Chapter 4 Ed 110 - Building and Enhancing New Literacy 2nd Sem SY 2023-2024

Chapter 4
INTEGRATING NEW LITERACIES IN THE
CURRICULUM

INTRODUCTION

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

OBJECTIVES

• Discuss the concept of integrated curriculum;

• Distinguish the different | curriculum integration approaches, methods and types;
• Identify lessons or course disciplines that may be appropriate for curriculum integration;
and
• Design a lesson plan with thematic integration across related disciplines.

LET’S FIND OUT!

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.

For CAPSU Dumarao Students Only 1

Chapter 4 Ed 110 - Building and Enhancing New Literacy 2nd Sem SY 2023-2024

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 can 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 centered on a
given theme.

When a teacher integrates sub disciplines within a subject area, he/she is practicing intra-
disciplinary 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 intra-disciplinary social studies program. Likewise, science
integrates sub-disciplines, such as earth science, biology, chemistry and physics that responds to
spiral curriculum approach. This connection is presented in the structure below.

For CAPSU Dumarao Students Only 2

Chapter 4 Ed 110 - Building and Enhancing New Literacy 2nd Sem SY 2023-2024

Through this integration, teachers expect students to understand the connections

between the different sub-disciplines 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 intra-disciplinary 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.

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.

For CAPSU Dumarao Students Only 3

Chapter 4 Ed 110 - Building and Enhancing New Literacy 2nd Sem SY 2023-2024

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 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).

Comparing and Contrasting the Three Approaches to Integration

Aspect Multidisciplinary Interdisciplinary Transdisciplinary

Organizing Center• Standards of the
• Interdisciplinary skills and
• Real-life context
disciplines Organized concepts embedded in • Student questions
around a theme disciplinary standards

Conceptualization• Knowledge best

• Disciplines connected by• All knowledge
of Knowledge learned through the common concepts and interconnected and
structure of the skills interdependent
disciplines • Knowledge considered to • Many right answers
• Aright answer be socially constructed • Knowledge considered to
• One truth • Many right answers be indeterminate and
ambiguous
Role of Disciplines• Procedures of discipline
• Interdisciplinary skills and
• Disciplines identified if
considered most concepts stressed desired, but real-life
important context emphasized
• Distinct skills and
concepts of discipline
taught
Role of Teacher • Facilitator • Facilitator • Co-planner
• Specialist • Specialist/generalist • Co-learner

For CAPSU Dumarao Students Only 4

Chapter 4 Ed 110 - Building and Enhancing New Literacy 2nd Sem SY 2023-2024

• Generalist/specialist
Starting Place • Disciplinary standards
• Interdisciplinary bridge • Student questions and
and procedures • Know/Do/Be concerns
• Real-world context
Degree of Moderate Medium/intense Paradigm shift
integration
Assessment Discipline-based Interdisciplinary Interdisciplinary
skills/concepts skills/concepts stressed
stressed
Learning to Know Concepts and essential understandings across disciplines
Learning to Do • Disciplinary skills as the
• Interdisciplinary skills as
• Interdisciplinary skills and
focal point the focal point disciplinary skills applied
• Interdisciplinary skills• Disciplinary skills also in a real-life context
also included included
Learning to Be • Democratic values
• Character education
• Habits of mind
Life skills (e.g., teamwork, self-responsibility)
Planning Process • Backward design
• Standards-based
Alignment of instruction, standards and assessment
Instruction • Constructivist approach
• Inquiry
• Experiential learning
• Personal relevance
• Student choice
Differentiated instruction
Assessment • Balance of traditional and authentic assessments
Culminating activity that integrates disciplines taught
(Source: 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

For CAPSU Dumarao Students Only 5

Chapter 4 Ed 110 - Building and Enhancing New Literacy 2nd Sem SY 2023-2024

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).

For CAPSU Dumarao Students Only 6

Chapter 4 Ed 110 - Building and Enhancing New Literacy 2nd Sem SY 2023-2024

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 an
audience for the half-day performance task presentations as the use a wide range of presentation,
such as video, panel, forum OF colloquium, debate, sculpture, music, etc. They can demonstrate
an in-depth understanding of the topics as a result of the), 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. Fusion. 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 o,
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, 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.

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.
2. 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.
3. 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 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 then, teaching them in relation to a singular theme or an idea.
Innovative teachers and schools prefer integrating the curriculum in their classrooms as it
improves student achievement and leads to an increase in student standardized scores. Placing

For CAPSU Dumarao Students Only 7

 Chapter 4 Ed 110 - Building and Enhancing New Literacy 2nd Sem SY 2023-2024

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.

Integration of New Literacy in the K to 12 Curriculum

Literacy Subject Area Outcome Strategy Assessment

Output
1. Multicultural Araling Demonstrate respect Role playing Rubric assessment
and Global Panlipunan for cultural diversity Brainstorming result
Literacy Brainstorming
report
2. Social Edukasyon sa Apply ethical and Case analysis Case report
Literacy Pagpapakatao moral standards on Dilemma Narratives
given issues and analysis
cases
3. Media English Use media in Media-assisted E-portfolio
Literacy communication instruction
Filipino dissemination and Google clip
transaction
4. Financial Math Solve problems in Problem solving Scores in problem
Literacy the context of solving drills and
business and exercises
investment aspects
TLE Apply effective Business Business plan and
techniques in simulation and inventory
budgeting and immersion
income generating
enterprise

For CAPSU Dumarao Students Only 8

Chapter 4 Ed 110 - Building and Enhancing New Literacy 2nd Sem SY 2023-2024

5. Computer Examine the Hands-on Computer

Digital/Cyber Subject computer virus that activity Capstone
Literacy commonly damages Experiential
computer networks learning
and systems Project-based
Research Cite ways in Exploratory Research output
resolving plagiarism method
issues and
determine research
protocols
6. Ecoliteracy Science Suggest ways on to Project-based Project Portfolio
protect nature and Tasked-based Participation Log
address climate Learning
change Reflection journal
7. Arts and MAPEH Create artworks and Manipulative Project design
Creative artistic designs using works Crafts
Literacy indigenous materials Arts Studio
workshop
method

-end-

EVALUATION

For CAPSU Dumarao Students Only 9