The reading this week addressed many of the concerns I had when I was writing for last week’s blog post. I had wondered about how to find a common thread and plan for an integrated curriculum, especially with regard to the standards and the SBAC. One of the suggestions in our textbook was to first find a common thread running through the standards (Drake and Burns, 2004). In their example, the teachers found that many of the standards across multiple subjects promoted similar research skills, and they were able to apply these to their theme, which was medieval times. I am now wondering if this can be applied to any grade and any theme.
They also suggested presenting the curriculum as a whole, but addressing each subject area separately for report card grading. For example, though they may be writing about how the people of the time were similar or different from the people of our time, and were learning research skills to do so, the writing itself is what the teachers would score for report cards. Their evaluation was an engaging and fun medieval fair that other classes were also invited to, and was something the students knew would be happening at the beginning of the unit.
What’s interesting to me is that academically, the students did very well, achieving standard or above standard across the board. They were learning both the content that the teachers thought was important, as well as the skills that were a part of standards. The students were also given chances to reflect on the work and show their higher-order thinking skills. Although the teachers were locked into their standards, they were in fact able to create an integrated curriculum that worked incredibly well for their students. I’d like to see one in action, especially one that uses Washington state standards.