Journal Article Review By Bianca Alarcon

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Journal Article Review By Bianca Alarcon

• Lonning, R.A., Defranco, T.C.
  Weinland,T.P.(1998). Development of Theme-Based,
  Interdisciplinary, Integrated Curriculum A
  theoretical model. School Science and
  Mathematics,98(6),312319

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Reference to Continuum Model(1997) Article
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Model to instruct educators

• Applied in a third grade Connecticut classroom
• How to develop a theme based interdisciplinary,
  integrated curriculum
• Defines these three terms
• Two phases of Development
• Presents examples (successes and failures)

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There has not been a consensus on the definitions

• Lonnings Definitions
• Theme-based A topic concept problem providing
  both a focus and organizing framework that guide
  the development and implementation of a cohesive
  interrelated series of lessons or activities.

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2. Interdisciplinary

• A knowledge view and curriculum approach that
  consciously applies methodology and language from
  more than one discipline to examine a central
  theme issue, theme problem topic or experience

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3. Integrated

• The nature of the relationship between two or
  more disciplines which are included in an
  interdisciplinary unit.

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Two phases of development

• Theme Creation Phase
• Focus on creating a theme
• must be interesting
• must have integration potential
• Must meet the curriculum goals and standards

• Active Refinement Phase
• Focus on refining that theme
• Involves validation criteria that assures that
  the subjects are truly integrated and balanced

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Examples

• Success
• Study of Plants
• Includes many possibilities for observation,
  measurement, experimentation, and calculations
• Complete integrated unit that includes more
  extensive lessons

• Failure
• Study of Pumpkins
• Some estimation of number of seeds and graphing
  of size.
• Limited big idea or theme
• Referred to as and organizing center which is
  more short term

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Closing thoughts

• Team-based approaches are necessary to implement
  theme-based, integrated, interdisciplinary units.
  
• Teachers need to work together and utilize their
  strengths.
• Teachers need to be eclectic and willing to
  refine their lessons according to students needs
  and the goals of the unit.
• Themes are works in progress
• Themes must be engaging and most importantly meet
  the standard and goals of the grade

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Thank YouAre there any questions?