10 models described here present ways along a continuum to accomplish this. Beginning with an exploration within single disciplines (the fragmented, connected, and nested models), and continuing with models that integrate across several disciplines (the sequenced, shared, webbed, threaded, and integrated models), the continuum ends with models that operate within learners themselves (the immersed model) and finally across networks of learners (the networked model). The Fragmented Model The fragmented model, the traditional design for organising the curriculum, dictates separate and distinct disciplines. This model views the curriculum through a periscope, offering one sighting at a time: one directed focus on a single discipline. Typically, the major academic areas are maths, science, language arts, and social studies. Each is seen as a pure entity in and of itself. Relationships between subject areas—physics and chemistry, for example—are only implicitly indicated. In middle and secondary schools, the disciplines are taught by different teachers in different locations, with students moving from room to room. Each separate encounter has a distinct cellular organisation, leaving students with a fragmented view of the curriculum. A less severe model of fragmentation prevails in elementary classrooms, where the teacher says, “Now, put

Integral Curriculum for Effective and Relevant Learning 31 away your math books, and take out your science package.” The daily schedule shows a distinct time slot for each subject, with topics form tow areas only occasionally related intentionally. A high school student explained the fragmented curriculum like this: “Math isn’t science, science isn’t English, English isn’t history. A subject is something you take once and need never take again. It’s like getting a vaccination; I’ve had my shot of algebra. I’m done with that.” Despite the drawbacks of this traditional model, teachers can use it, individually or with colleagues, by listing and ranking curriculum topics, concepts, or skills. In this way, teachers or teacher teams can begin to sift out curricular priorities within their own content areas—a much-needed first step. The Connected Model The connected model of the integrated curriculum is the view through an opera glass, providing a close-up of the details, subtleties, and interconnections within one discipline. While the disciplines remain separate, this model focuses on making explicit connections within each subject area—connecting one topic, one skill, one concept to the next; connecting one day’s work, or even one semester’s ideas, to the next. The key to this model is the deliberate effort to relate ideas within the discipline, rather than assuming that students will automatically understand the connections. In middle or secondary school, for example, an earth science teacher could relate the geology unit to the astronomy unit by emphasising the evolutionary nature of each. This similarity between the two units then becomes an organiser for students as they work through both. Teachers help students make connections by explicitly making links between subject content and across disciplines. The Nested Model The nested model of integration views the curriculum through three-dimensional glasses, targeting multiple dimensions of a single lesson or unit. Nested integration takes advantage of natural combinations. For example, an elementary lesson on the circulatory system could target the concept of systems, as well as facts and understandings about the circulatory system in particular. In addition to this conceptual target, teachers can target the thinking skill cause and effect as well. Another example might be a lesson in a high school computer science class that targets the CAD/CAM (computer-assisted design/computer-assisted manufacturing) programs. As the students learn the workings of the program, the teacher can target the thinking skills of “envisioning” for explicit exploration and practice. In this nested approach, students in the computer class may also be instructed in ergonomics as they design furniture for schools of the future. The Sequenced Model

Integral Curriculum for Effective and Relevant Learning 32 The sequenced model tends to be favoured by teachers who prefer to use textbooks. Although topics or units are taught separately, they are rearranged and sequenced to provide a broad framework for related concepts. Teachers can arrange topics so that similar units coincide. In the self-contained classroom, for example, Charlotte’s Web can accompany the unit on spiders. Johnny Tremain can parallel the study of the Revolutionary War. The graphing unit can coincide with data collection in the weather unit. In secondary school, one might synchronise study of the stock market in math class with study of the Depression in history. John Adams once said, “The textbook is not a moral contract that teachers are obliged to teach— teachers are obliged to teach children.” Following the sequence of the textbook may work well in some cases, but it might make more sense to rearrange the sequence of units in other cases. The new sequence may be more logical if it parallels the presentation of other content across disciplines.

The Shared Model The shared model brings two distinct disciplines together into a single focused image. Using overlapping concepts as organizing elements, this model involves shared planning or teaching in two disciplines. In middle and secondary schools, cross-departmental partners might plan a unit of study. The two members of the team approach the preliminary planning session with a notion of key concepts, skills, and attitudes traditionally taught in their approach. As the pair identify priorities, they look for overlaps in content. Teachers may ask themselves and each other: “What concepts do these units share?” “Are we teaching similar skills?” The Webbed Model The webbed model captures an entire constellation of disciplines at once. Webbed curriculums usually use a fertile theme to integrate subject matter, such as Inventions. Once a crossdepartmental team has chosen a theme or concept, the members use it as an overlay to the different subjects. Inventions, for example, leads to the study of simple machines in science, to reading and writing about inventors in language arts, to designing and building models in industrial arts, to drawing and studying Rube Goldberg contraptions in math, and to making flowcharts in computer technology classes. In departmentalised situations, the webbed curricular approach to integration is often achieved through the use of a generic but fertile theme such as Patterns. This conceptual theme provides rich possibilities for the various disciplines.

Integral Curriculum for Effective and Relevant Learning 33 The Threaded Model The threaded model of integration views the curriculum through a magnifying glass: the “big ideas” are enlarged throughout all content with a metacurricular approach. This model threads thinking skills, social skills, study skills, graphic organizers, technology, and a multiple intelligences approach to learning throughout all disciplines. The threader model supersedes all subject matter content. For example, “prediction” is a skill used to estimate in mathematics, forecast in current events, anticipate in a novel, and hypothesise in the science lab. Consensusseeking strategies are used in resolving conflicts in any problem-solving situation. Using the idea of a metacurriculum, grade-level or interdepartmental teams can target a set of thinking skills to infuse into existing content priorities. For example, using a thinking skill curriculum, to infuse the skill of analysis into each content area. As thinking skills or social skills are threaded into the content, teachers ask students: “How did you think about that?” “What thinking skill did you find most helpful?” “How well did your group work today?” these processing questions contrast sharply with the usual cognitive questions such as, “What answer did you get?” The Integrated Model The integrated model involves interdisciplinary topics being rearranged around overlapping concepts and emergent patterns and designs. Using a cross-disciplinary approach, this model blends the four major disciplines by finding the overlapping skills, concepts, and attitudes in all four. As in the shared model, the integration is a result of sifting related ideas out of subject matter content. The integration takes form within the various disciplines, and teachers make matches among them as commonalities emerge. At the middle or secondary school, an interdisciplinary team discovers they can apply the concept of argument and evidence in math, science, language arts, and social studies. In the elementary classroom, an integrated model that illustrates the critical elements of this approach is the whole language strategy, in which reading, writing, listening, and speaking skills spring from a holistic, literature-based program. The Personal Immersion Model The personal immersion model of integration filters all content through the lens of interest and expertise. In this model, integration takes place within learners, with little or no outside intervention. Afficionados, graduate students, doctoral candidates, and post-doctoral fellows are totally immersed in a field of study. They integrate all data by funnelling them through this area of intense interest. For example, a doctoral candidate may be a specialist in the chemical bonding of substances. Even through her field is chemistry, she devours the software programs in computer science classes so she can simulate lab experiments, saving days of tedious labwork. She learns patent law in order to protect the ideas for her company and to avoid liability cases.

Integral Curriculum for Effective and Relevant Learning 34 Likewise, a 6-year-old writes incessantly about butterflies, spiders, insects, and creepy-crawlies of all sorts. Her artwork is modelled on the symmetrical design of ladybugs and the patterns of butterflies. She counts, mounts, and frames bugs; she even sings about them. Her interest in insect biology is already consuming her. The books she chooses reflect her internal integration of information around her pet subject. An immersed learner might say, “it is a labour of love. It seems that everything I choose to pursue with any fervour is directly related to my field.” Just as writers record notes and artists make sketches, immersed learners are constantly making connections to their subjects. The Networked Model The networked model of integration creates multiple dimensions and directions of focus. Like a three- or four-way conference call, it provides various avenues of exploration and explanation. In this model, learners direct the integration process. Only the learners themselves, knowing the intricacies and dimensions of their field, can target the necessary resources, as they reach out within and across their areas of specialisation.

Using the Models These models are just beginnings. Teachers should go on to invent their own designs for integrating the curriculum. The process itself never ends. It’s a cycle that offers renewed energy to each school year as teachers help the young mind discover “roots running underground whereby contrary and remote things cohere and flower out from one stem.”

Integral Curriculum for Effective and Relevant Learning 35

Key Concepts within KLA’s Adapted from: Habits of Mind Series

SCIENCE

Knowledge: (Content, Big Ideas): systems, molecular structure, cause and effect, growth, change, interdependence, energy, matter, time and space, conservation, equilibrium, interaction, cycles boundaries, force, structure and function, symmetry and patterns Skills (Thinking and Processes): compare and contrast, interpret, categorise, analyse, develops arguments, provides evidence, infers, predicts generate alternatives, draw conclusions, hypothesises, evaluates, elaborates, invents, investigates, identifies errors, deduct and induct, inquire, generalise, observe, design Habits of Mind (Ways of Acting): adaptable, openness, desires to discover, flexibility in thinking, persistence, risk-taking, commitment to task, precision, attention to detail, systematic, orderly, experimental, time management, honesty in facing one’s own bias, respect for life, willingness to reconsider

SOCIAL SCIENCE Skills (Thinking and Processes): using resources effectively, effective questioning, identify - cause/effect – relationships, collating organising information, summarising/classifying, locating and interpreting information, analysing, posing questions, writing, recalling information Content: environment, resources, society and culture, community relationships, change, decision making, government, law, global village, history, geography, interdependence, politics, economics, multiculturalism Habits of Mind: critical thinking, effective planning, time management, pushes the limit of own knowledge and ability, evaluates and gives feedback, compare and contrast, appreciation of cultural values, goals and diversity, enjoyment and interest, tolerance and respect, aware of and uses necessary resources, empathetic thinking, and decision making

Integral Curriculum for Effective and Relevant Learning 36 WRITING Skills: framework, editing, proofing, fine motor skills, target audience, drafting, brainstorming, developing arguments, hypothesis, exploring, thinking, being able to follow structure, logical sequencing, compare and contrast, sight (vision), planning, writing for a purpose, knowledge of rubrics of writing (syntax, spelling, grammar etc.), fluency, and accessing various sources of information Content: genre, use of language and vocabulary, form, communication, reflection, structure and order, presentation Habits of Mind: confidence, persistence, willingness to succeed, sense of enjoyment, imagination, creativity, holistic, catering to an audience, commitment, presentation (neatness), and risk taking

SPEAKING AND LISTENING Skills: speaking, logical sequencing, clarify, explaining, reasoning, questioning, recounting, responding, express, ideas, awareness of audience, listening, body language, eye contact, accept and build on what is said, interpret, guttural, gesticulations, body language, an awareness needed of body language being an indicator of their participation within group and how they affect other people, eye contact, relaxed stance, fluency Content: debate, monologue, group work, partner work, speeches, presentation, poetry/literature presentations, oral reading, spontaneous conversation (informal), drama/plays, news (gossip), grammatical structures, storytelling, rules of communication Habits of Mind: open to feedback, perseverance, seeks clarity, take a stand, participation, self-analyse, sensitive to others, risk taking, time management, social courtesies THE ARTS Skills: communication (other than written), imagination, creativity, flexibility, reflective, able to interpret, expressive, divergent thinker, to entertain/inform/challenge/confront, to target audience, ability to organise

Integral Curriculum for Effective and Relevant Learning 37 Content: choice of medium, knowledge of methods, understanding production/performance, aware of alternative points of view, interrelatedness, concept of space and time (timing), understanding form/structure Habits of Mind: caters to an audience, attention to detail and ideas being expressed, flexible & experimental, risktaking, persistent, committed/focused, willing to search for new ways, sense of enjoyment, openminded/open-ended approach, aware of and uses necessary resources, sensitive to feedback MATHS Skills (Thinking & Processes): predict, logical reasoning, classify, sequence, order, manipulate, select processe4s, test, analyse, inquire, check strategies, automatic response, generalise, construct, compare, contrast, experimental play, select and use of symbols Content (Big Ideas): pattern and order, number systems, numeration, ordination, calculus, differentials, equations, inter-relationship of processes, measurement, space, chance and data, time, graphing, applications statistics and probability, geometry, logical reasoning Habits of Mind/Ways of Acting: risk taking, perseverance, flexible, confidence, thinking, time management, making connections, precision, attention to detail, appreciation of mathematic notation, utilising resources, critical thinking, self analysis, wonder, lateral thinking, unilative, exhibit a problem solving approach READING Skills: predict, decode, discriminate, comprehend, interpret, analyse, synthesise, inquire, compare, contrast, generalise, infer, summarise, assimilate, skimming, scanning tracking, appreciate/acknowledge/use prior knowledge Content: structure, setting, characters, bias, audience, purpose, communication, genre, literary theories, prior knowledge, readings, context, comprehension Habits of Mind: empathy, reflection, critical/thinking analytical, risk-taking, desire for discovery/curiosity, selfreflection, open-minded, enjoyment, commitment, selective, seek clarity, appreciation, responsibility, flexible, persistence ÂŠ Copyr ight Glob alL earning Communiti es 163 Georg e Str eet, Launceston, Tasmania 7250 AUST RALIA Phon e: 1800 678 028or0363344929, Fax: 0363317376 Email: glob allearning @vision.ne t.au WebSit e: www.workingfutu res .com. au

Integral Curriculum for Effective and Relevant Learning 38

Planning Integral Curriculum

Integral Curriculum for Effective and Relevant Learning 39

INTERDISCIPLINARY, INTEGRATED CURRICULUM: QUESTIONS AND ANSWERS

QUESTION: What is the value of interdisciplinary, integrated curriculum? ANSWER: 1.

Reduces curricular fragmentation and provides depth to units of teaching

Engages students in active learning through a variety of activities

3. Challenges students to think at higher cognitive levels as they analyse, synthesise, and generalise across disciplines 4. Helps students see connections between knowledge and disciplines, and to use knowledge from different disciplines to solve problems or gain greater understanding 5. Directs study to the “big ideas” or concepts of life and the universe 6. Causes the unit designers to continually ask the relevancy question, “Why study these facts/ideas/concepts?

QUESTION: What is the difference between content integration and process integration? ANSWER: 1. Content Integration organises the study of content form different disciplines under a common concept and theme, problem, or issue. 2.

Process Integration is the coordinated application of the language skills — reading, writing, listening, speaking, and thinking — to a particular area of study whether it be a piece of literature, an interdisciplinary content unit, or a motivational single topic unit for language development, such as “Circus” or “Bears”.

Integral Curriculum for Effective and Relevant Learning 40

QUESTION: Why do I need to have a concept, issue, or problem focus in designing an interdisciplinary unit? ANSWER: Concepts, problems, or issues provide the depth and breadth to require students to “mentally rise above the disciplines and see connections between knowledge”. To illustrate: If we study a topic such as Africa, we can learn interesting facts and motivate students to read, write, and speak, but the focus on facts will do little to ignite higher levels of thinking. One can raise the study of Africa to a higher mental plane, however, by thinking of a concept, problem or issue which can be used with a theme related to Africa. (See following example.) EXAMPLE Concept: Culture Theme: Africa and Japanese art as an Expression of Culture Thinking Skills: Compare and Contrast

History

Literature Oral and Written

Visual Art

Music

Africa: Social Structure Religion Mores

Forms:

Forms: Mediums:

Japan: Social Structures Religion Mores

Forms:

Forms: Mediums:

Questions to Explore

QUESTION:

Integral Curriculum for Effective and Relevant Learning 41 What is a concept? ANSWER: A concept is a mental construct that is universal and abstract. Though the examples of a concept may vary in content, the general descriptors of the concept will be the same. War as a concept has many specific examples which vary in content, but the descriptors of war in all of the examples are the same. Concepts are a higher level of abstraction than facts in the structure of knowledge. They serve as cells for categorising related examples. Conceptual understanding continues to grow more sophisticated as new examples fill each cell. QUESTION: Why should interdisciplinary units have both a concept and a theme? ANSWERS: A concept by itself does not provide enough focus to the study across disciplines, unless the concept and theme are one in the same, such as “Human Rights”. A theme carries, the idea of the concept into a form that is understandable and approachable through an interdisciplinary unit of study. QUESTION: May I use different formats in designing an interdisciplinary unit? ANSWER: Yes. An important point to remember is that each discipline in the study must have enough depth to provide a study of integrity in and of itself. Avoid units of “a few fun activities” in each discipline”. (See following three example) WEB

Concept Science

Health Theme Literature

Art

Social Studies Th e materi al cont ain edinthi s pa cketi s copyrightto Glob alL earning Communiti es. Itm aynotb e reprodu ced, stor edor t rans mitt edin anyfo rm,e lectron ic o r oth erwis e, withoutp rior writ tenp erm ission fro m Global Learning Communiti es.

Integral Curriculum for Effective and Relevant Learning 42 QUESTIONS: Can the classroom teacher design interdisciplinary units? ANSWER: Certainly. Units may be designed at the district level through groups of teachers and at the school level by teams, or by individual teachers QUESTION: What, then are the critical components of an interdisciplinary unit? ANSWER: 1. A common concept and theme, problem, or issue for study 2. Activities which relate directly to the concept and theme 3. A thinking skill that is taught directly within the unit 4. An evaluation plan for the objectives of the unit 5. Answers to questions in the unit design: − What do I (or students) want to understand, do, or achieve as a result of this study (objectives) − Why do I want students to do this activity? Learn these facts? − Is this activity contributing to the objectives?

QUESTION: How long should units be? ANSWER: Units can vary in length from a week to a year. Units are usually two to three weeks in a classroom, but may last a semester for interdisciplinary teams.

Integral Curriculum for Effective and Relevant Learning 43

QUESTION: What are the most common errors in the design of interdisciplinary units? ANSWER: Failing to ask the question: 1. Which theme best carries out the study of this concept (or the converse)? 2. Why study the facts? (Get to the deeper ideas, so that we don’t always study facts as ends in themselves). 3. Have my activities remained true to the theme and concept? 4. Is the unit cohesive and focused? Motivating, and of relevance? 5. Are objectives clear and significant? 6. Is my theme too broad for my study’s time frame? 7. Is the evaluation directly related to my unit objectives? 8. Is the study in each discipline of sufficient depth that it could stand alone as a valid study?

Integral Curriculum for Effective and Relevant Learning 44

INTERDISCIPLINARY CONCEPT MATRIX Themes

Social Studies

Government Human Rights

Compare the human rights afforded in different government systems

Arts Interplay between Artistic Heritage and Culture

Evaluate the use of art by government as a tool to influence its people.

Art

English

Describe how differing types of governments use art to influence the freedom of expression.

Describe to what degree freedom of expression is demonstrated in the literature of this culture.

Evaluate examples of governmental use of art to persuade or convince its people.

Explain how literature reflects the government’s attitude toward human rights.

Explain limitations placed on individual artistic expression.

Evaluate the status of art in a society.

Discuss the evolution of artistic movements in this culture.

Compare/contrast the efforts of societal influences on art – past and present.

Foreign Language

Describe how and why government promotes or discourages the use of a particular language. Discuss the positive and negative effects of dialects on a culture.

Evaluate the effects on a people of an adopted national languages.

Explain how the mythology of a culture affects its literature.

Assess the contribution of this culture’s history upon its literature.

Illustrate how the literary movements of this culture affected its history.

Relate the musical development to the literature of the period.

Describe the dance of this culture.

Science

Discuss how governments protect and inform people regarding environmental hazards.

Analyse how scientific knowledge is illustrated and evaluated through the arts.

Integral Curriculum for Effective and Relevant Learning 45

Some Global Education Concepts

Environment Growth Human Rights Peace Health Race & Gender Equity Intercultural Democracy Womenâ&#x20AC;&#x2122;s Rights

Integral Curriculum for Effective and Relevant Learning 46

Unit Development Outline ©Julie Boyd 1993

Appropriate COMPETENCIES/CAPABILITILES CONTENT

(teacher…student) Mentors/Role Neighbourhoods Models Family

Friends

MAJOR FOCUS CONCEPT RELATIONSHIPS

Gangs

Governments/ Countries

Presentation

Migration

Local Community CONTEXTS OUTCOMES KLA‘s

(a) Concept in th ese contexts (b) Curriculum Document - local - national - international

Key Questions FINAL Performance ASSESSMENT eg preparation and presentation o f an autobiogr aphy and biolgraphy o f a role model

TUNING IN EVENT - e.g. movi e/book multi media book

INDIVIDUAL/COOP/TECHNOLOGY Strategies, structures and activities for student learning and research © Copyr ight Glob alL earning Communiti es 163 Georg e Str eet, Launceston, Tasmania 7250 AUST RALIA Phon e: 1800 678 028or0363344929, Fax: 0363317376 Email: glob allearning @vision.ne t.au WebSit e: www.workingfutu res .com. au

Integral Curriculum for Effective and Relevant Learning 47

SELF-ASSESS THE ASSESSMENT TASKS

♦

Have the students been involved in the identification and planning of them?

♦

Are they Worthy of the TIME?

♦

Are they RIGOROUS enough?

♦

Is it Clear to Students -

What they need to do and what the tasks are to show?

When they work together and when they work alone?

♦

Are they RELEVANT to students --- Real World Application?

♦

Are they DEVELOPMENTALLY APPROPRIATE?

♦

Do they Measure the identified outcomes?

♦

Have multiple forms of assessment been used?

♦

Have the processes as well as the products been assessed?

♦

Has assessment been on-going?

♦

Have the assessment processes themselves been learning experiences?

Integral Curriculum for Effective and Relevant Learning 48

CRITERIA FOR GOOD PERFORMANCE TASK

The task needs to involve the students in using their knowledge in a meaningful context that has relevance to them and to the wider world.

The task requires the students to use thinking and information processing skills and their content knowledge in a new situation.

The task culminates in an appropriate product, performance or service that is related to the content.

The task and criteria for scoring is negotiated with the students.

The task encourages an interdisciplinary focus and demonstrates many student competencies and talents.

The task involves, at some point in the development or final performance, the use of interactive, collaborative learning.

Integral Curriculum for Effective and Relevant Learning 49

STEPS TO DEVELOP A PRESCHOOL CONCEPTUAL CURRICULUM

1. START WITH THE CONCEPTS THAT YOU WANT CHILDREN TO LEARN – keep the Outcomes in mind. Design a long term plan by mapping intended curriculum for the period with what you want the children to know, understand and be able to do (eg. sense of trust, autonomy, self regulation, social connections) by the end of the time frame 2. ARTICULATE THE RANGE OF CONTEXTS IN WHICH THE CONCEPTS CAN BE EXPLORED and which will encourage children to engage – use the Best Practice for ideas. eg. trust – through relationships and interactions, with PCG; with familiar adults, with siblings, with peers; through play with self and others; through exploration and experimentation in the inside and outside environment; through predictable routines and rituals; through choices 3. DEFINE EXPLICITY THE CONTENT YOU WANT CHILDREN TO KNOW AND UNDERSTAND AND around the concept – use the Development, knowledge, skills and attitudes. eg. attachment outside family, approach familiar people and initiate interactions, approach new situations with confidence, express needs and wants, settles and engages with confidence, occupies self and have preferences and own ideas, can relax, explores and experiments, object permanence. 4. IDENTIFY WHAT THE CHILDREN WANT TO LEARN about the concept and in what context. 5. IDENTIFY PANORAMIC and GROUP OUTCOMES FOR ASSESSMENT – use generic Outcomes eg. children will develop a sense of trust (PANORAMIC) Children will explore the care environment with confidence (GROUP) 6. IDENTIFY SPECIFIC PERFORMANCE ASSESSMENT -learner centred Identify how children will demonstrate that they have learned what you wanted them to and have synthesised the learning and can demonstrate this through performance which assesses a number

Integral Curriculum for Effective and Relevant Learning 50 of outcomes eg. trust – children will initiate interactions, children will settle easily when left; children will be curious 7. PLAN A TUNING IN EVENT using the Role of the Educator and Best Practice and the children’s interests. Plan an event that will trigger the children’s interest in the concept that you want them to learn. eg. assignment to a PCG. 8. PLAN STRATEGIES, STRUCTURES, ACTIVITIES, MECHANISMS – use the Role of the Educator and Best Practice. Plan experiences through which children will learn. eg. Care in a PCG, warm, caring, responsive relationships, object permanence games, safe, predictable environment. NB In this approach the planning of activities comes last, nor first. The curriculum framework provides ideas for concepts and content (concepts – universal ideas, knowledge – construct and recall), skills – do in context, attitudes – feel and value, use – act and know how to act on a and about. Site staff determine the contexts in which the teaching/learning occurs.

By SA Early Childhood Teachers

Integral Curriculum for Effective and Relevant Learning 51

EVALUATE & ASSESS ° learning & development & achievement of OUTCOMES for individuals & groups ° practice * the environment ° achievement of program goals

CONSTRUCT ° personal philosophy ° program philosophy

IDENTIFY ° developmental levels of individual children ° individual & group goals – CONCEPTS ° CONTEXTS for learning & development, considering the role of the educator and best practice

REVIEW PSYCHO-SOCIAL

CHILD PHYSICAL

PLAN

THINKING COMMUNICATIN G

IMPLEMENT PLANS CLARIFY ° CONTENT – objectives & priorities & sequence goals for individual children & groups ° ASSESSMENTS – Indicators that will show children’s progress

DESIGN & DEVELOP ° the environment, routines, experiences, activities, a TUNING IN EVENT & STRATEGIES to promote identified learning & development for individuals & groups © Copyr ight Glob alL earning Communiti es 163 Georg e Str eet, Launceston, Tasmania 7250 AUST RALIA Phon e: 1800 678 028or0363344929, Fax: 0363317376 Email: glob allearning @vision.ne t.au WebSit e: www.workingfutu res .com. au

Integral Curriculum for Effective and Relevant Learning 52

CURRICULUM PLANNING

Some Integrated Unit Organisers: Illustrated examples

Integral Curriculum for Effective and Relevant Learning 53

Theme or Topic A little art A little maths

Circus Use of language processes

A little science A little social studies

Questions: How does the topic “Circus” fit into the context of the relevant development curriculum? Is this integrated curriculum, or coordinated curriculum?

Conceptual Organiser: ECONOMICS * changes in occupations * the relationship of economics to lifestyle through time HISTORY Changes in: * dress * customs * architect * etc.

Change LITERATURE * Children’s’ stories ‘THE VILLAGE’

(Processes) INTERVIEWS READING WRITING

MATHS Speaking Graphs Charts (Comparison of change)

ART - village models * drawing/murals * woodworking Th e materi al cont ain edinthi * soap carving Glob alL earning Communiti

Dramatising

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Integral Curriculum for Effective and Relevant Learning 54 Persuasion

Persuasive Force of Media

Pure Science * Science Shows * Technology

Vocational * Trade * Jobs in Media * Skills needed * Resume – (video; portfolio) * Ads * Home and Family – products, nutrition

Media as a

Art/Mu sic 1. Advertising 2. MTV Art/Music RAP * 3.Advertising 4. Art/Music as a * MTV political/social * RAP state * Art/Music as a 5.political/social Theatre state 6. Music as a * Theatre force as a force * Music

Persuasive Media as a Persuasive Force in Society ForceAustralian in American Society

Social Science 1. Opinion Poll 2. Development of media Social Scienceas a force 3. Technology * in Opinion Poll and persuading * changing Development of media opinion * Technology force 4. Historical useasofa media in persuading and 5. Political cartoons changing opinion 6. Economics: Tobacco, * Timber… Historical use of media * Political cartoons 7.Moneyline * Economics: Tobacco, Timber… * Moneyline

Literature/Media * Ads * Docudramas * Editorials * Newscasts * Talk Shows * Infomercials * Game Shows * News Talk Shows * Legislative Replays/Live * Debate * News magazines * Satire

Political Science 5. Textbook 6. Position Papers Political Science 7. Legislative * Opinions Textbook *8. Legal Position Papers Parameters *9. Lawsuits Legislative Opinions 10. Laws * Legal Parameters * prohibiting Lawsuits Th e mater i al cont ain edinthi * Laws prohibiting certain Glob alL earning Communiti certain advertising

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Integral Curriculum for Effective and Relevant Learning 55

CHANGE Health Marketing 1. 2. 3.

1. Effects on… 2. Diseases 3. Wellness/Choices

New Products Public Relations Business Ethics and Waste

Economics 1. Cost of Options 2. Cost of Not Acting

1. 2, 3. 4.

Vocational 1. Jobs Related to… 2. Training – New Technologies 3. Technology Improvements 4. Skills Needed

Sociology Mores Demographics Attitudes Toward… Demographic Correlations

History 1. Laws 2. Cross Cultural Problems in Other Countries 3. Cultural and Religious Needs 4. Cultural Impact 5. Examples from History

CHANGES IN WASTE MANAGEMENT

Science 1. 2, 3. 4.

Ozone Water Tables Toxic Waste Waste: Depletion of Resources 5. Ecology

Art Political Science

1. RAP 2. Graffiti 3. Junk Art

1. Laws, Zoning Regs 2. International Communications and Cooperation

Integral Curriculum for Effective and Relevant Learning 56 Literature 1. 2. 3. 4. 5. 6.

City Planning

Science Fiction Newspapers Industrial Relations “Silent Spring” Technical/Magazines TV; Cartoons

Economics Farming Power Fishing Changes

Change

History Changes in the uses of the river — Transportation Food Power Who lives by the river?

Literature Songs Readings Tribal Settlers Government Folklore

The Murray: A River of Change

Mathematics Graphs Carp Flood Damage Power Costs Farmland © Copyr ight Glob alL earning Communiti es 163 Georg e Str eet, Launceston, Tasmania 7250 AUST RALIA Phon e: 1800 678 028or0363344929, Fax: 0363317376 Email: glob allearning @vision.ne t.au WebSit e: www.workingfutu res .com. au

Art Maps – Past Maps – Present Illustrations Models

Integral Curriculum for Effective and Relevant Learning 57

CHANGE

Health • birth control • euthanasia P.E. • nintendo • sports

Maths • computers

Economics • global

Change in the Australian Family In the last 30 Years Science • reproduction • diseases • technology • microwave • health care Literature/Media • multi-cultural • foreign language • USA Today • slang

Art • technology • MTV • computer graphics • faction

Music • disco • punk • MTV • rock

Social Studies • housing • divorce • multi-cultural • garbage • relationships • roles

Integral Curriculum for Effective and Relevant Learning 58

A Week Gene!

DAY 1 Gene Cartography hosts this journey. His two helpers (teachers in role) are Luke Skywalker and Darth Vadar. Students arrive at the location Monday AM and are addressed as a whole group in a lecture room. Introduced to the ecosystem and concept of the location and to the chores they will carry out daily between 8.30-9.30am and 4-5pm. Activity sessions run from 9.30-12.30pm and 1-4pm, reflection time 4-5pm, discussion and/or theme related film or game 7.30-9.30pm. Following the initial scientific introduction to the ecosystem, individual aspects of the location are highlighted by Gene, followed by a positively biased news commentary by Luke and a negatively biased news commentary by Darth. Students then watch a variety of media clips and discuss bias and presentation. Students divide into groups of 10 and are given a packet of information. The packet reveals that Gene Cartography is not ‘a person’ — but a code. This first challenge requires students to map the boundary of the property, locate main structures and learn to move around the environment with care. DAY 2 In groups of 10 students must randomly assign the following roles: Editor in Chief, Assistant Editor, reporters x2, marketing manager x2, graphic designers x2, layout x2. Groups are given their instruction packet for the day. This includes a topographical map of The location, instructions where to go and additional clues for cracking the Gene code. Students will move through 4 activities, each directed by a staff member from school or the location (pre-visit information will prepare teachers for roles). The activities will provide hands on experience in areas of natural flora and fauna, basic genetics (sheep and pig and field lab), basic biology and minerals (rock gig on the location’s archaeological plot). At discussion time Gene, Luke and Darth will again enact a statement of fact followed by positive and negative bias. DAY 3 Students will gather as a whole group to be guided through the making of a media item. Students will choose making a video (TV interview), a radio interview or a newspaper. Students will select form suggested issues ie. A proposed plan to change something at the location (like clearing bush for grazing), a proposal to direct waste water from the location into the bay etc. Students must produce three versions of their report: a) a Gene, b) a Luke, and c) a Darth version. (ie. neutral, positive bias and negative bias). The products will be shared at the end of the day. DAY 4 Then morning is spent cracking the Gene Cartography code. All information gathered so far is consolidated and discussed or questioned. Additional information and new maps are provided. The solution to the code takes students through the interdependent interconnected principles of systems. It consolidates the isolated principles the students will have genetic information or an individual map etc. He is a system of information. © Copyr ight Glob alL earning Communiti es 163 Georg e Str eet, Launceston, Tasmania 7250 AUST RALIA Phon e: 1800 678 028or0363344929, Fax: 0363317376 Email: glob allearning @vision.ne t.au WebSit e: www.workingfutu res .com. au

Integral Curriculum for Effective and Relevant Learning 59 Departure in afternoon

SPIRAL PROGRAMMING

END OF TERM 2 – DOWN UNDER ENVIRONMENT ESTABLISHED Work centres: Integrated activities Soundscape planning by teachers & children Soft Sculpture trees hung in classroom Soundscape supported by choralwork, drama, artwork Classroom environment completed with mural addition Tours of classroom practice INTEGRATION & THEME DEVELOPMENT Drama: Re-enactment of past to edited soundscape Soundscape recorded in graphic notation FM Radio program for children’s presentation of Science lab. Completed downunder Tours of classroom planned Assignments presented Classroom building continues DOWNUNDER ENVIRONMENT CREATION Drama: Ancestral story re-enactments Impact of gold seekers Exploration videos discussion Excursion: To disused gold mine for sound recording Assignment presentation Building commenced

INFORMATION GATHERING Classroom sharing ideas, logbooks Discussion leader’s attributes – explorers

Science laboratory proposal

Window painting Design, plan, measurement

OUTDOOR EDUCATION EXPERIENCE 3 Days exploring above ground through an integrated Art/Science/Language program Refer explorer scientific journals Serial Reader ‘Escape by Deluge’ Set in drains under Melbourne streets Aboriginal myth & early history Construct animals

Group window painting ASSIGNMENTS, DESIGN BRIEFS Group: Explorers Individual: Australian animals

Two Cultures Meet Burke & Wills – Aborigines

Integral Curriculum for Effective and Relevant Learning 60

Problem-Based Learning in Secondary Schools Secondary Schools today are inundated with complaints about the status of high school education and advice as to how it should be changed. Students are passive; they score poorly on national examinations; they know little of the world around them, and they seem not to care; they appear to have little interest in pursuing scientific and technical careers on which the continuing growth of our nation depends. The complaints can be summarised as follows: Students do not learn enough, what they learn they do not retain; what they retain they cannot use flexibly. Students do not use higher order thinking skills; they tend to think literally and to focus on memorisation as their primary mode of information processing. Students are highly dependent; they expect to be told precisely what they are to learn and what they will be tested on. Attempts to make academics relevant fail. Students are passive and poorly motivated. Teachers are frustrated by the fact that their efforts to improve teaching are compromised by the demands of behaviour management. Students, uninterested in classroom work and not motivated to learn, display boredom and use their energies in non-productive and distracting ways. Unfortunately, the usual response to these concerns is piecemeal. To address the knowledge problem, new courses are created, more information is added to traditional courses, examinations are made more rigorous and entrance requirements increased. To address the problems of low level thinking, lack of motivation and behaviour problems, teachers are encouraged to try new thinking exercises, new educational techniques, new strategies. Adding more content does not adequately address the problem of knowledge retention, and the application of isolated thinking strategies does not adequately address the lack of motivation and inability to reason. In fact, as most teachers recognize, these “bandaid” solutions only intensify the problems. Because students are already inundated in every course with information they have to memorise to pass examinations, adding content does not help. Thinking techniques have yet to show transfer beyond the exercises designed to develop the techniques and many motivational strategies merely elevate the student’s expectation to be entertained. Educators across the country are beginning to realise that the pervasiveness and intensity of these problems demands that the entire system be re-evaluated. We may begin to address the issue by looking at the ambiguity in the word “learn.” There has been a great concentration on WHAT the student learns with little, if any, regard to HOW the student learns. Yet, research in cognitive science strongly suggests that WHAT is learned (and particularly the useability of what is learned) is inextricable intertwined on HOW it is learned. When learning is considered merely as acquisition of information, then the learning process demanded is rote memorisation. What is learned is encapsulated to meet the expected demands of the test. When problem solving is approached as the ability to identify solutions to wellstructured problems, unlike those that appear in the real world, then the problem solving demanded is an ability to follow well-defined rules or routines and what is learned is that set of rules and their expected outcomes. When learning and problem solving in school involves artificial tasks that would never occur in the real world outside of school, then what is learned is

Integral Curriculum for Effective and Relevant Learning 61 considered as irrelevant by the student and encapsulated in the “school knowledge” component of the student’s mind. When information, rules and routines are delivered intact by the teacher, then the student comes to believe that learning is a largely passive exercise, and that knowledge lies in the hands of someone other than himself. When collaborative effort is labelled as “cheating”, then students view the learning processes constrained by their own limitations. Problem-Based Learning (PBL) was developed, initially in medical education, to address just these concerns. PBL is designed to help students: 1) acquire an extensive, integrated knowledge base that is better retained in memory and recalled in real-world situations beyond the classroom; 2) develop effective problem solving skills that will facilitate their flexibility in applying what they have learned to the future problems, situations and tasks they will encounter in their education beyond high school and in their careers; 3) develop self-directed learning skills that will ensure their ability to be effective, independent learners the rest of their lives; 4) develop the skills and attitudes needed for effective collaboration with peers. Problem-Based Learning is a complete and comprehensive approach to education designed to replace traditional, didactic, teacher-centred approaches. It encompasses within its structure and process the intent of many popular educational activities such as collaborative learning, the development of critical thinking (problem solving skills), independent learning skills and gives them context and meaning. Students find Problem-Based Learning an enjoyable, exciting way to learn. This, combined with the easily perceived relevance of what they are learning to the world around them provides strong motivation to learn. Furthermore, what is learned is better retained in memory, better recalled and more readily applied to real life tasks, problems and situations outside of the classroom. Almost without exception, all the students in the class become engaged in the learning activities, and the usual inattention and distracting behaviours associated with conventional learning tend to disappear. The students are confronted with problems and unsettled matters that are concerns for all of us. They become motivated by an internal drive to understand the problem and to study. The motivation is not a superficial one associated with some transient external motivation (grades, passing) provided by the teacher, but is a constant, internal drive to understand the problem and to work toward its resolution. Overview of Problem-Based Learning Problem-Based Learning was designed over twenty years ago to address learning in the basic science years of medicine and to deal with the kinds of limitations in traditional instruction described above (it was designed and disseminated as a collaborative, student-centred method long before some of these terms became popular in the literature). In a Problem-Based Learning curriculum students work through a series of problems designed to be authentic (i.e. address real-world concerns) and to target defined areas of the curriculum. The © Copyr ight Glob alL earning Communiti es 163 Georg e Str eet, Launceston, Tasmania 7250 AUST RALIA Phon e: 1800 678 028or0363344929, Fax: 0363317376 Email: glob allearning @vision.ne t.au WebSit e: www.workingfutu res .com. au

Integral Curriculum for Effective and Relevant Learning 62 problems are “ill-structured”; that is, they must be defined and analysed through inquiry from a minimum of presenting information. This presentation approximates the real world as nearly as possible so that students find themselves actually engaged in the problem and not just observers of it. In this process students are coached by a teacher who is trained to facilitate their reasoning with the problem. As students work through the problem, they are often divided into small working groups within the classroom. The teacher, specifically training in PBL tutoring skills, guides them through the hypothetic-deductive reasoning process with each problem. Data are gathered, hypotheses generated and tested, and conclusions drawn, in this time-honoured method of reasoning scientifically. Throughout the process, as students define and analyse the problem, they generate “learning issues.” These are areas of knowledge in which they feel they are not sufficiently prepared to fully and correctly understand the problem under study. The process of the group is organized and recorded on a chalkboard. The chalkboard is sectioned to hold information of specific types — emerging information about the problem (“Facts”), hypotheses generated and their justification (“Ideas”), matters for further study (“Learning Issues”) and developing plans for resolving or improving the problem situation (“Actions”). Learning Issues define the focus of self-directed learning. When a problem has been developed to the point that further analysis and understanding is inhibited by their lack of knowledge, the students undertake their self-directed learning, guided by the “Learning Issues” and motivated by the “Actions” they anticipate taking. The design of the problem and the questioning by the tutor will lead students to identify learning issues relevant to the curriculum content objectives. An important objective of PBL is that students become accountable for and responsible for their own learning and determine what they will actually research. After a period of self-directed learning, students return to the problem and begin further analysis armed with their newly acquired knowledge. In this way, the information they acquire is actively applied so that it contributes to the understanding and resolution of the problem and their prior knowledge and reasoning is verified or corrected. An integral part of the problem solving process is to identify the causes for the problem and the actions that should be taken to resolve the problem, or to at least make it better. In ProblemBased Learning students report on their conclusions, supporting them by describing how they put the problem together, how they would solve or manage the problem, and what they have learned. This report, like the problems themselves, is authentic in that it occurs just as it would in real life. A wide variety of performances can be used to make a report requiring them to use different tools and skills (oral presentations, written presentations, audiovisual presentations, dramatic presentations, other fine arts presentations, illustrations, graphs, mathematical analyses, portfolios, etc.). These performances often demand skills which are traditionally defined as independent disciplines, but which are far better represented as communication skills that cross disciplines. The recipients, or audiences for such reports can represent a wide range of people: peers, parents, teachers, community leaders, national leaders, etc. As in real life, the performance is addressed to the audience most likely to influence action in the resolution of the problem. © Copyr ight Glob alL earning Communiti es 163 Georg e Str eet, Launceston, Tasmania 7250 AUST RALIA Phon e: 1800 678 028or0363344929, Fax: 0363317376 Email: glob allearning @vision.ne t.au WebSit e: www.workingfutu res .com. au

Integral Curriculum for Effective and Relevant Learning 63 At the conclusion of each problem, students are asked to articulate the knowledge they have acquired and the problem is reexamined in the context of related problems they have worked on. This encourages students to make connections across problems, to explore similarities and differences, to make generalisations. Finally, students reflect upon their efforts as problemsolvers and evaluate their own performance and that of their peers. Self-evaluation is an essential skill for effective life-long learning. Throughout this process students work collaboratively toward the problem’s resolution. Assessment of Student Performance In Problem-Based Learning, the performances described above are the vehicle for assessing students. As students report on how they put the problem together, how they would solve or manage the problem, and what they have learned, they demonstrate the knowledge they have acquired to apply that knowledge, their ability to reason through a problem and generate a creative solution, and their ability to be efficient, effective self-directed learners. The performance also allows their creativity and communication skills to be assessed. The Teacher’s Role One of the many exciting features of Problem-Based Learning is the empowerment of teachers to become active designers of curriculum and facilitators of learning. As curriculum designer, the typical teacher’s role changes from implementing externally made curriculum decisions to being a highly involved decision maker in the curriculum planning process. As PBL tutor, the typical teacher’s role changes from that of a disseminator of information to a facilitator of learning. The facilitatory skills of the teacher are central to the success of PBL. The teacher serves as a coach or guide for student learning. As a facilitator, the teacher challenges, questions, and stimulates the students in their thinking, problem solving and self-directed study. After a while, the student will similarly challenge each other and themselves as they work, think and learn. As a designer of curriculum, the teacher’s challenge is to select and structure problems so that they address both the important content objectives of the curriculum and important real-world issues. This process results in a reaffirmation of the importance of some objectives, the clarification of some and the elimination of others as lacking relevance or importance. Maximising the Value of Problem-Based Learning Although Problem-Based Learning can, and has been, employed within a single discipline or subject area and within the usual 1 to 2 hour class constraints, maximal benefits from the method can only be achieved through curriculum restructuring. Integration of learning from different subjects and adequate time for high quality self-learning requires longer, unstructured time for the student and reorganisation of resources for learning.

Integral Curriculum for Effective and Relevant Learning 64 The Evaluation of PBL as an Educational Method As Problem-Based Learning has existed in medical education for a number of years, (see below) an increasing number of studies attempting to evaluate its effectiveness have become available. Although this is difficult research, as curriculum comparisons are fraught with uncontrollable variables, information has accumulated about the advantages of Problem-Based Learning. 1. Students enjoy learning and become highly motivated. 2. When questioned, students in Problem-Based Learning show greater evidence of deep thinking (achieving understanding, making correlations) where students in conventional curricula show greater evidence of superficial thinking (rote memorisation, little correlation, etc.). 3. On national certifying examinations (usually multiple choice questions) Problem-Based Learning students do as well as students in conventional curricula. 4. Problem-Based Learning students use library resources to a far greater extent. 5. Problem-Based Learning students seem to retain information a greater length of time. However, the motivation of teachers to adopt Problem-Based Learning in medicine, business, education, law, engineering and now high schools relates more to informal, qualitative and personal evaluation: 1. Students invariably enjoy the method and become highly motivated, driven learners. 2. The logic of the method, and its stress on problem solving and self-directed learning, is appreciated. 3. Teachers who observe the method are impressed with its relevance to the way learning ought to occur. 4. Teachers who try Problem-Based Learning themselves are sold by their ability to see students think and apply knowledge to problems. They get a much more accurate idea of students’ capabilities as well as their learning problems. They are impressed with the behaviour changes they see in their students as well as the evidence of increased thinking, learning and performance skills. Finally, teachers find facilitator teaching enjoyable and are challenged professionally as they are empowered to become active educational designers. Background of the Problem-Based Learning Method Problem-Based Learning was introduced as a revolutionary approach to medical education at McMaster University Faculty of Medicine in the early 70’s. The Project for Learning Resources Design (PLRD), headed by Howard Burrows (Director of the Problem-Based Learning Institute), was established to develop problems that would challenge problem solving skills. The PLRD used a ten-week neuroscience unit in the McMaster curriculum as its laboratory school. Concurrent with the development of a series of problem simulations, the PLRD also became concerned with finding more effective ways to structure Problem-Based Learning, and to prepare teachers to be facilitators of learning. The PLRD established a series of teacher development workshops for intramural and extramural teachers. Teachers from other medical schools found Problem-Based Learning appealing and attended these workshops in increasing numbers. As a consequence, Problem-Based Learning extended to other medical schools and now, twenty years

Integral Curriculum for Effective and Relevant Learning 65 later, has been adopted by many medical schools in the United States and throughout the world. Although there are many versions of Problem-Based Learning, the one described here, established through research and development at the PLRD over many years, has continued to be developed at Southern Illinois University School of Medicine and used in their alternative Problem-Based Learning Curriculum. The application of this Problem-Based Learning model to high school was initiated in the early 80â&#x20AC;&#x2122;s for the teaching of human biology (anatomy, physiology) in the innovative BioPrep program of the Josiah Macy Jr. Foundation, a health careers program for minority and economically disadvantaged high school students. This program was developed by Maxine Bleich (President of Ventures in Education) while she was associated with the Macy Foundation. The Problem-Based Learning approach in human biology was enthusiastically accepted by both teachers and students in that program. More recently, Ventures in Education split-off from the Macy Foundation as a foundation dedicated to working with high schools with predominant minority and educationally disadvantaged students to better ensure their entrance into higher education and professional careers. Ventures created the Problem-Based Learning Institute in concert with SIU. The Problem-Based Learning Institute The Problem-Based Learning Institute is a program jointly administered by Ventures In Education and Southern Illinois University School of Medicine. The purpose of the PBLI is to provide for the training of teachers in their various roles in a Problem-Based Curriculum. This includes training in facilitatory teaching (PBL Tutoring), assisting in the creation and design of problems as well as the design of courses and curricular units, and working with teachers and administrators in the restructuring of their curricula.

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Integral Curriculum for Effective and Relevant Learning 71 Relationships in a Community Activity Getting to know one another — shared experiences 1. T-chart on active listening (4) 2. Who’s in First Grade? Book (1, 4, 5) 3. Scavenger Hunt (1, 4, 5) 4. Stars, t-shirt… (1, 4, 5) 5. Personality in a bag (1, 4, 5)

Different kinds of communities—tuning in activity • Brainstorming and discussion (2, 4)

Different roles in a community • School tour (3, 4)

Interdependence/social skills • Swimmy—class fish made with students’ individual fish (4, 5)

Suggested strategies for discussions and debriefings: • pair-share, round robin, turn to your partner, spider web, heads together

Assessment • Mid-unit checklists self teacher group • End of unit checklists self teacher

Integral Curriculum for Effective and Relevant Learning 72

Integral Curriculum for Effective and Relevant Learning 73

A PLANNING FRAMEWORK 1) Identifying transcendent qualities What transcendent human qualities can be seen and felt as central to the topic? What affective images do they evoke? 2) Organising the content into a narrative structure 2.1 Initial access What content, distinct from students’ everyday experience, best embodies the transcendent qualities most central to the topic? Does this expose some extreme or limit of reality within the topic? 2.2. Structuring the body of the unit or lesson What content best articulates the topic into a clear narrative structure? Briefly sketch the main narrative line. 2.3 Humanising the content How can the content be shown in terms of human hopes, fears, intentions, or other emotions? What aspects of the content can best stimulate romance, wonder, and awe? What ideals and/or revolts against conventions are evident in the topic? 2.4 Pursuing details What content best allows students to pursue some aspect of the topic in exhaustive detail? 3) Concluding How can one best bring the topic to satisfactory closure, while pointing on to further dimensions or to other topics? How can the students feel this satisfaction? 4)

Evaluation How can one know whether the topic has been understood and has engaged and stimulated students’ imaginations?

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The Story Form Model 1. Identifying importance: What is most important about this topic? Why should it matter to children? What is affectively engaging about it? 2. Finding binary opposites: What powerful binary opposites best catch the importance of the topic? 3. Organising content into story form: 3.1 What content most dramatically embodies the binary opposite, in order to provide access to the topic? 3.2 What content best articulates the topic into a developing story form?

4. Conclusion What is the best way of resolving the dramatic conflict inherent in the binary opposites? What degree of mediation of those opposite is it appropriate to seek? 5. Evaluation: How can one know when the topic has been understood, its importance grasped, and the content learned.

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‘TRUNCATED STORYFORM BEGINNING 1)

CHARACTER STUDY a. autobiographies b. biographies of other class members c. family trees d. forming related groups in class e. creating a history f. understanding a culture

2) SETTING THE SCENE a. creating a learning environment b. building a classroom setting c. extending setting beyond the classroom MIDDLE 1) SELECTED CONTENT a. Binary Opposites b.Transcendent human qualities 2) CONFLICT/CLIMAX a. children emotionally take a stand b. affectively engaged through imagination c. commit themselves to an opinion END 1) RESOLVE CONFLICT a. strategies for conflict resolution b. skills and processes for co-operative learning REFLECT AND EVALUATE

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Integral Curriculum for Effective and Relevant Learning 77

Understanding Relationships With the School Community: Sample First Grade

I. Major Concept: Understanding Relationships Within the School Community II. Key Outcomes: A. Knowledge 1. In order to be a member of a community people need to know each other. 2. There are different kinds of communities, ie: family, school, classroom. 3. People within a community perform different roles. B. Skills: In order to live in a community we need to understand and demonstrate social skills. C. Values: Students will demonstrate and respect that there are likes and differences in individuals.

III. Assessment: A. Pictures 1. Draw four different types of communities. 2. Cut pictures from magazines that depict a community. 3. Divide into cooperative groups and each group makes a mural of a different community. 4. Divide into cooperative groups for role play using pictures. B. Role Playing 1. List roles people in your family have. 2. List your roles in family. 3. Problem solve: What happens whenâ&#x20AC;Ś 4. List roles within the school community. 5. List roles within the classroom community. 6. Teacher observation of social skills. Orally communicate job descriptions in room.

Integral Curriculum for Effective and Relevant Learning 78 C. Teacher Observation 1. Round robin for clarification of social skills. 2. Anecdotal records while students are engaged. D. Self-Assessment 1. What do you do to show someone that you are an active listener? 2. Reflecting/debriefing E. Group Assessment 1. Work with a partner or group to make you own T-chart of social skills. 2. Completion of end product. IV. The Big Beginning A. Getting to know one another 1. Scavenger hunt 2. Stars, t-shirts, etc. — followed by a people search 3. Personality bags B. Interdependence 1.Numberline on a rope C. Debriefing 1. Yarn spider web — “Tell something you learned about someone today. 2. Merry-Go-Round ACADEMIC CONCEPT/SKILLS: Building relationships within the classroom. TASK: Make an individual and big book about classmates. SOCIAL SKILLS: Active listening Encouraging each other VALUE/ATTITUDES: Valuing the likes and differences of others. ROLES:

Integral Curriculum for Effective and Relevant Learning 79 Speaker Listener TIME LIMIT: One to five days.

ACTIVITIES A. What questions can you ask to get to know your partner? B. Partner Interviews â&#x20AC;&#x201D; record on graphic organiser. C. Partners introduce each other. They must tell three things about their partners. D. Several children share about their partners. E. Teacher writes information about each child on paper. At the end of the day, review several children you did that day. F. See sample page for class book.

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T-Chart for Active Listeners

Task:

Make a group T-chart about active listening.

Academic Concepts:

In order to be part of a community children will need to demonstrate social skills.

Values/Attitudes:

Respect for each other as a group member.

Social Skills:

None as this is the first social skill to be taught.

Roles:

None

Time Limit:

20 minutes

Introduction:

To be part of a community, children need to demonstrate social skills.

Debriefing: Ø Teacher will initiate a discussion about active listening. Ø Make a T-chart to show how it looks and how it sounds. Ø Ask children to visualise themselves as an active listener. Why would you need to be an active listener in the community? How could you become an active listener? What will you do next time you are to be involved in active listening?

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Who’s In First Grade? Book

Task:

Make an individual and big book about classmates

Academic Concepts:

Building relationships within the classroom

Values/Attitudes:

Valuing the likes and differences of others

Social Skills:

Active listening (report card) Encouraging each other

Roles:

Speaker (report card) Listener (report card)

Time Limit:

One to five days.

Introduction: Activities: 1. What questions can you ask to get to know your partner? 2. Partner Interviews — record on graphic organiser. 3. Partners introduce each other. They must tell three things about their partner. 4. Several children share about their partners. Teacher writes information about each child on paper. At the end of the day, review several children you did that day. 5. See sample page for class book.

Debriefing: Initial Debriefing: What have you learned about ______________? Final Debriefing: At the end of the unit the completed class book is present to the class. The teacher reads the descriptions of students to the class. The children try to remember and guess who the mystery person is. We want the class to see that just as the pages go together to make a book, we go together to make a community.

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Scavenger Hunt

Task:

Scavenger Hunt

Academic Concepts:

In order to be part of a community people need to know each other

Values/Attitudes:

Respecting likes and differences

Social Skills:

Take turns (report card) – co-operation Everyone participates Quiet voices

Roles: Time Limit:

1 day — 30 minutes

Introduction: Get to know each other Recognise we are all alike in some ways and different but we can all work together as a community in our room.

Debriefing: Use co-operative structure to reflect on findings. 1. What was easiest to find? 2. What was hardest to find? 3. Did you meet someone new? Maths connection — Graphs can be made form each area and posted in the room.

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Scavenger Hunt Name:)__________________________________________________________________

Category

Friend

Eye colour

Kind of shoe

Hair colour

Way to school Walk, bus, car

Integral Curriculum for Effective and Relevant Learning 84

Star or T-Shirt

Task:

Make a paper star or T-shirt with information about self. For example: favourite colour, favourite food, number of family members, favourite pet, and favourite activity.

Academic Concepts:

In order to be a member of a community people need to know each other.

Values/Attitudes: Social Skills:

Respects that there are likes and differences in individual Active listening (report card0 Encouraging each other

Roles:

Speaker (report card) Listener (report card)

Time Limit:

3 â&#x20AC;&#x201D; 30 minutes sessions

Introduction: To build a sense of community, children need to get to know one another to work co-operatively towards a common goal.

Debriefing: Stars or T-shirts will be hung up or put together on a bulletin board to show everyone is part of a whole. We are showing how each person fits into the community

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Personality Bag

Task:

Bring a bag to school that contains four items about self: something of interest to you, a photograph of something special, favourite book and other favourite object. Share bag with a partner/partners.

Academic Concepts:

In order to be a member of the community people need to know each other.

Values/Attitudes:

Respects likes and differences in individuals

Social Skills:

Active listening (report card) Taking turns (report card)

Roles:

Speaker Listener

Time Limit:

20 minutes on 2-3 days

Introduction: To build a sense of community, children need to learn about likes and differences in individuals.

Debriefing: Individuals will bring the four items about themselves in a paper bag. Children will share with a partner about self. Partners will share the partnerâ&#x20AC;&#x2122;s interests for the whole group. Ask how class is alike and different.

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Group Assessment Task:

What we know, what we want to know, what we can learn about communities Definition of community will be determined

Academic Concepts:

Knowledge about what makes a community

Values/Attitudes:

To accept and understand there are different kinds of communities

Social Skills:

Active listening Participation

Roles: Time Limit:

30 minutes

Introduction: Children will brainstorm to help them establish a sense of community.

Debriefing: Children will understand what a community is and how their classroom is a community. Discuss — How their classroom is a community? How everyone needs to participate and help in a community? What rules are important to make our community work better? Assessment — Group murals to depict a community Content Connection — Art

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Name Group Assessment My group used Kidâ&#x20AC;&#x2122;s names.

Everyone did a fair share.

My group listened to each other.

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Name Self Assessment I used names of kids in my group.

I did my fair share.

I was an active listener.

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Teacher Assessment Student Uses names of people in group.

Yes

Comments

Participates in activity.

Demonstrates understanding of community.

Uses active listening.

Respects members of group.

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School Tour

Task:

Take class on school tour to observe members of the school community. Role-play jobs in the school community

Academic Concepts:

people within a community perform different roles which demonstrate interdependence

Values/Attitudes:

Respect each person’s role or contribution within the community

Social Skills:

Active observations. Stay with group.

Roles: Time Limit:

30 minutes

Introduction: To show there are different roles performed within the community. Interdependence occurs within the community.

Debriefing: After tour of school, children will brainstorm a list of people doing jobs in the school community. Then children will take turns role-playing school community jobs for others to guess. Then ask, what would happen if lunch lady didn’t do her job? If bus driver didn’t do his/her job? If secretary didn’t do her job? If art teacher didn’t do her job?

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Teacher Assessment Student 1. Was an active listener

Yes

Comments

Knows everyoneâ&#x20AC;&#x2122;s name

3. Can tell something about everyone in a class

4. Can show an understanding of a community by drawing a picture

5. Shows an understanding that there are different roles in a community

Integral Curriculum for Effective and Relevant Learning 92

Teacher Assessment Student Uses names of people in group.

Yes

Comments

Participates in activity.

Demonstrates understanding of community.

Uses active listening.

Respects members of group.

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Self Assessment

My name is

Yes

1. I was an active listener

2. I know everyoneâ&#x20AC;&#x2122;s name in ____________

3. I can tell one thing about everyone in my class

I can draw a picture of a community showing everyone doing a job

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Building Relationships – Sample Unit Kindergarten CONCEPTUAL ORGANSING IDEA: Building Relationships in our Classroom and School Inquiry Question: How does our sense of seeing, smelling, hearing, touching, and tasting help us to learn about our world and build relationships? I. Major Concept: We learn about places, things, and people through our five senses. II. Key Outcomes: A. Knowledge 1. The senses provide information about our classroom, school, and people at Wild rose School. 2. Communication about our senses expands vocabulary. B. Skills 1. In order to communicate what ewe have learned about our world through our senses, we need to understand and demonstrate social skills, ie. Active listening, speaking clearly, working together. C. Values and attitudes 1. Students will demonstrate respect for the different ways we each interpret the world. III. Assessment A. Pictures 1. Draw a picture of something you see in our classroom that is familiar to you. It should be something you have seen before or used at home. Share picture with a partner. 2. Draw a picture of things that are a specific colour in our classroom that you can see. Round Table. Each child has paper with colour indicate in centre. 3. Draw a picture of someone you saw on our “Looking Walk” that works in Wild Rose School. Make a background for your person so we can tell where he or she was what he or she was doing. B Teacher Observation © Copyr ight Glob alL earning Communiti es 163 Georg e Str eet, Launceston, Tasmania 7250 AUST RALIA Phon e: 1800 678 028or0363344929, Fax: 0363317376 Email: glob allearning @vision.ne t.au WebSit e: www.workingfutu res .com. au

Integral Curriculum for Effective and Relevant Learning 95 1. Round Table for recall of colours and things. 2. Anecdotal records while children are engaged. C Self Assessment 1. What do you do to show that you are an active listener? 2. Reflecting/Debriefing

D Group Assessment 1. Work with class to make T-chart of social skills. 2. Completion of picture book about Wild Rose School. IV. The Beginning: “Looking Walk” tour of school A. Brainstorm how you will use your eyes to find out about our school. B. What people might you see on our walk? C. How might you tell what they do to help us learn? D. Take walk through school. E. Draw picture of someone you saw on our walk. Put in background so we can tell where the person works. F. How did you eyes give information about Wild Rose and the people who work here. G. Take second walk. Use ears this time. H. How did your ears give you even more information?

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Week 1 Monday

Tuesday

Wednesday

Thursday

Friday

Key Understandings

Senses provide information

Eyes are different colours.

We can tell colours with our eyes.

What do your eyes tell you about Wild Rose?

Students will demonstrate respect for different ways we each view the world.

Task Tour classroom. Use your eyes to find out what is in our classroom.

Task What do you know about eyes? (Chart) Graph students eyes by colour.

Task Listen to Brown Bear Round Table to draw pictures in our classroom on “colour” paper. (Diagram ) Use crayons. Bell rings. Pass paper

Task “Looking Walk” tour of school. How will your eyes give you information about our school? What people did you see? How do you know what they do at Wild Rose? What rooms did you see? How do you know what they are used for? (office, gym, art, etc.) Draw picture of a person you saw on our walk. Put in background.

Task Make a picture map of our classroom. Share picture with partner.

Academic Concept Use eyes and ears to explore classroom. Ask questions to get information.

Academic concept Graphing

Academic Concept Recognising colours.

Academic concept Use eyes to explore school.

Academic Concept Comparing/contrasting

Social Skills Active listening (T-Chart)

Social Skill Active listening Taking turns

Social Skill Active listening

Social Skill Stay with partner. Walk without talking. Active listening.

Social Skill Active listening Sharing information

Assessment Did picture show something we saw in classroom?

Assessment Processing Questions. What can we learn by looking at our graph? What else doe the graph tell us? How did taking turns help us make our

Assessment Pictures: Did child use appropriate colour?

Assessment Drawing: Is there a person? Is there a background? Observation: Did children stay together? Stay on task?

Assessment Process questions: How were pictures alike? How different?

Use your ears to listen as we talk about what is important to remember about each centre. Draw a picture that shows something you saw that you would like to play with.

Integral Curriculum for Effective and Relevant Learning 97 graph?

Monday

Tuesday

Key Understandings

There are many sounds in our kindergarten.

We know about our classroom by using eyes and ears.

Task Turn to partner. Take turns telling what sound you hear.

Wednesday Key Understandings

Thursday Key Understandings

Friday Key Understandings

We see and hear at home.

Task Complete worksheet (Classroom)

Task Complete worksheet (School)

Task Turn to Partner. Tell what they would see in your room at home.

Task Build colour towers with unifix cubes

Academic Concept

Academic Concept Communicating to others what we see.

Academic Concept

Social Skill

Social Skill Sharing information

Social Skills

Assessment Do children understand difference.

Assessment

Assessment Process questions: How did your partner help you to “see” their room?

Assessment

Sort objects by “sight only” or sight and sound”. Academic Concept Listening for awareness

Social Skills Sharing information Taking turns

Assessment Process Questions: What did you ears tell us about our kindergarten room.

Integral Curriculum for Effective and Relevant Learning 98

red

Integral Curriculum for Effective and Relevant Learning 99

Name __________________________________________________________ ________ In our classroom We can see …

We can see …

Integral Curriculum for Effective and Relevant Learning 100

Circus Community Sample Unit Grade 2-3 The 2 and 1/2 weeks of lessons presented here represented here represent only those lessons linked to the concept of community. Throughout the remainder of the day the children will be involved in a variety of activities related to the theme of circus. They will hear a variety of stories, read books, learn poems and songs, and create art projects. Hopefully we will have a clown visit and with or without the clown we will do a day of face painting. Some of these activities may also provide links to the 8 Understandings I outlined as our goal. If possible the P.E. teacher will also help the children learn some physical skills necessary to perform their circus act such as forward roll and balance beam work. I have done this in my class in past years. The music teacher might help the children learn about mood music to help select music to accompany their act. The art teacher could also help them explore the world of circus poster and create some for our circus performance. As we get ready for our performance we will create a program complete with their photos in costume. This year for the first time the children will be turning our classroom into a Big Top and I have no idea what may evolve from that. Possibly some opportunities for counting and measuring activities and the rest will be a surprise for me! I will video our show. We perform this show for the parents and sometimes one small class for fun. * I use the theme related language arts activities to help the children learn to read and write. Body Movement and Music are tied to many of these language activities. This unit at the concept level focuses on listening/speaking skills to gather and process information collaboratively. Mathematical connections will evolve with the unit. Theme: Circus Concept: Community Inquiry questions to be posted in the classroom: a. How did/do people live and work together in a circus community? b. How is our classroom like or different for a circus community? c. What roles or jobs do people perform in the circus community? d. What roles/jobs do we need in our classroom community? Key Understandings: 1. Knowledge a. Factual information about life in the circus. b. Likeness/differences between circus community and classroom community. c. People within a community perform different roles/jobs. d. Some of the roles/jobs we need in the classroom may be the same or different from circus jobs. (eg. we need someone to care for the animals like in the circus) 2. Skills a. The ability to work in groups of 2-4. b. The ability to plan and practice a circus act. ÂŠ Copyr ight Glob alL earning Communiti es 163 Georg e Str eet, Launceston, Tasmania 7250 AUST RALIA Phon e: 1800 678 028or0363344929, Fax: 0363317376 Email: glob allearning @vision.ne t.au WebSit e: www.workingfutu res .com. au

Integral Curriculum for Effective and Relevant Learning 101 c. The social skills practiced throughout this unit in their group work. Active Listening, Taking Turns, Encouraging d. Values/Attitudes e. Using social skills and performing our roles/jobs help us live and work together successfully in our community. Mid-Unit Project — Turn classroom into a Big Top. Final Project — Create and perform circus acts for parents.

Week 1 Monday

Tuesday

Wednesday

Thursday

Friday

Key Understandings

#1 #6

Task

Visualisation — Pretend at the Circus - what do you see, hear, smell? Turn to a partner – tell what you saw, heard, smelled.

KWL — about Circus

Watch 1/2 video — “Let’s Recreate the Circus”

Finish video.

Inside/Outside Circle to review video. Something you learned, favourite act, etc.

“Tomorrow after finishing the video we will be drawing our favourite part and I will write down your ideas.”

Question of the Day Graph – A.M. Have you ever been to a circus?

Draw their favourite part – dictate sentence to teacher.

Go back to KWL to see if we answered any wrong

Academic Concept Recall past knowledge and experience

Academic Concept Recall, generate

Academic Concept Observing

Academic Concept Recalling, Encoding

Social Skills Active Listening T chart in A.M.

Social Skill Review Active Listening

Social Skills Active Listening

Social Skills Encouraging Remarks – T-Chart A.M.

Assessment

Academic Concept Recall

Social Skills Active Listening Encouraging

Assessment

Integral Curriculum for Effective and Relevant Learning 102 Self – thumbs up/down for active listening

Process — On how we worked together.

Community Circle — Tell one thing you learned about the circus?

Student picture and sentence to portfolio.

Wednesday

Thursday

Process Structure — “How did I/O Circle help you remember?

Week 2 Monday

Tuesday

Friday

Key Understanding

Key Understandings

#1 #2 #5 #7

Task Jigsaw — 4 expert groups look through multiple circus books to find information on circus work, clothes, animals, equipment. Report back to Home Group

Task Community Circle “What were the Circus jobs you learned about in the Jigsaw?” “What kind of equipment do circus people use?” etc. Teacher keeps group memory on chart.

Task Home Group — Teambuilder – Team created a clown. Draw a body parts card. That is the part you make.

Task (A.M. Tell story the Conversation Club which deals with everybody talking at once.) Brainstorm ideas for our class jobs by looking at Tuesday’s list and comparing circus roles to what we need.

Task Circus Activity from Drama Book illustrates importance of planning and practicing.

Expectation — to tell at least one idea to home team.

Academic Concept Finding specific information from pictures

Social Skills T-Chart A.M. –

Academic Concept Generating Ideas Academic Concept Recall

Social Skills

Academic Concept Fine Motor

Social Skills

Social Skills T-Chart M.M. Talking Turns

Academic Concept Review Drama Tools

Social Skill Listening

Integral Curriculum for Effective and Relevant Learning 103 Everyone participates

Assessment Tape record each home groups discussion.

Active Listening Everyone Participates

Assessment Process — “How did this activity help you remember things about the circus?”

Stay with the Group 6. A.M. T-Chart

Assessment Puppies to self assess how stayed with the group.

Assessment Thumbs — “How did we do at taking turns? Turn to Partner – What if we all talked at the same time?

Assessment Possible processing???? In the drama lesson.

Thursday

Friday

Week 3 Monday

Tuesday

Wednesday

Key Understandings

#5 #6

Task Heads Together “What are some acts that we could do in our circus?” “What other circus workers might we need?” Teacher chart list

Task Think, Pair. “What act would you like to do in the circus?” “Why?”

Task Community Circle. Name an act and all who have an idea may take turns coming to centre and showing examples. “Ringmaster – who wants to show us what a Ringmaster does?”

Draw a picture of the act you want.

Key Understandings

Key Understandings #5

Task Catch up day if needed to be sure we are all organised into our circus act groups.

Task Circus Activity from Drama Book illustrates importance of planning and practicing.

Collect and floor graph by actsexamples, lay out all the clowns, tight rope walkers, lion tamers, etc. Decide if too many, make trades etc.

Integral Curriculum for Effective and Relevant Learning 104

Academic Concept Generating Ideas

Academic Concept Classifying

Academic Concept Synthesising

Social Skill Taking Turns Listening

Social Skills Listening

Social Skill Everyone participates.

Assessment

Academic Concept

Academic Concept Review drama tools.

Social Skills

Social Skill Listening

Assessment

Assessment Possible processing ??? in the drama lesson.

Week 4 Monday

Tuesday

Wednesday

Thursday

Key Understandings

#6 #7, 8

Task

Practicing and refining Circus Acts

Friday Key Understandings

Task

SHOWTIME

Class jobs will be established by now and may or may not have begun Home Group Roles using may chair rotating covers

Integral Curriculum for Effective and Relevant Learning 105

Academic Concept

Social Skills

Assessment

Integral Curriculum for Effective and Relevant Learning 106

Assessment Lesson #1 — Thumbs up or down — “How did you do today at Active Listening?” Lesson #2 — Simple processing questions dealing with the generation of ideas during the KWL. Lesson #3 — Community Circle — “Tell one thing you learned about the circus in today’s video.” Etc. Lesson #4 — “Draw a picture of some part of the circus you learned about in the video.” Dictate a sentence of what you learned to the teacher. Bulletin board — later into portfolios. Lesson #5 — Process — “How did this new structure Inside/Outside circle help you remember things you learned about the circus? Etc. Week 2 Lesson #1 — Children will be told during Jigsaw directions that they will be expected to return to their group and tell at least one idea. (Social Skill — Everyone Participates.) I will have a tape recorder in each group so I can listen to everyone in the class. Lesson #2 — Process — “What did someone say that helped remind you of something?” “How did this activity (Community Circle) help you to remember things about the circus?” Lesson #3 — Use the puppies?? To self assess if you remembered to Stay with the Group until your clown was complete. Lesson #4 — “How did our class do today at Taking Turns to talk?” Thumbs up or down. Turn to a Partner — “What might have happened if we had all talked at the same time?” ( I am assuming they didn’t)” Lesson #5 — Possible processing questions included with the Circus lesson from our drama manual. End of 4 Week Circus Unit — Worksheet — Side one — draw two pictures to show a job that we do in our classroom that people in the circus do. Left side what it looks like in our room, right side what it looks like in the circus. Write any words you can. Back side — draw two jobs that are not the same — that we only do in our room and they only do in the circus. End of 9 Week grading period — Self Assessment using rows of puppies to evaluate the social skills we have worked on to date: Active Listening, Encouraging Remarks, Taking Turns, Everyone Participates, Stay With Your Group, etc.

Integral Curriculum for Effective and Relevant Learning 107 Any of the assessments above would be a part of processing the lesson and the questions may or may not be those I have predicted.

Integral Curriculum for Effective and Relevant Learning 108

Draw a circus job and a class job that are not the same.

Integral Curriculum for Effective and Relevant Learning 109

BUILDING RELATIONSHIPS: SAMPLE UNIT INTERACTIONS / SYSTEMS YEAR 5/6

KEY CONCEPTS 1. Students will demonstrate an understanding of how our actions effect the eco-system. 2. Students will demonstrate an understanding of how any member of the eco-system has an effect on the total eco-system. 3. Students will demonstrate an understanding of how the impact of a group decision is different from an individualâ&#x20AC;&#x2122;s decision. 4. Students will demonstrate an understanding of ways in which relationships are formed. 5. Students will demonstrate an understanding of how roles and relationships can be reversed. 6. Students will demonstrate an understanding that relationships are important and necessary for survival. 7. Students will demonstrate an understanding of how relationships serve different purposes.

VALUES AND ATTITUDES 1. Show respect for self, others, and the environment. 2. Valuing differences. 3. Empathy (you matter and others matter). 4. Individual impact. 5. Self worth.

Integral Curriculum for Effective and Relevant Learning 110

Activity 1

Structure: Content Area; Topic:

Brainstorming/Mapping L.A. Interaction

Academic Concepts/Skills: Formulate ideas for a T-chart of “Extending others’ ideas”

Structure: Brainstorming/Mapping

Time: 15 – 20 minutes

Task: On the chart paper (1 for each group) write all of your ideas about having a friend or being a friend. All ideas are acceptable. Get as many as you can. Proceed one at a time, trying not to duplicate. We will share whole group.

Values: Respect others.

Social Skills: Taking turns Building on one another’s’ idea

Role: Processing Questions: Why is ______________________important to you? (honesty) What do you do you do when a friend treats you _________________? (unfairly) How did your group work during this task?

Integral Curriculum for Effective and Relevant Learning 111

Lesson Description After all groups are finished post the charts around the room.

Comments/Suggestions

Integral Curriculum for Effective and Relevant Learning 112

Activity 2 Structure: Content Area; Topic:

4 corners L.A. Interaction

Academic Concepts/Skills: Formulate a Y chart for “Active Listening” ❤ Feels like —❤ Looks like —! " ! Sounds like —"

Structure: 4 corners

Time: 15 minutes

Task: Think about which one of these four character traits (from our brainstorming) you value the most. Go to that corner and find a partner to discuss why you are both there. You’ll have 5 minutes before we share whole group.

Values: Self worth Valuing differences

Social Skills: Move quickly and quietly to your corner Listen to your partner

Role: None

Processing Questions: Self: If you both were there for differing reasons did you understand your partner’s reasoning. Aloud: Select a reporter to share whole class — Why did you choose your corner?

Integral Curriculum for Effective and Relevant Learning 113

Lesson Description

Comments/Suggestions

Integral Curriculum for Effective and Relevant Learning 114

Activity 3 Structure: Content Area; Topic:

Individual L.A. Interaction

Academic Concepts/Skills: Writing Process Use the knowledge you have about prior relationships.

Structure: Time: 2 weeks â&#x20AC;&#x201D; one week for 1s copy and one week for 2nd or final copy.

Task: Write a personal narrative. Tell how you would react to one of the six relationships on the story guide. (See R & W Assessment draft) Your audience must understand how the relationship was formed.

Values: Empathy Individual Impact

Social Skills: Stay on task.

Role: Processing Questions: One on One conferences for facilitating the Writing Process

Integral Curriculum for Effective and Relevant Learning 115

Lesson Description

Comments/Suggestions

Integral Curriculum for Effective and Relevant Learning 116

Curriculum Structure In the collaborative design of the Ecoliteracy curriculum the teaching of ecological concepts, principles, values, and practices will be incorporated throughout the curriculum. While the design of the specific content will be done by the grade-level teachers themselves, the Ecoliteracy project will introduce a broad-based, integrative conceptual framework which teachers can use as a context for selecting and designing a variety of specific units. This conceptual framework will provide a structure for integrating subject matter horizontally ie. within each grade level, and vertically, ie. between the various levels. When a curriculum is integrated horizontally, the various subject areas are perceived as resources in service of a central focus question, issue, or topic. In such a curriculum the relevance of information to the focus question is the criterion for selecting the content to be studied. This is in contrast with traditional curricula, which are designed around preselected subject matter content. The model used to accomplish horizontal integration in this project will be the Contextual Matrices developed by Ed Clark and John Coletta. A Contextual Matrix (CM) is represented by a circular disk with a focus question at the centre and different perspectives on this question, represented by different disciplines, arranged around the perimeter. The different perspectives divide the disk into slices, and concentric circles divide each slice into four areas, representing four fundamental contexts for addressing the focus question. The example below shows a CM with the focus question “What does it mean to live responsibly as a member of the global community?” While the perspectives around the perimeter may vary for different focus questions, the four fundamental contexts always remain the same: 1. subjective context: our relationship to ourselves and others; subjective and participatory nature of knowledge; 2. time context: our relationship to the past and the future; historical and evolutionary context; 3. symbolic/conceptual context: our relationship to the world of concepts, ideas, symbols, metaphors; cultural context; 4. ecological context: our relationship to physical reality, ecosystems, the biosphere; global context. Each of the areas in the CM is filled with a question that addresses the focus question at the centre from a particular perspective and within one of the four fundamental contexts. All these questions invite extensive explorations; they are “questions worth arguing about”. © Copyr ight Glob alL earning Communiti es 163 Georg e Str eet, Launceston, Tasmania 7250 AUST RALIA Phon e: 1800 678 028or0363344929, Fax: 0363317376 Email: glob allearning @vision.ne t.au WebSit e: www.workingfutu res .com. au

Integral Curriculum for Effective and Relevant Learning 117 The criteria of systems thinking are exemplified throughout the CMs. The shift from the parts to the whole is implicit in the entire contextual structure and is explicit in the ecological context in each CM. The shift from objects to relationships is evident from the contextual nature of the CMs. The shift from structure (content) to process is represented by the time context in each CM. The shift form hierarchy to network is illustrated by the circular arrangements in the CMs, in which the perspectives (disciplines) are not arranged in any hierarchical order but generate an interconnected network of concepts and ideas. The shift form objective to contextual, participatory, and culture-bound knowledge is represented by the subjective context and by the symbolic/conceptual context. The shift from truth to approximation is exhibited by the process of spiral movement, in which the entire conceptual framework of he curriculum is refined again and again in successive steps. During the school year, several focus questions will be explored in each grade. These focus questions will be selected by teams of teachers. Initially, this may amount to a reorganisation of the existing conventional curriculum. But as the contextual, systemic thinking encouraged by our scheme increases, the conventional curriculum will be modified. Some of the subject matter will undoubtedly be dropped because it will be recognised as being of less importance within the new context, while new material will be added to round out the picture. When a curriculum is integrated vertically, it is organised around a set of fundamental principles and concepts which are universally applicable. These basic ideas can be applied to each subject area and at each grade level, and can be revised repeatedly from a variety of perspectives. When used in this manner, these concepts become powerful bridges across which the transfer of learning occurs on a regular basis, because once a concept or principle is learned in one subject it can be applied in many other areas. The Ecoliteracy curriculum will be organised around the basic principles of ecology. They will serve as guiding principles, helping the faculty frame the focus questions and providing the integrative conceptual framework. Jerome Bruner’s “spiral curriculum” will be used as a model to accomplish vertical integration. In order to shift from a fragmented to an integrated curriculum it is important to understand how knowledge is structured and to perceive the role that this structure plays in determining the “shape” of the curriculum which is studied. Hilda Taba provides us with a taxonomy of knowledge that helps us understand this relationship between structure and content. She identifies four levels of knowledge: Thought Systems Concepts © Copyr ight Glob alL earning Communiti es 163 Georg e Str eet, Launceston, Tasmania 7250 AUST RALIA Phon e: 1800 678 028or0363344929, Fax: 0363317376 Email: glob allearning @vision.ne t.au WebSit e: www.workingfutu res .com. au

Integral Curriculum for Effective and Relevant Learning 118 Basic Ideas Facts Conventional curricula are structured inductively (from bottom to top) with facts as the building blocks of knowledge. However, research has demonstrated that thinking and learning are primarily holistic and deductive processes. Therefore, Ecoliteracy begins with thought systems and them moves down deductively to concepts, basic ideas, and facts. Thus the students first learn about “the big picture” as the context within which relevant facts can be selected, organised, and used for understanding.

Integral Curriculum for Effective and Relevant Learning 119

CURRICULUM THROUGH FOCUS QUESTIONS The Contextual Matrix provides an integrative model for organising a series of “questions worth arguing about” — open-ended questions which are relevant to the topic, theme or issue being considered, ie., The Focus Question. These questions are developed by the teacher and provide a contextual perspective within which students can explore the subject matter at hand. When viewed as a traditional outline, the attached Contextual Matrix would read as follows:

FOCUS QUESTION: How does one live responsibly as a member of the global community? I GENERIC CONTEXTUAL QUESITONS: A. Subjective Context: What does it mean to be a citizen of the global community? B. Time Context: How have we evolved into a global community and what is its future? C. Information Context: What do we need to know in order to live responsibly as a member of the global community? D. Ecological Context: What are the fundamental dilemmas that face the global community and how can we address them? PERSPECTIVE QUESITONS: From the perspective of II The communication Arts (dance, drama, music, visual arts) A. Subjective Context: How do I know and express myself? B. Time Context: How have ways of human expression changed over time? C. Information Context: How do humans perceive, organise and communicate information? D. Ecological Context: What kinds of expressions will be required to communicate in the global community? III Philosophy/Metaphysics A. Subjective Context: What does it mean to be human? Who am I?

Integral Curriculum for Effective and Relevant Learning 120 B. Time Context: Where did we come from and where are we going? C. Information context: How do humans know? D. Ecological Context: What is our relationship to the cosmos? IV Natural Sciences A. Subjective Context: How am I a part of many systems? B. Time Context: How do systems change? C. Information Context: How do systems work? D. Ecosystem Context: What is the impact of natural systems on social systems? V Social Sciences A. Subjective Context: How do I relate to others? B. Time Context: In ways to present civilisation (or cultures) relate to their past and future? C. Information Context: How do economic, political and social systems work and interact? D. Ecosystem Context: What is the relationship between economic, political and social systems and the planetary ecosystem? VI Values/Needs A. Subjective Context: What values are personally essential for living responsibly in the global community? B. Time Context: What biologically determined values must be assured for all members of the global community? C. Information Context: What socially ordained values are appropriate for the global community? D. Ecosystem Context: What values are ecologically necessary for sustainable development in the global community?

FUNDAMENTAL CONCEPTS WHICH BRIDGE THE SUBJECT AREAS AND LIFE EXPERIENCES IDENTIFIED IN THE CONTEXTUAL MATRIX ÂŠ Copyr ight Glob alL earning Communiti es 163 Georg e Str eet, Launceston, Tasmania 7250 AUST RALIA Phon e: 1800 678 028or0363344929, Fax: 0363317376 Email: glob allearning @vision.ne t.au WebSit e: www.workingfutu res .com. au

Integral Curriculum for Effective and Relevant Learning 121 Alfred North Whitehead once wrote: “Let the main ideas which are introduced into a child’s education be few and important, and let them be thrown into every combination possible.” Jerome Bruner proposed a “spiral curriculum” organised around a set of fundamental concepts which could be taught to children at any age, and which would be “fleshed out” as the student progressed through the various levels of learning. The fundamental concepts listed below are “main ideas” which apply in some way to every subject area and all of a student’s experiences. Change/Adaptation/Evolution: a process of transformation over time. Communication: Common understanding. Community/Niche: The relationship between an individual and the larger group of which it is a part. Culture: The shared heritage, beliefs, and values reflected by the language, practices and artefacts of a people. Dependence/Independence/Interdependence: The developmental process of relationships inherent in living systems. Diversity: The recognition that everything is similar; everything is different. Habitat: The particular area within which a living species exists. Knowledge: That which can be known empirically, or rationally, or intuitively, or metaphysically or any comb9ination thereof. Limits: Boundaries determined by structure and function. Living Systems: The arrangement of parts in which the whole is greater than the sum of those parts; including all natural and cultural systems. A mechanical system is one in which the whole is equal to the sum of its parts. The Earth is the single largest living system we know and of which we are an integral part. Patterns: the recognition of a structural or functional relationship which shows connectedness and makes prediction possible. Structure/Function: The structure of something is the way it is made and the way its parts fit together; the purpose the structure serves is called its function. Structure and function are inseparable. Values: That which is considered to be good and is the basis of behaviour. Sustainability: The ability of a natural or cultural system or a species to maintain its stability and survive over time within the limitations provided by its ecological resource base.

Integral Curriculum for Effective and Relevant Learning 122

Bush Detective: A Sample Unit Middle Years Grade 5 Unit Development Model (a sample product) Unit: Bush Detective Grade 5 CSF Level 4 The suggestion sheet reads: Bush Detective. Identification sheet. Find the following, eg. kangaroo, horse, cow, hen, pig, rabbit, dog, fox, cat etc. The following represents only the first stage of development in a unit designed to take about three weeks. This unit encourages children to become scientists. It draws from level 4, Life and Living strand in the Science CSF and from the Year 5 courses. I have used the ISCP Unit Planner and the principles of both ISCP and TEAM/Living Systems as the means to establishing the key concepts or key questions at Stage 3. Stage 1 What Understandings do we wish to achieve? A. Understanding that evolution occurs through interdependence and co-operation within micro and macro systems. (Living System Principle) Briefly consider the ‘macro’ of Australia’s history of species etc (‘Future Eaters’) and then investigate the spread of indigenous plants and animals through the influence of the feral animal, using the rabbit as an example. B. Begin to describe the functioning of particular systems in plants and animals (CSF 4) C. Consider possible reasons for the extinction of certain species and ways in which endangered species can be conserved. (SCF 4) (replant a section of native grasses or fence off from feral species and see what grows.) Stage 2 What Resources will we use? A. The location itself B. Experts such as — Don Greaves, Dick Johnson, Tommy Garnett, Local Land Care People, OGGS. C. Films: The Living Planet Series etc. D. Biographies/Stories of Bush Detective — the wandering botanists/ biologists of GGs and elsewhere. Stage 3 What do we want to learn? © Copyr ight Glob alL earning Communiti es 163 Georg e Str eet, Launceston, Tasmania 7250 AUST RALIA Phon e: 1800 678 028or0363344929, Fax: 0363317376 Email: glob allearning @vision.ne t.au WebSit e: www.workingfutu res .com. au

Integral Curriculum for Effective and Relevant Learning 123 The key questions which will drive this inquiry based on outcomes described for Level 4 Science in the CSF. A. How can you identify living and non-living things that affect the survival or organisms in an ecosystem? B. Connections — ISCP Interdependence — Living Systems Principles C. How do animals use their senses to detect and respond to their environment? D. Function — ISCP Cycles — LSP E. Why have some species become extinct? F. Change — ISCP Co-evolution — LSP G. What are the current endangered species? H. Responsibility — Sustainability — LSP I. What strategies could we sue to conserve them? J. Responsibility — ESCP Sustainability — LSP Stage 4 How best will we learn? Teacher and/or student designed activities which will address the key questions A. Make observations in the field B. Collect data C. Draw conclusions D. Suggest ways of improving the quality of the data E. Present the data in different ways — labelling, graphs, diagrams F. Make models G. Learn safe working practice when dealing with organic matter H. Build vocabulary and use of Scientific terminology Stage 5 How will we know what we have learned? Strategies to assess learning? (Transformation of knowledge) A. B. C. D.

Completion of data collection and labelling project Completion of a model of a small section of the natural area Leading a nature walk with a group of smaller students Drawing a diagram or completing a poster which shows how things work and/or how things change.

How will we take action? A. Build a nature trail with markers and stores B. Record data for Earthwatch based on species counts etc. C. Habitat replenishment activities Stage 6 to what extent did we achieve our purpose?

Integral Curriculum for Effective and Relevant Learning 124 A. Evaluation by teachers, students and groups of activities undertaken. They should set up the criteria. B. Reflection about scientific methods of gathering data and other ways of knowing about this?

These key principles from TEAM and ISCP compare in the following way. Living System Principles and TEAM Interdependence Diversity Cycles Co-evolution Saturability Partnerships/networks Flexibility – chaos – order Reflection – How do we know?

ISCP Principles Connections Perspectives Function Change Responsibility Form Causation Reflection – How do we know?

Science Curriculum Overview Year 5 v v v v v

Identify living and non-living things that affect the survival or organisation in an ecosystem Suggest why some species become extinct Identify current endangered species Examine strategies to conserve them How animals use their senses to detect and respond to their environment

Integral Curriculum for Effective and Relevant Learning 125

Experiential learning follows a cycle: Experiencing —

Activity, Doing

Data Gathering —

Publishing, Sharing Reactions and Observations (What)

Processing —

Interpreting, Discussion of Patterns and Dynamics, Reflection (So What)

Generalising —

Inferring Principles About the “Real World”, further reflection

Applying —

Planning for Use, Experiment in the “Real World” (Now What)

Integral Curriculum for Effective and Relevant Learning 126

Varied Written Products

Persuasive Essay - Written Book Report - Written

Journal - Written

Editorial - Written

Magazine Article - Written

Written Products

Free-verse Poem - Written

Profile - Written Newspaper Article - Written

Integral Curriculum for Effective and Relevant Learning 127

Stepping Toward Open-ended Selection

3) Open-ended Selection • teacher provides opportunity for student choice from a number of product forms

2) Student “Menu” of Choices • teacher provides several product options and explains rationale

1) Teacher Prescribe Products • teacher prescribes product and explains rationale

Integral Curriculum for Effective and Relevant Learning 128

CURRICULUM In the process of designing this curriculum, priority was given to four emphases:

CONTEXT OVER CONTENT: “Context” is defined as a frame that gives meaning. Nothing can be understood out of context. There are four fundamental contextual relationships that are relevant to every teaching/learning experience: THE SUBJECTIVE CONTEXT — our relationship to ourselves and others (Blue) •

recognise the subjective nature of human knowledge and experience.

•

focus on individual responsibility.

•

explore the value implications when making decisions.

•

emphasise the individual in community.

THE TIME CONTEXT — our relationship to time and change (Yellow) •

incorporate an evolutionary perspective on time and change.

•

incorporate the historical perspective and the future perspective.

THE INFORMATION CONTEXT: our relationship to symbols, knowledge, ideas •

emphasise concepts, integration and connectedness.

•

emphasise a systems approach to selecting, organising, and processing information.

•

incorporate the use of higher order skills in addressing questions.

•

focus on the quality of information rather than the quantity; different information means different things to different people.

THE ECO-SYSTEM CONTEXT — our relationship to the physical world (Green) •

emphasise a global perspective

•

recognise limits.

Integral Curriculum for Effective and Relevant Learning 129 •

stress the ecological concepts of interdependence, diversity, change, competition/co-operation, adaptation, cycles and energy flow.

•

stress the organic nature and Planet Earth and all its systems, including cultural and knowledge systems.

II. CONCEPTS OVER FACTS: A concept is defined as “a big idea”. Concepts bridge various subjects and provide a framework in which students can organise facts they have learned. Students make sense of the world around them by understanding and linking concepts. Concepts also provide structures from which students may select, remember, and apply appropriate facts. One concept is worth a thousand facts. Without concept development, facts are no more than isolated bits of information that have little relevance. Therefore, the following concepts are the framework of our curriculum: CHANGE: a process of transformation over time. COMMUNICATION: common understanding. CULTURE: the shared heritage, beliefs, and values reflected language, practices, and artefacts of a people. DEPENDENCE/INDEPENDENCE/INTERDEPENDENCE: the developmental process of relationships inherent in living systems. DIVERSITY: the recognition that everything is similar; everything is different. KNOWLEDGE: that which can be known empirically, or rationally, or intuitively, or spiritually, or any combination thereof. LIMITS: boundaries determined by structure and function. LIVING SYSTSTEMS: the arrangement of independent parts in which the whole is greater than the sum of those parts, including natural, social, and thought systems. A mechanical system is one in which the whole is equal to the sum of its parts. PATTERNS: the repetition of a stimulus to show connectedness and to predict outcomes. STRUCTURE/FUNCTION: the structure of something is the way it is made and the way its parts fit together; the purpose the structure serves is called its function. VALUES: that which is considered to be good and is the basis for our behaviour.

Integral Curriculum for Effective and Relevant Learning 130 III. QUESTIONS OVER ANSWERS: The curriculum is based on three levels of questions: CONTEXTUAL QUESTIONS, which are broad in scope and provide an overall focus. FOCUS QUESTIONS, which provide a conceptual framework. PERPECTIVE OR DISCIPLINE QUESTIONS, which sharpen the focus.

These questions worth arguing about are designed to: •

stimulate thinking,

•

involve students in conducting their own investigations and decisions,

•

encourage the use of higher order skills, and

•

demonstrate the “connectedness of things”.

IV. PROCESS OVER KNOWLEDGE: The process of learning in which context is more important than content, concepts are more important than facts, and questions are more important than answers, is our model for learning. This replaces the old model which was textbook-oriented, fragmented, irrelevant and uninteresting. The new model is childcentred. We teach Johnny rather than teach maths. The new goal is that we teach Johnny to learn how to learn. Teachers provide a variety of options to students when seeking their input and responses to the questions under consideration. These options include brainstorming, making concept maps, selecting and using information, asking new questions, and choosing their own methods of response.

Integral Curriculum for Effective and Relevant Learning 131

Differentiating Curricula for a Range of Learner Needs

INTRODUCTION Products are vehicles by which students consolidate learning and communicate ideas. When a student creates kinaesthetic, oral, visual, and written products, information is “reconstructed” or “personalised” for the learner. When a student presents a product to others, ideas are communicated and student progress may be evaluated. The product dimension of curriculum is a significant consideration in working with all learners. Students will benefit from a focused approach to product instruction in that they will have opportunities for continuous progress with regard to communication skills, they will have opportunities for selecting products that demonstrate individual areas of ability, and they will gain skills of self-critique that will foster autonomous growth. When educators promote curricular diversity and student autonomy, they increase the likelihood of motivating students to learn. Product instruction is especially well-suited to heterogeneous classrooms. The diverse range of abilities and interests within a heterogeneous environment requires an extraordinary ability on the part of the teacher to provide students with learning activities that are suited to a range of learners. One way to engage students is by providing for their unique abilities and preferences through the product dimension of curriculum. By altering product types and product levels to match students’ preferences and abilities, teachers are able to differentiate the curriculum without constructing totally different activities for various groups of students. The content of a lesson is often suitable for all learners, and by modifying only the product dimension of curriculum, teachers can address a wider range of student needs. Students at all grade levels need to assume increasing responsibility for their learning. Their abilities and preferences continue to “crystallise” as they progress through the grades, and they should be provided with opportunities to direct their own learning. One way to encourage responsibility in students is to provide them with opportunities for guided decision making. With regard to the product dimension of curriculum, this might involve assisting individuals and groups of students to select products that complement a given learning activity. Nurturing student autonomy is an appropriate instructional goal at all levels of education because it fosters the role of “intellectual leader.” The following pages present goals that foster creative production. Each goal is followed by several teaching strategies which are complemented by sample materials to enhance instruction

Integral Curriculum for Effective and Relevant Learning 132 and management. The reader is encouraged to adapt strategies and materials to match the learning environment in which they will be implemented.

GOALS FOR ENCOURAGING CREATIVE PRODUCTION The following goals are recommended for encouraging creative production: Goal I:

Encouraging Multiple Modes of Expression

Goal II;

Guide Self-Selection

Goal III:

Provide Direct Instruction

Goal IV:

Foster Effective Means of Evaluation

Goal V:

Support Continuous Progress

GOAL I: ENCOURAGE MULTIPLE MODES OF EXPRESSION Because of the vast range of abilities and preferences that exist in many educational settings encouraging multiple modes of expression is essential. Some students will benefit from “exposure” to a variety of product forms; others will “explore” or “try-out” various product forms; and, others will develop “expertise” with many different forms. Providing opportunities to discover a wide variety of product forms is one way to encourage student diversity and growth. Strategy A: Display A Product List Displaying a product list in the classroom is one method by which educators encourage students to diversify their communication skills. Alphabetised lists remind students and teachers to consider many products possibilities. A product list that is categorised by modality (ie., kinaesthetic, oral, visual and written) promotes awareness on the part of teachers and students that individuals sometimes have preferred methods of manipulating and communicating ideas.

Integral Curriculum for Effective and Relevant Learning 133 Teachers and students gain insights into their learning and teaching preferences. Strengths may then be highlighted and deficits may be addressed.

Product Possibilities Kinaesthetic demonstration diorama display dramatisation experiment mobile model relief map

Oral audio tape recording conference presentation debate documentary lecture mock interview radio commentary speech

Visual brochure bullet chart cross-section flow chart graph information table poster timeline

Written booklet critique dictionary essay journal magazine article newspaper article profile

Integral Curriculum for Effective and Relevant Learning 134

Strategy B: Develop The Student’s Preferred Modality As educators become increasingly aware of student strengths and preferences, they are better able to foster continuous progress. A student that presents ideas well in writing will advance in this area when presented with more sophisticated writing strategies and more diverse written product options. Educators may present students with increasingly complex product descriptors for one written product (see below),and they may also present students with a greater variety of written products to choose from (See Varied Written Products — next page). Educators may approach each modality in a similar fashion, that is, by determining and building upon an area of ability.

Persuasive Essay I — written Parts

Attributes

thesis statement

at beginning and/or end, clear position taken, logical

voice

third person

points of agreement

established immediately, logical

issues

stated clearly, supported with examples, refute opposing arguments

conclusion

call to action, ask for acceptance of belief/position

Integral Curriculum for Effective and Relevant Learning 135

Persuasive Essay II — written Parts

Attributes

thesis statement

at beginning and/or end, clear position taken, straightforward language, stated completely, logical

voice

third person, targets intended audience, issue-based

points of agreement

establish immediately, emotion/logic –base

issues

stated clearly, supported with examples/statistics, refute opposing arguments, subtle emotional appeal, transition statements as links

conclusions

call to action, ask for acceptance of belief/position, re-establish points of agreement, (re)state thesis

Persuasive Essay III — written Parts

Attributes

topic

debatable, relevant and significant to intended audience

thesis statement

at beginning and/or end, clear position taken, straightforward language, stated completely, logical, potentially acceptable to intended audience

voice

third person, targets intended audience, issue-based

points of agreement

establish immediately, emotion/logic/philosophical-base, most significant agreements depicted first

issues

stated clearly, supported with

Integral Curriculum for Effective and Relevant Learning 136 examples/statistics/cause-effect relationships/metaphors, refute opposing arguments, subtle emotional appeal, transition statements as links, ordered from most to least acceptable conclusion

call to action, ask for acceptance of belie/position, re-establish points of agreement, (re)state thesis

Integral Curriculum for Effective and Relevant Learning

137

Varied Written Products

Persuasive Essay - Written Journal - Written

Book Report - Written

Magazine Article - Written

Editorial - Written

Written Products

Profile - Written

Free-verse Poem - Written Newspaper Article - Written

Integral Curriculum for Effective and Relevant Learning

Strategy C: Build Positive Associations Across Modalities When educators are aware of student preferences they are better able to help students build upon their strengths. A student who has expertise in writing may be encouraged to develop skills of oral presentation if allowed to write the presentation and read it to other. Once the student has perceived success at reading to others, the student might pursue presenting form an outline. Eventually, the student may be sufficiently accomplished in skills of oral presentation to engage in panel discussions, debates, and speeches. The principle of developing positive associations may be used by engaging a student in the student’s preferred modality while including a “lowrisk” encounter with a weaker modality. Factors that may influence the level of risk include the size of the audience, the length of time, and the focus on grading.

GOAL II: GUIDE SELF-SELECTION Students in all grades appreciate opportunities to make decisions. Like other skills, decisionmaking is learned through guided practice. One way to foster success in this area is to limit the frequency of decision-making to times at which it is most appropriate. Another way to facilitate self-selection is to limit the number of options during any one situation. A third method for guiding self-selection is to assist students in making objective, criterion-based choices. Strategies for enhancing student selection of products follow:

Strategy A: Use Self-Selection When Appropriate Providing students with opportunities to self-select a product form is appropriate in various situations. It would be inefficient for teachers to provide this option to students too often. Several conditions that support student choice include the following: (1) self-selection of product is most appropriate after long term studies, as long-term topics warrant long-term production, and (2) self-selection of products is most appropriate when higher level thinking skills are infused in the learning activity, as higher level thinking activities generally involve sophisticated concepts requiring complex products. When learning activities involve short-term studies, and basic levels of thinking, teacher-prescribed products is an efficient strategy. (See sample lesson plans in Section V.)

Strategy B: Support Increasing Levels of Autonomy Supporting student autonomy involves gradual phases (see below). Students will be better able to engage in curricular decision making after the teacher explains how an experienced educator makes choices. Three steps to developing student autonomy are:

Integral Curriculum for Effective and Relevant Learning

Teacher Prescribed Products When the teacher prescribes a product, a rationale for that product choice should be presented to the class. For example, the teacher might explain that a tree chart was selected because it visually demonstrates how ideas are related hierarchically (or “nested”). In another activity, a teacher might explain that a given activity will culminate in students creating timelines, because timelines present a sequential listing of events in a way that allow the viewer to “see” and compare rates of events. Explaining why a given product was selected will help students to improve their skills of product selection. Student “Menu” of Choices When students appear “ready,” a teacher may offer a limited range of product choices, preferably in several modalities. In a learning activity that involves a sequential presentation of events, a teacher might explain to students that their product choices include a timeline (visual), an essay (written), a presentation (oral), and a model (kinaesthetic). Each of these product choices has the capacity to show a sequential listing of events. Again, it is helpful if the teacher provides a rationale for the product choices. Open-ended Selection When a student becomes proficient in selecting product forms from a limited “menu” of product choices, the teacher may provide opportunities for open-ended selection. Open-ended selection involves a student choosing from a large sampling of products (see Product Possibilities, p. 4). That student might also have opportunity to combine various product forms or to invent a new one.

Stepping Toward Open-ended Selection 3) Open-ended Selection • teacher provides opportunity for student choice from a number of product forms

2) Student “Menu” of Choices • teacher provides several product options and explains rationale

Integral Curriculum for Effective and Relevant Learning

1) Teacher Prescribe Products • teacher prescribes product and explains rationale

Strategy C: Set and Use Selection Criteria A teacher may assist students in setting a applying criteria to support successful selection of products. Displaying product selection criteria in the classroom (see Product Selection – p. 10), possibly next to list of product possibilities (see p. 4), will help the teacher and the students in matching products to selected learning activities. A list of possible selection criteria follows: Interesting for the Learner Student preference is a valid selection criterion. Interest-driven decisions foster intense interactions with materials and subject matter. A student who feels enthusiasm and who perceives potential benefits from a given product form is likely to engage in the learning activity more intensely. Challenging for the Learner Students should be encouraged to select product forms that challenge them to make continuing progress. This criterion is met when students select a product form that is new to them. It is also met when students produce a more complex variation of a product that they have previously developed. Matched in the Content To be effective, a product must have the capacity to communicate the selected content. Factors that might influence how well a product matches the content include the following: (1) structural factors, such as the degree to which the information is linear, hierarchical, or global in nature; (2) quantitative factors, the degree to which the product has the capacity for the necessary quantity of information; and (3) emotional factors, the degree to which the product can convey the “feeling’ of the selected content. Matched to the Audience To ensure effective communication, a student must consider the audience in selecting a product. In considering the nature of the audience, a student might ask the following questions: (1) Will the audience be able to interpret or understand this type of product? (2) Will the audience be curious about, attracted to, or enjoy this type of product? (3) Will the audience be able to see, hear, or otherwise interact with the product? In most school situations, the audience for student products is limited to a predetermined individual or group (ie., the teacher of the class). © Copyr ight Glob alL earning Communiti es 163 Georg e Str eet, Launceston, Tasmania 7250 AUST RALIA Phon e: 1800 678 028or0363344929, Fax: 0363317376 Email: glob allearning @vision.ne t.au WebSit e: www.workingfutu res .com. au

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Therefore, the student is concerned less with selecting an audience that might appreciate interacting with the information, that with matching the product to the selected audience. Realistic In selecting a product type, the learner must assess available resources. Resources that effect successful product development include the following: (1) time with respect to scheduled work periods and due dates; (2) available materials for developing the product; (3) necessary assistance from various individuals; (4) reference materials; and (5) requisite skills and background knowledge. By assessing requisite provisions before product development begins, a student increases the likelihood of successful outcomes.

Product Selection Interesting for the Learner 1. Are you enthusiastic about developing this type of product? 2. Do you have something to gain by developing this type of product? Challenging for the Learner 1. Is this the product form relatively new to you? 2. If you have produced in this format before, will this version be more complex than before? Matched to the Content 1. Does this product form have the structural format (eg., linear, hierarchical, global) to support your topic? 2. Does this product form have the capacity to present the quantity of information regarding you topic? 3. Does this product form have the potential to convey emotional factors related to your topic? Matched to the Audience 1. Will the audience be able to interpret or understand this type of product? 2. Will the audience be curious about, attracted to, or enjoy this type of product? 3. Will the audience be able to adequately see, hear or otherwise interact with the product?

Integral Curriculum for Effective and Relevant Learning

Realistic 1. Do you have sufficient work-time to develop this type of product? 2. Can you obtain the materials necessary for developing this type of product? 3. Can you obtain the necessary reference materials for developing this type of product? 4. Do you have the requisite skills or background experience to develop this type of product?

GOAL III: PROVIDE DIRECT INSTRUCTION All learners require direct instruction to learn how to develop products that will extend their abilities as communicators. Direct instruction is essential in helping students to develop an analytical “eye” for various forms. Classroom activities can take on a variety of formats, such as critiquing products developed by others, working toward specified outcomes, and by emulating exemplary products. Strategies that support this goal are as follows:

Strategy A: Highlight Exemplary Products Exemplary products appear in many and varied sources. The media-rich society of the 1990’s is a marketplace of kinaesthetic, oral, visual, and written work samples. Collecting exemplary work samples from the media provides educators with materials for students to analyse. Photocopying written and visual products, videotaping oral and kinaesthetic products, and audiotaping oral products are ways to collect sample works for students to critique. When students view ways in which working professionals apply insets in charts, logic in debates, sequential steps in experiments, and closing statements in editorials and speeches, they learn new strategies to extent their communication skills. As students critique work samples, the teacher can record student comments to develop lists of standards. A sample critique follows. Product Critique Product Type: Chart with Pie Graph © Copyr ight Glob alL earning Communiti es 163 Georg e Str eet, Launceston, Tasmania 7250 AUST RALIA Phon e: 1800 678 028or0363344929, Fax: 0363317376 Email: glob allearning @vision.ne t.au WebSit e: www.workingfutu res .com. au

Modality: Visual

Source: Tone Magazine, 10/91 Th e materi al cont ain edinthi s pa cketi s copyrightto Glob alL earning Communiti es. Itm aynotb e reprodu ced, stor edor t rans mitt edin anyfo rm,e lectron ic o r oth erwis e, withoutp rior writ tenp erm ission fro m Global Learning Communiti es.

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Special Features: pie charts appears 3-dimensional; one pie section highlighted by use of colour; title is bold-faced and in a shaded box; negative space around boundary; brief introductory statement appears under title; inset depicts important details/concepts; narrative sections offer concise descriptions of the major concepts; narrative sections are boxed and numbered in the order to be read; brief summary capsulises main idea.

Strategy B: Delineate Product Expectations Product descriptors (see pages 12 – 13) are instructional resources that help teachers to : (1) record essential information about various products; (2) communicate to students essential information about various products; and (3) delineate expectations for evaluation. Teacher develop product descriptors creating a working draft of a product that they have familiarity with, extending the working draft by reviewing available samples, and refining the working draft based on student outcomes. Descriptors may be used by teachers during direct instruction, and by students who are developing products (possibly self-selected) “on their own.” Product descriptors may be displayed with product lists and product selection criteria for individual use.

Diorama – kinaesthetic Parts

Attributes

title

prominent, concise, summarises, visible form front

objects

realistic colour/shape/features, proportionate, 3-d, movement, visual direction, secured

text

explains key points, visual direction, limited

container

adequate size, sturdy, one or more openings for viewing, supportive or neutral design, attachments

interior

supportive or neutral in design, detailed bottom surface

credits

discrete, alphabetised, visible from front

negative space

surrounds all text, graphics, and objects

Integral Curriculum for Effective and Relevant Learning

Report - oral Parts

Attributes

introduction

speaker introduced, topic described, impetus for project outline reviewed, expected outcomes discussed

beginning

topic described in general terms, major point outlined/emphasised, audience involvement

body/middle

major points supported with details/statistics/examples, intermittent summarisations, transition statements, link major points, audience involved with content

body language

sustained eye contact with each member of audience, formal posture, natural gestures/expressions, clear/wellpaced voice

use of products

to support major points, intermittent use, limited

summary

major points reviewed, call to action/ask for acceptance of concepts/beliefs/positions

Timeline - visual Parts

Attributes

title

prominent, concise, summarises

line

ruled, may represent topic, arrowed

time increments

uniform size per unit of time, clearly visible, equal intervals, sub-units of time for important events

labels

printed legibly, uniform size, represent key events

illustrations

limited, highlight key events/concepts

background

non-obtrusive, may support main concept

Integral Curriculum for Effective and Relevant Learning

credits

discrete, alphabetised, visible from front

negative space

surrounds text, graphics, and boundary of product

Research Report - written Parts

Attributes

introduction

describes the challenge, explains why the investigation was conducted, explains significance of the study, speculate upon potential uses for the findings

body

short simple sentences, organised by subtopics, frequent subheadings, subtopics linked by transition statements, jargon-free, objective language

discussion conclusion references

summarisation of important, relevant dates brief, supported by evidence, not exaggerated complete bibliographic data, consistent format, APA or district-specific guidelines

Strategy C: Infuse Product Instruction With Core Activities Traditional instructional activities often exclude the product dimension of curriculum. Product instruction can assume a significant role in the curriculum in a time-efficient manner. (See sample lesson plans in Section V and see below.) During the product-oriented segment of the lesson, the teacher may find it helpful to articulate three aspects of instruction (see below, Instructional Activity No. 3), as follows: (a) Instructional Objective — The teacher introduces, reviews, or extends student knowledge of the selected product; (b) Instructional Strategy — The teacher describes, discusses, and/or displays the selected product; (c) The Instructional Resource — The teacher uses product descriptors, copies of exemplary work samples, or reference books that relate to the selected product. (Also see sample lesson plans with units of study.) © Copyr ight Glob alL earning Communiti es 163 Georg e Str eet, Launceston, Tasmania 7250 AUST RALIA Phon e: 1800 678 028or0363344929, Fax: 0363317376 Email: glob allearning @vision.ne t.au WebSit e: www.workingfutu res .com. au

Integral Curriculum for Effective and Relevant Learning

Lesson Plan Structure Dimensions of Curriculum: Content: Process: Product: Research Skill: Learning Objective: In their study of the content students will process and share their ideas using a product. Instructional Activities: The teacher will: 1. direct instruction of Content 2. direct instruction of Process 3. direct instruction of Product 4. explanation/listing of evaluation criteria 5. closure of lesson Materials: Environment: Principle of Differentiation:

GOAL IV: FOSTER EFFECTIVE EVALUATION Effective evaluation strategies will help learners to determine areas of strength and areas that are in need of improvement. Several strategies that support this goal are as follows: ÂŠ Copyr ight Glob alL earning Communiti es 163 Georg e Str eet, Launceston, Tasmania 7250 AUST RALIA Phon e: 1800 678 028or0363344929, Fax: 0363317376 Email: glob allearning @vision.ne t.au WebSit e: www.workingfutu res .com. au

Integral Curriculum for Effective and Relevant Learning

Strategy A: Establish Specific Criteria It is important to consider several types of criteria when critiquing student activities, including: (1) product-related criteria and (2) content-related criteria. Product related criteria reflect communication skills/strategies as indicated by product descriptors (see sample product descriptors, pp. 12 – 13). Content-related criteria involve the information that students are responsible for, most commonly associated with products such as tests and quizzes. Teachers can differentiate the curriculum by providing product options to students. When doing so, equitable evaluation can be addressed by holding the content-related criteria constant for all students, while varying product-related criteria based on the students’ product choices. (See Critiquing Multi-Product Activities, p. 16.)

Strategy B: Apply Guidelines of Effective Evaluation Educators may enhance student outcomes by adhering to several evaluation guidelines. First, it is important to communicate clear and complete standards (see Strategy A, above). Second, evaluation should be based on the standards established prior to the activity. Third, feedback should be delivered after the task is completed. When clear and complete standards are communicated to students prior to an activity, evaluation becomes more meaningful.

Strategy C: Engage Students in Guided Self-Critique When clear production standards are established, students are able to critique their own progress. Teachers can share the responsibility of evaluation with students, to develop their skills of autonomous learning. Through self-critique, students learn to guide their own progress. One way to manage self-critique is through self-rating sheets (see Self-Rating Form, p. 17). Teachers can maintain a supply of blank rating sheets and assist students in establishing content-related and product-related criteria prior to an activity.

Integral Curriculum for Effective and Relevant Learning 148

Critiquing Multi-product Activities Activity Students will review the novel, Huckleberry Finn, to determine the most significant lessons that Huck learned about life. They will share their findings through a (1) mobile, (2) oral report, (3) timeline, or (4) essay.

Content Critique Include fine or more major lessons Rank order them in terms of potential impact on Huckâ&#x20AC;&#x2122;s life. Justify why they were major lessons. Explain who was responsible for each learning.

Product Critique Mobile Kinaesthetic

Report: Oral

title section: most prominent apart of mobile, concise, summarises, subsumes main ideas, may visually represent topic, legible from floor, multiple viewing points, rigid

introduction: speaker introduced, topic described, impetus for project explained, project outline reviewed, expected outcomes discussed

main topic: related to title, parallel structure, represent title completely, multiple viewing points, rigid, spread to three dimensions, legible from floor

beginning: topic described in general terms, major point outlined/emphasised, audience involvement

sub topics: relate to main topics, parallel structure, represent main topics completely, legible form floor, multiple viewing points, rigid cross-supports: rigid, unobtrusive, balanced, allows free rotation

body: major points supported with details/statistics/examples, intermittent summarisations, transition statements link major points, audience involved with content body language: sustained eye contact with each member of audience, formal posture, natural gestures/expressions, clear/well-paced voice

line: unobtrusive, well-secured use of products: to support major points, intermittent use, limited summary: major points reviewed, call to action/ask for acceptance of concepts/beliefs/positions

Timeline: Visual title: prominent, concise, summarises

Essay: Written introduction: explains the challenge/question(s), describes the organisational structure of the essay

line: ruled, may represent topic, arrowed time increments: uniform size per unit of time, clearly visible, equal intervals, sub-units of time for important events labels: printed legibly, uniform size, represent key events illustrations: limited, highlight key events/concepts background: non-obtrusive, may support main concept

paragraphs: narrow subject, precise topic sentence, sentences support topic sentence with details, supporting statements linked via transition statements, concluding statement body: follows organisational structure depicted in introduction, shows command of subject matter through references to supportive data â&#x20AC;&#x201D; including specific names/dates/events/etc., transition statements link paragraphs, creates mental/sensory images, maintains focus, responds to challenge/question(s) in precise terms

credits: discrete, alphabetised, visible from front negative space: surrounds text. Graphics, and boundary of product ÂŠ Copyr ight Glob alL earning Communiti es 163 Georg e Str eet, Launceston, Tasmania 7250 AUST RALIA Phon e: 1800 678 028or0363344929, Fax: 0363317376 Email: glob allearning @vision.ne t.au WebSit e: www.workingfutu res .com. au

conclusion; restates the challenge/questions, summarises major points of essay Th e materi al cont ain edinthi s pa cketi s copyrightto Glob alL earning Communiti es. Itm aynotb e reprodu ced, stor edor t rans mitt edin anyfo rm,e lectron ic o r oth erwis e, withoutp rior writ tenp erm ission fro m Global Learning Communiti es.

Integral Curriculum for Effective and Relevant Learning 149

Self-Rating Form Name: _________________________________ Date: _________________ Subject: ________________________________ Topic: ________________ Product: ________________________________ Criteria

N/A

NSH

GRT

Integral Curriculum for Effective and Relevant Learning 150

GOAL V: SUPPORT CONTINUOUS PROGRESS Students at all grade levels manifest a wide range of readiness levels. Consequently, supporting continuous progress can often be difficult to manage. Several management strategies that support this goal are as follows:

Strategy A: Provide Essential Resources Resource-rich learning environments support complex outcomes. Establishing a resource-rich learning environment involves several consideration, including: (1) providing resources to the degree that the school is able and (2) ensuring that available/existing resources are easily accessible to students. Suggested categories of resources are as follows. Materials Accessible drawing/painting supplies; poster-board, cellophane, overhead transparencies; and supplies for cutting, measuring, and tracing support creative production. Information Sources Product descriptions, “how-to” books, and trade magazines assist students in maintaining continuous progress. Experts In-house and community-based mentors provide students with guidance and expertise. Cataloguing available mentors is one way of maintaining accessibility. Technological Tools Computers, scanners, printers, photocopiers, cameras, video equipment, recorders and the like exist in may school districts. Establishing accessibility to technological tools is a deserving goal.

Strategy B: Foster Non-fragmented Growth A large range of abilities exists in all learning environments, even when special ability-groups exist. It is necessary to have a range of expectations for students so that all students can make gains that are commensurate with their abilities.

Integral Curriculum for Effective and Relevant Learning 151

To respond to this range of abilities teachers can differentiate the product dimension of curriculum by making product descriptors at varying levels available to students (see Oral Presentation I, II, and III, pp. 19 – 20). In doing so, students are able to select a level of proficiency to work toward. A student with great expertise in presenting ideas to others orally will be guided to improve through a more exacting range of expectations, while a student who is less accomplished in this area would be guided toward achieving at levels that are appropriately matched to the student’s readiness level. Another way to foster continuous academic growth is to have students maintain product portfolios. Product portfolios may contain actual products, copies of products, or photographs of products, any of which accompanied by rating sheets (see Self-Rating Form, p. 17). A student profile may prove useful in tracking student progress over time (see Student Profile, p. 20). Product portfolios are especially useful in departmentalised and team-based learning environments, because they enable educators to see a “well-rounded” sampling of academic accomplishments.

Oral Presentation I – oral Parts

Attributes

introduction

speaker introduced, impetus for project explained

beginning

topic described in general terms, major point outlined/emphasised, audience involved

body

major points supported with details/examples

body language

sustained eye contact with each member of audience, formal posture, natural gestures/expressions, clear/wellpaced voice

use of products

to support major points, limited

summary

major points reviewed

Integral Curriculum for Effective and Relevant Learning 152

Oral Presentation II – oral Parts

Attributes

introduction

speaker introduced, topic described, impetus for project explained, project outline reviewed

beginning

topic described in general terms, major point outline/emphasised

body

major points supported with details/statistics/examples, intermittent summarisation, audience involved with content

body language sustained eye contact with each member of audience, formal posture, natural gestures/expressions, clear/wellpaced voice use of products summary

to support major points, limited major points reviewed, call to action/ask for acceptance of concepts/beliefs/positions

Oral Presentation III – oral Parts introduction

Attributes speaker introduced, topic described, impetus for project

Integral Curriculum for Effective and Relevant Learning 153

explained, project outline reviewed, expected outcomes discussed beginning

topic described in general terms, major point outline/emphasised, audience involvement

body

major points supported with details/statistics/examples, intermittent summarisations, transition statements link major points, audience involved with content

body language

sustained eye contact with each member of audience, formal posture, natural gestures/expressions, clear/wellpaced voice

use of products

to support major points, intermittent use, limited

summary

major points reviewed, call action/ask acceptance of concepts/beliefs/positions

Student Profile Date

Course

Product Type

Modality

Rating

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Strategy C: Maintain A Product Scope and Sequence In order to provide continuity of instruction, educators may find it helpful to maintain a scope and sequence of products for middle school learners. In departmentalised environments, a product scope and sequence is most effective when articulated in terms of the disciplines through which students receive instruction (see Product Scope and Sequence, p. 22). When interdisciplinary teams are in place, a grade-by-grade scope and sequence may be in order (see Product Scope and Sequence, p. 23). If a scope and sequence is to drive instruction, it must complement the management structure in place. Another structural factor to consider in designing a product scope and sequence is balance among modalities of expression, kinaesthetic, oral, visual, and written. To strive for balance within each discipline (in a departmentalised environment) might impose incongruous/artificial standards upon teachers and students. It would be advisable, however, to strive for balance in terms of each year of school. In other words, each sixth, seventh, and eighth grade student would receive direct instruction in all four modalities as a result of the total battery of courses/subjects. Another factor to consider when designing a product scope and sequence is the level of complexity regarding each product type (see Oral Presentation I, II, and III, pp. 19 â&#x20AC;&#x201C; 20). Crossreferencing specific levels of product descriptors to various grade levels provide a clearly articulated set of expectations for teachers and students alike. This practice may promote continuity of instruction. Common sense dictates that one should not impose unrealistic expectations upon any learner. Gradually moving students through a range of readiness levels will be much more effective than holding the same standards for all students at one grade level. Each teacher must be prepared to upgrade and downgrade expectations based on individual student needs. In terms of the product dimension of curriculum, this will entail being prepared to articulate various levels of product expectations, perhaps through varying levels of product descriptors. In order to develop a product scope and sequence, one might consider the following steps: ÂŠ Copyr ight Glob alL earning Communiti es 163 Georg e Str eet, Launceston, Tasmania 7250 AUST RALIA Phon e: 1800 678 028or0363344929, Fax: 0363317376 Email: glob allearning @vision.ne t.au WebSit e: www.workingfutu res .com. au

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Determine (and list) the products that are essential for learners in each discipline (departmentalised environment) or grade (interdisciplinary approach). Criteria that might influence decision-making might include (a) traditional expectations in each discipline/grade, (b) high school expectations, and (3) expectations for out-of-school activities. Articulate the product lists from each discipline in terms of specific subjects/courses (departmentalised) or simply grade-by-grade (interdisciplinary). Merge product lists from each discipline (departmentalised environments) and refine one overall list per grade level. Criteria that might influence this activity include (a) balance among modalities and (b) limited repetition. Merge product lists across grade levels and specify the product types to be taught at each grade level and the level of complexity for each product.

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Product Scope and Sequence

grade___

kinaesthetic oral visual written kinaesthetic oral visual written kinaesthetic oral visual written kinaesthetic oral visual written

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Product Scope and Sequence grade___

grade___

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Notes:

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Using the Integral Curriculum Unit Series

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IMPLEMENTING INTEGRATED CURRICULUM FOR MINDFUL LEARNING. This section explains the rationale and process of creating extended curriculum units such as The Gods Must Be Crazy: (Grades 5/6/7 The Y Files (Grades 6/7/8) A Community Cookbook (Grade 1) The House That Beebo Built (Grades 4/5) Fox Song (Grades 2/3) Great Cheddar Cheese Sandwich Caper (Grades 5/6 The Truly True Story of the Three Little Pigs 9Grades 1/2

a Study of Societal Change a Study of Interdependence a Study of Community a Study of Human Rights a Study of Cycles in Life a Study of Systems a Study of Changing Forms and Energy

Little People’s Treasures.

INTRODUCTORY SECTION: PURPOSE FOR THE BOOKLETS The series of booklets developed by Miranda Armstrong and Julie Boyd, is intended to provide frameworks for units of work that will allow teachers to develop and implement learning journeys reflecting interdisciplinary studies and helping shape contributing citizens who are becoming life long learners. The units provide enough prescriptive material to get you started if you have not planned in this way before. Regardless of how prescriptive specific sections to individual units might seem, our © Copyr ight Glob alL earning Communiti es 163 Georg e Str eet, Launceston, Tasmania 7250 AUST RALIA Phon e: 1800 678 028or0363344929, Fax: 0363317376 Email: glob allearning @vision.ne t.au WebSit e: www.workingfutu res .com. au

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expectation is that they are frameworks, and that you will do your own research and structuring to make the activities and journey your own. Creating an interdisciplinary curriculum is a process that demands an understanding of how to link learning journeys at the conceptual level. It is not the content that is the glue holding the learning outcomes together. The glue is the conceptual understandings. And the constant in each unit is the student. This is a particularly important point to grasp if you are developing units for secondary school. Each unit needs an over riding ‘story’, or purpose that the students take with them from class to class. They become the constant in the ’story’. Each subject teacher can produce their own specific sub-units that add conceptual and factual layers to this growing story, and these layers are in turn, linked through shared conceptual understandings. The booklets in this series reflect our overall philosophy regarding the purpose of schooling in general. As educators we have a vital contribution to make to the construction of society and if we are mindful of needing to create a sustainable future, then we need to teach our young how to live sustainably in the present. By producing units of work that are based on principles and processes fundamental to understanding how to construct and maintain society, we contribute positively and powerfully to this process. Susan Kovalik suggests that a compelling reason for public education is to produce students who are literate and competent citizens - literate so they can be informed about relevant issues, and competent personally, socially and economically so they can contribute to society. It is essential that we rationalise our reasons for schooling before we attempt to structure curriculum, because the links we make in any curriculum (particularly integrated curriculum), must be conceptually based and aligned with this purpose for schooling. If citizenship is a preferred outcome of education, then students have to be able to understand about society, learn by interacting within society, and develop the skills and strategies to transform society, effecting essential evolution and change. This process requires elemental skills and is values based. Every society is value laden and therefore citizens will develop attitudes and beliefs essential to that society. Rationalising this into a framework for organising school curricula means we have to identify those skills and concepts essential to the process of developing literate citizens within a given society. In this way Australian and American schooling, for example, will be subtly yet significantly different, as are these societies. Certain features however, are shared. For example, all societies have: • Status and roles. • Social groups. • Institutions. © Copyr ight Glob alL earning Communiti es 163 Georg e Str eet, Launceston, Tasmania 7250 AUST RALIA Phon e: 1800 678 028or0363344929, Fax: 0363317376 Email: glob allearning @vision.ne t.au WebSit e: www.workingfutu res .com. au

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• Socialisation (learning the values, norms etc). An underlying global perspective to citizenship development is attention to human rights. Human rights are those things basic to human dignity and to nurturing a humane society. There are minimum standards which, when met, will build humane attitudes. For example: • Self-esteem. • Empathy. • Justice. • Freedom. • Equality. • Well being. • Respect. • Caring. • Friendship. • Cooperation. • Trustwothiness. • Truthfulness. • Active listening. In conjunction with this, a citizen should be concerned about human rights issues, ie: • Protecting life. • Peace and disarmament. • Development and the environment. • Government and law. • Freedom of speech and belief. • Economic development and well being. • Social and cultural well being • Discrimination by colour, race, gender, minority group status, or disability. The Save the Children Fund in their 'The World's Children' series of books, categorise the following rights essential for children to build a sustainable future: • The right to space - (in which to live and play safely etc). • The right to movement - (around places, of money, safely etc). • The right to resources - (being sustainably utilised ie water, air, minerals, fuel etc). • The right to sustainable environment use. • The right or equal opportunities in work (and play). • The right to a sense of place - (everyone needs to know where they belong). • The right to peace - (and to be trained as peace makers). • The right to a fair-share-world. • The right to friendship.

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If we are to achieve all this as our outcome from schooling, we must at the very least ensure the following: • The skills for personal competence • The skills for social competence • The skills for economic competence • The skills to be socially active and contributing • A knowledge of ecological systems • A knowledge of cultural systems • Value realisation. • Moral attitudes.

TYPES OF LEARNING The booklets incorporate the most powerful learnings from the best researchers and advocate leaders in the field of education as discussed earlier. These include: • Kieran Egan (Storyform) • Susan Kovalik (Integrated Thematic Instruction) • Renate & Geoffrey Caine (Brain-based learning) • Edward Clark (circular matrix based on questioning) • James Bean & Garth Boomer (negotiated curriculum) • Brigde ( problem-based learning) • Lillian Katz • Keith Pigdon • Heide Hayes Jacob. INTEGRATED CURRICULUM An integrated curriculum develops knowledge across broad topics, promoting understandings, skills and values in a holistic way. The integrated curriculum process is child-centred and encourages children to take responsibility by making decisions, solving problems, taking risks and engaging in an inquiry approach to learning. It encourages maximum input by children who can participate in the program development - such as planning the unit, suggesting activities and negotiating evaluation. Integrated curriculum places value on the development and recognition of thinking processes. Skill development and meaningful content are seen as essential elements of effective learning. Integrated curriculum is also compatible with current brain research. If we are looking to improve the school-based learning outcomes of students, we must pay close attention to creating a brain-compatible environment. Susan Kovalik identifies eight brain-compatible elements as important to creating successful learning experiences for students: • Absence of threat. • Meaningful content. • Choices. • Adequate time. © Copyr ight Glob alL earning Communiti es 163 Georg e Str eet, Launceston, Tasmania 7250 AUST RALIA Phon e: 1800 678 028or0363344929, Fax: 0363317376 Email: glob allearning @vision.ne t.au WebSit e: www.workingfutu res .com. au

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• Enriched environment. • Collaboration. • Immediate feedback. • Mastery (application). Agius, Di Marco, Reid and Sheehan in their book ‘Active Answers’ suggest the following way to structure an integrated curriculum. • Choose a topic. • Brainstorm. • Organise ideas into concept areas. • Decide on focus questions. • List contributing questions. • Gather resources and references. • Brainstorm activities. • List desired understandings, attitudes & personal qualities to be fostered. A very large number of conceptual understandings are suggested through this document as important for students to meet and explore. Creating units of work that incorporate all or some of these is a complex task, but it is significant that the document is focussed on conceptual understandings and links. Some of the suggested concepts taken from the National and State Curricula include: (Note: Further information re National Curriculum Links is appended at the end of this manual) • The world comprises observable patterns that can be systematically investigated. • Develop an understanding of the workings of the physical, biological and technical world. • Devise solutions to problems arising from their own needs and experiences in daily life. • Be able to publicly debate and make decisions about scientific issues and policy. • Understand the role of science in shaping our cultural and intellectual heritage. • Through scientific knowledge, processes and attitudes, become contributors to a more productive, ecologically sustainable, prosperous economy. • Understand the evolutionary nature of science as a human endeavour. • There are ethical implications to the impact science makes on people and environments. • We depend on the Earth for materials. • Our way of life depends on landscape, weather and climate. • People from different cultures have different attitudes toward the care and use of places. • The Earth is composed of materials altered by physical forces within and upon its surface. • Earth and life on Earth are part of an immense system called the universe. • Energy is vital to our existence and to the quality of life we have as individuals and as a society. • Force, work and power are all forms of energy transfer, motion changes etc. • The observed change in an object or system is indicated by the form and amount of energy transferred to or from it. © Copyr ight Glob alL earning Communiti es 163 Georg e Str eet, Launceston, Tasmania 7250 AUST RALIA Phon e: 1800 678 028or0363344929, Fax: 0363317376 Email: glob allearning @vision.ne t.au WebSit e: www.workingfutu res .com. au

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• Organisms in a particular environment are interdependent. • Biodiversity enables adaptability. • Society’s economic well being is dependent on chemical industries to provide natural and processed materials to other countries as well as our own. • A countries economic well being is enhanced by increasing their ability to process materials and reducing their dependence on other countries. • Production and use of materials produces waste and modifies environments. • Uses of materials are determined by their properties which can be modified. • Behaviour and properties of materials can be understood by considering their substructure. • Change takes place over time. • There are many kinds of living things, all requiring some form of food and shelter. • Living things have characteristics that distinguish them from non-living things. • Living things have form and structure. • The effect of certain change can be predicted through the observation of similar changes. • Weather is the result of changes in the atmosphere. • Health practices are based on scientific, and at times, indigenous knowledge • Matter exists in three interchangeable states and in many forms. • Energy exists in many forms. • Time is measured by noting changes which occur. • All plants and animals inherit characteristics. • Understand the patterns and processes producing the Australian environments and landscapes. • Understand the origin and operation of Australia’s government, legal and political systems and structures. • Understand the structure and function of Australia’s business and commerce. • Understand the origin and operation of Australia’s economic systems and structures. • Understand the use and management of Australia’s resources • Recognise the changing pattern in Australia’s global trade. • Recognise the significance of aspects of the cultures of Aboriginal and Torres Strait Islander Australians. • Recognise aspects of Australian culture derived from England, Ireland, Scotland and Wales. • Recognise aspects of cultures of Australians of non-English-speaking backgrounds. • Understand the influence of Australian policies and practices on other societies and cultures. • Understand the influence of other societies and cultures on Australian peoples. • Human societies change yet depend on continuity • Consequences of change can be of variable rate, unpredictable, unintended, constructive or destructive. • Some people’s best interests are served by change and other people’s best interests are served by continuity. • People can initiate change but not always control the outcome. © Copyr ight Glob alL earning Communiti es 163 Georg e Str eet, Launceston, Tasmania 7250 AUST RALIA Phon e: 1800 678 028or0363344929, Fax: 0363317376 Email: glob allearning @vision.ne t.au WebSit e: www.workingfutu res .com. au

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• The enduring elements of belief and practice can give stability to a society. • Individuals have various identities linked through home, community and society. • Identity is constructed, expressed & maintained through the use of language, symbols and media and is influenced by family, gender, ethnic background, occupation, race, class, people and groups. • Belief systems help people deal with the uncertain and the unknown. • Relationships between living things are characterised by coexistence and interdependence • Natural systems are linked by cycles through which there is a continuous exchange of energy and matter. • There are features shared by all humans (ie needs etc) • Goods and services are made by combining resources. • Personal values affect behaviour and attitudes toward elements of natural and social systems • All living things are interconnected. • Causality - situations and events are influenced by factors which have preceded them and their study is made meaningful by examining the relation of cause and effect. • Culture is a group’s total way of life evolving from generation to generation in response to living in a particular environment • When two or more people interact, conflict or cooperation may arise • The location of a place is its situation in relation to other places - location influences human activity. • When people use the natural environment both they and the environment are changed. • Technology comprises tools and the knowledge involved in developing, making and using them • People place a quality of desirability or undesirability on ideas, objects and actions and behave accordingly. • The arts are symbol systems that communicate meaning. • Dance is expressive human movement forming an integral part of human life and culture. • Drama is the enactment of real or imagined events through roles and situations. • Media technologies construct representations about real and imagined experiences. • Music is a aural art form which is evolving constantly and which exists in time. • People make art to interpret and respond to experience in visible form. • People have the potential to grow and develop in all their capacities. • The idea of fitness is constructed in a biological and cultural context. • A sense of personal identity is developed through belonging to social and cultural groups • Health is linked to personal behaviour and the social, biological and physical environment. • In technology information is knowledge generated and used in everyday life and can be stored, retrieved and communicated • In technology, materials are natural or synthetic, existing in many forms.

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â&#x20AC;˘ In technology, systems are combinations of elements that work together to achieve specific outcomes. It is recognised also that certain attitudes, beliefs, values and actions are necessary if you are going to make sense of these conceptually based learning outcomes. These values and attitudes must be planned for as part of the total journey, and frequently it requires several journeys before you begin to notice any commitment or action that implies assimilation. Some of the attitudes, values, beliefs and actions that we would like to see developing, include: 1) Open to new ideas. 4) Intellectual honesty. 7) Respecting logical reasoning. 10) Seeking explanations. 13) Scepticism about evidence. 16) Lateral thinking. 19) Regard for consequences. 22) Democratic process 25) Individual freedom 28) Inclusive attitudes 31) Redressing disadvantage 34) Environmental stewardship 37) Anti discrimination 40) Considering consequences 43) Model appropriate responses 46) Sense of humour 49) Common sense

2) Valuing ideas. 3) Objective 5) Responsible 6) Critical mindedness 8) Independent 9) Original 11) Persistence. 12)Respect evidence 14) Creativity. 15) Respect reasoning 17) Commitment 18) Ethical behaviour 20) Participates 21) Concern for environment. 23) Social justice 24) Ecological sustainability 26) Respect for law 27) Respect for difference 29) Dignity for all 30) Equitable participation 32) Fairness 33) Respect truth 35) Gender equity 36) Intrinsic value of nature 38) Motivated 39) Encouraging 41) Sharing 42) Acceptance 44) Integrity 45) Initiative 47) Effort 48) Caring 50) Patience 51) Curiosity

Some of the skills and strategies essential to achieve these goals are listed below. Planning integrated units using the National Frameworks then, requires not only content, but also concepts, values, attitudes, skills and strategies. 1) Ability to reason scientifically. 3) Objectivity. 5) Scientific investigation. 7) Reflection. 9) Analysis. 10) Frame questions. 12) Identify variables 13) Obtain materials/ equipment. 15) Design 17) Collaborate 19) Recognise patterns 21) Draw conclusions 23) Link understandings 25) Identify issues 27) Refine questions 29) Discuss 31) Make predictions 33) Analyse risk 35) Observation 36) Research techniques 38) Evaluate self 39) Question

2) Apply scientific knowledge and understanding 4) Communicate scientific understanding 6) Evaluate scientific knowledge & understanding 8) Clarify, evaluate & reconsider understandings of the physical & biological world. 11) Clarifying purposes 13) Prepare plans 14) Sequence work 16) Cooperate 18) Negotiate 20) Classify 22) Synthesise 24) Construct explanations. 26) Challenge own beliefs 28) Review and evaluate 30) Develop options 32) Use a variety of methods to communicate 34) Evaluate social and environmental impact 36) Experimentation 37) Implementing plans 38) Communicate knowledge & understanding 40) Classify, select, compare, categorise.

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41) Record information 43) Use symbols 45) Seek explanations 47) Distinguish relevant info. 49) Listen and respond. 51) Make generalisations 53) Predict outcomes 55) Speculate about future.

42) Draw conclusions based on evidence. 44) Discriminate between things 46) Group things by observable attributes 48) Uses maths to organise observations. 50) Test assumptions 51) Gather & organise data 54) Brainstorm 56) Ability to debate an issue.

HOW & WHY MANUAL FOR IMPLEMENTING INTEGRATED CURRICULUM UNITS PAGE 18 57) Conduct fieldwork 59) Estimate & approximate 61) Critical thinking 63) Reporting 65) Estimating 67) Locate information 69) Sequencing 71) Skimming/ scanning 73) Consider alternatives 75) Predict outcomes 77) Modelling 79) Eliminating 81) Discussing

58) Interviewing skills 60) Generalising 62) Inferring 64) Interpreting 66) Follow instructions 68) Extract information 70) Detailing/ verifying 72) Summarising 74) Draw conclusions 76) Mapping 78) Role playing 80) Hypothesising

UNIT OVERVIEW In this section we present background information that will clarify our perspectives or reasons for presenting the unit the way we have. There are some regular features to this section. SETTING THE SCENE Every booklet includes a section where the authors state their philosophy and own conceptual understandings and reasons for writing the unit. This section is written as a conversation between author and reader and is seen as important, because unless the reader understands the motive behind the creation of the unit, they will not fully grasp the potential or the shaping of each part of the learning journey. CONCEPTUAL LINKS Every booklet reflects one or two overriding principles, processes or concepts. For example: • ‘Y - Files’ - yr 7/8 - looks at the principle of Interdependence. • ‘The Gods Must be Crazy’ - yr 6 - looks at the process of Societal Change. • ‘Great Cheddar Cheese Sandwich Caper - yr 5 - looks at processes and principles in Systems • ‘The House that Beebo Built - yr 4 - Looks at process of human rights within communities and the principle of interconnection. © Copyr ight Glob alL earning Communiti es 163 Georg e Str eet, Launceston, Tasmania 7250 AUST RALIA Phon e: 1800 678 028or0363344929, Fax: 0363317376 Email: glob allearning @vision.ne t.au WebSit e: www.workingfutu res .com. au

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• ‘Fox Song’ - yr 3 - Looks at the process of cycles in life. • ‘The Truly True Story of The Three Little Pigs - yr 2 - Looks at the process of changing of forms & the principle of energy flow. • ‘Great Aussie Cook Book’ yr 1 - Looks at processes within communities. Inexorably connected to this overriding purpose is a web of related conceptual links. In each unit we list a fairly daunting list of conceptual links, some demanding extremely higher order thinking and understandings from children. The list is not intended as ideas that must be turned into content or lessons. Rather, the concepts will, by the very nature of the overriding purpose of the unit, be present. What we ask of educators using the units is this: 1) as you plan and implement your learning journey, consistently reflect on the presence of these concepts and see how they can be made clear and understandable to children. a) recognising the need to consciously plan for the inclusion of conceptual understandings may well change the learning outcomes intended for the students b) focus on planning for conceptual understanding ( ie rather than content mastery) will certainly change your adult perception of the child’s journey, and therefore alter your own learning outcomes from the experience. 2) as you facilitate the learning process, make the concepts clear to the students in ways meaningful to them. Although much excellent learning is serendipitous, vicarious or ‘by osmosis’, the fact remains that children have a far greater chance of taking on board the ‘bog picture’, if they learn to recognise and understand the fundamental building blocks. a) if we think of the facts and information we provide as the bricks, then the conceptual links are the mortar that hold the bricks together and permit students to construct buildings (or meaning) b) understanding the concepts allows the learning to endure.

STRUCTURE OF THE UNIT THE STORY In each unit we choose to summarise the journey as a story. This is because we recognise that stories are an integral part of oral cultures like ours. They orient our affective responses to events in ways which ensure that the main cultural messages are retained in living memories. There are two things children of all ages relate to readily - narratives, and play. By consciously conceptualising the learning journey as a story that will have characters, a setting and a plot, we provide a meaningful context for students. Content becomes accessible. Students will align

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themselves with a story. They will associate with characters and commit themselves to feelings. In so doing, they will remember what they learn. So, each unit in some way uses a narrative, to both make sense of the journey for both the students and the teacher. One of the elements of story that provides this security is the regular structure of narratives. All stories have a beginning, a middle and an ending. And each section serves roughly the same purpose in every story you encounter. • The beginning excites and introduces the characters and sets the scene. It sets up an expectation of things to come. • The middle presents some challenge, conflict or plot that must be solved and how the characters proceed about this task becomes the focus of the story. • The ending resolves whatever tensions have been met, either mediating a compromise or finding an outright solution. If teachers choose to, they can use the structure of the story to structure their whole unit. This is not essential but it can be highly successful. CHOOSING YOUR JOURNEY From each of the unit stories, teachers can extrapolate their own personal journey. Each unit will provide possibilities for more than one journey. However, we will only ‘flesh-out’ one journey in each unit, as an example of what could be done. We recognise that this means we are not every going to be totally prescriptive in what we present to you. And this may prove frustrating. However, we believe very firmly that every teacher must ‘own their own journey’ if they are going to put passion into it and inspire their learners. And the only way to ‘own’ the unit, is to shape your own story - your own journey. An example of this process can be shown in the unit ‘The Gods Must Be Crazy’. The following schematic appears in the booklet representing possible pathways that could be followed. The unit is designed to show the process of societal change. So the ‘gifts’ in this unit are very important, because they represent the things that could enter a culture or a community that could transform the people and bring about societal transformation. Regardless of whether this change is good or bad, sudden or slow, the teacher must always focus on the process that takes place with change. If I was the teacher looking at this chart for the first time, I could brainstorm the following possible journeys: THE GIFT - Paper GEOGRAPHY - Egypt CLIMATIC REGION - River delta COMMUNITIES - Ancient Egyptians ECOLOGICAL SYSTEM - River system TYPES OF CHANGE - Progressive THE GIFT - Stump-jump plough GEOGRAPHY - Australia CLIMATIC REGION - Temperate rainforest © Copyr ight Glob alL earning Communiti es 163 Georg e Str eet, Launceston, Tasmania 7250 AUST RALIA Phon e: 1800 678 028or0363344929, Fax: 0363317376 Email: glob allearning @vision.ne t.au WebSit e: www.workingfutu res .com. au

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COMMUNITIES - Pioneer farmers ECOLOGICAL SYSTEM - Mallee scrub TYPES OF CHANGE - Progressive THE GIFT - Babbidge machine (first computer) GEOGRAPHY - England CLIMATIC REGION - Deciduous forest COMMUNITIES - Industrial revolution in Britain ECOLOGICAL SYSTEM - Urban TYPES OF CHANGE - Rapid progressive

CONTENT & CITIZEN LINKS Each unit presents a story that leads students toward a better conceptual understanding of the process or phenomenon or issue being investigated. The ‘story’ will provide information in the form of content as well as a broader awareness of a ‘big picture’, that will be concept related. This marriage of content and concept is, in our opinion, vital to every learning experience. Coupled with this is the expectation that students will, as a learning outcome, learn something about the tapestry of skills and strategies that equip them to become contributing citizens. All learning is about life and much of life is about stewardship and citizenship. Each unit then must provide the content that will make underlying concepts, processes and principles clear to the student and afford them the opportunity to practice the skills and strategies essential to citizenship. We have chosen to present this ‘marriage’ as two separate diagrams. They could equally well have been super imposed, but on paper that seemed cluttered. We would encourage you to create your own ways of interweaving all these layers to texture your mosaic of learning experiences. FOCUS QUESTIONS: In this section we model three things: 1) specific questions relevant to each particular unit 2) broad concept-based questions that are generic in that they could be applied to many units exploring mindful learning and contributing citizenship 3) the willingness to think big and challenge students of all ages to engage in higher level thinking, seeing, doing etc. It is not expected that you will sit down and laboriously ask each question. 1) some questions might be inferred through exploring a variety of related parts to the journey 2) other questions will not need to be asked directly because the answers will come in other ways 3) still other questions might be posed rhetorically simply to stimulate thinking. The questions are to be seen as a tool to help you shape and personalise the focus for your unit. © Copyr ight Glob alL earning Communiti es 163 Georg e Str eet, Launceston, Tasmania 7250 AUST RALIA Phon e: 1800 678 028or0363344929, Fax: 0363317376 Email: glob allearning @vision.ne t.au WebSit e: www.workingfutu res .com. au

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ESSENTIAL & OPTIONAL LEARNING If you are like us, everytime an idea presents itself for a unit it is like a bacteria ! - the main molecular structure expands rapidly and exponentially until before you know it, you have a massive, pulsing growth. And like bacteria, this process could be good or bad - the difference between streptococcus (inducing disease ie confusion or overload), and penicillin (inducing cure ie enlightenment) ! Noone could, or should hope to do all the things that present themselves for any one unit. A fertile mind, practiced in brainstorming, is guaranteed to produce far too many good ideas for any unit. For this reason, each teacher must have a way of focussing their learning journeys. And this process of focussing (or pruning or tapering) must have a purpose. It must allow you to end up with a unit that paints a connected picture or story in the mind of the student. One example of a focussing process is the use of Kieran Egan’s Binary Opposites to limit content and clarify the conceptual links. Egan observes that much of the world perceived by children is made sense of in terms of binary opposites (ie hot/cold, love/hate etc) which the child will eventually mediate to create new categories (ie warm and affection etc). The use of binary opposites is a sense-making technique for children. Used as a planning tool by teachers, binary opposites help limit content and sharpen focus. For example, is a unit is built around the binary opposites survival and destruction, the teacher would omit any content not directly related to the process of surviving or destroying and the mediating categories that evolve. There are other ways of honing the focussing process at the planning stage of the unit. The important point is that your vetting be driven by a search for conceptual links. In our units, we use a variety of techniques to shape our conceptual journeys. Sometimes we make these clear to you (ie binary opposites), and sometimes we don’t. But in all the units, we identify those activities that we consider essential to our story (and therefore to building a conceptual picture), and those activities that we consider optional which will extend or embellish the story, but not alter the already established conceptual understanding. Essential Learning activities in each section should be experienced before Optional Learning activities. STRUCTURING YOUR LEARNING ENVIRONMENT Much of our philosophy regarding the learning environment is based on or supported by principles and theories relating to cooperative learning practices. For further information see ‘Active Learning and Co-operation: A Manual by Julie Boyd.

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IMPLEMENTING THE UNIT This section deals with the ‘nuts and bolts’ of your unit. The steps you have taken in sections 1 & 2 will have focussed your journey, led you to choose a learning style and helped you decide on how to structure your learning environment for each unit. In this section, your unit will take its final shape, and it must reflect the following: 1) specific attention to instructing and practicing cooperative skills and strategies essential for students to complete the unit, and 2) a story that summarises the purpose, the limits and the extent of the learning journey you are planning. Whether you implement your unit in storyform (ie with students becoming characters, the classroom the setting, the content the plot etc) or not, you need at the planning stage, to represent your unit as a narrative. This is both a consolidating and clarifying step, because, as an oral species, it allows us to clearly visualise links and connections. Creating the narrative reduces the possibility of fragmentation. It is an holistic exercise. It also, quite painlessly, presents concepts for consideration that in the absence of the narrative context, you might otherwise have failed to see. It is a very interesting process, and is included in these units as an essential step. Your story can then be dissected into steps or stages, each one reflecting different content or foci that will translate into specific activities, research assignments, instructional sessions etc. Each stage to the story helps layer our knowledge, build belief and deepen our understanding. Throughout the process, the link which binds all together and holds it snug and tight, is the story. Clearly it is no good if in all this process you have inspired and extended the teacher, without captivating the student. An essential part to any beginning of units is captivating student interest.

PLANNING AND REVIEW HOW TO PLAN A UNIT It never seems to fail, particularly if you brainstorm your units with others, that the ideas are the easy part. Once you are on a roll, there is no shortage of possibilities. But converting those ideas into logical, sequential, exciting, stimulating, informative, authentic learning journeys is frequently challenging, tiresome and confusing. for this reason, it is helpful to pay close attention to the following hints. 1) Timetable: Integrated units built around stories depend on immersion ‘theme study’ time during the course of every day. • this may mean negotiating specialist time. • it may mean professional development days for the whole staff to understand the purpose of structuring the timetable in this way. © Copyr ight Glob alL earning Communiti es 163 Georg e Str eet, Launceston, Tasmania 7250 AUST RALIA Phon e: 1800 678 028or0363344929, Fax: 0363317376 Email: glob allearning @vision.ne t.au WebSit e: www.workingfutu res .com. au

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2) Cooperative learning: - Time must be taken prior to the unit to instruct and practice the skills and strategies necessary to conduct the unit. 3) Conceptual understandings: - Since these drive the unit and are your reason for creating the learning journey in the first place, it is essential to construct a web of concepts/principles you intend covering throughout the year. • Arrange these in a logical order • List next to each concept some story and content ideas. • List the associated required learning outcomes from the National Curriculum Profiles 4) The skills and strategies seen as essential to developing contributing citizens must be present in each unit. This will require active instruction, practice and review of each skills or strategy targeted in individual units. 5) Any story you generate can be dissected into learning steps and stages. Similarly, steps and stages can be constructed into as story. The narrative construction is an essential step in making meaning for students. 6) Once you have selected your conceptual understandings and constructed your story and identified your skills and strategies, you can marry your unit with the National Frameworks learning outcomes. • there will be times when your unit generates from the framework • there will be times when you marry your own unit with the frameworks 7) Assessment must be authentic and must reflect mastery of the conceptual understandings integral to the unit. ASSESSMENT: Much of our current assessment (grading) ignores how learning takes place. The Bell curve, so frequently used as an evaluation tool in standardised testing, expects 90% of students NOT to have reached mastery of the given skill, concept or informational learning. Performance based assessment - authentic assessment - is a more reliable and accurate way of plotting student growth. In education, that growth is measured against how closely a student has attained mastery of any given concept or skill. Utilising Susan Kovalik's model, there are 3 essential criteria for determining mastery. • Completion of the task • Correct representation of the required information; and • Comprehensive approaches to exploring the topic.

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In order to know how best to assess, we must first be clear about what we want as learning outcomes for students. In the schooling of literate and contributing citizens, we can say a minimum of learning outcomes would include: • The ability to solve real problems using skills and concepts • The ability to show, explain or teach the idea or skill to another person who has a real need to know • The ability to use the language of the subject in complex situations and in social interactions • The ability to perform appropriately in unanticipated situations. Suitable methods of tracking and recording student growth toward mastery are in existence. Use of these methods, and validation as authentic by administrators, is critical to the endorsement of Integrated Curriculum as a vital process to aid learning. Any method of tracking student growth should show the skills, understandings, strategies and attitudes for each developmental phase in key learning areas. They should enhance the process of students and teachers working together to set and monitor goals. Since use of common language for charting and communicating detailed and accurate information regarding student growth is essential, it is helpful for schools to develop or adopt a preferred method, and to take time to educate parents in the rationale behind the process. Some ways of assessing student growth expected to be seen in conjunction with integrated curriculum include: • Student profile sheets • Developmental continuum sheets • Checklists • Observation records (specific) • Anecdotal records (incidental) • Journals • Annotated notes • Running records (part of daily practice) • Cumulative record (handed on from year to year) • Diagnostic surveys • Self evaluation • Portfolio assessment • Student letters/diaries/journals • Student videos/audio cassettes • Student drama/art/music • Student class books • Student wall stories • Student mind mass • Student learning logs

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The critical aspect of assessment within an Integrated curriculum is mastery. Mastery is when the learner understands the skill or concept, knows how to apply it in the real world and generalises its application and has incorporated it into a mental program. Some student characteristics that indicate mastery of learning include: a) If a child can teach something to another child, they demonstrate mastery of the subject matter b) If students can produce a video/play/musical etc reflecting key concepts of a study/topic/story, they demonstrate synthesis of information and mastery of concepts. c) If students can produce an Internet Web page or bulletin board page related to a particular pursuit or topic B they show mastery of analysis of data and synthesis of information. d) If students can plan and produce a major mural or piece of art depicting a particular topic or issue, they demonstrate mastery of the topic. e) If students can design, build, trial and use a game reflecting concepts integral to a particular topic, they demonstrate mastery of the topic. f) other..... In our units we regularly describe the Performance of Most Worth as an authentic means of assessment. It is by no means to be seen as the exclusive assessment tool. A Performance is intended to allow students to demonstrate synthesis of concepts, analysis of data, cooperative practices, a solid knowledge base, organisational skills and the ability to address information clearly and concisely to a known audience. A performance of most worth could be: 1) a radio or TV documentary based on all the conceptual understandings for the unit. 2) A newspaper editorial 3) a wall mural 4) a cartoon or comic strip 5) a musical play 6) an ‘in-depth’ interview For any performance of most worth, each group or individual should be expected to produce: • a story board itemising each stage of the documentary (interview, editorial etc) • projected aims, goals, dates etc • a script for speaking or writing on the mural • costuming and staging where appropriate • reseration sheet itemising date of request for all technical equipment and personnel assistance, recording rooms etc • other...... Teachers will be able to evaluate both individual and group mastery of concepts through the production of the performance of most worth. It will be essential for each teacher to devise their own method of observing and recording individual and group achievements.

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PROGRAMS INTEGRATED THROUGH THE UNITS PRIMARY INVESTIGATIONS The goal of ‘Primary Investigations’ is to sustain children’s’ natural curiosity by encouraging them to explore their surroundings and improve their explanations of the world. Unless this is done in ways meaningful to the child and appropriate to their stage of learning, the experience will not be retained or generalised. For further information regarding Primary Investigations see appendix at the end of this manual. Cooperative learning is a central feature to the lesson structure and unit plans. Unless appropriate attention is given to instructing and practising cooperative skills, the lessons will not achieve their intended end in terms of expected learning outcomes for students. (This would be a practitioner fault rather than a material deficit)

EDUCATION FOR THE EARTH Environmental concern and awareness is growing as we come to better understand the inseparable inter-dependent relationship humankind shares with Nature. Humans are not above or outside Nature - they are inexorably part of it. We presently live in a times where we recognise that great damage has been done to our environment, largely by humans and lifestyle patterns that have ignored our partnership with Nature and the need for balance and sustainable coexistence. Fixing our mistakes has become a passion. Many schools and community environmental action projects focus on patching up damage and reconstructing denuded or violated environments. But if this ‘fixing’ process is to become more than a temporary band aide, we have to educate people to understand the true source of the trouble and the ‘reality’ of living as partners with Nature. This is the challenge for education. Many of the root causes of environmental problems are located in the nature of our current social, economic and political systems and in the world views, institutions and lifestyle choices that suppose them. • This means that solving environmental problems and learning to live as part of the environment requires a wider response than training skilled environmental managers or training teachers in ecology.

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• We must seek to change personal values and social structures such that they support ecologically sustainable and socially just ways of living. Educating for the environmental must develop in students the understandings, values and action skills necessary for people to work together to improve the quality and sustainability of their natural and social environments. Through this series of booklets, we have responded to this challenge by looking to develop an ecological ethic or an ecologically oriented value system as outcomes from our learning journeys. We have looked at ways this can happen across the whole curriculum. Changing attitudes and values will not happen in isolation through single one-off studies in Environmental or Earth Education. Nor will they result from isolated Outdoor Education experiences. To be transformative, everything we do across the curriculum must be geared toward establishing an ecologically oriented value system, and this will occur only if the fundamental principles essential to ecological sustainability are integral to all that we learn. These principles and processes must be the conceptual links for interdisciplinary learning. It is this approach that makes these units unique. In order for this process to succeed, we have to be mindful of how existing beliefs, attitudes and understandings and work from what people know, toward what we know people need to learn if we are to reshape society. Presently, many people view Nature as subservient to human needs and economic growth. They would also equate ‘the environment’ to Nature alone. But the environment is more than Nature and natural systems - it includes us and our social systems and the various landscapes we have created. We must create an understanding then, of Nature, human needs and economic growth being interdependent. We must develop sustainable behaviour patterns among the majority of the World’s people. This can only be done if we are educating for the environment - rather than solely through or about the environment. • If we educate about the environment, we provide students with a variety of information that will instruct them on environment issues and facts. This may be of great interest but requires no intellectual commitment to an opinion about the issue, no personal action and no social involvement. The likelihood of any principles or concepts learned being generalised or acted upon is slim. • Similarly, education through the environment involves getting out and experiencing Nature. However, frequently any conceptual links or associations to the ‘Big Picture’ fail to be made, so the experiences stand alone as simply something nice or interesting to have done in Nature.

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• Education for the environment stands in contrast with education about and through the environment. Education for the environment seeks to engage students in active resolution of environmental questions, issues and problems. To do this, you must obviously have acquired a wide range of knowledge, skills, values, participation etc., upon which you can build an action plan. We could summarise this by saying that learning how to care for our environment involves understanding concepts about the environment, developing sensitivity through the environment, and fostering values that commit us to acting for the environment. Education for the environment is about revealing how the world works and how it might be changed. It is about critically examining the economic and political processes shaping the social use of Nature within different but related societies and helping pupils recognise the struggles of those working for an improved environment Education for the environment is aimed at producing citizens knowledgeable about the Australian (and global) environment and its associated problems, skilled in researching issues, aware of how to help resolve them, and motivated towards a better environment for all. Objectives of education for the environment include: a) the development of moral and political awareness b) development of the knowledge, commitment and skills to analyse issues and participate in an informed and democratic way in environmental decision making and problem solving. Education for the environment generally begins with the study of environmental issue and problems on a local scale. This would later extend to a national and global scale. We would aim to achieve: • awareness of the environment: • knowledge of the environment: • attitudes toward and for the environment: • skills to act in and with and for the environment: • participation in the care of sustaining of the environment: Sustainability relates to the conditions necessary for a healthy population on a healthy planet. Students need then, to conceptually understand about: • people and Nature a) interdependence b) biodiversity c) living lightly on earth d) inter species equity • people and people a) basic human needs b) inter-generational equity © Copyr ight Glob alL earning Communiti es 163 Georg e Str eet, Launceston, Tasmania 7250 AUST RALIA Phon e: 1800 678 028or0363344929, Fax: 0363317376 Email: glob allearning @vision.ne t.au WebSit e: www.workingfutu res .com. au

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c) human rights d) participation Education for the Earth requires passion. If we are not passionate about our earth, then the love affair will not blossom and our future, (humanity’s) - our very existence depends - on the success of this relationship. Unless this relationship is held together by conceptual understandings, it will falter as a shallow, fragmented affair. There are many fine theorists and activists in the field whose work we both respect and utilise. One of the more flamboyant advocates for Earth Education is Steve Van Matre, and despite his unforgivingly rigid attitude about what is and what is not Earth Education, his works deserves close scrutiny. Van Matre describes Environmental Education (EE) as understanding the big picture of ecological concepts; looking at the problems existing on our Earth and analysing the causal factors, making recommendations and action plans to change lifestyles and practices, and so heal the Earth. To do this we need broad-based understandings and appreciations of problems, and we need to examine our own environmental habits to see how we are contributing to the problem. Where many Environmental Educationalists differ from Van Matre today, is in their willingness to seek ways of marrying the EE agenda in multi-disciplinary and sociological contexts, without compromising the purist pursuit of ecological understanding. For example, Van Matre says picking up litter has very little to do with EE. Picking up litter is a community service. To be considered EE we need to understand the lifestyles that create this litter and know how to effect change. Extrapolating from this, children would thus need to know: • the main source of litter in their community, school etc (ie junk food wrappers, newspapers etc) • who buys these products? • do the products have to be marketed in a way that produces potential litter? • are their alternative ways of packaging, distributing, selling, disposing of products etc? • whose responsibility is it for clean environment practices? • how can children make a difference? To gain these broad-based understandings, children need to develop many skills and strategies. These would include: • research skills • the ability to interpret technical and promotional information • an understanding of media and marketing practices and ploys • an understanding of governments • the ability to formulate and defend arguments • the ability to write letters • the knowledge of economics and how this affects politics • the ability to plan strategies to change one’s own lifestyle © Copyr ight Glob alL earning Communiti es 163 Georg e Str eet, Launceston, Tasmania 7250 AUST RALIA Phon e: 1800 678 028or0363344929, Fax: 0363317376 Email: glob allearning @vision.ne t.au WebSit e: www.workingfutu res .com. au

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• the belief that our actions make a difference • the ability to listen to others • others........... Van Matre would take children into the environment to see the damage and then confront them with the need for lifestyle changes. However, there is more than one legitimate way to address the same goal. These skills and strategies can be learnt and practised in any context. They should, and can be central to all learning. In this way, all learning become linked to environmental practices. Understanding Nature is part of this process. But its not the whole process. Van Matre perceives the big ecological picture as the essential key to EE. Ecological understandings are founded on predictable, definable principles. Van Matre believes these understandings must always be acquired in Nature. Other theorists and practitioners however, would differ. By using these principles as a foundation, it is argued that we can conceptualise, construct and reconstruct society, or our lifestyles, or our attitudes and beliefs. Ecological principles, the foundation of all EE, can become the foundation of all living and learning. It is this thesis that is explored by Fritjof Capra, Ed Clark et al in their work developing an Ecoliteracy Model. By learning to think ecologically (integrative thinking), we can build a theory of living systems based on the principles of ecology. Understanding how these principles work together as selfsustaining ecosystems leads to the creation of prototypes for organising more effective cultural systems. Thinking ecologically means: • thinking in terms of wholes rather than parts • thinking in terms of relationships rather than objects • thinking in terms of process rather than structure • thinking in terms of networking rather than hierarchy • thinking in terms of quality rather than quantity • thinking in terms of sufficiency rather than scarcity • thinking in terms of sustainability rather than powerlessness • thinking in terms of empowerment rather than powerlessness. The organisational principles upon which this thinking is based include: • Interdependence • Sustainability • Diversity • Partnership • Coevolution • Fluctuating cycles • Energy flow Capra, Clark et al translate this thinking into a theoretical model for shaping a sustainable culture. The connections they suggest are simplistically summarised as follows: © Copyr ight Glob alL earning Communiti es 163 Georg e Str eet, Launceston, Tasmania 7250 AUST RALIA Phon e: 1800 678 028or0363344929, Fax: 0363317376 Email: glob allearning @vision.ne t.au WebSit e: www.workingfutu res .com. au

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• Ecological systems are governed by ‘macro-constraints’ ie soil, vegetation, climate etc. Translated into cultural terms, political systems establish the macro-constraints ie resource use and distribution. • Ecological system change is from the bottom up. Culturally, this implies strengthening grass roots action, participatory democracy etc. • In ecological systems community is the fundamental unit. In cultural terms this means a shift in emphasis from ‘individual rights’ to creating a dynamic balance between the good of individuals and the good of the community. • In ecological systems communities are self sustaining. In cultural terms this means communities must assume more responsibility for creating and utilising resources ie food, shelter, clothing etc. • In ecological systems stability depends on diversity and variety of species. In cultural terms, communities must utilise the breadth of diverse talents and human resources available. • In ecological systems communities recycle and equitably disburse resources. Translated in cultural terms this means the economic principle of supply and demand must be linked with the principle of equitable distribution • In ecological systems growth is a process of dynamic homeostasis benefiting everyone in the system. Translated culturally this means communities will determine the shared restraints that will affect individuals and competitive enterprises such that the community as a whole benefits. • Ecological systems function cyclically providing rest and growth cycles on a fluctuating basis. Translated culturally this means economic, political and social systems must be designed to allow for stages of rest and growth. • Ecological systems are powered by external sources of energy. The health of cultural systems is dependent upon accessibility to information. • Every ecological system coevolves through a dynamic interaction with the larger systems of which it is part. In cultural terms this grass-roots process means that local and regional communities will coevolve together to create new and dynamic social, economic and political systems for regional, national and global cooperation. Finding a comfortable and authentic marriage of a variety of perspectives in ways that allow for the development of significant interdisciplinary units is our challenge as educators, and this is a crucial purpose for the production of this series of curriculum booklets. What Van Matre does so well is confront our young to develop an attachment to Nature and to recognise their place in the ecology of the planet. The Ecoliteracy model provides the cultural link (amongst other things), without which the feelings would have no body. The single most profound difference between the two theories is that Van Matre offers programs to immerse children in Nature, whereas Ecoliteracy offers a way of thinking and conceptualising life (as part of Nature), which leads to actions and feelings and belief building. Van Matre, as with many environmental educationists, conceptualises Earth Education as taking place at a centre, or at a specific time, under the guidance of specially trained instructors.

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An Eco Learning approach argues that the underlying concepts crucial for Environmental Education should be central to all curriculum. Earth Education experiences are an essential part to this process, but the principles of ecology, as the vehicle for all environmental education, should also be central to every other aspect of learning. An Eco-Learning focus would suggest the following characteristics when developing an Environmental Education. • The program should look at life on Earth and human relationships with Nature. • The program should reflect the fundamentals of ecoliteracy (ecological principles) • The program should study society, looking at how politics and economics effect lifestyles and how cultural and personal attitudes and beliefs are constructed. Each aspect of such a program demands certain understandings which will dictate content as well as skills. The teaching method we use should compliment the way we know children of each age group learn. The whole process should lead toward the shaping or changing or reinforcing of values that ensure the existence of a sustainable planet inhabited by sustainable cultures. You will find that understandings, skills and values for each of the three aspects of the program overlap. They are interconnected and interdependent. For this reason, none of these aspects should be focussed on in isolation. In every topic, unit, theme, study etc you develop, all three aspects of environmental education should be represented. What this can mean for schools, at the curriculum level, is as follows: 1) There must be a solid, sequential Earth Education program that fosters a relationship between the students and Nature, built on broad-based under-standings of environmental systems and processes. 2) The Earth Education program must have both a life of its own, as well as being integrated solidly through the entire learning process - (linked to the National Curriculum Framework or state equivalent). 3) All curriculum material developed must provide for the instruction, development, practice, understanding etc of some skills and strategies essential to understanding the ecological principles underpinning society. 4) The outcome of schooling is to produce contributing Earth (Global) Citizens who have a solid understanding of how society functions and is constructed, who are a part of their environment, who are life-long learners, and who know how to fulfil their responsibilities as citizens of a sustainable society.

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Each Eco Learning program, developed on this theoretical basis, will reflect the following characteristics: 1) ENGAGE: - start with something big that will captivate interest. 2) ENCODE: - learning experiences must enhance children’s memory of what they have done. Narrative (or storyform) assist because stories are the fabric of people’s lives. (Understandings) 3) ENTHRALL: - maintain interest by getting children fully involved by immersing them in their setting, their character or their challenge or task. (Feelings) • take on a character or role • become explorers or investigators • ‘seek to go where no man has gone before’ 4) ENQUIRE: - the vehicles that drive the learning are the categories under which activities are organised • vehicles have specific sets of criteria designed to achieve particular educational goals, ie: a) build concepts b) instil feelings c) enhance reflection d) change lifestyle e) build values f) other......... • activities are the things you do to achieve the vehicle 5) ENGINEER: - (lifestyle) - lifestyle changes are essential if the future of our planet is to be protected. Lifestyle changes must be consciously engineered, grounded in attitude change and leading to shifts in beliefs and values. All curriculum material must in some way challenge lifestyle action. 6) EVALUATE: - (action) - programs, personal involvement, process, methodology must all be evaluated. VAN MATRE’S ACCLIMATIZATION PROGRAMS Van Matre began by offering Acclimatisation programs to immerse and ‘acclimatise children to their earth. The programs were organised around the natural communities of life that surround us. Van Matre was adamant that leaders begin ‘where the students are’ and that they use methods that complimented the way children learn. There were four main components to the programs: • Senses - sharpening senses. • Concepts - no good being in touch with life without understanding it. We need to understand the parts of life (water, soil etc) as well as the processes. • Mechanics - how people learn • Solitude - nonverbal skills (watching, waiting, stillness etc). Although the Acclimatisation Program grew into other things, namely an Earth Education Program, its essence remained. In any EE program, students need to be acclimatised. Van Matre © Copyr ight Glob alL earning Communiti es 163 Georg e Str eet, Launceston, Tasmania 7250 AUST RALIA Phon e: 1800 678 028or0363344929, Fax: 0363317376 Email: glob allearning @vision.ne t.au WebSit e: www.workingfutu res .com. au

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went on to develop the Earth Education program as a process for helping people live more harmoniously and joyously with the natural world. Van Matre constructs his program based on the following framework.

THE WHYS

PRESERVING NURTURING

TRAINING

1) Earth, as we know it, is endangered by its human passengers. We need to preserve Earth. 2) People with broader understandings and deeper feelings for the Planet are wiser, healthier and happier. Attitudes for the Earth must be nurtured. 3) Earth advocates are needed to champion the existence of Earth’s nonhuman passengers. We must train to be good Earth models. THE WHATS

UNDERSTANDING (head)

FEELING(heart)

PROCESSING (hands)

1) Every individual must develop a basic comprehension of major ecological systems and communities of the planet. a) to understand life on Earth, you have to understand the flow of light energy bathing the planet each day. b) variations in the quality and quantity of energy and materials available gives rise to various communities of life whose inhabitants are continually interrelating with one another 2) Four key understandings explain the basic functions of life on this planet: a) flow of energy (photosynthesis etc) b) cycling of matter (basic building materials of life are hydrogen, carbon, oxygen, nitrogen, phosphorous, sulphur) • soil cycle • water cycle • air cycle • recycling c) interrelating of life • diversity of life on earth - each living thing being the result of a unique combination of sunlight, air, water and soil. • the place life forms live is a habitat • each individual has a niche within the habitat

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3) 4)

6) 7) 8) 9)

• the living things interact in their communities in a balance between competition and cooperation. d) changing of forms (adaptation, succession, geologic time, entropy law, energy laws) Individuals must develop emotional attachments to Earth and its life. People who understand how, can change the way they live on Earth: a) We must begin with the habitual actions people exhibit with the intent of breaking bad environmental habits • Students can plan and host Living Lightly conferences at school with older students as keynote speakers. • Think globally, act locally, be personally The paradox is that in order to save the world we must use it, so we must develop sustainable attitudes and practices built on 4 basic feelings a) joy at being in touch with the elements of life b) kinship with all living things c) reverence for natural communities d) love for the Earth The concept of ‘management’ in relation to the environment and resources has got to go. a) The only thing we need to manage is man. People of the Earth must learn to see a natural community as more than the sum total of its parts. We must see it as a synergistic entity to be respected. Understanding the way we feel about the Earth is not enough unless we incorporate these feelings into our daily lives - internalisation. If we are serious about our educational mission regarding the Earth. This requires: a) values building b) crafting harmonious (with the Earth) lifestyles.

THE WAYS

STRUCTURING IMMERSING

RELATING

1. Complete programs which address the way youth learn must focus on specific outcomes (structuring) and reflect specific teaching methodology. a) avoid labelling and naming things. Identify things based on their individual features: • a description of its process (system), • or place (community) • or position (niche). • Look at features etc. b) talk only with a focal point

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• when introducing the concept of glaciers creating bogs freeze a huge lump of ice with sand, grit before entering a bog c) if you ask questions, don’t expect answers - expect action . Do things that make students remember. d) create learning adventures (imagination/storytelling). An adventure: • is a focussed learning experience • implies a change of scenery (content/setting) • evokes feelings (affective engagement) • usually involves special items (props/stage settings, food etc) • implies conflict/tension/problems etc that need resolving e) create magic in the learning adventures by: • weaving a story • setting up a discovery • preparing a surprise • send a secret message • use clues and riddles • do the unexpected • wear a costume • other f) focus on sharing and doing (not show and tell) g) Emphasise reward, reinforcement and relating (things to their lives) h) model positive environmental behaviour 2) Programs must be set in the natural world. With any activity you develop: 3) Time alone in natural settings for reflections essential to the process. a) write solitude journals (magic spots, nature watching, introspective reflections, imagining) 4) Help students relate with and to the other life on Earth VAN MATRE’S COMPONENTS TO AN EARTH EDUCATION PROGRAM Van Matre suggests certain important considerations when designing an Earth Education program. These points will be presented with a Primary School environment in mind. DESIGN CRITERIA: 1) Learners = primary school students. 2) Setting = School based (with field work options) 3) Leaders = Classroom teachers. 4) Time allocation = daily, as part of the normal curriculum. RATIONALE & PURPOSE: 1) The purpose of a school based Earth Education program is to: a) provide comprehensive, integrated, conceptual frameworks for the understanding of the ecological nature of the Earth © Copyr ight Glob alL earning Communiti es 163 Georg e Str eet, Launceston, Tasmania 7250 AUST RALIA Phon e: 1800 678 028or0363344929, Fax: 0363317376 Email: glob allearning @vision.ne t.au WebSit e: www.workingfutu res .com. au

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b) to develop an affinity with Nature c) to equip citizens with the tools to effect change. GOALS & OBJECTIVES: 1) Develop skills, attitudes and understandings necessary to live more harmoniously and joyously with Earth and all its life. 2) To make this process integral to all curriculum 3) To achieve these goals through experiencing carefully developed Earth Education activities. a) Concept paths (ecological concepts) • energy flow - students know that the sun is the source of energy for all living things * food chains * photosynthesis * nutrients * energy loss • cycles - the building material of life must be used over and over * air cycles * water cycles * soil cycles • interrelationships - all living things interact with other things in their surroundings * cooperation * symbiosis * partnership * competition * dependence * interdependence • change - everything is becoming something else * origins and time * stages * Diversity - differences in living things provide for success of all life * variety * similarity • community - plants and animals live together in areas that meet their special needs * habitat & niche * on your street * adaptation - in order to survive everything must fit how and where they live * problems * solutions b) Feelings (discovery parties c) Reflections (remembering techniques) d) Earth journeys e) Solitary enhancement f) Lifestyle © Copyr ight Glob alL earning Communiti es 163 Georg e Str eet, Launceston, Tasmania 7250 AUST RALIA Phon e: 1800 678 028or0363344929, Fax: 0363317376 Email: glob allearning @vision.ne t.au WebSit e: www.workingfutu res .com. au

Integral Curriculum for Effective and Relevant Learning 189

g) Immersion h) Nature awareness excursions i) Value building j) Earth walks REWARD, REINFORCE, RELATE: TRANSFER COMPONENTS: 1) Start with personal habits 2) Think in terms of energy and materials 3) Focus on lifestyle choices 4) Emphasise action 5) Work together

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Appendix 1:

NATIONAL CURRICULUM LEARNING LINKS The National Curriculum Statements are organised in 8 Key Learning Areas (KLA’s). 1) English 2) Mathematics 3) Science 4) Technology 5) Health & Physical Education 6) Studies of Society and the Environment 7) The Arts 8) Language other than English In working with these statements we have chosen to reflect only the first 7 areas as we have found that integration of LOTE frequently cannot be achieved unless the classroom teacher is fairly fluent in the language other than English. The statements are divided into STRANDS which reflect the major areas of learning within each KLA. Within each Strand, there are 8 ACHIEVEMENT LEVELS, reflecting the full range of student achievement during the compulsory years of schooling (yr 1-10). The Achievement Levels are structured in 4 BANDS roughly corresponding to the stages of schooling. 1) Lower Primary 2) Upper Primary 3) Junior Secondary 4) Post Compulsory The statements provide a foundation for courses (units, themes) and as organised, facilitate teachers in focussing on subject-specific units or work. In using the National Frameworks to develop these units, we have arranged the Learning Outcomes across the levels and within the bands. This allowed us to look vertically at comparable learning outcomes from other KLA’s, and horizontally between levels.

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Since the statements are intended to suggest course development for mixed ability students across grade levels, arranging the material in this way facilitated our process of planning integrated curriculum that meet the learning needs of a wide range of students. When looking at the National Frameworks in this way, we found that certain topics presented themselves as logical choices at particular levels. At the beginning of each booklet we summarise these topics and highlight the section relevant to the particular unit.

BAND A Topics suggested for the early years of schooling (prep-yr 3), introduce children to a sense of personal place within the world. Children learn to see themselves as social beings existing within complex and inter-connected environments. They are introduced to principles underlying the formation and operation of these groups and environments. They begin to understand their place in the inter-connected web of life. Children are led to the following understandings. • A sense of self (personal identity) • A sense of others • A sense of place • An understanding of the tolls with which we make sense of our world (senses, communication etc) • An understanding that living, learning and play spaces create environments. • A sense of order in life (cycles, stages, rules, ecological principles etc) • An understanding that certain things are essential to life (water, air, energy) • An understanding that people cluster in groups and groups make societies (social structures, customs, mores etc) • An understanding that societies are governed by economics and politics. • An understanding that people within societies are classified consumers or producers etc • A sense of balance in life (work/play, contribution/ personal gain). BAND B During the upper primary school years (grades 4-6), students deepen their understanding of their place on earth, the structures and principles that ensure balance and sustainable existence and their roles and responsibilities in maintaining the balance. They look inside systems and organisms to gain an understanding of how things work. They begin to develop an understanding of Australia's unique identity, Australia's position globally, and earth's position universally. Children are initially led to the following understandings. • How plants and animals grow and survive. • An in-depth exploration of one essential property for life (water) • Human and natural impacts on earth • How to live in partnership with our environment. © Copyr ight Glob alL earning Communiti es 163 Georg e Str eet, Launceston, Tasmania 7250 AUST RALIA Phon e: 1800 678 028or0363344929, Fax: 0363317376 Email: glob allearning @vision.ne t.au WebSit e: www.workingfutu res .com. au

Integral Curriculum for Effective and Relevant Learning 192

• The unique nature of Australia's biodiversity • Australia's beginning as a nation Children then deepen their perspectives by moving toward the following understandings. • The layers to life (microscopic worlds, substructures of chemicals etc) • The layers within environments (ecosystems, zones, climatic regions, adaptation, survival, population control) • The layers within society (belief systems, governments, social structures) • An in-depth exploration of one essential property for life (energy) • Earth's place in the universe (space) BAND C By early secondary school years (grades 7-9), students need to become actively involved as participating citizens, contributing to the improvement of their environments (school, community etc). They gain an understanding of how to be socially active, of how society functions, is reproduced and transformed. They begin to think globally of Australia's place within the world and the global effects of things like resource use, economics, climate etc. Students are led to the following understandings. • How societies and citizens are socially constructed • The construction of an Australian identity and its global impact • The importance of ethics, social justice etc in patterning for a sustainable world. • The need to address conservation and earth science issues if we are to preserve our planet. • Seeing humans as unique yet part of a finely inter-connected system of life • The elements essential to sustain life on earth • The global significance of resource use, climate, energy use, pollution, logging etc. • An understanding of earth as a structure (geology, structure of minerals and chemicals ) • Our place in space • The importance of science and the scientific method to the evolution and understanding of our world.

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Appendix 2:

PRIMARY INVESTIGATIONS The Primary Investigations plan to integrate biological sciences, physical sciences, technology and environment, but strongly encourage individual teachers to integrate other KLA’s within each units. Unless this is done with conceptual links in mind, the learning journey will seem fragmented and meaningless for the student. Conceptual links create a narrative in the minds of the child that allow coding and retrieval of ‘big pictures’. The program is designed around one major concept and skill for each year level. These are as follows: YEAR LEVEL Prep Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6

CONCEPT Awareness Order Change Patterns Systems Energy Balance

SKILL Observation Organisation Measurement Prediction Analysis Investigation Decision

If we assume that the role of schooling is to produce Citizens, and that a major agenda for 21st century citizens is healing and conserving the Earth (with all its associated political, social and economic ramifications), then the conceptual understandings of Environmental Education should appear as the linking threads in development of any curriculum material. If this was the case, the concepts and skills targeted in Primary Investigations would be somewhat different. The Primary Investigations are intended as advice only and not meant to be prescriptive. Teachers must include the science experiences as part of CSF/Nat Profile based curriculum material, servicing both the specific needs of a class and individuals.

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Each Primary Investigation unit has a predictable form built on the Constructivist Learning Theory. The units comprise 5-6 lessons. Only lesson one must be done first. Other lessons can be done in any order. Lesson one introduces the main concept and reinforces the cooperative skills necessary for the unit. Teachers are not to regard the collection of activities as a ‘grab bag” of time fillers to be selected randomly. Teachers themselves will have to grasp the conceptual links for each unit and MAKE THESE CONNECTIONS apparent for the students. Each lesson reflects one of the 5 areas of the constructivist instructional model: 1) Engage 2) Explore 3) Explain 4) Elaborate 5) Evaluate Since we are an oral species who process information in the narrative form, and since these 5 areas TOGETHER represent the form of a story, I suggest that a preferred model is to write the lessons (adapt the book lessons) so that all 5 foci reflect in every lesson. These 5 areas. know by different names, are the structural parts to any narrative. By coding journeys in this way, we build on our bank of oral memories which, as we become able, reappear as written memories and assimilated growing banks of conceptual understandings. To target only one foci a lesson is to tell only part of the story and will deny students the satisfaction of recognising purpose or meaning or clarity. The Year Level Books and units are organised around a specific concept, and should over the primary years construct a layered, sequential conceptual journey. Since these links are not clearly made, either within the Books or across year levels, I have assembled summary statements and sequence charts to attempt to address this deficit. This should provide a conceptual link (CHART FOUR). To assist in the process of making meaning of this program , I have juxtaposed the Primary Investigation goals against relevant CSF and National Profile goals. Chart One compares unit topics. Chart Two compares conceptual understandings CHART ONE In looking at the actual suggested unit content, there is minimal relationship between either the CSF and Primary Investigations or National Profiles and Primary Investigations. Part of the difficulty facing practitioners is the inconsistency in clustering of chronological ages (year © Copyr ight Glob alL earning Communiti es 163 Georg e Str eet, Launceston, Tasmania 7250 AUST RALIA Phon e: 1800 678 028or0363344929, Fax: 0363317376 Email: glob allearning @vision.ne t.au WebSit e: www.workingfutu res .com. au

Integral Curriculum for Effective and Relevant Learning 195

levels) between the National Curriculum Profiles and State Curriculum Frameworks. The National and State agenda was to create flexibility to enable planning for individual learning needs, rather than being prescriptive. (Prescriptive use of these documents is user error). In addition, practitioners are being asked to focus on concepts rather than content, on ‘learning journeys’ rather than information gathering. Practitioners are asked to make this leap in thinking without necessarily being given guidance in how to make the journey. So, with both state and national curriculum documents asking for flexibility in conceptualising curriculum material and student grouping, it seems contradictory to have Primary Investigations rigidly presenting a year-level specific program. CHART TWO If you compare the documents based on conceptual understandings, there is a much more obvious relationship between the National and State documents, and a tenuous relationship building between both these documents and the Primary Investigations Program. We need to find a way to link all the documents based on firm theoretical understandings By realigning and summarising each of the Primary Investigation learning levels/conceptual understandings more succinctly, we can link all the learning experiences suggested to either/or both the C.S.F. and/or the National Curriculum Profiles. By using one or more of the principles essential to Ecology (EE) we can create unifying, environmentally sound units that will help shape not only scientifically aware students, but also Earth Citizens. This suggested interpretation is reflected in CHART THREE

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Primary Investigation CHART 1 – SEQUENCE COMPARISON BASED ON UNIT TOPIC SUGGESTIONS PRIMARY INVESTIGATION (Science/Technology/Environment) UNIT TOPICS

PREP BK 1

A W A R E N E S S

O B S E R V E

1. Awareness of self

CURRICULUM STANDARDS FRAMEWORK (Science/Technology/SOSE) UNIT TOPICS PREP LVL 1

1. 2. 3. 4. 5. 6. 7. 8.

2. Observation 3. Movement 4. Space & time

Characteristics & change in common materials Power sources, light, sound Magnetism Weather Basic needs of living things Local neighbourhoods Daily cycles Input/output systems

NATIONAL CURRICULUM PROFILE (Science/Technology/SOSE) UNIT TOPIC PREP BND A

LVL 1

GR1 BK 2

GR 2 BK 3

O R D E R

C H A N G E

O R G A N I S A T I O N M E A S U R E M E

1. Organisation

GR 1

2. Objects & properties 3. Materials & structures

2. Properties of magnets LVL 2

4. Investigating colour

Change

Comparison

Tools & machines

Investigating animals

3. Static electricity

GR 1 BND A

4. Floating GR 2

1. Melting & dissolving

LVL 2

5. Human use/abuse of places

LVL 1

6. Care of communities

GR 2

7. Materials & their uses 8. Information products

BND A

LVL 2

1. Daily life affected by the environment 2. Energy use in daily life 3. Features & changes in materials identified by the senses 4. Form & use of everyday products 5. Ways to use & present information

6. Process common materials 7. Common systems 8. Places of importance of self 9. Management of individual & group resources 10. Elements of natural systems

1. 2.

Change of Earth Energy used in the community 3. Relationship between living things 4. Structure/purpose of materials 5. Social uses & effects of products & processes

Integral Curriculum for Effective and Relevant Learning 197

N T

Primary Investigation CHART 1 – CONT. GR 3 BK 4

P A T T E R N

P R E D I C T S

Patterns

Records & data

GR 3

1. Structure & properties of materials 2. Input/output systems

3. Construct & test 4.

Investigating weather

GR 3

LVL 3

1. 2.

BND A

3. Reversible & irreversible change LVL 2 4. Circuits

4. 5.

5. Reflection/refraction

GR 4 BK 5

S Y S T E M S

A N A L Y S I S

GR 4 1.

Systems

Integrations & variables

6. Pitch 7. Energy transformation

1. GR 4

LVL 3

11. Seasons

BND B

12. Plant & Animal systems

3. Problems & solutions

13. Biodiversity

4. LVL 3

audience

I N V E S T I G A T E

1. Energy 2. Energy & food chains 3. Design & efficiency 4. Investigating astronomy

5. 5.

15. Information satisfying an

E N E R G Y

14. Environmental issues

4. Investigating soil

GR 5 BK 6

8. Weathering

GR 5 LVL 4 GR 6

1. 2. 3. 4. 5. 6. 7. 8. 9.

Heat transfer Chemical reactions Moving objects Friction Structure of Earth Solar systems Ecosystems Specific systems of living things Extinction & endangered species

GR 5 BND B LVL 4

1. 2. 3. 4. 5.

Different ways information used Characteristics common materials Interrelation of elements of simple systems Choices people make using places Elements of natural systems form communitie4s Resource use affects environment Patterns/systems in energy use Properties/processing of materials Design features of products Cause & effect relationships Limit resources – necessitates choice Cycles within natural systems Investigating the solar system and universe Processes of energy transfer Balance in ecosystem Natural catastrophic events Substructures of materials

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GR 6 BK 7

B A L A N C E

D E C I S I O N

Balance

Ecosystems & resources

LVL 4

1. Beliefs & practices influence ways people use places 2. Features of a successful information system 3. Output is altered by changing process of system

3. Constraints – tradeoffs

GR 6 BND B LVL 4

1. 2.

Reactions & change in materials Factors affecting resource use and development Response to change in systems

4. Investigating materials

Primary Investigation CHART 2 – SEQUENCE COMPARISON BASED ON UNIT CONCEPTUAL UNDERSTANDINGS PRIMARY INVESTIGATION CURRICULUM STANDARDS NATIONAL CURRICULUM FRAMWORK PROFILE CONCEPTUAL UNDERSTANDINGS CONCEPTUAL UNDERSTANDINGS CONCEPTUAL UNDERSTANDINGS PREP BK 1

GR 1 BK 2

Young children develop their abilities to observe objects & events in their world. Learning to observe includes the ability to communicate through the use of the 5 senses. They develop the ability to visualise and make mental pictures of objects & ideas. Objects are comprised of properties which they begin to name technically. Children come to realise that everything in the universe is in a constant state of change & movement. They explore their own movement & that of things around them. They describe relative positions of objects in space. Order is a perceived pattern in the ways things are arranged. Sorting things into categories helps us to order and make sense of our world. We can begin to order things by classifying according to the process of putting objects, events, ideas or information into a particular arrangement for a purpose. Materials are substances from which things are made, characterised by their properties. Properties depend on structure. Structure is something built with a purpose in mind. Objects are perceived because of light reflection.

PREP LVL 1

Students learn to classify 7 describe the basic materials that make up everyday life. Energy is essential to all life, and electricity powers many things in our daily lives. The physical world within which these everyday things occur has distinguishable features (ie weather, seasons, cycles), & living & nonliving things populate this world

PREP BND 1 LVL 1

Students notice & describe the world around them

They observe 7 discuss similarities & differences in the world around them.

They perceive stages & sequences in daily life.

GR 1 LVL 2

Students see that parts make wholes.

The parts (properties) determine the use (purpose) of the whole.

GR1 BND A LVL 1

They look at characteristics of materials & particularities of living things

They look at the basic needs of animals, plants, humans.

They observe and measure cause and effect, particularly with basic areas of light, sound & energy.

Integral Curriculum for Effective and Relevant Learning 199

GR 2 BK 3

Change is a process in which objects 7 events become, or are made to become, different. Everything is our world changes. The ability to describe observations allows students to communicate & measurement makes this process precise. Comparisons help us evaluate change & evidence assists in drawing conclusions. Tools & machines help humans shape change. In all living systems we see evidence of change.

GR 2 LVL 2

They recognise forces in everyday life.

They test materials & phenomena in order to describe it.

GR 2 BND A LVL 2

They make connections between regular cycles (ie day, night, seasons etc) & rotation of the earth.

Students begin to recognise patterns as they seek explanations for phenomena, events & observations.

They explore the relevance of science in everyday life.

Primary Investigation CHART 2 – CONT. GR 3 BK 4

GR 4 BK 5

GR 5 BK 6

GR 6

Observation & recognition of pattern is central to understanding the world. Patterns help us formulate expectations. Visual patterns are used to record observations. Design relies on patterns & relationships. Materials used to construct designs must be appropriate in our everyday lives, weather & long-term climate patterns shape the environment in which we live. Weather can be measured & predicted using instrument. In systems, all participating parts combine to serve a common function. Analysis of systems allows us to understand how the contributing parts connect & interact. By affecting variables in a system you alter function. Human systems proceed by recognising problems & finding solutions. Successful problem solving depends on understanding the task, considering possibilities, selecting options & examining outcomes. Energy is power & students first encounter energy as their own motion. Energy comes in many forms, can be converted, transferred & stored. Energy is neither created nor destroyed, simply changes form. Energy chains exist in everyday life ie foodchains. Energy is the main resource in ecosystems. Systems can be designed for sustainable energy use. Energy transfer between stars and planets affect life on earth and daily cycles.

GR 3 LVL 3

Balance is the process of achieving

GR 6

Students begin to recognise substructures of materials & classify them as gas, liquid or solid

GR 3 BND A LVL 2

They begin to see the substructure of materials & physical & life processes.

GR 4 BND B LVL 3

Students begin to value & utilise conventions, procedures & theories of science. They see parts in relationships. They describe functional systems in living things. They begin to accept their responsibility to use science wisely. They plan action.

They recognise that we can manipulate parts (properties) to alter output.

GR4 LVL 3

They recognise that the world in which we live is an interconnected system — ie weather affects environment; humans’ impact on Earth can alter weather; altered weather can affect food output. They begin to map relationships & see the structure of ecosystems.

GR 5 LVL 4

Students begin to look at the complexity of individual items generated from the same umbrella principle or process ie circuits operate lights, sound, machines, etc.

GR 5 BND B LVL 4

They notice change over geological time. They begin to see interrelationships between concepts ie transformation of energy is see in heating, kenetic energy, food chains machines etc.

They begin to measure input/output in systems & circuits.

The Earth that has begun to be

Students understand the internal workings of livings things.

GR 6

They see that change involves

Integral Curriculum for Effective and Relevant Learning 200

BK 7

stability by attempting to equalise the forces that act upon or influence a system. In a balanced system, competing forces are equal. Ecosystems establish dynamic balance. Many actions shaping ecosystems are economic in nature. Students see alternative sustainable solutions to problems, conserving the environment, creating balance in resources use & considering benefits to communities rather than individuals.

LVL 4

understood as a system is now explored at the structural level (elements).

BND B LVL 4

They learn to record & tabulate their data.

energy transfer, balance & stability & is basic to all life.

Students explain properties & behaviour of materials based on substructures & systems.

Students look at ways to maintain the integrity of ecosystems.

Primary Investigation CHART 3 â&#x20AC;&#x201C; AMALGAMATING AND SEQUENCING CONCEPTUAL UNDERSTANDINGS: EARTH EDUCATION Ecological Principle Interrelating of life

Changing of forms

PRIMARY INVESTIGATIONS Conceptual Understanding PREP BK 1

GR 1

Awareness / Observation

Order / Organisation

BK 2

C. S. F. Conceptual Understanding PREP LVL 1

GR 1 LVL 2

The way the world is The way we are in the world

Properties determine purpose of materials

NATIONAL PROFILES Conceptual Understanding PREP BND A LVL 1 GR 1 BND A LVL 1

Forces in everyday life Interrelating of life

GR 2

Change / Measurement

BK 3 GR 2 LVL 2

Cycling of matter

GR 3

Patterns / Predictions

BK 4 Interrelating of life

GR 4

Systems / Analysis

BK 5

Flow of energy

GR 5

Energy / Investigation

Effect of rotation of the Earth

GR2 BND A LVL 2

GR 3 LVL 3

Gas, liquid, solid

GR 4 LVL 3

The world is an interconnected system

GR 5

GR 2 BND A LVL 1

GR 3 BND A LVL 2

Input / output

Elements make systems

Characteristics of the world Patterns Science in everyday life.

Substructure of materials

Parts and wholes Basic needs Stages in life

Theories in science Action plans Parts and wholes

GR 4 BND B LVL 3 GR 5 BND B

Systems Relationships Internal workings of

Integral Curriculum for Effective and Relevant Learning 201

LVL 4

BK 6 Interrelating of life

GR6

Balance / Decision

BK 7

GR 6 LVL 4

Conserving ecosystems Earth as an ecosystem

LVL 4 GR 6 BND B LVL 4

Change involves energy Relationships

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Curriculum Mapping

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Curriculum Mapping Reveals 1. What is currently happening in your school? 2. What NEEDS to happen with curriculum in your school? 3. What NEEDS to be your (a) FIRST STEP: (b) SECOND STEP: 4. What are your own particular GOALS for CURRICULUM MAPPING?

Curriculum Mapping

WHAT IS IT? Procedure for collecting data about the actual taught curriculum in a classroom or school using the school calendar and/or curriculum standards as organisers. Presented visually and shows (a) a brief description of CONTENT; (b) a brief description of PROCESSES and SKILL emphasised; (c) ASSESSMENTS that demonstrated student learning; and (d) RESOURCES used. USES: 1. Articulate the Curriculum 2. Examine gaps, repetitions, and developmental appropriateness WHY DO IT? 1. Most teachers have little knowledge about what goes on in each otherâ&#x20AC;&#x2122;s classrooms; 2. Make curriculum more developmentally appropriate; 3. Identifies gaps in curriculum in department, grade level, throughout the school; a. Allows for more sequenced, comprehensive coverage; b. Provides more ownership over the curriculum. ÂŠ Copyr ight Glob alL earning Communiti es 163 Georg e Str eet, Launceston, Tasmania 7250 AUST RALIA Phon e: 1800 678 028or0363344929, Fax: 0363317376 Email: glob allearning @vision.ne t.au WebSit e: www.workingfutu res .com. au

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Curriculum Mapping Steps

WHAT ARE THE STEPS? 1. Collect Data: on content, skills and processes, resources used, products and performances; ACTUALLY TAUGHT curriculum, not what teachers think they should teach. 2. First Read Through: (within grade level, interdisciplinary or subject area teams) Read for, GAPS, REPETITIONS, MEANINGFUL ASSESSMENT, MATHCES with CURRICULUM STANDARDS, Potential areas for INTEGRATION, TIMELINESS 3. Mixed Group Review 4. Determine what can be immediately Revised a. Determine what needs long-term study, R & D: (ie., range of grade levels or departments; assessments across grades; writing across the curriculum) b. Continue REVIEW CYCLE

Integral Curriculum for Effective and Relevant Learning 205

BIBLIOGRAPHY Armstrong, Miranda; Connelly, Ann; Saville, Kathy. Journeys of Discovery: Integrating Topics in a Classroom Environment. Melbourne, Aust: Oxford University Press, 1994. Beane, James. The Middle School: The Natural Home of Integrated Curriculum. Columbus, OH: National Middle School Assn., 1992. Boomer, Garth. Negotiated Curriculum. Brandt, Ronald (ed). Content of the Curriculum: ASCD 1988 Yearbook. Alexandria, VA: ASCD, 1988. Bredekamp, Sue (ed). Developmentally Appropriate Practice in Early Childhood Programs. Washington, DC: National Assn. for the Education of Young Children, 1986. Bull, Geoff. Reflective Teaching. Vic., Aust.: Australian Reading Association, 1989. College Board. Excellence in Our Schools: Making it Happen. San Francisco: College Entrance Examination Board, 1985. Corrigan, Louise. Integrated Learning: Planned Curriculum Units. Gosford, Australia: Bookshelf Publishing, 1991. Complete issues of Educational Leadership Alexandria, VA: ASCD -"Beyond Effective Teaching", Vol. 49, No. 7, April, 1992. -"Integrating the Curriculum", Vol. 49, No. 2, Oct., 1991. -"Authentic Learning", Vol. 50, No. 7, April, 1993. -"The Changing Curriculum", Vol. 50, No. 8, May, 1993. -"Teaching for Understanding", Vol. 51, No. 5, Feb, 1994. -"The Challenge of Outcome-Based Education", Vol. 51, No. 6, Mar., 1994. Egan, Kieran. Teaching as Storytelling: An Alternative Approach to Teaching and the Curriculum in the Elementary School. New York: Routledge, 1988. Jacobs, Heidi Hayes. Interdisciplinary Curriculum: Design and Implementation. Alexandria, VA: ASCD, 1089.

Integral Curriculum for Effective and Relevant Learning 206

Kovalik, Susan. ITI: The Model for Integrated Thematic Instruction.Village of Oak Creek, AZ: Susan Kovalik and Associates, 1993. Perkins, David. Knowledge by Design. Hillsdale, NJ: Lawrence Erlbaum Assoc., 1986. PEP Schools Resource Program. Into Practice: Goal-based Assessment and Negotiated Curriculum, Book 1 and 2. Vic., Australia: Ministry of Education, 1987. Pigdon, Keith and Woolley, Marilyn. The Big Picture: Integrating Children's Learning. Melbourne, Vic., Aust.: Eleanor Curtain Publishing, 1992. Steiner, Rudolf. The Waldolf Schools.The whole philosophy of Waldolf Schools in integrated.There are 552 schools in 32 countries (17 in Australia. Assn. of Waldorf Schools of North America, 3911 Bannister, Fair Oaks, CA. 95628.

Integral Curriculum for Effective and Relevant Learning 207

“In times of change learners inherit the earth while the learned find themselves beautifully equipped to deal with a world that no longer exists.” Eric Hoffer

Integral Curriculum for Effective and Relevant Learning 208

Integral Curriculum Series

Integral Curriculum for Effective and Relevant Learning 209

Global Learning Communities Integral Curriculum Units EMAIL: globallearning@vision.net.au

Integral Curriculum Units By Miranda Armstrong with Julie Boyd Aust. $16.50A each Learning Connections: Integrated Curriculum for Mindful Learning is an innovative series of teaching units that align in a comprehensive and practical way the classroom environment, a conceptually-based curriculum, with meaningful, relevant, interactive teaching and learning strategies, and purposeful assessment. These units are written by Australian teachers and used in all Australian states and territories, and over 30 other countries. They incorporate state, National and International Curriculum Frameworks and profiles, and are designed to help educators learn to write their own effective units of work. Each unit provides 6 weeks to 1 year of work. Several entire middle schools have been restructured using the Y Files as a basis for total change. A website featuring smaller units which have been developed specifically for Early Childhood using our curriculum frameworks will be available online from March 2001. URL available on request. Available as hard copy or pdf. Only $16.50A each. The Gods Must be Crazy – for Grades 5/6/7 a Study of Societal Change The Y Files – for Grades 6/7/8

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a Study of Community

The House of Beebo Build – for Grades 4/5 Fox Song – for Grades 2/3

a Study of Human Rights

a Study of Cycles in Life

Great Cheddar Cheese Sandwich Caper – for Grades 5/6

A Study of Systems

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Please note GST is inclusive in price Postage applies at $4.16 plus 10% of order to a max of $12 in Australia SEND ORDER TO: Global Learning Communities A.B.N. 95 058 226 216 163 George Street, Launceston, Tasmania, 7250 PEMAIL: info@julieboyd.com.au URL: wwww.workingfutures.com.au PLEASE Post To: Name, School, Address: Please charge my:

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Name on Card,

Signature

Card number

Expiry Date