Curriculum Integration Table: LEAP Model

Communities Resolving Our Problems: the basic idea
[SUP: Sharing Problems]	[THINK: Guidance]	[LEAP: Solving Problems]

Model 1: Basic CROP Model Model 2: Sub-Models Model 3: Full eCROP Toolbox Model 4: iCurriculum Table1 Model 5: iCurriculum Table-Full

Full Curriculum Integration Table: LEAP

This table compares the language of methods for solving problems in different curriculum areas to the LEAP model. Note also how the language of one curriculum area extends the range of thought from another. In this comparison, the processes or procedures are similar across strands. The differences come in the basic elements of each system being used, a step generally unmentioned in those writing about such processes. For educators preparing lessons, delineating, understanding and communicating the specifics of a strand is critical for the learners success. [Print Instructions]

	Curriculum Strands								Computers
	Composition			Communication		Calculation			System language
	Teacher/Learner	Composing/Writing (text, programming, audio, image, choreography, animation, video, virtual reality, sensor systems)	Reading-Writing (2)	Social Studies	Library- Information-Skills (Big 6) (1)	Math (3)	Science	Technological Design (4) (engineers, architects, computer scientists. etc.)	Local Actions (e.g., w.p., db, ss, program, draw, paint, video, audio)	Global Tools (networks of computers)
Look	Learn the basic elements of the system Teacher assigns or guides learning experience; independent learner discerns problem; a certain level of skill and knowledge is required before more independent work proceeds.	Learn the basic elements of the system Pre-Composing/ Pre-Writing	Step 0: Learn the basic elements of the system Step 1: Preparation Problem Solving Establishing purpose Tying in background knowledge and experience Data gathering Brainstorming Social exchange Motivating Language generation Mapping Building bridges from known to unknown Giving learner confidence Dealing with fear of unknown Readiness Previewing Prewriting Initial drafting Understanding pattern of communication Recognizing audience	Learn the basic elements of the system 1 make choices 2 discover alternatives 8 see personal patterns	0. Learn the basic elements of the system 1. Task Definition -Define task or info. problem -Identify info. needed to solve it 2. Info. Seeking Strategies -Brainstorm all possible sources -Select the best sources 3. Location and Access -Locate the sources -Find info within the source 4. Use of Information -Read, hear, view, touch -Extract relevant information	Learn the basic elements of the system identify problem and understand it	Learn the basic elements of the system Problem Posing observe	Learn the basic elements of the system identifying and defining a problem research	find, read, cut, copy, paste, renumber, outline (humans, not computers, choose problems and purposes)	Search online databases ; know online contact & reference systems
Evoke	Learner works more independently in solving problem, keeping progress in a computer folder(s) as appropriate.	Composing Writing	Step 2: Implementation Interacting actively with print Processing Language (i.e., reading and writing) Thinking through language	4 consider feelings 5 create systems (economic process)	5. Synthesis -Organize information from multiple sources	propose strategies, such as: Guess and check (if multiple choices) Make an organized list (if logic problems) Look for patterns (if repetition problems) Draw a diagram (if word problems) Act it out (if collaborating) Work backwards (if long problems) Do a simpler related problem (if haven't seen the problem before) analyze merits choose strategies or strategy	Problem Solving develop hypotheses conduct experiments draw conclusions	generate/invent a number of ideas for solutions sketch and/or model select one or two of the most promising ideas and build	type, draw, play, voice, etc. (humans, not tools, generate and elaborate)	computer conferencing (Netnews, LISTSERVs), collaborative screen use of any program, collaborative writing, talk, chat, email
Assess	Teacher & learner discuss, dialog and seek growing list of others in the discussion.	Revising/ Editing	Step 3: Application Applying new concepts learned Revising for an outside audience Editing	3 weigh consequences 6 public sharing		Execute strategy. Check the problem and the correctness of the answer.	Persuasion	test the design or model troubleshoot problems return to invention phase, replacing designs that fail until one works	check, lookup, read, listen (tools have nothing to say about the substance of the teacher and learner's work)	email, groupware, netphone, video conferencing (CU-SeeMe, private networks)
Publish/ Perform	Teacher & learner seek a "stage" where project can be shared. Final evaluation can be done in several ways.	Performing/ Publish	Step 3 (cont.): Transferring of learning away from the computer	7 act on values	5. Synthesis -present the information 6. Evaluation -Judge the process (efficiency) -Judge the product (effectiveness)		Share findings	communicating processes and results marketing	table of contents, index, format, print (humans, not tools, have value systems thru which to appreciate or take comparative measurement of the works of others)	Net tools: FTP, gopher, World Wide Web; Legacy systems: TV, radio stations, publishing houses.

Sources:
Library Skills -
1. Eisenberg M.B. & Berkowitz, D. J. (1988). The big six skills approach to information problem solving in computer skills for information problem solving. ERIC Digest ED 392 463. See also: Wealth Beyond Measure- ; -Information Literacy as a Liberal Art, Shapiro, J. J. & Hughes, Shelley (March/April, 1996). Educom Review.

2. Howie, Sherry H. (1989). Reading, Writing, and Computers: Planning for Integration. Needham Heights, MA: Allyn and Bacon. This column taken from Table 1-1, p.8.
"...(C)omposing depends on what the reader/writer knows. Therefore, a major factor in the process is ensuring that the language user has a sufficient knowledge and experience base" (p.34). That is, the Look phase is significant to further understanding of a topic whether reading or writing.

(3) Polya, George (1945). How To Solve It. Princeton University Press.

(4) from the International Technology Education Association (ITEA) (2000). Standards for Technological Literacy. pp. 5-6, and chapter 5-design. [Online: http://www.iteawww.org/TAA/PDF/xstnd.pdf, April 7, 2001.]

==== See also:
Kadesch, R.R. (1997). Problem Solving Across the Disciplines : Preliminary Edition. Prentice Hall Press. [200 pages; ISBN: 0136541879]

Developed 1991. Last updated April 8, 2001.To Think Home Page.

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