Robin Fogarty is President of RFA: A Robin Fogarty Company, a Chicago-based, minority-owned, educational publishing/consulting company. Robin received her doctorate in curriculum and human resource development from Loyola University of Chicago. A leading proponent of the thoughtful classroom, Robin has trained educators throughout the world in curriculum, instruction and assessment strategies.She has taught at all levels, from kindergarten to college, served as an administrator, and consulted with state departments and ministries of education in the United States, Puerto Rico, Russia, Canada, Australia, New Zealand, Germany, Great Britain, Singapore, South Korea, the Netherlands, the Kingdom of Bahrain and Saudi Arabia. Robin has published articles in Educational Leadership, Phi Delta Kappan, The Journal of Staff Development and The Middle School Lournal. She is the author of numerous publications, including Brain-Compatible Classrooms, Literacy Matters, Ten Things New Teachers Need, How to Integrate the Curricula, The Adult Learner, A Look at Transfer, Close the Achievement Gap, Twelve Brain Principles, Nine Best Practices, and From Staff Room to Classroom: Planning and Coaching Professional Learning, How to Teach Thinking Skills Within the Common Core: 7 Key Student Proficiencies of the New National Standards, Invite! Excite! Ignite! 13 Principles for Teaching, Learning and Leading K-12 classroomsRobin received her Bachelor of Arts in Early Childhood Education at SUNY, Potsdam, NY, and her Masters in Instructional Strategies from National Louis University in Evanston, IL.  She is known as the teachers’ teacher and has mentored numerous colleagues in the art and science of working with the adult learner. She brings a wealth of knowledge and passion to all endeavors, has a wealth of knowledge in the field and conducts highly interactive PD sessions.Brian M. Pete, co-founder of Robin Fogarty & Associates, comes from a family of educators-college professors, school superintendents, teachers and teachers of teachers. He has a rich background in professional development. Brian has worked with the adult learner in districts and educational agencies throughout the United States, Europe, Asia, Australia and New Zealand and the GCC in the Middle East.  He has an eye for the “teachable moment” and the words to describe what he sees as skillful teaching. He delivers dynamic, humor-filled sessions that energize the audiences with engaging strategies that transfer into immediate and practical on site applications. Comments from school leaders often say that it is the best PD the staff  has ever had.?Brian is co-author of: How to Teach Students to Think Within the Common Core, School Leaders Guide to Common Core Achieving Results,Supporting Differentiated Instruction: A PLC Approach, From Staff Room to Classroom: A Guide to Planning and Coaching Professional Learning, From Staff Room to Classroom II: The One-Minute PD Planner and  The Right to Be Literate: 6 Literacy Strategies for the 21st Century. His works in progress include two pieces, one on inquiry learning with a focus on Problem-based Learning and the other on how to explicitly teach thinking skills in IB International Schools.

"The biggest strength of Fogarty’s work is its clear, concise organization centered on the guiding questions of each chapter."

• Foreword by Heidi Hayes JacobsAcknowledgmentsAbout the AuthorIntroductionWhat Is This Book All About?Why Bother?The Theorists: Research on the Brain and LearningThe Practitioners: Abandonment of an Overloaded Curriculum and Adherence to Standards of LearningThe Parents: What Will Our Children Need 25 Years From Now?The Students: Education Is a VaccinationHow Can the Curriculum Be Integrated?10 Models of Integrating the CurriculaAgree/Disagree Introductory ActivityFour-Fold Concept Development ActivityExamples of the Four-Fold Concept Development ActivityHow Do Teachers Use This Book?1. Model 1: CellularWhat Is the Cellular Model?What Does It Look Like?What Does It Sound Like?What Are the Advantages?What Are the Disadvantages?When Is This Cellular Model Useful?How to Integrate the Curricula Working With Model 1: Cellular2. Model 2: ConnectedWhat Is the Connected Model?What Does It look Like?What Does It Sound Like?What Are the Advantages?What Are the Disadvantages?When Is This Connected Model Useful?How to Integrate the Curricula Working With Model 2: Connected3. Model 3: NestedWhat is the Nested Model?What Does It Look Like?What Does It Sound Like?What Are the Advantages?What Are the Disadvantages?When Is This Nested Model Useful?How to Integrate the Curricula Working With Model 3: Nested4. Model 4: SequencedWhat Is the Sequenced Model?What Does It Look Like?What Does It Sound Like?What Are the Advantages?What Are the Disadvantages?When Is This Sequenced Model Useful?How to Integrate the Curricula Working With Model 4: Sequenced5. Model 5: SharedWhat Is the Shared Model?What Does It Look Like?What Does It Sound Like?What Are the Advantages?What Are the Disadvantages?When Is This Shared Model Useful?How to Integrated the Curricula Working With Model 5: Shared6. Model 6: WebbedWhat Is the Webbed Model?What Does It Look Like?What Does It Sound Like?What Are the Advantages?What Are the Disadvantages?When Is This Webbed Model Useful?How to Integrate the Curricula Working With Model 6: Webbed7. Model 7: ThreadedWhat Is the Threaded Model?What Does It Look Like?What Does It Sound Like?What Are the Advantages?What Are the Disadvantages?When Is This Threaded Model Useful?How to Integrate the Curricula Working With Model 7: Threaded8. Model 8: IntegratedWhat Is the Integrated Model?What Does It Look Like?What Does It Sound Like?What Are the Advantages?What Are the Disadvantages?When Is This Integrated Model Useful?How to Integrate the Curricula Working With Model 8: Integrated9. Model 9: ImmersedWhat Is the Immersed Model?What Does It Look Like?What Does It Sound Like?What Are the Advantages?What Are the Disadvantages?When Is This Immersed Model Useful?How to Integrate the Curricula Working With Model 9: Immersed10. Model 10: NetworkedWhat Is the Networked Model?What Does It Look Like?What Does It Sound Like?What Are the Advantages?What Are the Disadvantages?When Is This Networked Model Useful?How to Integrate the Curricula Working With Model 10: NetworkedAppendix A: Assessing Curriculum Integration: Units of StudyAppraising Curriculum IntegrationAppraising the Integrity of the Breadth and Depth of the Curriculum Integration UnitSample RubricAssessing the Effectiveness of the Unit inTerms of Student AchievementGeneral RubricHistory RubricLanguage Arts RubricConclusionReferencesIndex

Robin Fogarty is President of RFA: A Robin Fogarty Company, a Chicago-based, minority-owned, educational publishing/consulting company. Robin received her doctorate in curriculum and human resource development from Loyola University of Chicago. A leading proponent of the thoughtful classroom, Robin has trained educators throughout the world in curriculum, instruction and assessment strategies.She has taught at all levels, from kindergarten to college, served as an administrator, and consulted with state departments and ministries of education in the United States, Puerto Rico, Russia, Canada, Australia, New Zealand, Germany, Great Britain, Singapore, South Korea, the Netherlands, the Kingdom of Bahrain and Saudi Arabia. Robin has published articles in Educational Leadership, Phi Delta Kappan, The Journal of Staff Development and The Middle School Lournal. She is the author of numerous publications, including Brain-Compatible Classrooms, Literacy Matters, Ten Things New Teachers Need, How to Integrate the Curricula, The Adult Learner, A Look at Transfer, Close the Achievement Gap, Twelve Brain Principles, Nine Best Practices, and From Staff Room to Classroom: Planning and Coaching Professional Learning, How to Teach Thinking Skills Within the Common Core: 7 Key Student Proficiencies of the New National Standards, Invite! Excite! Ignite! 13 Principles for Teaching, Learning and Leading K-12 classroomsRobin received her Bachelor of Arts in Early Childhood Education at SUNY, Potsdam, NY, and her Masters in Instructional Strategies from National Louis University in Evanston, IL.  She is known as the teachers’ teacher and has mentored numerous colleagues in the art and science of working with the adult learner. She brings a wealth of knowledge and passion to all endeavors, has a wealth of knowledge in the field and conducts highly interactive PD sessions.Brian M. Pete, co-founder of Robin Fogarty & Associates, comes from a family of educators-college professors, school superintendents, teachers and teachers of teachers. He has a rich background in professional development. Brian has worked with the adult learner in districts and educational agencies throughout the United States, Europe, Asia, Australia and New Zealand and the GCC in the Middle East.  He has an eye for the “teachable moment” and the words to describe what he sees as skillful teaching. He delivers dynamic, humor-filled sessions that energize the audiences with engaging strategies that transfer into immediate and practical on site applications. Comments from school leaders often say that it is the best PD the staff  has ever had.?Brian is co-author of: How to Teach Students to Think Within the Common Core, School Leaders Guide to Common Core Achieving Results,Supporting Differentiated Instruction: A PLC Approach, From Staff Room to Classroom: A Guide to Planning and Coaching Professional Learning, From Staff Room to Classroom II: The One-Minute PD Planner and  The Right to Be Literate: 6 Literacy Strategies for the 21st Century. His works in progress include two pieces, one on inquiry learning with a focus on Problem-based Learning and the other on how to explicitly teach thinking skills in IB International Schools.

"The biggest strength of Fogarty’s work is its clear, concise organization centered on the guiding questions of each chapter."

• Foreword by Heidi Hayes JacobsAcknowledgmentsAbout the AuthorIntroductionWhat Is This Book All About?Why Bother?The Theorists: Research on the Brain and LearningThe Practitioners: Abandonment of an Overloaded Curriculum and Adherence to Standards of LearningThe Parents: What Will Our Children Need 25 Years From Now?The Students: Education Is a VaccinationHow Can the Curriculum Be Integrated?10 Models of Integrating the CurriculaAgree/Disagree Introductory ActivityFour-Fold Concept Development ActivityExamples of the Four-Fold Concept Development ActivityHow Do Teachers Use This Book?1. Model 1: CellularWhat Is the Cellular Model?What Does It Look Like?What Does It Sound Like?What Are the Advantages?What Are the Disadvantages?When Is This Cellular Model Useful?How to Integrate the Curricula Working With Model 1: Cellular2. Model 2: ConnectedWhat Is the Connected Model?What Does It look Like?What Does It Sound Like?What Are the Advantages?What Are the Disadvantages?When Is This Connected Model Useful?How to Integrate the Curricula Working With Model 2: Connected3. Model 3: NestedWhat is the Nested Model?What Does It Look Like?What Does It Sound Like?What Are the Advantages?What Are the Disadvantages?When Is This Nested Model Useful?How to Integrate the Curricula Working With Model 3: Nested4. Model 4: SequencedWhat Is the Sequenced Model?What Does It Look Like?What Does It Sound Like?What Are the Advantages?What Are the Disadvantages?When Is This Sequenced Model Useful?How to Integrate the Curricula Working With Model 4: Sequenced5. Model 5: SharedWhat Is the Shared Model?What Does It Look Like?What Does It Sound Like?What Are the Advantages?What Are the Disadvantages?When Is This Shared Model Useful?How to Integrated the Curricula Working With Model 5: Shared6. Model 6: WebbedWhat Is the Webbed Model?What Does It Look Like?What Does It Sound Like?What Are the Advantages?What Are the Disadvantages?When Is This Webbed Model Useful?How to Integrate the Curricula Working With Model 6: Webbed7. Model 7: ThreadedWhat Is the Threaded Model?What Does It Look Like?What Does It Sound Like?What Are the Advantages?What Are the Disadvantages?When Is This Threaded Model Useful?How to Integrate the Curricula Working With Model 7: Threaded8. Model 8: IntegratedWhat Is the Integrated Model?What Does It Look Like?What Does It Sound Like?What Are the Advantages?What Are the Disadvantages?When Is This Integrated Model Useful?How to Integrate the Curricula Working With Model 8: Integrated9. Model 9: ImmersedWhat Is the Immersed Model?What Does It Look Like?What Does It Sound Like?What Are the Advantages?What Are the Disadvantages?When Is This Immersed Model Useful?How to Integrate the Curricula Working With Model 9: Immersed10. Model 10: NetworkedWhat Is the Networked Model?What Does It Look Like?What Does It Sound Like?What Are the Advantages?What Are the Disadvantages?When Is This Networked Model Useful?How to Integrate the Curricula Working With Model 10: NetworkedAppendix A: Assessing Curriculum Integration: Units of StudyAppraising Curriculum IntegrationAppraising the Integrity of the Breadth and Depth of the Curriculum Integration UnitSample RubricAssessing the Effectiveness of the Unit inTerms of Student AchievementGeneral RubricHistory RubricLanguage Arts RubricConclusionReferencesIndex

Robin Fogarty is President of RFA: A Robin Fogarty Company, a Chicago-based, minority-owned, educational publishing/consulting company. Robin received her doctorate in curriculum and human resource development from Loyola University of Chicago. A leading proponent of the thoughtful classroom, Robin has trained educators throughout the world in curriculum, instruction and assessment strategies.She has taught at all levels, from kindergarten to college, served as an administrator, and consulted with state departments and ministries of education in the United States, Puerto Rico, Russia, Canada, Australia, New Zealand, Germany, Great Britain, Singapore, South Korea, the Netherlands, the Kingdom of Bahrain and Saudi Arabia. Robin has published articles in Educational Leadership, Phi Delta Kappan, The Journal of Staff Development and The Middle School Lournal. She is the author of numerous publications, including Brain-Compatible Classrooms, Literacy Matters, Ten Things New Teachers Need, How to Integrate the Curricula, The Adult Learner, A Look at Transfer, Close the Achievement Gap, Twelve Brain Principles, Nine Best Practices, and From Staff Room to Classroom: Planning and Coaching Professional Learning, How to Teach Thinking Skills Within the Common Core: 7 Key Student Proficiencies of the New National Standards, Invite! Excite! Ignite! 13 Principles for Teaching, Learning and Leading K-12 classroomsRobin received her Bachelor of Arts in Early Childhood Education at SUNY, Potsdam, NY, and her Masters in Instructional Strategies from National Louis University in Evanston, IL.  She is known as the teachers’ teacher and has mentored numerous colleagues in the art and science of working with the adult learner. She brings a wealth of knowledge and passion to all endeavors, has a wealth of knowledge in the field and conducts highly interactive PD sessions.Brian M. Pete, co-founder of Robin Fogarty & Associates, comes from a family of educators-college professors, school superintendents, teachers and teachers of teachers. He has a rich background in professional development. Brian has worked with the adult learner in districts and educational agencies throughout the United States, Europe, Asia, Australia and New Zealand and the GCC in the Middle East.  He has an eye for the “teachable moment” and the words to describe what he sees as skillful teaching. He delivers dynamic, humor-filled sessions that energize the audiences with engaging strategies that transfer into immediate and practical on site applications. Comments from school leaders often say that it is the best PD the staff  has ever had.?Brian is co-author of: How to Teach Students to Think Within the Common Core, School Leaders Guide to Common Core Achieving Results,Supporting Differentiated Instruction: A PLC Approach, From Staff Room to Classroom: A Guide to Planning and Coaching Professional Learning, From Staff Room to Classroom II: The One-Minute PD Planner and  The Right to Be Literate: 6 Literacy Strategies for the 21st Century. His works in progress include two pieces, one on inquiry learning with a focus on Problem-based Learning and the other on how to explicitly teach thinking skills in IB International Schools.

"The biggest strength of Fogarty’s work is its clear, concise organization centered on the guiding questions of each chapter."

• Foreword by Heidi Hayes JacobsAcknowledgmentsAbout the AuthorIntroductionWhat Is This Book All About?Why Bother?The Theorists: Research on the Brain and LearningThe Practitioners: Abandonment of an Overloaded Curriculum and Adherence to Standards of LearningThe Parents: What Will Our Children Need 25 Years From Now?The Students: Education Is a VaccinationHow Can the Curriculum Be Integrated?10 Models of Integrating the CurriculaAgree/Disagree Introductory ActivityFour-Fold Concept Development ActivityExamples of the Four-Fold Concept Development ActivityHow Do Teachers Use This Book?1. Model 1: CellularWhat Is the Cellular Model?What Does It Look Like?What Does It Sound Like?What Are the Advantages?What Are the Disadvantages?When Is This Cellular Model Useful?How to Integrate the Curricula Working With Model 1: Cellular2. Model 2: ConnectedWhat Is the Connected Model?What Does It look Like?What Does It Sound Like?What Are the Advantages?What Are the Disadvantages?When Is This Connected Model Useful?How to Integrate the Curricula Working With Model 2: Connected3. Model 3: NestedWhat is the Nested Model?What Does It Look Like?What Does It Sound Like?What Are the Advantages?What Are the Disadvantages?When Is This Nested Model Useful?How to Integrate the Curricula Working With Model 3: Nested4. Model 4: SequencedWhat Is the Sequenced Model?What Does It Look Like?What Does It Sound Like?What Are the Advantages?What Are the Disadvantages?When Is This Sequenced Model Useful?How to Integrate the Curricula Working With Model 4: Sequenced5. Model 5: SharedWhat Is the Shared Model?What Does It Look Like?What Does It Sound Like?What Are the Advantages?What Are the Disadvantages?When Is This Shared Model Useful?How to Integrated the Curricula Working With Model 5: Shared6. Model 6: WebbedWhat Is the Webbed Model?What Does It Look Like?What Does It Sound Like?What Are the Advantages?What Are the Disadvantages?When Is This Webbed Model Useful?How to Integrate the Curricula Working With Model 6: Webbed7. Model 7: ThreadedWhat Is the Threaded Model?What Does It Look Like?What Does It Sound Like?What Are the Advantages?What Are the Disadvantages?When Is This Threaded Model Useful?How to Integrate the Curricula Working With Model 7: Threaded8. Model 8: IntegratedWhat Is the Integrated Model?What Does It Look Like?What Does It Sound Like?What Are the Advantages?What Are the Disadvantages?When Is This Integrated Model Useful?How to Integrate the Curricula Working With Model 8: Integrated9. Model 9: ImmersedWhat Is the Immersed Model?What Does It Look Like?What Does It Sound Like?What Are the Advantages?What Are the Disadvantages?When Is This Immersed Model Useful?How to Integrate the Curricula Working With Model 9: Immersed10. Model 10: NetworkedWhat Is the Networked Model?What Does It Look Like?What Does It Sound Like?What Are the Advantages?What Are the Disadvantages?When Is This Networked Model Useful?How to Integrate the Curricula Working With Model 10: NetworkedAppendix A: Assessing Curriculum Integration: Units of StudyAppraising Curriculum IntegrationAppraising the Integrity of the Breadth and Depth of the Curriculum Integration UnitSample RubricAssessing the Effectiveness of the Unit inTerms of Student AchievementGeneral RubricHistory RubricLanguage Arts RubricConclusionReferencesIndex