A Guide for Developing Interdisciplinary Thematic Units

A Guide for Developing Interdisciplinary Thematic Units

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Description

A supplement for general elementary, middle school, secondary, and K-12 methods courses.

These authors offer a step-by-step approach to developing and using ITUs to help K-12 students acquire the knowledge and develop the problem-solving skills required for today's changing-and challenging-times. Revised to encompass significantly more material on curriculum standards, scoring guides, and the relationship between the interdisciplinary thematic unit approach and professional education tests, the new edition of this popular text again addresses the content, technology, diversity, and classroom management of ITUs.
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Product details

  • Paperback | 352 pages
  • 206 x 274 x 16mm | 739.35g
  • Pearson
  • United States
  • English
  • 3rd edition
  • 0130986054
  • 9780130986054

Table of contents

1. INTRODUCTION TO AN INTERDISCIPINARY THEMATIC UNIT

Chapter Introduction

Knowledge and Meaningful Learning

Styles of Learning and Implications for Interdisciplinary Thematic Instruction

Integrated Curriculum and Related Terms

Curriculum Integration: Summary of Purposes

Integrated Curriculum: A Spectrum of Design

Role of Theoretical Origins of Instructional Styles and their Relation to

Constructivism and Integrated Curriculum

Role of the Teacher in an Integrated Curriculum

Role of the Students and Input in an Integrated Curriculum

Role of the School for Optimal Curriculum Integration

Role of Curriculum Standards

Role of Modern Technology and Community Resources in an Integrated

Curriculum

Beginning an Interdisciplinary Thematic Unit

Facts on Praxis and Other Teacher Tests

Summary

If a Colleague, Community Member, or Parent Asks You About....

Exercises

Chapter Notes

For Further Reading

2. INITIATING AN INTERDISCIPLINARY THEMATIC UNIT

Chapter Introduction

Selecting a Theme for an Interdisciplinary Thematic Unit

Reviewing Curriculum Standards

Standards and High-Stakes Testing: When All Students Are Expected to Do Well

on a Mandated Assessment, Then All Should Be Given Equal Opportunity to

Prepare for it

Selecting a Theme: A Beginning Process

Giving the ITU a Name

Developing a Scope and Sequence for Content and Instruction

Using the Community as a Rich Resource

Sharing Materials Before and During Unit Implementation

Facts on Praxis and Other Teacher Tests

Summary

If a Colleague, Community Member, or Parent Asks You About....

Exercises

Chapter Notes

For Further Reading

3. DEVELOPING OBJECTIVES

Chapter Introduction

Clarifying Aims, Goals, and Objectives

Relating Instructional Objectives to Aligned Curriculum and Authentic

Assessment

Clarifying Goal Indicators and Standards-Based Education

Considering Overt and Covert Performance Outcomes

Considering Performance Outcomes- Assessment Compatibility

Considering Balance of Behaviorism and Constructivism

Teaching Toward Multiple Objectives, Understandings, and Appreciations: The

Reality of Classroom Instruction

Preparing Instructional Objectives

Reviewing Domains of Learning and the Developmental Needs of Students

Considering the Domains and Character Education

Using the Taxonomies of the Domains

Observing for Connected Learning: Journals, Logs, and Portfolios

Refining Goals and Objectives: Another Sharing of Materials

Facts on Praxis and Other Teacher Tests

Summary

If a Colleague, Community Member, or Parent Asks You About....

Exercises

Chapter Notes

For Further Reading

4. ASSESSING STUDENT LEARNING

Chapter Introduction

Reviewing Purposes of Assessment

Guiding Principles of an Assessment Program

Clarifying Terms Used in Assessment

Assessing Student Achievement: A Three-Step Process

Assessing Student Learning: Some Approaches

Assessing for Affective and Psychomotor Domain Learning

Assessing Student Involvement

Maintaining Records of Student Achievement

Grading and Marking Student Achievement

Testing for Achievement

Preparing Assessment Items: General Guidelines

Attaining Content Validity

Performance Testing: Expensive and Time Intensive

Preparing and Using More Assessment Items: Descriptions, Examples, and

Guidelines

Assessing Your ITU by Field Testing

Facts on Praxis and Other Teacher Tests

Summary

If a Colleague, Community Member, or Parent Asks You About....

Exercises

Chapter Notes

For Further Reading

5. COMPLETING YOUR ITU: FINALIZING ACTIVITIES, LESSONS, AND UNITS

Chapter Introduction

Planning and Learning Activities

Planning Lessons for Interdisciplinary Thematic Instruction

Preparing Elements of a Lesson Plan

Sample Interdisciplinary Thematic Units

Sample ITU 1

Sample ITU 2

Sample ITU 3

Facts on Praxis and Other Teacher Tests

Summary

If a Colleague, Community Member, or Parent Asks You About....

Exercises

Chapter Notes

For Further Reading





APPENDIX PLANNING MASTERS

Planning Master 1.1 Self-Check Exercise: Overview of Teacher Interactions

Planning Master 1.2 Self-Check Exercise: Overview of Student Interactions

Planning Master 1.3 Interactive Exercise: Student Input in an ITU

GLOSSARY

CHILDREN'S BOOK INDEX

NAME INDEX

SUBJECT INDEX
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About Richard D. Kellough

Patricia L. Roberts, Emeritus Professor of Education, received her Ed.D. at the University of the Pacific and joined the faculty of the School of Education at California State University, Sacramento, where she taught courses in children's literature, reading, and language arts, and served as coordinator of a Teacher Education Center in Elementary Education and Chair of the Department of Teacher Education. In addition, Dr. Roberts is the author of many teacher resource books and texts, writes for journals, and is a member of the National Council of Research on the Teaching of English and other professional groups. Her current research centers on teaching curriculum content with children's literature and family values found in fiction for children. Dr. Roberts, a biographee in Who's Who in America (2003), is the recipient of the Distinguished Alumnus of the Year Award from the University of the Pacific and the California State University's Award for Merit for Teaching. The Award of Merit is given for a superior teaching record and outstanding service to the institution and to the community. Additional recongitions include listings in International Who's Who of Intellectuals, Two Thousand Notable American Women, The World Who's Who of Women, The Directory of Distinguished Americans, International Directory of Distinguished Leadership, and International Who's Who of Contemporary Achievement.

Richard D. Kellough, Emeritus Professor of Education, received his Ed.D at Oregon State University and is currently among the faculty of the School of Education at California State University, Sacramento, where he has given over thirty years of service. Dr. Kellough is the author or co-author of dozens of textbooks, including A Resource Guide for Teaching K-12, Teaching Young Adolescents: A Guide to Methods and Resources, and Secondary School Teaching: A Guide to Methods and Resources (the latter two with N. Kellough), as well as numerous journal articles. A member of several prominent organizations, Dr. Kellough has been elected to the Phi Sigma Society, the Botanical Society of America, and the American Bryological Society, and was the recipient of an Outstanding Biology Teacher Recognition Award from the National Biology Teachers Association, State of California. His many recognitions include being named a National Science Foundation Research Fellow at the University of California, Davis, as well as listings in The International Authors and Writers Who's Who, Leaders in Eco Education, Men of Achievement (Volume 1), Dictionary of International Biography, and Leaders in Education.
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