Tag Archives: EDU 6363
Burma and an Integration of the Arts
Mynmar, formally Burma, is one of the largest country in Southeast Asia. The residents of Myanmar are descendants who migrated down the Irrawaddy River. There had been settlements by the Pyu, Burmans, Shan, Kachin, and Karen people, all who played an influential role in Burma’s development. With these different settlements came the Burmese language. The […]
Designing a Purposeful Integrated Curriculum
Drake & Burns (2004) provides a template for designing an integrated curriculum (p. 79). Four steps are provided in designing a lesson that follows a multidisciplinary model for integrating curriculum: 1) Look at the standards. Choose subjects areas and standards for these subjects that you would want to use for integration. 2) Choose an age […]
Integrating Language Arts Standards
The following provides the definition, purpose and requirements for Reading: 1. Definitions (OSPI): Reading is the process of constructing meaning through the dynamic interaction among the reader’s existing knowledge, the information suggested by the written language, and the context of the reading situation. It is fundamental to literacy. 2. Purposes: The written word is important […]
Learning Experiences That Promote Understanding
Drake & Burns (2004) address the last two questions in the backward design process: 1) How do we know that students learned what they should know? 2) What are the most effective teaching, learning, and assessment practices to enable students to demonstrate what they learned (p. 67)? While Drake & Burns (2004) addressed the effectiveness […]
Know/Do/Be Bridge
Drake & Burns (2004) introduces the KNOW/DO/BE framework, which addresses these three big questions of education: What is the most important for students to know? What is the most important for students to be able to do? What kind of person do we want students to be (p. 31)? I particularly enjoy the Know/Do/Be Bridge because […]
Esther Lee's bPortfolio 
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