A Guide for Developing Interdisciplinary Thematic Units
3rd Edition
Published on 16. December 2003
Book
Paperback/Softback
352 pages
978-0-13-098605-4 (ISBN)
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.
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.
More details
Edition
3rd edition
Language
English
Place of publication
United States
Publishing group
Pearson Education (US)
Target group
Professional and scholarly
Weight
694 gr
ISBN-13
978-0-13-098605-4 (9780130986054)
Copyright in bibliographic data and cover images is held by Nielsen Book Services Limited or by the publishers or by their respective licensors: all rights reserved.
Schweitzer Classification
Other editions
New editions
Patricia L. Roberts | Richard D. Kellough
A Guide for Developing Interdisciplinary Thematic Units
Book
02/2007
4th Edition
Pearson
€56.66
Article is exhausted; no reprint
Previous edition
Patricia L. Roberts | Richard D. Kellough
A Guide for Developing Interdisciplinary Thematic Units
Book
08/1999
2nd Edition
Pearson
€19.80
Article exhausted; check for reprint
Persons
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.
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.
Content
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
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