UBD - understanding by design AMT - Acquisition Making Meaning, Transfer of that meaning, unless that T is acquired what have you learnt e.g writing not being in its own box.
- Knowing what you want them to know before they begin
- Combination what is the purpose.
- Start with syllabus finish with syllabus
What could go wrong with Curriculum Integration!
Pre-Mortem: Pretending we tried and it failed! WORST POSSIBLE SCENARIO! running the critical eye over what could go wrong! Why did it fail? what issues occured?
Favourable Post Mortems after discussion:
Planning both content/outcome/skill points simultaneously
Not authentic links
Being a ‘pinterest teacher’ - not achieving outcomes drowning students in surfacer understanding! Not going Deep.
Lack of teacher content knowledge - Deep understanding of all kla - LACK OF DIFFERENTIATION.
Balancing the authentic outcomes whilst focusing on the skills. Stage 3 - lost in content.
Tess: Appropriate assessment - reporting time!
Lack of support and PD for integration.
I enjoyed this experience because it allowed us to prepare for the worst possible situation. It also provided me with the chance to think of possible failures that I had not anticipated before. Which allowed us to brainstorm ways in which we could overcome this ‘death.’
Hexagonal Curriculum Mapping - strategy to integrate content whilst planning
Print out outcomes onto hexagons
Visual representation to map the content links prior to planning.
Able to identify whether link is authentic or forced.
Must be critical of the links, ensure you are collaborative with peers across grades to ensure they are authentic links!
Explicit connections on larger hexagons connecting to multiple contents.
Larger hexon allows for justification between the connection of the links.
RFF - great time to do this.
I found this quite challenging, not because I didn't know the content, but because I felt that all my links were not doing justice to the actual content point. It wasn't until I had a discussion with Trish which reminded me that I can access that content through multiple units of work. I found I envisioned myself searching on a program, dropping a particular content point in the search and then multiple items coming up. Maths is still where I am worried as to how it will blend as neatly as the others as I personally feel it needs range of explicit teaching, then in itself other things can be embedded into it but still. My brain is evidently still processing but we all agreed that the second we began researching the skills and the content points under each outcome the task became much easier. It linked beautifully to the notion of knowing your kids and knowing the content!!
Challenging as stage not grade - easier if the stage was together to map the content over the grade rather than the ones we already use.
Struggled to begin,
Sub stet on integrated links are OKAY! Physically impossible to teach them all as is, if you are making a link you are being more efficient than trying to teach those two separately!
Mathematical link - WM ALL THE TIME!
How will fluency and quest work into this?
Doing the due diligence to the Mathematics units.
Differentiating the links.
Referring back to the content helped rather than the syllabus outcome.
You must know the content! -