Steps Under the thematic learning instruction, organization of curriculum can be based on Macro or Micro theme depending upon the topic to be covered. Choosing a theme: Themes about the particular topic should be of interest to students and relevant to the curriculum. In some situations, students can choose the thematic topic. Themes should also be topics of interest to the teacher(s) because successful thematic instructions often requires additional research and preparation. Interdisciplinary themes related to multiple academic disciplines such as science, social studies, math, language/writing, and other courses or subjects can be reinforced in lessons throughout the school day. Themes relevant to students' interests encourage active participation. For example, students may express interest in current popular music. This interest can be developed into thematic instructional units and lessons that span across time and cultures, how cultures interact and impact one another, music as a social or political commentary in social studies or history classes. Themes allowing past to present connections and highlight persistent issued faced by society such as war, poverty, pollution, disease, or natural disasters are especially effective. Doing the research: Effective interdisciplinary thematic instruction requires extensive knowledge and research by the teacher. Without a broad knowledge base on which to design relevant activities and lessons, thematic lessons can become randomly selected activities loosely related to a topic that fail to demand higher level thinking from students. Design an essential question(s) relevant to the theme. Essential questions are open-ended, intellectually engaging questions that demand higher-order thinking. Essential questions focus a thematic inquiry, helping the teacher chose the most important facts and concepts relative to the theme and focus planning efforts. Essential questions require students to learn the key facts and concepts related to the theme as well as analyze and evaluate the importance and relevance of that information. Good essential questions can not be answered with a simple yes/no or true/false; students must discuss, defend, and debate issues related to the theme. Designing thematic instruction around essential questions requires that students learn both content and develop critical analysis skills. Designing instructional units and activities that guide students in answering the essential question. Teachers must choose teaching and learning strategies, activities, classroom materials, and experiences related to the wider theme and guide students in answering the essential question. Strategies can be individual or cooperative;stress various skills such as reading, writing, or presenting.
Steps Under the thematic learning instruction, organization of curriculum can be based on a macro or micro theme, depending upon the topic to be covered. Choosing a theme: Themes about the particular topic should be of interest to students and relevant to the curriculum. In some approaches, students choose the thematic topic. Themes should also be topics of interest to the teacher(s) because successful thematic instructions often requires additional research and preparation. Interdisciplinary themes related to multiple academic disciplines such as science, social studies, math, language/writing, and other courses or subjects can be reinforced in lessons throughout the school day. Themes relevant to students' interests encourage active participation. For example, students may express interest in current popular music. This interest can be developed into thematic instructional units and lessons that span across time and cultures, how cultures interact and impact one another, music as a social or political commentary in social studies or history classes. Themes allowing past to present connections and highlight persistent issued faced by society such as war, poverty, pollution, disease, or natural disasters are especially effective. Doing the research: Effective interdisciplinary thematic instruction requires extensive knowledge and research by the teacher. Without a broad knowledge base on which to design relevant activities and lessons, thematic lessons can become randomly selected activities loosely related to a topic that fail to demand higher level thinking from students. Design an essential question(s) relevant to the theme. Essential questions are open-ended, intellectually engaging questions that demand higher-order thinking. Essential questions focus a thematic inquiry, helping the teacher chose the most important facts and concepts relative to the theme and focus planning efforts. Essential questions require students to learn the key facts and concepts related to the theme as well as analyze and evaluate the importance and relevance of that information. Good essential questions can not be answered with a simple yes/no or true/false; students must discuss, defend, and debate issues related to the theme. Designing thematic instruction around essential questions requires that students learn both content and develop critical analysis skills. Designing instructional units and activities that guide students in answering the essential question. Teachers must choose teaching and learning strategies, activities, classroom materials, and experiences related to the wider theme and guide students in answering the essential question. Strategies can be individual or cooperative;stress various skills such as reading, writing, or presenting.
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