LEARNING OUTCOMES

1. Discuss the concept of integrated curriculum
2. Distinguish the different curriculum integration approaches, methods and types
3. Identify lessons or course disciplines that may be appropriate for curriculum integration
4. Draw relevant life lessons and significant values from curriculum integration experiences in class
5. Analyze research abstract on curriculum integration and its implications on teaching-learning process
6. Make a lesson plan with thematic integration across related disciplines

Innovative educators concerned with improving student achievement seek ways to create rigorous, relevant, and engaging curriculum as a way to realize curriculum integration. Today, subjects in the curriculum should not be taught singly and compartmentally but rather become integral towards total development of the child.

The Concept of Integrated Curriculum

In retrospect, the introduction of an integrated curriculum gained greatest support in the 1960s. Based on the essential organization of content, the design emphasizes the role of diverse entities called academic disciplines clearly defined in terms of knowledge, skills and values. Thus, an integrated curriculum. . .

• focuses on basic skills, content and higher-level thinking;
• encourages lifelong learning;
• structures learning around themes, big ideas and meaningful concepts;
• provides connections among various curricular disciplines;
• provides learners opportunities to apply skills they have learned;
• encourages active participation in relevant real-life experiences;
• captivates, motivates and challenges learners;
• provides a deeper understanding of content;
• offers opportunities for more small group and industrialized instruction; and
• accommodates a variety of learning styles/theories (i.e., social learning theory, cooperative learning, intrinsic motivation, and self-efficacy) and multiple intelligences.

Approaches to Integration

The Association for Supervision and Curriculum Development (2004) presents three approaches to integration and these are multidisciplinary, interdisciplinary and transdisciplinary.

Multidisciplinary Approach. A multidisciplinary approach focuses primarily on different disciplines. Teachers, who employ this approach, may create standards from the disciplines within a theme. There are many different ways to create a multidisciplinary curriculum, and they tend to differ in the level of intensity of the integration effort. It be recalled that the previous Restructured Basic Education Curriculum (RBEC) is a best depiction of a multidisciplinary approach. The four disciplines

(Araling Panlipunan, Values Education, MAPEH and TLE) were integrated along with a theme termed Makabayan as an integrated subject served as a laboratory of life. Makabayan was a learning area that stressed the development of social awareness, empathy and commitment for common good. Grades in these four disciplines were usually computed to comprise the general grade in Makabayan as a discipline. At the end of the week, the four disciplines collaborated to design a culminating activity along with the given theme that connected these four discipline areas. The following is the structure of Makabayan that used the multidisciplinary approach entered on a given theme.

When a teacher integrates subdisciplines within a subject area, he/she is practicing intradisciplinary approach. For example, one integrates reading, writing and oral communication in the English subject. Likewise, teachers often integrate Philippine history world history, geography, economics and government in an intradisciplinary social studies program. Likewise, science integrates subdisciplines, such as earth science, biology, chemistry and physics that responds to spiral curriculum approach. This connection is presented in the structure below.

Through this integration, teachers expect students to understand the connections between the different subdisciplines and their relationship to the real world. In fact, this approach brings a positive impact on the achievement of students. In using the multidisciplinary integration approach, there is a need to organize a list of standards from various disciplines around one common theme. Likewise, come up with a list of standards from related disciplines, such as earth science biology, chemistry and physics to focus on a common intradisciplinary science program. Another way of doing it is by fusing skills, knowledge and attitudes into the school curriculum or utilizing technology across the curriculum. In this way, students learn other subjects while enhancing their computer skills. Additionally, schools can utilize service-learning projects in the classroom (www.theclassroom.com).

Interdisciplinary Approach. In this approach to integration, teachers organize and capsulize the curriculum around common learning across disciplines to emphasize interdisciplinary skills and concepts. The disciplines are identifiable, but they assume less importance than in the multidisciplinary approach. For example, in teaching Filipino as a discipline, the teacher hones students’ language skills while resorting to content and topics in Araling Panlipunan. Below is an illustration of interdisciplinary structure. Therefore, there are times that a teacher in Filipino teams up with a teacher in Araling Panlipunan to teach a lesson in Araling Panlipunan while she teaches the needed skills in the Filipino 1 subject.

In addition, in using the interdisciplinary integration approach there is a need to structure the curriculum around common learning areas across disciplines. For example, incorporate interdisciplinary skills, such as thinking skills, problem solving and analytic skills in teaching Science, Math and English. The purpose is to learn the skills and concepts that are beyond the immediate lesson ( www.theclassroom.com ).

Transdisciplinary Integration. In the transdisciplinary approach to integration, teachers design a curriculum within student needs and concerns. Students develop life skills as they apply disciplinary and interdisciplinary skills in a real-life context. Two routes lead to transdisciplinary integration, namely: project-based learning and negotiating the curriculum.

In using the transdisciplinary integration approach, there is a need to plan out the curriculum around student needs and concerns. Transdisciplinary integration is utilized through project-based learning, which involves allowing the students to present a problem. Project- based learning allows students to make connections among different subjects by solving social problems and answering openended questions. It can also be done by utilizing student questions as a basis for curriculum design. Learning how to solve problems and to ask questions enables students to apply the skills in real-life situations.

Interconnecting the Three Approaches

These approaches offer an excellent fit for standards through a backward design process as teachers integrate standards-based planning with effective teaching and learning practices. Thus, the multidisciplinary, interdisciplinary, and transdisciplinary perspectives offer different maps to begin the design process. Teachers can use any of the approaches at any level of education in a single classroom or in a team approach.

Despite some differences in the degree and the intent of integration, the three approaches share many similarities. As such, the centrality of standards and the need for accountability bring the three approaches closer together in practice (ASCD, 2004).

Comparing and Contrasting the Three Approaches to Integration ( Association for Supervision and Curriculum Development,  2004)

Methods of Curriculum Integration

Anchored on approaches to curriculum integration, there are methods that are processed and devised for this purpose.

1. Project-Based Learning. It engages students in creating knowledge while enhancing their skills in critical thinking, creativity, collaboration, communication, reasoning, synthesis and resilience ( Barron and Darling-Hammond, 2008 in Corpuz, 2014). As such it entails an output which involves accomplishing a complex task performing a presentation and producing a project, a craft or an artifact. Here, students start by defining the purpose of creating the end-product; identify the audience; do research on the topic; design the product; implement the design; solve the problems that arise; and come up with the product guided by a plan or a model. It usually culminates with product presentation, and product evaluation while reflecting on the entire production process ( Schneiderman, et. al, 1998 in Corpuz, 2014).

Implementation Outcome. As a result, Curtis (2002) revealed that project-based programs show that students go far beyond the minimum effort, make connections among different subject areas to answer open-ended questions, retain what they have learned, apply learning to real-life problems, have fewer discipline problems, and have lower absenteeism. Student assessment considered teamwork, critical thinking skills, problem-solving, and time management.

2. Service Learning. It refers to learning that actively involves students in a wide range of experiences, which often benefit others and the community, while also advancing the goals of a given curriculum. Community-based service activities are paired with structured preparation and student reflection. What is unique about service learning is that it offers direct application of theoretical models. As such, the real-world application of classroom knowledge in a community setting allows students to synthesize course material in more meaningful ways. It impounds integrative, reflective, contextualized, strength-based, reciprocal, and lifelong learning (Clavenger-Bright, et. al, 2012).

Implementation Outcome. As a result, Glenn (2001) found that more than 80 percent of the schools that integrate service learning into the classroom report an improvement in grade point average of participating students. On the other hand, such programs foster lifelong commitment to civic participation, sharpen “people skills, and prepare students for the work force. Students also gain a deeper understanding of the course/curricular content, a broader appreciation of the discipline and an enhanced sense of civic responsibility (ASCD, 2004).

3. Learning Centers/Parallel Disciplines. A popular way to integrate the curriculum is to address a topic or theme through the lenses of several subject areas. In an elementary classroom, students often experience this approach at learning centers. As students move through the learning centers to complete the activities, they learn about the concept being studied through the lenses of various disciplines.

In the higher grades, students usually study a topic or theme in different classrooms. This may take the form of parallel disciplines and teachers sequence their content to match the content in other classrooms (ASCD, 2004).

Implementation Outcome. As a result, according to a study by Carnegie Mellon University ( CMU), learning centers in the classroom can affect the ability to focus and study among young children. In fact, learning centers allow children to role-play in order to understand and make sense of the real world and their personal experiences in it. Thus, these help children understand the social world, develop communication skills, and build relationships.

4. Theme-Based. Some teachers go beyond sequencing content and plan collaboratively and they do it in a more intensive way of working with a theme dubbed as “theme-based.” Often, three or more subject areas are involved in the study, and the unit ends with an integrated culminating activity. Units of several weeks’ duration may emerge from this process, and the whole school may be involved. A theme-based unit involving the whole school may be independent of the regular school schedule.

Other thematic programs may involve teachers across the same grade, wherein teachers carefully Connect the activities to the standards in each discipline. Over time, they have developed a long list of possible culminating activities. They also update their Website continually and use it as a teaching tool with students. The site offers many interesting options for those interested in this method of integration (ASCD, 2004).

Implementation Outcome. Using theme-based learning, students can exhibit excellent ontask behavior and work collaboratively. Also, students are engrossed both as presenters and as an audience for the half-day performance task presentations as they use a wide range of presentation, such as video, panel, forum or colloquium, debate, sculpture, music, etc. They can demonstrate an in-depth understanding of the topics as a result of their sustained interest around various questions. In fact, fewer recess problems occur during this two-week period that made teachers enjoy the process and the results.

5. In this method, teachers fuse skills, knowledge, or even attitudes into the regular school curriculum. In some schools, students learn respect for the environment in every subject area or some incorporate values across disciplines. Fusion can involve basic skills. Many schools emphasize positive work habits in each subject area. Educators can also fuse technology across the curriculum with computer skills integrated with in every subject area (ASCD 2004).

Implementation Outcome. As a result, fusion brings positive gains in student achievement resulting from integrated instruction in the classroom (Bolack, et al., 2005; Romance & Vitale, 1992 ; Campbell and Henning, 2010). In addition, students make connections among disciplines, values, concepts, content, and life experiences. Students’ increased critical thinking skills, selfconfidence, positive attitude, and love for learning manifest their effectiveness. Shriner, et al. (2010)  also found that motivated teachers and students allow a classroom to be a positive, fun, and engaging environment in which to learn.

Other Types of Integrated Curriculum

There are different types of an integrated curriculum as mentioned by ASCD (2004):

1. This happens when topics surrounding disciplines are connected, which allows students to review and re-conceptualize ideas within a discipline. However, it has its shortcomings because the content focus still remains in one discipline.
2. This is observed when similar ideas are taught together, although in different subjects, which facilitates learning across content areas, but requires a lot of communication among teachers of different disciplines.
3. This is when teachers use their planning to create an integrated unit between two disciplines. Although in some ways, this method of integration requires a lot of communication and collaboration between two teachers. A teacher presents the structure, format and standards in making research while collaborating with the science teacher, who focuses on the content area of research that is related to science.
4. Webbed. This reflects when a teacher plans to base the subject areas around a central theme that will tend students to see the connection within different subjects.

Doing Curriculum Integration in the Classroom

Chhabra (2017) posited that integrating curriculum in the classroom includes combining different subject areas and the, teaching them in relation to a singular theme or an idea. Innovative teachers and schools prefer integrating the new curriculum in their classrooms as it improves student achievement and leads to an increase in student standardized scores. Placing student achievement on top priority, an integrated curriculum utilizes the mentioned three different approaches of integration.

Benefits of Integrated Curriculum Model

1. It focuses on basic skills, content, and higher-level thinking.
2. It provides a deeper understanding of content.
3. It encourages active participation in relevant real-life experiences.
4. It provides connections among various curricular disciplines.
5. It accommodates a variety of learning styles, theories and multiple intelligences.

New Literacy Integration in the K to 12 Curriculum

The new literacy can be integrated into the K to 12 curriculum across subject areas as presented in the table below. However, the integration of new literacy is not limited to the identified disciplines, the given learning outcomes, suggested strategies and assessment. In fact, each learning area can integrate as many new literacies as possible depending on the lesson, the nature of the subject and the objectives or intended outcomes. New literacy integration can take place in as many disciplines as possible.

New Literacy Integration in the K to 12 Curriculum

SYNTHESIS AND LEARNING REFLECTION

INTEGRATING NEW LITERACIES IN THE CURRICULUM

• Curriculum integration is the unification of all subjects and experiences.
• Multidisciplinary approaches focus primarily on the disciplines organized around a theme.
• in an intradisciplinary approach, teachers integrate subdisciplines within a subject area for the students to understand the connections between the different subdisciplines and their relationship to the real world.
• In an interdisciplinary integration, teachers organize the curriculum around common learning across identifiable disciplines.
• In the practice of a transdisciplinary approach, teachers organize curriculum around student questions and concerns while developing skills in a real-life context.
• Curriculum integration models include project-based, topic-based, theme- based and task-based learning while other types of curriculum integration are called connected, sequenced, shared and webbed.
• Considering its benefit, there is a need to implement an integrated curriculum model in the classroom to respond to the demands and challenges posed by 21^st century education considering its benefits.