Integrated Curriculum

  1. What must objectives be?
    They must be Clear and Obtainable by the students or student
  2. What do the objectives need to focus on?
    Need to focus on knowledge, a skill, or reinforcement of a skill or strategy
  3. What format do objectives need to follow when writing them?
    • Who
    • What
    • How
  4. Why do we need objectives?
    • To provide direction to instruction
    • To provide guideance for assessment
    • To convey instructionsl intent to others
  5. What are academic objectives?
    these objectives address the cognitive and metacognition
  6. What are affective objectives?
    These describe the attitudes, appreciation, and relationships you want students to develop
  7. All objectives must be what?
    All objectives must be specific and measurable.
  8. What is bloom's Taxonomy? From bottom up?
    • Knowledge
    • Understand
    • Apply
    • Analyze
    • Evaluate
    • Create
  9. What words should a teacher use when writing objectives?
    Should use words that indicate an action, that focuses on knowledge and skills or reinforcement
  10. Why should teachers plan?
    • Planning helps teachers organize their thoughts
    • gather materials in advance
    • link goals and objectives to standards
    • address the whole child
  11. What are some teacher roles?
    • Diagnosticians
    • Designers
    • Organizers
    • Evaluators
    • Writers
    • Researchers
  12. Why are group times special times?
    • They create a sense of community
    • They bring everyone together for mutual benefit and enjoyment
    • Convey information to all at once; no one is left out
  13. What are the three parts to a group time?
    • Opening: Capture children's attention
    • Body: Main Purpose
    • Closing: signals end and serves as transition to next portion of the day
  14. What do group-time transitions do?
    They lead from the opening, to the body, and from the body to the closing.
  15. What should be considered in advanced during group-time preparation?
    • Location
    • Focus
    • Pace and Variety
    • Materials
    • Active Involvement
  16. What are some group-time strategies?
    • Make group time part of each day
    • Use props effectively
    • Use your voice, face, and gestures
    • Sit so you can see all the children and children can see you
  17. How can we tune-in to children during group-time?
    • Change or shorten activities that are not working
    • Extend activities children enjoy
    • Pan future group times based on what you observe
  18. What are some variations on standard group time?
    • Storytelling
    • Music
    • Read-Aloud
    • Class Meetings
    • Author's Chair
    • Reporting
  19. Pitfalls to avoid during group-time
    • Being unprepared
    • using large groups when small groups would be better
    • inappropriate materials
  20. What is the purpose of family invovlement?
    • Essential partners in education
    • Positive interacton and adult self-esteem
    • Joint decision making about their own children
    • Exchange information to benefit the child
  21. What are five types of family involvement?
    • Support family members in helping the child acquire knowledge
    • Communicate effectively with family members- family members respond
    • Solicit classroom participation and organize the work that adult family members can do
    • Implement strategies that support the child's learning at home
    • Recruit and prepare family members for decision making in program policies
  22. What are some barriers to family involvement?
    Discomfort in interacting: family members may feel rebuffed or ignored; professionals may hold negative perceptions of families; new professionals may feel scared or threatened

    Practical considerations
  23. Characteristics of effective family involvement?
    • Collaboration
    • Variety
    • Intensity
    • Individualized
  24. Techniques to family inclusion
    • Establishing relationships
    • keeping families informed
    • Establishing 2-way communication
    • Involving men in the program
  25. How to establish relationships wiht adult family members
    • Show that you care for the child by paying attention to details
    • Face-to- Face contact is essential; greet people by name
    • Listen carefully and maintain eye contact
    • Be courteous
    • Maintian family confidentiality
  26. Ways of gathering information from families?
    • Use enrollment or intake information
    • invite families to share informally
    • ask families about learning goals for their children
    • seek out cultural information
  27. Ways of keeping families informed?
    • Develop written materials for the classroom
    • Share your educational philosphy, program goals
    • write one or two line notes regardng children's positive experiences
    • Use electronic communication when appropriate
  28. How to establish two way communication
    • Establish telephone or email hours
    • Introduce yourself early in the year
    • Create notebook for journaling to send back and forth from school to home
    • Contact noncustodial family members
  29. How to integrate families into the program
    • Maintain an open-door policy
    • Invite family members to visit for particular occasions
    • Invite family members to volunteer
  30. How to involve men
    • Greet men individually and welcome them
    • Men are more likely to respond to specific requests for participation
    • Plan specific activities for men
  31. How to provide family education
    • Conduct a simple needs assessment
    • Invite family members to workshops that invovle the children
    • Provide take home materials
  32. How to arrange for family-to-family support
    • Arrange for informal conversation opportunites
    • Work with others to support a family-to-family mentoring program
    • With your administrator set up special support groups
Card Set
Integrated Curriculum
Study Guide for Integrated Curriculum Test # 2