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Fusion Integration Inter and Intra Course

The document discusses three approaches to curriculum integration: multidisciplinary, interdisciplinary, and transdisciplinary. Multidisciplinary involves teaching multiple subjects separately but coordinating them. Interdisciplinary organizes curriculum around common concepts across subjects. Transdisciplinary focuses on real-world problems and student questions rather than individual subjects.

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Hira Matloob
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1K views

Fusion Integration Inter and Intra Course

The document discusses three approaches to curriculum integration: multidisciplinary, interdisciplinary, and transdisciplinary. Multidisciplinary involves teaching multiple subjects separately but coordinating them. Interdisciplinary organizes curriculum around common concepts across subjects. Transdisciplinary focuses on real-world problems and student questions rather than individual subjects.

Uploaded by

Hira Matloob
Copyright
© © All Rights Reserved
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Fusion integration inter-course correlation and intra-course

correlation

Correlation may be as slight as casual attention to related materials in other subject areas . . . a bit more
intense when teachers plan it to make the materials of one subject interpret the problems or topics of
another.

Fusion designates the combination of two subjects, usually under the same instructor or instructors.

Integration: the unification of all subjects and experiences.

We joined this conversation in the early '90s. At the time, we were unaware of the long history of
educators with similar concerns. In our separate locations, we defined three approaches to integration
—multidisciplinary, interdisciplinary, and transdisciplinary. Our definitions of these categories emerged
from our personal experiences in the field. We noticed that people seemed to approach integrating
curriculum from three fundamentally different starting points. In looking back, we see that our
definitions closely aligned with the definitions proposed by other educators over the decades.

The three categories offer a starting point for understanding different approaches to integration.

1. Multidisciplinary Integration/ Intradisciplinary approach

Intradisciplinary Approach: When teachers integrate the subdisciplines within a subject area, they are
using an intradisciplinary approach. Integrating reading, writing, and oral communication in language
arts is a common example. Teachers often integrate history, geography, economics, and government in
an intradisciplinary social studies program. Integrated science integrates the perspectives of
subdisciplines such as biology, chemistry, physics, and earth/space science. This type of intradisciplinary
program is offered for middle school by the University of Alabama's Center for Communication and
Educational Technology. Through this integration, teachers expect students to understand the
connections between the different subdisciplines and their relationship to the real world. The program
reports a positive impact on achievement for students who participate. (See http://www.ccet.ua.edu for
more information.)

Fusion. In this approach, teachers fuse skills, knowledge, or even attitudes into the regular school
curriculum.
Figure 1.1. The Multidisciplinary Approach/ Interdisciplinary Approach

2. Interdisciplinary Integration

In this approach to integration, teachers organize the curriculum around common learnings across
disciplines. They chunk together the common learnings embedded in the disciplines to emphasize
interdisciplinary skills and concepts. The disciplines are identifiable, but they assume less importance
than in the multidisciplinary approach.

Figure 1.2 illustrates the interdisciplinary approach.

Figure 1.2. The Interdisciplinary Approach


Is the example of students learning math and core curriculum through clogging and the arts an
interdisciplinary one? Yes, if students are learning skills and concepts beyond the immediate lesson. In
Learning Through the Arts™, for example, students learn math and science concepts and skills while
singing, sculpting, painting, and dancing. Artists from the community collaborate with teachers to create
integrated lessons that focus on standards.

Numerous benefits, such as the following:

 Students exhibited excellent on-task behavior.

 Students worked collaboratively.

 Multiage teams formed within the multiage classes.

 Students were engrossed both as presenters and as the audience for the half-day performance
task presentations.

 Students used a wide range of presentation products, such as video, debate, sculpture, and so
on.

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