—Sue DeLay, Curriculum Resource Teacher, Oak Creek Franklin School District, WI
"Contains real-life examples of integration, including examples of the author's own experience in the classroom, making the work much more appealing and credible for teachers."
—Mary Ann Kahl, Assistant Professor of Educational Leadership, National-Louis University
"This is the first book I have read that lays out a big picture that I can buy into and explains how to look at accountability in a positive way."
—Jane Adair, Resource Specialist, Long Beach Polytechnic High School, CA
Help your learners connect big questions to big understandings!
In today's accountability-driven environment, educators strive to develop an integrated, relevant, and measurable curriculum while also presenting engaging subject matter that inspires student learning. In this completely revised edition of the classic text, Susan M. Drake provides a new approach to standards-based curriculum, instruction, and assessment that helps educators identify what students must know, do, and be. This invaluable resource also offers:
A framework allowing for multidisciplinary, interdisciplinary, and transdisciplinary approaches to curriculum integration;
Sample models of integrated curriculum in action;
Practical suggestions to simplify curriculum alignment and integration;
Insights based on real classroom experience to connect the framework to the real world;
End-of-chapter discussion questions and suggested activities;
Discover how you can create an integrated, standards-based curriculum that inspires your students, and then watch them thrive.
During the process of updating this book, Susan Drake actually created a completely transformed and different work from the first edition. One cannot approach interdisciplinary work in a standards-based environment simply by adding standards to the late-1980s and early-1990s models (which had not previously dealt with standards). To simply match standards to activities looked good but did not really get at creating a curriculum that was deeply anchored in standards, nor did it align interdisciplinary work with assessment and instruction. Because the accountability process demanded such a different approach to curricular design, Drake found herself writing what seemed to be virtually a new book entirely.
Very little from the 1998 edition has been carried forward into this new edition. Drake did, however, describe again the three approaches to integration as a framework for understanding the range of possibilities for integration: multidisciplinary, interdisciplinary, and transdisciplinary. Also, two models offered in the 1998 book reappear here in their standards-based reincarnation—the Curry/Samara Model® and the Narrative Curriculum.