Curriculum Integration in Ontario High Schools

Autor/in	Grice, James
Titel	Curriculum Integration in Ontario High Schools
Quelle	In: Pathways: The Ontario Journal of Outdoor Education, 24 (2011) 1, S.4-8 (5 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0840-8114
Schlagwörter	Integrated Curriculum; Curriculum Development; Units of Study; High Schools; School Community Relationship; Educational Change; Foreign Countries; Memorization; Decision Making; Experiential Learning; Interdisciplinary Approach; Environmental Education; Canada + Suchen Sie Ihr Suchwort? Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Lerneinheit; High school; Oberschule; Bildungsreform; Ausland; Gedächtnistraining; Decision-making; Entscheidungsfindung; Experiental learning; Erfahrungsorientiertes Lernen; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Umweltbildung; Umwelterziehung; Umweltpädagogik; Kanada
Abstract	In many North American schools, the acquirement of knowledge is encouraged in the most fractious of ways. At the high-school level, knowledge is often channelled into separate, specialized units of study. Rarely is an effort made to develop cross-subject, unifying themes that can help students recognize important points of curricular overlap. Worse still, the knowledge that people so aptly compartmentalize is frequently inert in nature--the kind that students learn only to regurgitate at the unit's end. Strange as it may sound, students today are expected (and encouraged!) to "memorize"--not connect--the many and varied dots placed before them. The author asserts that students need to be shown that what they learn "inside" the classroom is relevant to the world around them. They need to see that their efforts can influence community decision making and lead to real solutions and real improvements. Reality is integrated, and so too must learning be. In Canada, and particularly in Ontario, a growing number of educators have embraced an approach to learning that employs "real-life" contexts as platforms for exploring "traditional" classroom work in more meaningful ways. The "integrated model" operates in a healthy number of Ontario high schools, and takes the form of "integrated curriculum programs" (ICPs)--programs that blend knowledge and skills from "conventional subjects" with learning opportunities that are experiential and interdisciplinary in nature. (ERIC).
Anmerkungen	Council of Outdoor Educators of Ontario. 1185 Eglinton Avenue East, Toronto, Ontario, M3C 3C6, Canada. e-mail: info@COEO.org; Web site: http://www.coeo.org/publication.htm
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10