Integrated Curriculum
and Instruction
Not All Classrooms Operate with

Content Coverage
Too many teachers feel intense pressure to cover the
content
 Opportunities are missed to help students become
deep, multifaceted thinkers and learners


Independent Seatwork

Instead classrooms should provide diverse and
engaging learning opportunities for students
Schools Traditionally…


Teach for only two Learning Styles and Multiple
intelligences
Learning Styles



Multiple Intelligences



Mastery (ST)
Understanding (NT)
Verbal-Linguistic
Logical-Mathematical
Students with other styles and dominant intelligences
are left out
Consequences of…

Catering to students whose learning styles and
intelligences correlate with the schools usual
practices

Students are denied opportunity to think in new
ways and grow by being challenged

Learning is more difficult for
Bodily-Kinesthetic and
 Interpersonal (SF) Styles


Middle School Math

Examples
Teaching for Multiple Intelligence

Fibonacci Sequence (1,1,2,3,5,8,13,21)
Multiple Intelligences Lesson for the Fibonacci Sequence
Verbal-Linguistic
Lecture
Note-taking Techniques
Logical-Mathematical
Find values of 9th, 10th, 11th 12th terms
Develop an equation
Visual-Spatial
Graphing
Musical
Music in background during work session
Bodily-Kinesthetic
Manipulatives
Interpersonal
Working with a partner or group
Intrapersonal
Tracking personal progress in learning log
Naturalist
Slide of pine trees
Existential
None
Example

Greek Mythology


Mrs. Benevento’s lesson
Lesson Goals

Mastery


Understanding


Explain how Greek Mythology and Greek Culture are related
Self-Expressive


Identify components of mythology
Appreciate and understand Greek Mythology as an art by creating
personal myths
Interpersonal

Students will understand how myths are universal and themes apply
their own lives
Style Analysis
Mastery
Interpersonal
Interactive Lecture
Graphic Organizer
Socratic Seminar
Discuss two mythology themes
in terms of your own life
Understanding
Self-Expressive
Support and Refute statements
Essay
Identify aesthetic components
Create a myth of a current event
figure
Style Analysis
Mastery
Socratic Seminar focused on what
makes mythology universal. Selected
two common themes from mythology,
and wrote essay about themes in terms
of their own lives
Interpersonal
Small groups and whole class metaphors,
similes, hyperbole, identified aesthetic
components (, style characterization,
personification, imagery.
Developed a working explanation of how
these devices and components affected them
as readers
Understanding
Interactive Lecture
Components of Mythology
Overview of Greek Culture
Visual Organizer to record key
information
Students read a selection of
myths and were provided with
group of statements keyed to
relationship between Greek
Culture and Mythology.
Students were to support and
refute these statements using
evidence from texts.
Self-Expressive
Wrap-Up

Teachers can promote the highest levels of
active, in-depth learning in the classroom while
making success a reality for every student

Through fusion of:
Learning Styles
 Multiple Intelligences
 Effective lesson planning and implementation

Steps

Incorporating Learning Styles and Aligning
Curriculum

Develop Unit Plan
Plan of content to be taught on site
 Blocked out in calendar format or as outline
 Overarching question
 What will students do to demonstrate mastery?
 What activities will be the steps to mastery?

Step One

Identify in simple language, the standards
addressing and outcomes designated for student
achievement
National Standards for FCS
 Use Idaho FCS Curriculum Guides (or if teaching in
other state—check out state specific guides)
 Idaho Academic Achievement Standards (state
specific standards should be used)

Example—Teen Living

Overarching Question (from FCS Curriculum Guide
http://www.pte.state.id.us/fcserv/fcspdf/TeenLivg.pdf )


What factors are present in healthy relationships and
friendships?
Expected outcomes







Define qualities of healthy relationships and friendships
Explain factors that influence relationships
Describe why healthy relationships are important for personal
happiness and success
Examine options for establishing healthy peer and dating
relationships
Examine strategies for managing sexual feelings
Explain options for managing unhealthy relationships
Explore personal safety and sexual harassment issues
Step Two

List assessment tasks

Processing activities and instructional episodes students will engage in throughout
the unit
Assessments
Task Rotation
M Mark the word that best
completes the phrase
U Complete Analogies
S Create a sentence chain or
paragraph using as many
vocabulary words and students
can
I Peer Practice—coaching
partnerships for selecting
antonyms and synonyms
M=Mastery
Style
U=Understanding Style
S=Self-Expressive Style
I=Interpersonal Style
Processing Activities/Instructional Episodes
Do you hear what I hear?
After listening to and reading a selection, students review words
using this code
------Familiar words
( Vaguely familiar words
* Unfamiliar words
Pretest—what do you think?
Students write what they think each word means using
context clues
Compare and Contrast
Initial definitions with dictionary definitions
Visualize
the Word
Create
four pictures that represent each word and write a specific
sentence explaining why the pictures are good examples
Inductive
Learning
Step Two: Example
Targeted Understanding
Learning Experiences and
Instruction
Define qualities of friendships
Pretest
Visualization
Compare and Contrast
Define qualities of healthy
relationships
Compare and Contrast scenarios of
healthy and unhealthy relationships

Multiple methods can be used to provide structure for
learning experiences and to provide creative instruction
of targeted understandings
Step Three

Use Learning Styles-Multiple Intelligences Matrix to analyze
those styles and intelligences you are already addressing
Mastery
V
L
S
M
B
P
I
N
E
Understanding
Self-Expressive
Interpersonal
Where Do We Go From Here?





Curriculum Development and
Concept Organization
Objectives and Competencies
Designing Learning
Experiences
Teaching Plans (Unit Plans &
Lesson Plans)
Teaching Methods and
Strategies