Integrated Curriculum Model

By: Jessica PierceTrayce WilliamsKristen Hartley

What is the Integrated Curriculum Model?

It combines 3 different Curriculum Models that have proven successful with

gifted and talented students.

An Overarching Concept- Reading, reflections and discussions provide students with opportunities to create and construct meanings for key concepts. This allows for cross curricular connections

Advanced Content- Pre Assessments allow students the opportunity to show mastery of concepts and skills in content areas. Teachers are able to compact the curriculum and guide students through advanced content at a more rapid pace.

Process/Product- Self-directed learning allows students to explore a topic of personal interest. They construct knowledge and apply it to products that are high-quality.

INTEGRATED CURRICULUM MODEL FOR GIFTED LEARNERSVan Tassel-Baska, 1987

Concepts, Issues, Themes,and Dimensions

Process-Product

Dimension

Advanced Content

Dimension

ICM- Integrated Curriculum ModelOverarching Concepts

Advanced Content

Process-Product

Change In depth Elements of Research

Systems Advanced Reading Reasoning

Patterns Primary Sources Problem-Based Learning

Cause and Effect Advanced Skills Inquiry Skills

VanTassel-Baska, J. (2003). Content-based curriculum for high-ability learners: An introduction. In J. VanTassel-Baska & C. A. Little (Eds.), Content-based curriculum for high-ability learners (pp. 1-23). Waco, TX: Prufrock Press.

Examples of graphic organizers and different materials used“Within the William and Mary curriculum units,

specific teaching models are used to strengthen students’ critical thinking skills. Each of the models is used within the context of a particular unit of study. Each of the models is flexible and may be adapted to use in many classroom lessons.”(http://cfge.wm.edu/curriculum.htm#models).

Literature WebHamburger Model for Persuasive WritingVocabulary WebPaul's Elements of ReasoningAnalyzing Primary SourcesResearch Model

Literature Web Model Connecting personal response with elements of the text. Web is completed individually or as a tool for discussion Recommended-use the web individually, then meet in

small groups, and after have a whole group debriefing by the teacher◦ Key Words: interesting, unfamiliar, striking, or particularly

important words and phrases contained within the text ◦ Feelings: the reader’s feelings, with discussion of specific text

details inspiring them; the characters’ feelings; and the feelings the reader infers the author intended to inspire

◦ Ideas: major themes and main ideas of the text; key concepts ◦ Images and Symbols: text that inspired them, symbols for

abstract ideas ◦ Structure: the form and structure of the writing and how they

contribute to meaning; ideas may include flashbacks, use of voice, use of figurative language, etc.; style of writing

http://cfge.wm.edu/curriculum.htm

Sources Usedhttp://

cfge.wm.edu/curriculum.htmhttp://

www.bcps.org/offices/gt/curriculum-default.html

http://www.hoagiesgifted.org/eric/faq/gt-curri.html

http://www.kgtc.org/Creating%20Quality%20Curriculum%20for%20Gifted%20Learners.ppt

http://www.sde.state.nm.us/seo/gifted/web.links.for.lessons.html