Meeting Standards through Integrated Curriculum

Meeting Standards through Integrated Curriculum

Meeting Standards through Integrated Curriculum

Meeting Standards through Integrated Curriculum

Synopsis

Many schools under pressure to meet new standards of learning mistakenly believe that they must adopt a narrow curriculum that imposes strict boundaries on what students are taught. In this book, Susan Drake and Rebecca Burns address this issue by offering strategies for synchronizing standards across the disciplines. At the heart of the book is the KNOW/DO/BE framework, which teachers can use to ensure a curriculum that is both rigorous and relevant to K-12 students at all stages of proficiency. Among other things, this comprehensive framework allows teachers to
• Map curricula
• Scan and cluster standards
• Develop assessments and guiding questions
• Align integrated instructional strategies and assessments Though the authors draw much of their data from research on integration, their focus is on analyzing the real-life experiences of teachers who have successfully integrated their curricula in the service of accountability. The many benefits of this approach that the authors explore include lower absenteeism, fewer behavioral problems, and higher rates of homework completion. By combining case studies with a wealth of supporting research, Meeting Standards Through Integrated Curriculum offers teachers a user-friendly system for meeting standards while advancing broad-based learning.

Excerpt

How can we ensure maximum student achievement?

How can we be sure that there is truly no child left behind?

How can evaluation procedures inform us that the students are learning what we want them to learn?

How do we compare with other schools, jurisdictions, states/provinces, and countries?

How can we ensure that teachers are teaching what they are supposed to be teaching?

These questions dominate educational conversations in the 21st century. Educators are working in an era of accountability. They must show evidence that the students under their care are achieving in ways that ultimately lead to productive citizenship. They need to level the playing field so that every child has an equal opportunity to learn and to succeed. In addition, educators may experience extreme pressure to compete with other educators from within their systems and beyond to the global community in efforts to raise student achievement.

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