A Guide for Developing Interdisciplinary Thematic Units

A supplement for general elementary, middle school, secondary, and K-12 methods courses. These authors offer a step-by-step approach to developing and using ITUs to help K-12 students acquire the knowledge and develop the problem-solving skills required for today's changing—and challenging—times. Revised to encompass significantly more material on curriculum standards, scoring guides, and the relationship between the interdisciplinary thematic unit approach and professional education tests, the new edition of this popular text again addresses the content, technology, diversity, and classroom management of ITUs.

Table of Contents:
1.  INTRODUCTION TO AN INTERDISCIPINARY THEMATIC UNIT Chapter Introduction Knowledge and Meaningful Learning Styles of Learning and Implications for Interdisciplinary Thematic Instruction Integrated Curriculum and Related Terms Curriculum Integration: Summary of Purposes Integrated Curriculum: A Spectrum of Design Role of Theoretical Origins of Instructional Styles and their Relation to   Constructivism and Integrated Curriculum Role of the Teacher in an Integrated Curriculum Role of the Students and Input in an Integrated Curriculum Role of the School for Optimal Curriculum Integration Role of Curriculum Standards Role of Modern Technology and Community Resources in an Integrated   Curriculum Beginning an Interdisciplinary Thematic Unit Facts on Praxis and Other Teacher Tests Summary If a Colleague, Community Member, or Parent Asks You About…. Exercises Chapter Notes For Further Reading 2.  INITIATING AN INTERDISCIPLINARY THEMATIC UNIT Chapter Introduction Selecting a Theme for an Interdisciplinary Thematic Unit Reviewing Curriculum Standards Standards and High-Stakes Testing: When All Students Are Expected to Do Well   on a Mandated Assessment, Then All Should Be Given Equal Opportunity to   Prepare for it Selecting a Theme: A Beginning Process Giving the ITU a Name Developing a Scope and Sequence for Content and Instruction Using the Community as a Rich Resource Sharing Materials Before and During Unit Implementation Facts on Praxis and Other Teacher Tests Summary If a Colleague, Community Member, or Parent Asks You About…. Exercises Chapter Notes For Further Reading 3.  DEVELOPING OBJECTIVES Chapter Introduction Clarifying Aims, Goals, and Objectives Relating Instructional Objectives to Aligned Curriculum and Authentic   Assessment Clarifying Goal Indicators and Standards-Based Education Considering Overt and Covert Performance Outcomes Considering Performance Outcomes- Assessment Compatibility Considering Balance of Behaviorism and Constructivism Teaching Toward Multiple Objectives, Understandings, and Appreciations: The   Reality of Classroom Instruction Preparing Instructional Objectives Reviewing Domains of Learning and the Developmental Needs of Students Considering the Domains and Character Education Using the Taxonomies of the Domains Observing for Connected Learning: Journals, Logs, and Portfolios Refining Goals and Objectives: Another Sharing of Materials Facts on Praxis and Other Teacher Tests Summary If a Colleague, Community Member, or Parent Asks You About…. Exercises Chapter Notes For Further Reading 4.  ASSESSING STUDENT LEARNING Chapter Introduction Reviewing Purposes of Assessment Guiding Principles of an Assessment Program Clarifying Terms Used in Assessment Assessing Student Achievement: A Three-Step Process Assessing Student Learning: Some Approaches Assessing for Affective and Psychomotor Domain Learning Assessing Student Involvement Maintaining Records of Student Achievement Grading and Marking Student Achievement Testing for Achievement Preparing Assessment Items: General Guidelines Attaining Content Validity Performance Testing: Expensive and Time Intensive Preparing and Using More Assessment Items: Descriptions, Examples, and   Guidelines Assessing Your ITU by Field Testing Facts on Praxis and Other Teacher Tests Summary If a Colleague, Community Member, or Parent Asks You About…. Exercises Chapter Notes For Further Reading 5.  COMPLETING YOUR ITU: FINALIZING ACTIVITIES, LESSONS, AND UNITS Chapter Introduction Planning and Learning Activities Planning Lessons for Interdisciplinary Thematic Instruction Preparing Elements of a Lesson Plan Sample Interdisciplinary Thematic Units Sample ITU 1 Sample ITU 2 Sample ITU 3 Facts on Praxis and Other Teacher Tests Summary If a Colleague, Community Member, or Parent Asks You About…. Exercises Chapter Notes For Further Reading     APPENDIX PLANNING MASTERS       Planning Master 1.1 Self-Check Exercise: Overview of Teacher Interactions       Planning Master 1.2 Self-Check Exercise: Overview of Student Interactions       Planning Master 1.3 Interactive Exercise: Student Input in an ITU GLOSSARY CHILDREN’S BOOK INDEX NAME INDEX SUBJECT INDEX    

About the Author :
Patricia L. Roberts, Emeritus Professor of Education, received her Ed.D. at the University of the Pacific and joined the faculty of the School of Education at California State University, Sacramento, where she taught courses in children's literature, reading, and language arts, and served as coordinator of a Teacher Education Center in Elementary Education and Chair of the Department of Teacher Education. In addition, Dr. Roberts is the author of many teacher resource books and texts, writes for journals, and is a member of the National Council of Research on the Teaching of English and other professional groups. Her current research centers on teaching curriculum content with children's literature and family values found in fiction for children. Dr. Roberts, a biographee in Who's Who in America (2003), is the recipient of the Distinguished Alumnus of the Year Award from the University of the Pacific and the California State University's Award for Merit for Teaching. The Award of Merit is given for a superior teaching record and outstanding service to the institution and to the community. Additional recongitions include listings in International Who's Who of Intellectuals, Two Thousand Notable American Women, The World Who's Who of Women, The Directory of Distinguished Americans, International Directory of Distinguished Leadership, and International Who's Who of Contemporary Achievement. Richard D. Kellough, Emeritus Professor of Education, received his Ed.D at Oregon State University and is currently among the faculty of the School of Education at California State University, Sacramento, where he has given over thirty years of service. Dr. Kellough is the author or co-author of dozens of textbooks, including A Resource Guide for Teaching K-12, Teaching Young Adolescents: A Guide to Methods and Resources, and Secondary School Teaching: A Guide to Methods and Resources (the latter two with N. Kellough), as well as numerous journal articles. A member of several prominent organizations, Dr. Kellough has been elected to the Phi Sigma Society, the Botanical Society of America, and the American Bryological Society, and was the recipient of an Outstanding Biology Teacher Recognition Award from the National Biology Teachers Association, State of California. His many recognitions include being named a National Science Foundation Research Fellow at the University of California, Davis, as well as listings in The International Authors and Writers Who's Who, Leaders in Eco Education, Men of Achievement (Volume 1), Dictionary of International Biography, and Leaders in Education.