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[ Thread ][ Subject ][ Author ][ Date ]Bonnie Lee Sims
Mon, 04 Mar 1996 18:31:19 -0600 (CST)
I appreciate your reply on my questions about integration. I felt
you made some very valid points. Like the following:
>So in order to avoid shallow integrated lessons, both the classroom teacher
>and the art teacher have to plan out what the bigger concepts are. Why do
>the kids have to learn about insects anyway? What is the big concept they
>should walk away with from this unit?
Lessons such as these seem like a great way of introducing a "bigger
concept". It is interesting to hear about teaching "bigger concepts" such
as living as part of a community because that is not something that is much
discussed, although it seems to be the reason ost teachers get involved in
teaching in the first place. Is it difficult to bring these big ideas into
a little lesson plan? I do have to say the art ed. students at South West
are very concerned about helping to develop creative children. We often
discuss the important role of creative individual in society. How can one
bring these concepts into a classroom? When are students ready for big
>I would argue that with the above example of integration as I understand
>it, the element that "holds it back" is that of planning time.
Unfortunately that always seems to be the case. Time is quite a valuable
resource. Speaking of, thanks for taking some to answer that question.