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ERIC Number: ED389706
Record Type: RIE
Publication Date: 1994-Oct
Pages: 11
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Models for Curriculum Integration in High School.
Pettus, Alvin M.
Increased interest in interdisciplinary instruction in secondary schools has led to the development of different models. At one school in the Shenandoah Valley (Virginia) three designs evolved when teams of teachers took on nontraditional, integrated instruction as a goal. In general, integrated curriculum designs in secondary schools match one of six models: discipline-based (traditional), parallel disciplines, multidisciplinary, transdisciplinary, interdisciplinary, and integrated-day. At this high school, grade-9 teachers of English, science, and social studies were teamed in three groups of three. Each team was responsible for 60 to 75 students and had a 150-minute class period for team teaching. Team members had common planning time and eventually a large office space for planning work. The teams' approaches evolved over time, and eventually one team used a parallel style of integration, another used an interdisciplinary design, and a third used a transdisciplinary design. All three teams collected data and information on effectiveness. At the end of the year, teachers reported that they had learned about their colleagues's subjects, appreciated the long class time and its opportunities, and saw value in the holistic approach. Some had reservations about how much actual knowledge of the subjects or disciplines students had gained, even though they believed the students had gained leadership skills and developed socially. (JB)
Publication Type: Speeches/Meeting Papers; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Shenandoah Valley; Virginia
Note: Paper presented at the Annual Meeting of the Southeastern Regional Association of Teacher Educators (October 1994). Diagrams illustrating the text may not reproduce clearly.