K-12 Programs: TIPS for Making Connections: GETTING THE BALL ROLLING!!!

Helga Fasciano, Section Chief K-12 Programs Section Helga Fasciano, Section Chief Ann Marie Gunter, Second Languages Glenda Harrell, English as a Second Language Christie Lynch, Dance and Music Education Joanne Marino, English as a Second Language Kymm Ballard, Physical Education, Athletics & Sports Medicine Martha Campbell, Information and Computer Skills Myron Carter, Theatre Arts and Visual Arts Education Johanna Chase, Health Education and Driver’s Training These are the program areas that are housed within the K-12 Program Areas Section. An information sheet and contact information for each of these areas is in your handout.

Criteria for Authentic Integration: Incorporates each content area in a meaningful context (as appropriate and maintaining the integrity of each discipline) Involves cross-curricular collaboration and planning Contains measurable student outcome(s) Project Performance task Demonstration of student learning The following criteria should be met in order to make clear, authentic connections: Incorporates each content area in a meaningful context (as appropriate and maintaining the integrity of each discipline) Involves cross-curricular collaboration and planning Contains measurable student outcome(s) Are there measurable student outcomes in each of the content areas (i.e. science and second languages)? If the answer is “no,” it is not an appropriate connection. [Measurable outcome does not mean a pencil and paper summative evaluation – it could be a project, performance task, or other demonstration of student learning]. Collaboration and common planning are involved in the development of the integrative task/activity/project

Science Grade 6-Competency Goal 7: The learner will conduct investigations and use technologies and information systems to build an understanding of population dynamics. Objective 7.04: Evaluate data related to human population growth, along with problems and solutions: Waste disposal. Food supplies. Resource availability. Transportation. Socio-economic patterns. “Here is an example of a goal and objective from the Science SCS which we have made connections with. Take a look at the handout and see if you can identify surface level connections versus more authentic connections. Shade in the authentic examples. (Facilitator should hold up completed paper after participants have completed activity). The authentic activities (shaded area) form the shape of an “A.” ) “Now, with a partner or small group, take a minute or two to discuss what makes these examples more or less authentic.” (A copy of this activity – shaded and unshaded is in the packet – the packet includes this activity for all four content areas: ELA, math, science and social studies, for those who wish to duplicate this exercise in their schools or LEAs)

Strategies: Curriculum Mapping Curriculum mapping (school wide) Identifies overlapping SCS objectives Finds gaps in the curriculum Enhances opportunities for curricular integration School-wide curriculum mapping helps: Identify overlaps, Find gaps in the curriculum, and Enhance opportunities for integration Authentic integration is a two-way street – it reinforces but does not replace discipline-specific instruction School wide curriculum mapping provides the opportunity for vertical and horizontal alignment across grade levels and content areas

Strategies: Collaborative Climate Post information in a central location: Dry erase board Online/screensavers Hallway displays Bulletin boards Other? Posting information in a central location allows all stakeholders to see what is being taught in all content areas at all grade levels in the school. It is a visible form of curriculum mapping, which also helps to identify gaps and overlaps as well as opportunities for curriculum integration. What are some ways that you share information in your school?

Strategies: Collaborative Climate Encourage formal and informal planning with all teachers: Professional Learning Communities Scheduled shared planning Informal sharing Email (group or partner) Before or after school show and tell Breakfast or lunch Online shared documents/Wiki We are ALL responsible and play a role in student achievement Student achievement and success is a whole-school effort!

Involve All Stakeholders Administrators Teachers Staff Students Parents Community To foster mutual understanding and ownership of: The complete curriculum How content areas fit together Identified and measurable student outcomes Student achievement is a whole-school responsibility. Involving all stakeholders helps to foster mutual understanding and ownership of: The complete curriculum How content areas fit together Identified and measurable student outcomes

Authentic Integration means… Making meaningful connections within and across content areas Promoting contextual understanding Empowering students to take responsibility for learning Differentiating instruction and engaging all students All 14 content areas should be represented. Students should have opportunities and activities that lead them to make learning their own.

Outcomes of Integrated Instruction Relevance and importance is clear to students Whole child is addressed Public support increases 21st century knowledge and skills are incorporated By doing integrated activities, students are able to see relevance and importance in what they’re learning and why they’re learning it. Integrated instruction allows students to have opportunities to demonstrate their strengths and apply concepts and skills across the curriculum. These skills are critical to 21st century teaching and learning.

Framework for 21st Century Learning The Partnership for 21st Century Skills has developed a unified, collective vision for 21st century learning that can be used to strengthen American education. The key elements of 21st century learning are represented in the graphic and descriptions below. The graphic represents both 21st century skills student outcomes (as represented by the arches of the rainbow) and 21st century skills support systems (as represented by the pools at the bottom): You also have this framework in your handout packet.

Questions and comments later: Questions now? Questions and comments later: K-12 Programs Wiki http://k12programs.pbwiki.com/FrontPage Please visit the K-12 programs area Wiki where you can access information and examples from all of the content areas in the K-12 programs. [HOLD UP TEMPLATE FOR ONE CONTENT AREA TO SHOW HOW WE HAVE ALIGNED WITH MATRICES DEMONSTRATING SURFACE LEVEL AND MORE AUTHENTIC EXAMPLES – THE MATRICES WILL NOT BE IN THE HANDOUT PACKET BUT CAN BE ACCESSED BY VISITING THE WIKI]. We invite you to review and submit additional items.