https://padlet.com/susan_sears/57rskiq9jmt8 Student ID - 7703333 en-us 2017-12-05 01:25:38 UTC 2026-02-06 20:14:53 UTC hello@padlet.com susan_sears https://padlet.com/susan_sears/57rskiq9jmt8/wish/213128434 2017-12-05 01:46:21 UTC https://padlet.com/susan_sears/57rskiq9jmt8/wish/213128434 susan_sears https://padlet.com/susan_sears/57rskiq9jmt8/wish/213545247 The use of an integrated teaching approach allows children to participate in learning in a holistic manner without subject boundaries. It utilises the teaching of all curriculum areas including, literacy, mathematics, social studies, science, and technology. By incorporating an integrated approach to teaching and learning, it allows students to build and use skills in all the required content areas and promotes positive attitudes for continual successful learning (Integrated Curriculum in the Primary Program, n.d.) 

]]> 2017-12-06 00:10:22 UTC https://padlet.com/susan_sears/57rskiq9jmt8/wish/213545247 susan_sears https://padlet.com/susan_sears/57rskiq9jmt8/wish/213545390 Content taught by teachers and learnt by students in an integrated approach is based on what interests the students have. This means there is more connectedness to the application of knowledge (Gordan, 2014). The focus of an integrated approach to learning is that the children are being active learners, therefore allowing teachers to engage in more assessment. Teachers can assessment for students learning through questioning, observations and student discussions (Gordan, 2014). 

]]> 2017-12-06 00:11:49 UTC https://padlet.com/susan_sears/57rskiq9jmt8/wish/213545390 susan_sears https://padlet.com/susan_sears/57rskiq9jmt8/wish/213545503 The Fogarty’s model of integration represents clearly how by implementing an integrated teaching approach that all learning abilities and disciplines can be catered for. The Fogarty’s model represents multiple ways to design a unit in an integrated manner. This approach integrates the three main models; within subjects (intradisciplinary), across multiple subjects (cross-disciplinary) and beyond subjects/learner directed (transdisciplinary) (Fogarty, 1991). By utilising assessment in an appropriate way, teachers can ensure students are connected to their learning. ]]> 2017-12-06 00:12:56 UTC https://padlet.com/susan_sears/57rskiq9jmt8/wish/213545503 susan_sears https://padlet.com/susan_sears/57rskiq9jmt8/wish/213545618 Fogarty’s continuum of curriculum integration (1991). ]]> 2017-12-06 00:14:10 UTC https://padlet.com/susan_sears/57rskiq9jmt8/wish/213545618 susan_sears https://padlet.com/susan_sears/57rskiq9jmt8/wish/213545810 Integrated learning allows for assessments to be differentiated to suit the integrated learning plan. This is compared to traditional learning styles where assessments are based around the specific conceptual construction of knowledge. Integrated learning allows for curriculum concepts to be learnt simultaneously, rather than in separate lessons throughout the day or week (Gilbert & Hoepper, 2014). 

]]> 2017-12-06 00:16:15 UTC https://padlet.com/susan_sears/57rskiq9jmt8/wish/213545810 susan_sears https://padlet.com/susan_sears/57rskiq9jmt8/wish/213545927 Collaborative Learning objectives. (2017). ]]> 2017-12-06 00:17:36 UTC https://padlet.com/susan_sears/57rskiq9jmt8/wish/213545927 susan_sears https://padlet.com/susan_sears/57rskiq9jmt8/wish/213546108 2017-12-06 00:19:30 UTC https://padlet.com/susan_sears/57rskiq9jmt8/wish/213546108 susan_sears https://padlet.com/susan_sears/57rskiq9jmt8/wish/213546192 Through the implementation of integrated learning, opportunities are made for assessments to be created by students, and supported by teachers. When students work together to co-develop their own assessment criteria students become more interested in their own learning (Gordan, 2014). The communication achieved between students in this process is a vital part of collaborative learning, a key skill in being successful in the twenty first century. Peer feedback can be utilised as an assessment for learning through verbal feedback or written feedback (Gordan, 2014). As educators it is important to be aware of student’s sensitivities and reinforce that feedback is supposed to encourage and motivate students, not put them down (Kearny & Perkins, 2011). ]]> 2017-12-06 00:20:41 UTC https://padlet.com/susan_sears/57rskiq9jmt8/wish/213546192 susan_sears https://padlet.com/susan_sears/57rskiq9jmt8/wish/213546351 The Assessment for Learning Strategy (2008]]> 2017-12-06 00:22:11 UTC https://padlet.com/susan_sears/57rskiq9jmt8/wish/213546351 susan_sears https://padlet.com/susan_sears/57rskiq9jmt8/wish/213546675 2017-12-06 00:25:48 UTC https://padlet.com/susan_sears/57rskiq9jmt8/wish/213546675 susan_sears https://padlet.com/susan_sears/57rskiq9jmt8/wish/213546885 Emaze. Learning Styles n.d]]> 2017-12-06 00:27:34 UTC https://padlet.com/susan_sears/57rskiq9jmt8/wish/213546885 susan_sears https://padlet.com/susan_sears/57rskiq9jmt8/wish/213548670 The use of group work provides educators with opportunities to evaluate student’s ability to collaborate effectively and in an appropriate manner. It also allows them to assess leadership and communication skills between students. Group work encourages students to become active learners rather than passive learners, therefore increasing overall contribution in class and critical thinking skills (Benefits of group work, n.d.). ]]> 2017-12-06 00:45:25 UTC https://padlet.com/susan_sears/57rskiq9jmt8/wish/213548670 susan_sears https://padlet.com/susan_sears/57rskiq9jmt8/wish/213548723 Through integrated teaching and learning educators can identify the best ways in which individual students learn, therefore encouraging consistent self-assessment and evaluation within a classroom allows them to consistently work on improving their work (Gordan, 2014). Benefits arising from the use of self-assessment include; increased eagerness to learn, self-identify gaps in their own learning and evaluate their own progress (Hernandez, 2010).]]> 2017-12-06 00:46:02 UTC https://padlet.com/susan_sears/57rskiq9jmt8/wish/213548723