How to Create an Integrated Thematic Unit EDSS

How to Create an Integrated Thematic Unit EDSS 541: Secondary Interdisciplinary Methods By Anne René Elsbree

Welcome Back! You will collaboratively create an Integrated Thematic Unit (ITU). You are required to have 2 or more people per team. You can choose 2 or more content areas for the ITU.

ITU PPT Objectives Teacher candidates will be able to: 1. 2. 3. 4. Identify the philosophical underpinnings of ITUs Articulate strategies for closing the achievement gap Define the IDEALS of Democratic Education Differentiate between separate, interdisciplinary and integrated thematic units 5. Identify the 20 Tasks involved in creating an ITU

IDEALS of Democratic Education INQUIRY: Engaging in questions about one’s learning or teaching DISCOURSE: Conversation and debate about teaching EQUITY: Concern for achieving fair and just practices in school & society AUTHENTICITY: Teaching & learning that engages & has value beyond the classroom LEADERSHIP: Initiation of experiences that result in inquiry, discourse & critique SERVICE: Experience that develop & exhibit social responsibility

Culturally Relevant Pedagogy pedagogy that empowers students intellectually, socially, emotionally, and politically by using cultural referents to impart knowledge, skills & attitudes (Gloria Ladson-Billings, 1994, p. 17 -18)

Integrated Thematic Unit ITU Is a Culturally Relevant Strategy …that can work for any student, any where, at any time.

Curriculum Designs - Separate Subject - Interdisciplinary - Integrated Thematic

Separate Subject Curriculum Design Math Science Social Studies Language Arts Fine Arts Fractions Geographic Landforms California Regions Grammar/ Punctuation Music Decimals Simple Machines Gold Rush Essay Writing Visual Arts Inventors Native American Tribes Non-Fiction Performing Arts Geometry

Interdisciplinary Curriculum Design Math Science Social Studies Language Arts Fine Arts Drawing Scale - Map Drawing CA Geographic Landforms California Regions CA Region Report Writing Sculpting Landforms Algebra for calculating value of gold Rocks and Minerals Gold Rush Journal Writing Music from the Gold Rush Era Early Tools Native Populations Non-Fiction Books About Gold Rush Dances/ Geometry Performances from different cultures

Integrated Thematic Design Do you want to live in California when you graduate? Math Who lives in CA? Science What makes CA a great place to live? Social Studies Language Arts What would What do people make CA in CA do? better? Fine Arts What art is representative of CA? CA demographics: historically and now Climate Recreation & Hobbies How do the More access to different water: ocean, demographic irrigation, etc. groups express their art? CA demographics by region Geography Government Effective leaders Practice different art modalities More jobs How are the arts funded? Job opportunities? Political and social leaders Industry Jobs and profession

Hunger & Homelessness English Social Studies Languages - Define “home” and its attributes, contrast with “homelessness” - Research myths & facts about homelessness & use them in a persuasive writing piece to share information - Find examples of how people who are homeless or living in poverty are depicted in literature - Study historical events that led to hunger or homelessness such as the Irish famine - Interview a city council member about the government’s role in providing services for people in need - Conduct a demographic & economic study of people who are hungry or homeless in your community - Look at & compare the statistics for poverty & hunger in different countries - Discuss issues of poverty & government programs in a country where this language is spoken - Study the different kinds of structures used for homes in different countries & learn the associate vocabulary VAPA: Visual & Performing Arts ITU Theme: Hunger & Homelessness - Adapt literature that features a person who is homeless into a performance piece with opportunities for discussion with the audience - Compose simple songs that teach basic concepts like number or colors, record & distribute them to a family shelter - Research what art supplies are needed at a local shelter & prepare art kits Enduring Understanding 1. Nutrition is critical for healthy human development 2. Supporting low-income people benefits all of society Essential Questions 1. How does hunger affect children? 2. What supports would make a difference for low-income families & individuals? Service Student Activities -Evidence of Learning 1. Great American Bake Sale 2. Resume Writing Math - Read food labels to find out serving quantities & nutritional values - Create a statistical chart to compare national & local statistics can be used in a food drive campaign - Chart how many cans or pounds of food are needed & received by the local food bank in order to serve their target population Physical Education Technology Science - Discuss the effects of malnutrition on physical health & well-being - Create a child-friendly exercise video for a family shelter - Visit a food bank & “get physical” while sorting cans & stocking shelves - Develop a brochure for a local food shelter - Type resumés for people who are looking for work & have no computer access - On the internet, find slogans & quotes to use in marketing campaign for food drive - Learn about the food pyramid & nutritional needs of children & adults - Study the effect of hunger on student achievement in school & on adults trying to enter the workforce - Compare the nutritional value of different foods & the associated costs

Integrated Thematic Curriculum Advantages • • • Applicable Avoid isolation Life-like Retain information Engaging Blends school/community Connections Use school learning in life Other resources beyond text Integrate neglected disciplines • Multiple perspectives Disadvantages • Accountability • Conflict with expectations of a new teacher • NCLB • Group work • Transportation • Curriculum • District/State support • Test Prep. Pressure • Improvement grants

ITU Components Student Generated Essential Questions Democratic IDEALS Content of the Disciplines (Common Core Standards) Integrated Thematic Unit Social Justice & Service Learning Place-Based Education Integrated Curriculum with Art & Technology

ITU Assignment Tasks 1 -16 • • • • Task 1: ITU Theme & Website Design Task 2: Student, Parent and Educator Friendly Website Task 3: Unit Rationale - Enduring Understandings, Essential Questions Task 4: Unit Calendar- Objectives, Standards, Assessments, Instruction & Student Activities Task 5: Assessment Plan Task 6: Cooperative Learning Task 7: Technology Task 8. Art Task 9: Social Justice & Equity Task 10: Service Learning Task 11: English Language Differentiation Strategies Tasks 12: Special Education Differentiation Strategies Task 13: Interest Based Differentiation Strategies Task 14: Learning Profile Based Differentiation Strategies Task 15: Group Evaluation (1 Self-Assessed Group Rubric) Task 16: Peer Evaluation (1 Peer-Evaluation from each person)

Task 1: ITU Theme & Website • Identify a theme for the unit. • Create a website for the unit that has a visual image portraying: – Theme – All subject areas – Student activities You are free to make changes, but force yourself to get started.

ITU TASK 1: THEME FOR INTEGRATED THEMATIC UNIT • Provide a name that is self-explanatory for theme. • Make sure theme includes: 1. 2. 3. 4. 5. 6. 7. 8. 9. All subject areas of the teacher participants in the group Designed for the students at your school site California Common Core Standards Cooperative Learning Technology Art Social Justice & Equity Service Learning Differentiation for ELL & Students with Special Needs.

ITU Theme Development Think about your chosen school site; what are site needs, both seen/unseen that impact ‘every student’? • Developing School Community All School Olympics, Peer/Year Tribes, Renaissance Faire, etc. • Local Concerns Border Policies, Access to Local Pool, Transportation/Traffic, Campus Watershed, etc. • Green Water, Air, Classrooms, Conservation, Environmental Needs … • National Concerns Effects of Recession, Health Care Access, Homelessness

Theme & Question Ideas Education: How can states support their citizens’ potential, economy, environment…? Water: How can we access, use, preserve & recycle our water? Military Recruiting: How can the US recruit military participants and preserve schools as a safe haven for students? Homelessness: How can we prevent and intervene homelessness and sustain support for those that have struggled with homelessness? Art: How can we keep art in our schools in these times of budget cuts?

Interdisciplinary Thematic Units Readings: Integrated Thematic Design Website https: //sites. google. com/site/integratedthematicdesign/ Kaye, Cathryn Berger. (2004 or 2011). A Complete Guide to Service Learning. Minneapolis, MN: Free Spirit. Roberts, P. & Kellough, R. (2004). A Complete Guide to Integrated Thematic Units. Upper Saddle River, NJ: Pearson. Brainstorm as many word and phrase associations about theme from your own discipline as possible, and construct a visual web. WRITE essential questions that cover the range of your theme and could help guide the development of the ITU.

Task 2: WEBSITE Create a website for your ITU. This needs to be of professional quality. . Imagine you are submitting this for publication. Include in the website home page: • Theme Title • Different subjects that will be included in your unit • Images that represent the: – Theme, Subjects, Student Activities … • Make Navigational Design User Friendly for student, parents and educators

Task 3: Unit Rationale 1. Rationale 2. Enduring Understanding 3. Essential Questions

Task 3 Part 1. Rationale In 1 -6 paragraphs articulate a rationale for this unit. Describe how the ITU relates to: a. Adolescents b. Each Academic Area c. Instructional Strategies & Student Activities (cooperative learning, technology, art, social justice, equity and service learning) Describe how the team decided on theme for this unit and how it relates to the team’s personal philosophy - perspective.

Task 4: Part 2 Enduring Understanding Checklist n What do you hope students remember about this unit for years to come? n Unobvious & important inference Specific generalizations about the “big ideas. ” Summarize key meanings, inferences & importance of the ‘content’ n Make sense of facts, skills & ideas Deliberately framed as a full sentence “moral of the story” – “Students will understand THAT…” n Inherently fallible theories: Accepted truths Require “uncoverage” because they are not “facts” to the novice, but unobvious inferences drawn from facts, counterintuitive & easily misunderstood

Task 4 Part 3 Essential Question Checklist n An open ended answer not true false, yes/no, or set answer n Arguable n At heart of subject n Recur n Raise more questions Makes you say “Hmm!” n Provide organizing purpose of learning

Task 3 – Part 3: Tips for Essential Questions a. Each student should be able to understand question(s). b. The language of the questions should be written in broad, organizational terms. c. The question should reflect the teacher’s conceptual priorities, and be at the heart of the subject and address the philosophical or conceptual foundations of a discipline. (ie: How is history inevitably biased? ) d. Each question should be distinct and substantial. The essential questions are framed to provoke and sustain student interest. e. Questions should not be repetitious, but they should be questions that can reoccur in professional work, adult life as well as in classroom inquiry. f. Questions should be realistic given the amount of time allocated for the unit or course. g. There should be a logical sequence to a set of essential questions, so that the essential questions can provide organizing purpose for meaningful & connected learning. h. Questions should be posted in the classroom(s). i. Essential questions - have no one obvious right answer. Essential questions are arguable - and important to argue about. j. Essential questions raise other important questions, often across subject area boundaries. The essential questions are provoking and sustaining engaged inquiry. See the question prompts in Understanding by Design text handout , EDSS 511. •

Task 4. Unit Calendar a. Standards Content, Common Core & ELD b. Objectives Address all standards c. Assessments Address all standards & objectives d. Student Activities Attach lesson plans to the calendar. 2 Lesson plans are required for each group member. Lesson plans are graded individually.

Task 5: Assessment Plan Describe the criteria that will be used for assessing each objective and in which class the assessments will occur. Address each of the following: • Formality: formal or informal • Purpose: diagnostic, entry level, formative and summative • Implementation Method: written (multiple choice, t/f, open ended essay, academic test preparation), verbal, performance … • Expectation Tools (modeling, template, graphic organizer supports, work samples, rubrics …) • Evaluation Criteria (rubrics) • Feedback Strategies & Revision Supports (Self-Assess, Peer Review, Teacher Feedback) (Use backward planning –Wiggins & Mc. Tighe’s Understand by Design model. )

Task 6: Cooperative Learning Group work is not cooperative learning. Cooperative Learning must include 5 components. 1. Positive Interdependence 2. Individual and Group Accountability 3. Group Processing 4. Social Skills 5. Face-to-Face Interaction.

Task 7: Technology Applications • Identify where the • Each ITU must technology would be incorporate activities taught and used. for students to consume and create using technology to address theme.

Task 7: Technology Essential Questions 1. How can you educate your students about Technology? 2. How can you help your students become aware of Technology related to your subject/content areas? 3. How can Technology be linked to the different disciplines you will be team teaching? 4. How can you help you students use Technology to learn about your subject/content? 5. How can Technology be used to construct knowledge in terms of your team taught disciplines (subject/content areas)? 6. How can your students use Technology to make a difference? 7. What will be the enduring understandings your students will take away from this learning experience? 8. What essential questions (open-ended and debatable questions) can guide the instruction? 9. How can the instruction be differentiated, so that all students are supported and challenged to their ability (readiness level)? 10. What evidence can you collect that will measure your students' learning? 3.

Task 8: Art Component • How will students use art to address theme of the ITU? • Include art for consumption (learning) as well as production (knowledge construction). • Where will this be done? What class? What day? What supports will they need?

Task 8: Art Essential Questions 1. How can you educate your students about Dance, Music, Theatre and/or Visual Arts? 2. How can you help your students become aware of Art related to your subject/content areas? 3. How can Art be linked to the different disciplines you will be team teaching? 4. How can you help you students use Art to learn about your subject/content? 5. How can Art be used to construct knowledge in terms of your team taught disciplines (subject/content areas)? 6. How can your students use Art to make a difference? 7. What will be the enduring understandings your students will take away from this learning experience? 8. What essential questions (open-ended and debatable questions) can guide the instruction? 9. How can the instruction be differentiated, so that all students are supported and challenged to their ability (readiness level)? 10. What evidence can you collect that will measure your students' learning?

Task 9: Social Justice & Equity • How will students learn • How will this action about social justice and make their classrooms, equity related to this schools or community ITU theme? more socially just and/or equitable? • What action will students take to transform their classroom, school or community within this ITU theme?

Task 9: Social Justice & Equity Essential Questions 1. How can you educate your students about Social Justice & Equity? 2. How can you help your students become aware of injustice or inequities related to your subject/content areas? 3. How can the Social Justice or Equity issue you identified be linked to the different disciplines you will be team teaching? 4. How can you help you students learn about this issue and take some action to make a difference? 5. What will be the enduring understandings your students will take away from this learning experience? 6. What essential questions (open-ended and debatable questions) can guide the instruction? 7. How can the instruction be differentiated, so that all students are supported and challenged to their ability (readiness level)? 8. What evidence can you collect that will measure your students' learning?

Task 10: Service Learning • How will students provide • Address the key service to the community components outlined in within this unit? Kaye’s 2004 book, The complete guide to • How is this related to the service learning: ITU theme Proven, practical ways • Who are the people, to engage students in places & things that are civic responsibility, essential for organizing academic curriculum, this service learning? and social action.

Task 10: Service Learning Essential Questions 1. How can you educate your students about Service Learning? 2. How can you help your students become aware of a Service they can do in your community related to your subject/content areas? 3. How can the Service Learning be linked to the different disciplines you will be team teaching? 4. How can you help you students learn about their community and it's needs and provide some service to make a difference? 5. What will be the enduring understandings your students will take away from this service learning experience? 6. What essential questions (open-ended and debatable questions) can guide the instruction? 7. How can the instruction be differentiated, so that all students are supported and challenged to their ability (readiness level)? 8. What evidence can you collect that will measure your students' learning?

Task 11: English Language Differentiation • The differentiation strategies support the Emerging, Expanding and Bridging English Language Development levels with strategies for students to access content, process the content and show evidence of learning. • At each ELD level, the differentiation strategies support students to use language to gain and exchange information and ideas in the 3 communicative modes (collaborative, interpretive and productive) and to apply knowledge of language to academic tasks via 3 cross-mode language processes (structuring cohesive texts, expanding and enriching ideas and connection and condensing ideas) using various linguistic resources.

Task 12: Special Education Differentiation Strategies • The differentiation strategies address integrated thematic content, process and product to maximize the learning for each student with special needs All IDEA Categories: Autism, Emotional Disturbance, Hearing Impairment, Intellectual Disability, Orthopedic Impairment, Language Learning Disability, Speech or Language Impairment, Traumatic Brain Injury and Visual Impairment

Task 13: Interest Based Differentiation Strategies For each integrated thematic activity/assignment students are provided options for accessing the content, processing the content and showing what they learned based on their interests. •

Task 14: Learning Profile Based Differentiation Strategies For each activity/assignment students are provided options for accessing the content, processing the content and showing what they learned based on their learning profile. •

Differentiation Format Content/Interest: Sebastian (Gifted) will be able to research a famous comic artist for his biography report. Process(Teaching)/Readiness & Affect: Sebastian will teach vocabulary to a small group of students. Product (Performance)/Interest & Learning Profile: Sebastian will be able to create a comic strip about a unit theme. Affect (Perf)/Learning Profile-Linguistic & Visual: Sebastian will be able to create a chart depicting all the vocabulary words for the reading. Learning Environment/Learning Profile: Will let Sebastian work individually or work in group of his choice.

Task 15: Group Evaluation • Each team will provide 1 Group Evaluation that reflects the whole group’s opinion. • This will be due to the teacher prior to the website presentation.

• Task 16: Peer Evaluation Each member will • The peer evaluation is due prior to the evaluate their team presentation. member’s contribution and • This information will be participation efforts. confidential, but the peer evaluations will • Each team member influence each team will turn in a member’s grade. separate evaluation. • A form is provided for guidance on what to evaluate.