Curriculum Integration

Curriculum Integration Models

Objectives:


Present ten models of integration in teaching and in the curriculum  Facilitate a workshop on the application of thematic and integrated teaching

The traditional curriculum

is fragmented

What is integration ?
A strategic way of bringing:  subjects/ disciplines and  over-arching concepts and overthemes together

Definition of integration in curriculum and instruction

A holistic approach to learning by bringing together related concepts, contents, and/or processes through a theme, issue, or a problem (Perkins, 1990)  Spectrum of possibilities from fragmented to networked (10 models, Fogarty and Stoehr, 1991)


Expected Results of Integration

understanding of subject matter and problem solving transfer  Students build links between topics.
 Deeper

Ten Design Options

(Fogarty & Stoehr, 1991)
connected

fragmented

nested sequenced

networked Integration immersed integrated threaded shared

webbed

Fragmented
Narrow focus on single discipline Example:
Teacher applies this view in Math, Science, Social Studies, Language arts or Sciences, Humanities, Fine and Practical Arts.

Description: The traditional model of separate and distinct disciplines, which fragments the subject area.

Connected
focuses on interconnections Description:

Within each subject area, topics are connected and are extended to actual life

Example: In Math, the teacher relates the concept of fractions to decimals, which in turn relates to money

Nested
views multiple dimensions of a topic, or unit Description: Within each subject, the teacher targets a content -specific knowledge/skill, values, and attitudes Example: Teacher designs a unit to target development of understanding of photosynthesis, consensus-making, and appreciation of plants

Sequenced
Topics/units of study are rearranged and sequenced to coincide with one another. Similar ideas are taught in concert while remaining as separate subjects

Example:
English teacher presents a historical novel depicting a particular period while the History teacher teaches that same period.

Shared
Focuses on interconnections between two disciplines Description:
Shared planning and teaching take place in two disciplines in which overlapping concepts or ideas emerge as organizing elements.

Example:
Science and Math teachers use data collection, charting, and graphing as shared concepts that can be team-taught.

Webbed
broad view of an entire constellation as one theme, webbed to the various elements Description:
A fertile theme is webbed to curriculum contents and disciplines; subjects use the theme to sift out appropriate concepts, topics, and ideas.

Example:
Teachers select a topical theme (e.g., conflict resolution), and webs it in their subject areas.

Threaded (across disciplines)

The metacurricular approach threads thinking skills, social skills, multiple intelligences, technology, and study skills through the various disciplines.

Example:
Teaching staff targets prediction in Reading, Math, and Science while Social Studies teacher targets forecasting current events.

Integrated
An interdisciplinary approach that matches subjects for overlaps in topics and concepts with some team teaching in an authentic integrated model

Example:
In Math, Science, Social Sciences, Arts, Communication Arts, and Practical Arts, teachers look for patterning models and approach content through these patterns (e.g., argument and evidence)

Immersed
The disciplines become an intensely personal view; content is filtered through the students lens of interest and expertise

Description:
The disciplines become completely immersed from the perspective of the learner.

Example:
Student or masters candidate chooses an area of expertise and interest and assumes the responsibility for the completion of an investigation

Networked
view which expands learning into a broader spectrum; extending beyond schooling

Example: Architect, while Description: using the Computer Learner acquires an expert's eye; makes internal Assisted Design software, networks connections that lead to with programmers external networks of experts in related fields. and expands his knowledge base.

Tema: Magagandang Tanawin at Pook Pasyalan

Ex. WebbedCurriculum (Gr.
I (Makabayan) Musika Edukasyon sa Kagandahang Asal at Wastong Pag-uugali

Nakaaawit nang may tamang tono tungkol sa magandang tanawin o kapaligiran Sining Nakabubuo ng disenyo na binubuo ng ibat ibang hugis sa pamamagitan ng finger painting

Napananatiling malinis ang paligid Edukasyon sa Pagpapalakas ng Katawan Naisasagawa ng ibat ibang bahagi ng katawan ang ibatibang hugis

Makabayan IV (Heograpiya/Kasaysayan/Sibika) Napatutunayan na ang mga Pilipino ay may sariling kultura bago pa man magkaroon ng pakikipagugnayan sa ibang tao Tema: KATUTUBONG Edukasyong KULTURA Musika Pantahan at
Napahahalagahan ang mga uri ng himig na matatagpuan sa mga awit/tugtugin. Natutukoy ang mataas at mababang tunog papataas pababa (Awiting Bayan)
Edukasyon sa Pagpapalakas ng Katawan

Pangkabuhayan Nakatutulong sa paghahanda ng masustansiya, mura at sapat na pagkaing katutubo sa lugar para sa mag-anak

Sining Nakikilala ang mga katutubong sining ng pook/bayan

Nagagamit amg mga kilos di-lokomotor sa pagbibigay kahulugan sa awit.

MODEL 3 ACROSS ALL LEARNING AREAS

SCIENCE & HEALTH
FILIPINO UNIFYING THEME MATHEMATICS ENGLISH

Musika, sining, Edukasyon sa Pagpapalakas ng Katawan (MSEP)

(Common to all areas)

SIBIKA at KULTURA;

Edukasyong Pantahanan at Pangkabuhayan (EPP)

HEOGRAPIYA, KASAYSAYAN at SIBIKA (SK;HKS)

SAMPLE THEMATIC MODEL FOR GRADE II SAMPLE THEMATIC MODEL FOR GRADE II
(A One Week Lesson) at SibikaKultura Ibat-ibang pagdiriwang panrelihiyon pansibiko Mga gawaing kaugnay ng mga pagdiriwang Mga paniniwala /kaugaliang kaugnay ng bawat pagdiriwang Kahalagahan ng pagdaraos ng mga pagdiriwang Pagkakaroon ngdebatetungkol sa paksang : Dapat bao di-dapat ipagdiwang ang pista P.E.

Mathematics
-

Counting
Ordering

Estimating Measuring
Comparing
-

Paggalaw ng katawan ayon sa ritmo diin at Pagmartsa Pag-imbay Pagkandirit Laro kaugnay ng pagdiriwang Pagbasag Palayok (Hitting the Pot) Pabitin Hilahan ng lubid Karera sa sako Paglalagay ng buntot sa ___

Filipino Pagkilala ng mga pangngalant mga uri nito a Pagsulat ng mga ngalan ng pagdiriwang gamit ng malaking titik Pagbasa ng kuwento tungkol sa iba t ibang pagdiriwang Pagsagot ng mga tanong tungkol sa detalye ng mga kwentong binasa Pagsunud -sunod ng mga pangyayari sa kuwento

KONSEPTO: Ang mga makabuluhang pagdiriwangynakatutulong a sa pagkakabuklod / pagkakaisa ng mga Pilipino .

English Recite verse/poem on celebrations Read stories and answer questions wh Decode new words through structural analysis using simple prefix and definitions Picture study showing different celebrations Give 2 or 3 sentences about the pictures Give heading/title to pictures/situations about celebrations Write 2 or 3 sentence paragraph about the celebrations Relate experiences about a particular celebration

Musika Pag-awit ngmay kaugnayan sa pagdiriwang PaskoNa Naman Pandangguhan Pagsunod sa ritmo ng mga awit Pagtugtog ng awit Rhythm Band Pangwakas na Gawain sa Pagtatapos ng Yunit Pagdaraos ng Selebrasyon sa Silid Aralan kasama ang mga Magulang Pagpaplano ng mga gawain ng bawat pangkat Paghahanda ng iba pang kailangan Pagsasagawa Pagbibigayhalaga sa ginawa

GMRC Paggalang sa mga paniniwala tungkol sa pagdiriwang Pakikiisa sa mga gawain Pagsunod sa mga panuto /tuntunin

Sining Pagguhit ng iba ibang pagdiriwang t Paggawa ng maskaraheadress ; Paggawa ng mga banderitas

Discipline / Month

Makabayan

English

Science

Math

Filipino

June

July

August

September October

November December

January
February

March

Successful integration depends on:

 Active

involvement of teachers in planning and implementing an integrated program  Appropriate planning time to create and develop strategies