Curriculum Infusion Module Design Samples
Below are module design samples written by College of Education faculty at Chicago State and Northeastern Illinois Universities. As you read these samples you will become familiar on how other faculty members integrate the CI Methodology into their College of Education course to prepare their students to integrate real life issues into their classes or other work (e.g counseling) with K-12 students.
These samples are based on the CI Methodology and created by College of Education faculty who followed the Guidelines for Real Life Issues Curriculum Infusion Module Design.
The following module design samples include specific details of:
Prevention Strategies and Rationale
Teachers as Leaders
Instructional Strategies and Activities
Please click on the course title to view the entire design module sample.
The Counseling Profession in a Pluralistic Society (COUN 401)
Claudia Rueda-Alvarez, Ph.D, teaches The Counseling Profession in a Pluralistic Societyat Northeastern Illinois University. This course is designed to provide an overview of theory, practice, methods, basic principles, and concepts used in educational and community settings by counselors. Counseling 401 was selected because it lends itself to the induction of real life issues into the existing curriculum and it provides a framework for working with children, parents and families in our schools and communities. In order to help counselors-in-training acquire a comprehensive-developmental view of a client’s presenting problem, Dr. Rueda-Alvarez uses case studies to discuss real life issues using the evidence based strategies of: misperception of personal risk, correcting misperception of norms, involving our students in community-based activity and training pro-social skills.
Best Practices in Emergent Literacy (Reading 405)
Sherelene Harris, Ed.D teaches Best Practices in Emergent Literacy at Chicago State University. This course was chosen to integrate Real Life Issues Curriculum Infusion because it engages candidates in the examination of theoretical, research, and pedagogical issues of emergent literacy learning practices. Furthermore, it affords candidates an opportunity to collaboratively work with children, their guardians, and teachers in an effort to discover the extent to which children in kindergarten through second grade are impacted by literacy enriched or deprived environments in which they grow and develop. Recommendations can be made to guardians and teachers on ways to enhance literacy development and augment literacy collections so that varied genres are included in the child's reading material. Through interaction with guardians and/or teachers, indicators of childhood violence, bullying, and social ostracism may be identified.
Educational Leadership and Development/Educational Foundations (ELAD/EDFN 306)
Eleni Makris, Ph.D, teaches Educational Leadership and Development/Educational Foundations at Northeastern Illinois University. This course is designed to have the learner consider individual differences of human development as factors in creating effective learning environments. She integrated the curriculum infusion methodology into this course because in addition to learning about the theories of development and learning, it introduces students to personal, cultural and societal issues that impact students’ development, attitudes, behaviors and learning. By implementing the CI Methodology she hopes to make future educators more aware of the unseen factors which may guide their own and their future students’ attitudes and behaviors.
Principles and Practices of Bilingual-Bicultural Education (BIL 200)
Cynthia Valenciano, Ph.D, teaches Principles and Practices of Bilingual-Bicultural Education at Chicago State University. This course provides pre-service teachers an orientation to teacher roles in the school organization and the bilingual classroom, as well as planning a curriculum design thematic unit and 20 hours of supervised teacher aiding. Dr. Valenciano selected this course because students construct a thematic unit consisting of standards-based instruction and assessment. She integrates the CI Methodology by having each student select real life issue topics including drug awareness, violence, bullying, social ostracism, and HIV/AIDS to produce thematic units. Also, students have a better sense of the realities of teaching in an urban setting because it is a field based course. She believes that in this course students begin to understand the potential impact of prevention curriculum as they see the differentiation that occurs when teachers understand traditional, student centered, and critical pedagogies.
Free 5 CPDU online workshop through Northeastern Illinois University’s College of Education
Integrate pressing life issues into classes across the curriculum to effectively engage students in learning and support social emotional growth
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