Module 4 PDF
Module 4 PDF
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
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.
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.
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 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. .
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).
• 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)
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
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. 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),
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
student achievement on top priority, an integrated curriculum utilizes the mentioned three
different approaches of integration.
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.
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EVALUATION