3. Identify lessons or course disci that may be appropriate for curriculum integration Hi |. Draw relevant life lessons and significant values from curriculum _ integration experiences in class . Analyze research abstract on curriculum integration and its implications on teaching- learning process . Make a lesson plan with thematic integration across related disciplines INTERACTIVE PRESENTATION The Zoo: This activity entails fusing students accordingly using animal sounds to determine their grouping. The respective groups will answer the questions of the teacher later. Procedure: 4, Students will think of an animal the sound of which they will imitate while responding to the teacher's question: “If you were an animal, what would you be? The students will create the sounds of their chosen animals. 3, The teacher will ask students with a similar sound of animals to group together. 4. On the final grouping arrangement, the teacher will ask the first question. 5. The feacher will ask the class to change their grouping by providing clues, such as based on their habitat, size, friends and foes, etc. 6. For every change of grouping, a question will be raised to be answered by the groups upon sharing and collaborating their ideas. 7. The class will find time for a brief reflection on the activity. Nn Sample Questions for Reflection: ‘ ee your experience in integrating yourself with others. \ have you gained from involving yourself with differe integrated groups? Ce 4 3. What became your challenge in the process of self-integration? Relat tt.proving 1 relevant, and e as a way to realize curriculum integration. : 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 tet 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 social learning theory, cooperative learning, intrinsic motivation, and self-efficacy) and multiple intelligences. (http://onlineschool7. blogspot/2016/04/components-of-integrated-curriculum.html) 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. The many different ways to create a multidisciplinary curricul the level of intensity of the int n the previous Restructof scl usually computed to Conn # g Glscipline. At the end of the week. the four comeeSiGM a culminating activity along with the given tivity along connected four discipline areas. The following" 4 that used the multidisciplinary PP" © Of Makabayan on a given hee. 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. When a teacher Through this integration, teachers expect students to understang 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. F fo does eae } 4 a,common intra ‘it is by fusing skills, ficulum oF utilizing technology across t dents learn other subjects while enhancing skills. lly, schools can utilize service-learning classroom (www.theclassroom.com). Interdisciplinary Approach. In this a 1 teachers organize and capsulize the iS a eae learning across disciplines to emphasize interdisciplina see ed . concepts. The disciplines are identifiable, but they ae ills and importance than in the multidisciplinary approach. For ex mee teaching Filipino as a discipline, the teacher hones sudent ae i skis while resorting to content and topics in Araling Pankaee Below is an illustration of interdisciplinary structure. Thetetehe Bland are times that a teacher in Filipino teams up with a teacher fees Panlipunan to teach a lesson in Araling Panlipunan while she teahee the needed skills in the Filipino 1 subject. in using the interdisciplinary integration approach, structure the curriculum around common learning lines. For example, incorporate interdisciplinary kills, problem solving and analytic skills in English. The purpose is to,learn the skills mediate lesson (www.theclassroom. In addition, there is a need to areas across discip! skills, such as thinking s' teaching Science, Math and and concepts that are beyond the im com). linary approach student needs pply disciplinary the transdiscipl Transdisciplinary Integration. In sign a_ curriculum within to integration, teachers de: and concerns. Students develop life skills as they ai ali and interdisciplinary skills in a real-life context. Two routes les t-based learning transdisciplinary integration, namely: projec’ negotiating the curriculum.ach, there is a is and concerns. -based learning, roblem. Project- maces Be eee pee ed a Transdisciplinary “; le Curriculum around ‘student nee Which, jrablinary integration is utilized through project ich involves allowing the students to present @ PI ‘ based leaming allows students to make connections among different subjects by solving social problems and answering open-ended 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).Ja theme * sai isci L Knowledge best | * Disciplines __ learned through by common concepts | the structure of and skills the disciplines * Knowledge Te * Aright considered to be . answer Socially constructed ¢ * One truth * Many right answers indet ee al * Procedures . Interdisciplinary * Dis es. of discipline skills and concepts identified if, Role of considered most stressed but important emphasi E Disoliines = \'~ pistinct skis *| el and concepts of | , discipline taught i * Facilitator | * Facilitator * Co-planner A Role of * Specialist * Specialist/generalist | * Coleamer iE Teacher * Generalist’ * Visi 2 Specialist, f * Disciplinary * Interdisciplinary * Student questions 4 Starting standards and bridge and concerns, : Place procedures + Know/Do/Be * Real-world context , iene | Moderate | Medium/intense Paradigm shift a Assessment | Discipline-based | Interdisciplinary skills/ Interdisciplinary skills/ | concepts stressed concepts stressed ‘i enn ao | Concepts and essential understandings across disciplines | —— ae ae 5 * Disciplinary skills | * Interdisciplinary skills “heer i as the focal point | as the focal point RING Learningto | i disciplinary skills i * Interdisciplinary applied in a reablfe Do skills also | * Disciplinary skils also | SpFIB In aTeal included | included _— * Democratic values 4 Learning to | * Character education te Be * Habits of mind at ' * Life skills (e.g., teamwork, self-responsibility) 3 % 5 git ‘ * Backward design Planning * Standards-based OM Ae + Alignment of instruction, standards1ored on approaches to curriculum integration, there are ods 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 @ 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. Teflective, contextualized, strength-based, reciprocal, and lifelong learning (Clavenger-Bright, et. al, 2012).* the curriculum is to address a topic or theme through the lenses oro |. Theme-Based. Some teachers go beyond sequencing content and At Learning Centers/Parallel Disciplines. A popular way to integrate 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. 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 fegular 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 on-task behavior and work collaboratively. Also, students are engrossed both as presenters and aS $ Ai3 incorporate values across disciplines. [°,e¥erY subject area or skills. Many schools emphasize positive ened can involve basic area. Educators can also fuse technology a habits in each subject _ = computer skills integrated with in every subject ares: Gumoulum auth | Implementation Outcome. As a result, fusion ee ea gains in student achievement resulting from integrate poste in the classroom (Bolack, et al., 2005; Romance & vie ae Campbell and Henning, 2010). In addition, tide ee connections among disciplines, values, concepts, content, anal life experiences. Students’ increased critical thinking skills, self. confidence, 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 ‘ee Other Types of Integrated Curriculum There are different types of an integrated curriculum as mentioned by ASCD (2004): 1. Connected. 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 Sequenced. 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. Shared. 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 re, format and standards in making research while La ce teacher, who focuses on the collaborating with the scien i earient aioe of research that is related to science. , 2 a teacher plans to base the subject jen, rere that will tend students 10 see theutilizes the mentioned Benefits of Integrated Ci ‘Model , . It focuses on basic skills, content, and hig e _ It provides a deeper understanding of content It encourages active participation in relevant real-life Itprovides connections among various curricular discip i It accommodates a variety of learning styles, theories and muttio intelligences. New Literacy Integration in the K to 12 Curriculum ee ve The new literacy can be integrated into the K to across subject areas as presented in the table below. 12 curriculum | . 5 . a | However, the . ; integration of new literacy is not limited to the identified disciplines, the given learning outcomes, suggested strategies and assessment. A In fact, each learning area can integrate as many new literacies as possible depending on the lesson, the nature of the Subject and the Bi objectives or intended outcomes. New literacy integration can take 4 place in as many disciplines as possible. se Integration of New Literacy in the K to 12 Curriculum Literacy Subject Outcome Strategy ‘Assessment Area Output 4. Multicultural | Araling Demonstrate respect | Role playing Rubric and Global | Pantipunan _| for cultural diversity assessment result Literacy Brainstorming ee report ¢ 2. Social Edukasyon | Apply ethical and mor- | Case analysis Literacy sa Pagpapa- | al standards on given katao issues and cases Dilemma analysis 3. Media English Use media in Media-assisted Literacy communication instruction Filipino dissemination and transaction 4. Financial Math Solve problems in the | Problem solving | Scores in problem | Literacy context of business solving drills and. and investment exercises Le aspects TLE Apply effective Business techniques in simulation and budgeting and income | immersion generating enterpriseartistic designs using indigenous materials 4. What is an integrated curriculum? 2. What are the different approaches, models and types of curriculum integration? 3. How can you apply integration along with multidisciplinary, interdisciplinary and transdisciplinary approaches? 4. Which curriculum integration approach would best suit to the different types of learners in diverse classroom contexts? 5. In what lessons or course disciplines is integrated curriculum most appropriate? SE 2 Yates gain Share an observation of curriculum integration application in class or in the school. What life lessons and values have you realized and learned?