Integrated Curriculum Model

Synopsis

Joyce VanTassel-Baska's Integrated Curriculum Model is comprised of three overlapping dimensions:  (1) Advanced Content Dimension, (2) Process-Product Dimension, and (3) Concepts, Issues, and Themes Dimension. In this model, students are pre-assessed to determine their level of knowledge/proficiency. Then gifted students move through standards and curriculum through compacting, acceleration, or advanced content. Students are given opportunities to enhance essential thinking and problem-solving skills, and explore content through connected themes across disciplines.

What Works for Me

There are many components of this model that I found to be appealing and useful in my work as a gifted consultant.  These include:

• students should be given materials slightly above their pre-tested level (p.656)
• interacting with others is valued in this model (p.656)
• students are taught with a constructivist approach and in charge of their own learning (p.656)
• multiculturalism is celebrated (p.657)
• differentiation is distinctive (p. 657) and there are DIFFERENT outcomes for gifted learners
• giftedness is viewed as multi-dimensional (p.657)
• emphasis on training learners in their thinking, rather than just exposing them to enrichment (p.657)
• model works in heterogeneous settings (p.655) and all learners can benefit (p.658)
• model supports acceleration and research shows positive effects in cognitive development, and not negatives in social/emotional development (p.658)
• values pre-testing students (especially in math) (p.660)
• offers compacting and telescoping (especially in math) (p.661)
• use of Bloom's Taxonomy (p.663)
• PBL fits with this model (p.663)

What Doesn't Work for Me

• It is vital in the development of this model that practitioners are faithful to the model, that it is followed specifically and exclusively, which could cause problems in the district where I work. There are a lot of mandates handed to teachers, and it is difficult to implement a gifted program with entire fidelity.
• Units can/should be purchased which can cause a financial barrier

Considerations

• Political: Research of the Integrated Curriculum Model proves that its components work for gifted learners. The evidence founded in research would make this model appealing to educational administrators and families of gifted students. It also has been shown to work in heterogeneous settings and benefits all learners, not just gifted students, so it seems that it would be politically feasible to implement the model.
• Budgetary: Following this model with fidelity involves purchasing units that are pre-made. While this may be appealing in some districts, other schools may find this to be a burden. The items listed in "What Works for Me" can be applied without complete buy in to this entire model.
• State/District Guidelines: Joyce VanTassel-Baska has thoroughly developed this prescriptive model to meet the unique and diverse needs of gifted and talented students. As our district moves to a Standards Based Reporting System within a Proficiency Based Learning System, this particular model complements the proficiency work and meets the Chapter 104 guidelines and laws.
• Population: This model is designed to meet the needs of gifted learners, but as mentioned previously, it can be done in a heterogeneous classroom, allowing all student stop benefit from the dimensions and components.
• Time: As with most models, the Integrated Curriculum Model requires pre-planning from teachers, including administering pre-tests, and collecting data about students so that educators can help students to meet standards, and explore content through depth, rigor, and central themes.