Foreword by Howard Gardner Acknowledgments Introduction The Why's and Wherefore's A Look at the Book 1. Theories Caine and Caine's Twelve Principles From the Tower: Gardner's Theory of Multiple Intelligences From the Field: Multiple Intelligences From the Tower: Fogarty's Models of Curriculum Integration From the Field: Curriculum Integration Differentiated Instruction Frames of Mind - Grid Talk 2. Teams Teams Rap List of Words (Bombardment) Jagged Profile Activities Jagged Profile Implications Collaborative Teams in Professional Learning Communities Forming Teams: Top Down or Bottom Up? Beginning the Conversation: It's a Start! Teaming Conference Team Meetings Guide on the Side: Facilitating the Team or PLC 3. Themes Themes as Organizing Centers Themes as Catalysts Thematic Teaching Theorists T-H-E-M-E-S Basic Models Introduction to Tandems - Themes Elementary Lesson: "Miss Mary Mack" Middle School Lesson: Africa - South of the Sahara High School Lesson: Medieval Europe During the Black Death Matrix Mixer 4. Threads Reform for the Twenty-First Century Problem Solving Becomes the Thread Life Skills Basic Models Introduction to Tandems - Threaded Elementary Lesson: Threaded Model: Prediction Middle School Lesson: Threaded Model: Cause and Effect High School Lesson: Threaded Model: Communication Kids Incorporated and the Cemetery Study Authors' Note The Tri-Assessment Model Rubric for Integrating Learning Using the Tri-Assessment Model Speech Fugue: Elementary Appendix: Miscellaneous Tools Bibliography Index
"The authors are sensitive to the constraints that operate on teachers even as they are open to ways in which teachers can refashion their classes and curricula to reach more children in more effective ways. This book will help teachers enliven and enrich their classrooms and forge new connections across concepts and curricula." -From the Foreword by Howard Gardner "On the one hand, teachers and other curriculum workers are held accountable for understanding, organizing, implementing, and designing instruction and assessing standards-based outcomes. On the other hand, they are also being admonished to teach for understanding, thinking skills, enduring learning, cooperative learning, multiple intelligences, individual differences, and developmental levels. This book provides a wealth of delightful, creative, and compelling strategies, lessons, and techniques for making sense of these many diverse theories." -Arthur L. Costa, Professor Emeritus California State University, Sacramento Develop powerful instructional tools that target diverse learning needs! In this unique and practical book, authors Robin Fogarty and Judy Stoehr demonstrate an approach for creating integrated curricula that develop higher-order thinking, mindful decision making, and productive problem-solving skills in all students. This second edition provides planning methods for interactive lessons and strategies for implementing "big ideas" or themes. Offering voices from academia and the classroom, this research-based volume: Provides strategies for building collaborative teacher teams Presents a six-step process for developing thematic learning units Highlights ways to thread life skills throughout the curriculum Describes types of assessments for integrated curricula This insightful handbook emphasizes a learner-centered, interdisciplinary approach and holistic, experiential learning that leads to lifelong skills and equal opportunities for all children to succeed.
Robin Fogarty is President of RFA: A Robin Fogarty Company, a Chicago-based, minority-owned, educational publishing/consulting company. Robin received her doctorate in curriculum and human resource development from Loyola University of Chicago. A leading proponent of the thoughtful classroom, Robin has trained educators throughout the world in curriculum, instruction and assessment strategies. She has taught at all levels, from kindergarten to college, served as an administrator, and consulted with state departments and ministries of education in the United States, Puerto Rico, Russia, Canada, Australia, New Zealand, Germany, Great Britain, Singapore, South Korea, the Netherlands, the Kingdom of Bahrain and Saudi Arabia. Robin has published articles in Educational Leadership, Phi Delta Kappan, The Journal of Staff Development and The Middle School Lournal. She is the author of numerous publications, including Brain-Compatible Classrooms, Literacy Matters, Ten Things New Teachers Need, How to Integrate the Curricula, The Adult Learner, A Look at Transfer, Close the Achievement Gap, Twelve Brain Principles, Nine Best Practices, and From Staff Room to Classroom: Planning and Coaching Professional Learning, How to Teach Thinking Skills Within the Common Core: 7 Key Student Proficiencies of the New National Standards, Invite! Excite! Ignite! 13 Principles for Teaching, Learning and Leading K-12 classrooms Robin received her Bachelor of Arts in Early Childhood Education at SUNY, Potsdam, NY, and her Masters in Instructional Strategies from National Louis University in Evanston, IL. She is known as the teachers' teacher and has mentored numerous colleagues in the art and science of working with the adult learner. She brings a wealth of knowledge and passion to all endeavors, has a wealth of knowledge in the field and conducts highly interactive PD sessions.