Curriculum Integration

Implementing an Integrated Curriculum within the classroom is on the rise. Teachers using this model find their students are more enthusiastic and eager to learn. It is a way of learning that is engaging and interactive. It is a type of learning where subjects become fluid, allowing for deeper understanding from students. The goal is to have students able to bring the perspectives of a historian, writer, mathematician and artist to all problems, topics or issues, like a twenty-first century thinker.  There is a process behind designing an integrated curriculum within the classroom. Our text identifies this process and following the 5 Ws: Who, What, Where, Why, and When.

Who?

Educators are responsible for greating an integrated curriculum and they usually work in teams: two heads are better than one! Some of the richest integrated units are designed collaboratively. In fact, when creating a curriculum with a group of educators, it works by combining the experiences and expertise of all contributors to ensure the strongest possible curriculum for students. This works best using the backward design process outlined in my previous post.

What?

Transdisciplinary approach – With this approach, educators begin my focussing entirely on the concerns or interests of their students, while merging real-world issues, and form a curriculum around these topics.

Interdisciplinary approach – With this approach, the design begins with the outcomes of the curriculum which are used to shape engaging lessons around significant and relevant issues, questions or topics.

Where?

A common issue with the Integrated Curriculum approach is the matter of space. Part of the integration is structuring lessons that take place outside of the classroom, because the curriculum has been generated in real-world context. Therefore, it only makes sense for students to learn the context first-hand. This is called place-based education approach where the community outside the school is the primary source of learning. In my opinion, this keeps learning fresh and exciting, and students have the opportunity to explore the lessons hands-on. This hands-on approach reminds me of Project-based, Inquiry-based learning styles being integrated into preschool and primary education. In fact, starting students with this learning at a young age equips them for this learning style in their upper years of education.  The Reggio Emelia approach also shares this notion of putting students in the driver’s seat of their education. For more information on the Reggio Emelia approach:  http://en.wikipedia.org/wiki/Reggio_Emilia_approach

Why?

The purpose of this approach is to increase relevance for students while being able to engage them in a type of learning that is interactive and enjoyable. In fact, the textbook argues that Integrated Curriculum foregrounds twenty-first-century skills that are not evident in all types of learning.

When?

The time is now. However, creating a curriculum like this from scratch takes a considerable amount of work. Therefore, teachers are now given prep-time in their daily schedules.

The Interdisciplinary approach of Integrated Curriculum allows for fluidity in subjects, probing students to use different ways of thinking in all areas of study. The overlap between English, Science, History and the Arts help students take a critical approach to solving the big question, or engaging with current issues of the time. The video below gives an interesting look at the design of an actual Integrated Curriculum implemented in schools as a Project-Based approach. It is easy to follow and offers suggestions on how any educator can adopt this approach within their classroom.

http://www.youtube.com/watch?v=9VzhStQwQSI