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INTEGRATED STUDIES Sally Graves “Use the world as a classroom”

INTEGRATED STUDIES Sally Graves “Use the world as a classroom”. The Integrated Studies programme at Freyberg High School Palmerston North http://www.freyberg-pn.school.nz/about/curriculum/integratedstudies.html

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INTEGRATED STUDIES Sally Graves “Use the world as a classroom”

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  1. INTEGRATED STUDIESSally Graves“Use the world as a classroom”

  2. The Integrated Studies programme at Freyberg High School Palmerston North • http://www.freyberg-pn.school.nz/about/curriculum/integratedstudies.html • Part of a research programme funded and staffed by a joint agreement between IBM, • Massey University, the Education Department and Freyberg High School from 1987 to 1989. • Developed by Dr Pat Nolan • “Old method” segmented & compartmentalised • By linking subjects together and seeing the interconnections • we understand the real world better. • Written about in UNLIMITED The Learning Revolution, • 1999, G. Dryden & J. Vos • Combines four approaches: • student-centred inquiry • practical thinking skills • thematic studies • correlation between subjects

  3. “what integration is all about: developing ways of teaching - and experiencing - knowledge in a way that establishes the interconnections in the minds of the students, and has them actually using that knowledge to create new solutions." Dr Pat Nolan

  4. Freyberg High School The first integrated studies course combined biology, computer studies, English and geography. The elements were drawn together around a central theme: preservation and management issues confronting New Zealand National Parks. That theme was the common thread that bound the subjects together in a coherent program. Out-of-class field research trips were a major part of the project. In Nolan's words: "These national park field trips confronted students not only with physical adventure and challenge, but generated the experiences, data and information needed to sustain a program of integrated studies for a whole year. Computers also played a central role in supporting the theme; allowing the analysis of large and relatively complex data-sets not normally considered or done at this level. They also allowed extended studies in specific subjects and helped motivate students."

  5. School curriculum initiatives suitably reflect NZC principles. In some recently revised department schemes, teachers include localised contexts for learning. Lesson planning is beginning to include key competencies to further engage and motivate. 'Place-based learning', a recently-implemented initiative, encourages students' sense of belonging, promoting supportive relationships among students and with their teachers. ERO Report

  6. Practicum Experience at St Hilda’s Collegiate School Year 9 English – Social Studies - ICT

  7. Integrated Studies Unit Planning • English key focus: students must gain a clear understanding of the novel and the key • ideas • Develop extended skills in crafting & writing their responses: – formal writing • Social sciences key focus: an event in history & its effect on people then and now • ICT – enhanced information searching and discerning skills • Plan for The Boy in Striped Pyjamas • Characterisation – development, ideas of friendship and innocence. • Stereotyped vs. well developed • Setting & Context – Background knowledge of Nazi Germany • Structure & Purpose – a fable. Leads to key ideas & understanding (4-5 lessons) • - How – Why - Effectiveness • Theme – lead in for the social sciences aspect – Why did the author write this? • Explore the ideas of prejudice & discrimination in the wider world? • How do we stop this?

  8. Example Integrated Studies Student Activities • Strategies for undertaking internet research & discerning reliable information • Skimming & scanning to find key words and note taking • Online book reviews • YouTube interviews with author • Google images to look at examples of propaganda and symbols • Create own propaganda posters – share using class wiki • Research Holocaust, Auschwitz, maps of Europe • Comic Life to create storyboards – use images/photos/pictures/quotes from web • Online dictionaries to find definitions of terms • Paragraph writing practice on techniques the author uses to create atmosphere • Watch documentary on BBC Bitesize website, discuss & answer questions • Online activity on how to use quotes effectively (http://www.teachit.co.uk/) • Creative writing wiki – use starters to write about various scenarios • Institutions & processes of political systems - Draw pie graph of stats • e.g. In 1998 117/191 countries were democracies • Democracy activity - Using internet select any country and summarise on one page • who can vote, who can people vote for, are elections free & fair, can the govt be • criticised? • Find a map of Darfur, where is it relation to other countries? Summarise the situation • Answer additional questions about their selected country - ongoing

  9. References: Details about Freyberg School http://www.thelearningweb.net/chapter12/page413.html http://www.freyberg-pn.school.nz/about/curriculum/integratedstudies.html Strategies for Online Research – Discerning Quality Data http://www.teachingideas.co.uk/welcome/5219.htm

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