Integrated Curriculum Model
By: Jessica Pierce
What is the
Integrated Curriculum Model?
3 different Curriculum Models
that have proven successful with
gifted and talented students.
An Overarching Concept- Reading, reflections
and discussions provide students with opportunities
to create and construct meanings for key concepts.
This allows for cross curricular connections
Advanced Content- Pre Assessments allow
students the opportunity to show mastery of
concepts and skills in content areas. Teachers are
able to compact the curriculum and guide students
through advanced content at a more rapid pace.
Process/Product- Self-directed learning allows
students to explore a topic of personal interest.
They construct knowledge and apply it to products
that are high-quality.
FOR GIFTED LEARNERS
Van Tassel-Baska, 1987
ICM- Integrated Curriculum Model
Overarching Advanced Content Process-Product
Change In depth Elements of Research
Systems Advanced Reading Reasoning
Patterns Primary Sources Problem-Based Learning
Cause and Effect Advanced Skills Inquiry Skills
VanTassel-Baska, J. (2003). Content-based curriculum for high-ability learners:
An introduction. In J. VanTassel-Baska & C. A. Little (Eds.), Content-based
curriculum for high-ability learners (pp. 1-23). Waco, TX: Prufrock Press.
Examples of graphic organizers and
different materials used
“Within the William and Mary curriculum units,
specific teaching models are used to strengthen
students’ critical thinking skills. Each of the
models is used within the context of a particular
unit of study. Each of the models is flexible and
may be adapted to use in many classroom
Hamburger Model for Persuasive Writing
Paul's Elements of Reasoning
Analyzing Primary Sources
Literature Web Model
Connecting personal response with elements of the text.
Web is completed individually or as a tool for discussion
Recommended-use the web individually, then meet in small groups,
and after have a whole group debriefing by the teacher
◦ Key Words: interesting, unfamiliar, striking, or particularly important
words and phrases contained within the text
◦ Feelings: the reader’s feelings, with discussion of specific text details
inspiring them; the characters’ feelings; and the feelings the reader infers
the author intended to inspire
◦ Ideas: major themes and main ideas of the text; key concepts
◦ Images and Symbols: text that inspired them, symbols for abstract
◦ Structure: the form and structure of the writing and how they
contribute to meaning; ideas may include flashbacks, use of voice, use of
figurative language, etc.; style of writing