Integrated Curriculum Model

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					Integrated Curriculum Model
          By: Jessica Pierce
           Trayce Williams
           Kristen Hartley
           What is the
  Integrated Curriculum Model?


           It combines
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.
INTEGRATED
CURRICULUM MODEL
FOR GIFTED LEARNERS
Van Tassel-Baska, 1987




                                  Concepts,
                               Issues, Themes,
                               and Dimensions



                         Advanced           Process-
                          Content           Product
                         Dimension         Dimension
ICM- Integrated Curriculum Model
Overarching                Advanced Content            Process-Product
Concepts

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
  lessons.”(http://cfge.wm.edu/curriculum.htm#mod
  els).
 Literature Web
  Hamburger Model for Persuasive Writing
  Vocabulary Web
  Paul's Elements of Reasoning
  Analyzing Primary Sources
  Research Model
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
      ideas
    ◦ 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
   http://cfge.wm.edu/curriculum.htm
Sources Used
 http://cfge.wm.edu/curriculum.htm
 http://www.bcps.org/offices/gt/curriculum-
  default.html
 http://www.hoagiesgifted.org/eric/faq/gt-
  curri.html
 http://www.kgtc.org/Creating%20Quality
  %20Curriculum%20for%20Gifted%20Lear
  ners.ppt
 http://www.sde.state.nm.us/seo/gifted/web
  .links.for.lessons.html

				
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posted:12/11/2012
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