MODULE 4:

INTEGRATING NEW LITERACIES IN THE CURRICULUM

MEMBERS:
APRIL DENISE CERVEZA

MATT JAZHEL MACAYA LAGSUB

JOYLYN CABAÑAS ANDEA

SHARREN CALIBAYAN TAMAGOS

DEXTER ABOLUCION
 WHAT IS INTEGRATING NEW LITERACIES IN THE CURRICULUM?

Incorporating contemporary, digital, and multimodal forms

of literacy into instruction and learning is known as
"integrating new literacies in the curriculum." It broadens
the definition of conventional literacy (reading and writing)
to encompass the abilities required to function in the
information-driven and technologically advanced world of
today.
The Concept of Integrated Curriculum
In retrospect, the introduction of an integrated curriculum gained greatest
acceptance in the 1960s. Based on the essential organization of content, the
design emphasizes the role of the various 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 what they have learned.
•motivates, engages, and challenges learners.
•provides a deeper understanding of content.
•encourages active participation in relevant real-life experiences.
•provides opportunities for more small group and individualized instruction.
•accommodates a variety of learning styles/theories (i.e., social learning theory,
cooperative learning, intrinsic motivation, and self-efficacy) and multiple
intelligences.
(Source: http://onlinesector.blogspot.com/2010/04/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
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.
PANLIPUNAN
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 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.
 INTERDISCIPLINARY APPROACH

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 Filipino 1 subject.
 TRANSDISCIPLINARY APPROACH
Transdisciplinary Integration. In the transdisciplinary approach
to integration, teachers design a curriculum within the
students needs and
concerns. Students develop life skills as they apply disciplinary
and
interdisciplinary skills in a real-life context. Two routes lead to
interdisciplinary
integration, namely: project-based learning and negotiating
the curriculum.
In using the transdisciplinary integration approach, there is a need to
plan out the curriculum around student’s 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’s 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 fir for standards through a
backward design process as teachers integrate standard-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 difference 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
(Association for Supervision and Curriculum
Development. 2004)
 Aspect Multidisciplinary Interdisciplinary Transdisciplinary

• Standards of the • Interdisciplinary • Real-life context

Organizing disciplines Skills and concepts • Student questions
Center organized around embedded in
a theme Disciplinary standards
• Disciplines • All knowledge
• Knowledge best connected by interconnected and
learned through common concepts interdependent
Conceptualization the structure of and skills • Many right answers
the disciplines • Knowledge • Knowledge
of Knowledge considered to be considered to be
• A right answer
• One truth socially constructed indeterminate and
• Many rights answers ambiguous
 Aspect Multidisciplinary Interdisciplinary Transdisciplinary

Role of • Facilitator • Facilitator • Co-planner

• Specialist • Specialist/gener • Co-learner
disciplines alist • Generalist/specialist

Role of • Facilitator • Facilitator • Co-planner

• Specialist • Specialist/gener • Co-learner
Teacher alist • Generalist/specialist

Starting • Disciplinary • Interdisciplinary • Student questions

standards and bridge and concerns
Place procedures • Know/Do/Be
 Aspect Multidisciplinary Interdisciplinary Transdisciplinary

Degree of Moderate Medium/intense Paradigm shift

Integration

Assessment Discipline-based Interdisciplinary Interdisciplinary

skills/concepts skills/concepts
stressed stressed

Learning to Concepts and essential understanding across

Know disciplines
 Aspect Multidisciplinary Interdisciplinary Transdisciplinary

Learning to Do • Disciplinary skills • Interdisciplinary • Interdisciplinary

as the focal skills as the focal skills and
point point disciplinary skills
• Interdisciplinary • Disciplinary skills applied in a real-
skills also also included life context
included

Learning to Be • Democratic values

• Character education
• Habits of mind
• Life skills (e.g., teamwork, self-responsibility)
Planning • Backward design
• Standards-based
Process • Alignment of instruction, standards and assessment
 Aspect Multidisciplinary Interdisciplinary Transdisciplinary

• Constructivist approach
Instruction • Inquiry
• Experiential learning
• Personal relevance
• Student choice
• Differentiated instruction
• Balance of traditional and authentic
Assessment assessments
• Culminating activity that integrates
disciplines taught
The Multidisciplinary, Interdisciplinary, and
Transdisciplinary approaches are not isolated methods
but exist on a continuum of integration. Each approach
builds upon the previous one, progressively increasing
the depth of knowledge connection and real-world
application.

•Multidisciplinary learning maintains distinct subject

boundaries while linking them through a common
theme. It ensures a solid foundation in each discipline
but limits deep integration.
•Interdisciplinary learning moves beyond separate subjects
by blending concepts and skills from multiple disciplines,
encouraging students to make meaningful connections.

•Transdisciplinary learning transcends traditional subject

boundaries, using real-world problems as the foundation for
learning, fostering inquiry, student choice, and lifelong skills.
These approaches align with constructivist
pedagogy, differentiated instruction, and
authentic assessment, ensuring that education is
holistic, meaningful, and student-centered.
When implemented effectively, they prepare
learners for complex, real-world challenges by
promoting critical thinking, problem-solving,
and adaptability.
Methods of Curriculum Integration

Overview of Five Methods

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 artefact.
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 problem
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 (Schneidermen, 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.
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 I 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 that students 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/curriculum content, a broader appreciation of the discipline and an
enhance sense of civic responsibility (ASCD, 2004).
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 classroom. 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 experience in it. Thus, these help children
understand social world, develop communication skills, and build
relationships.
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 units ends with an integrated culminating
activity. Units of several weeks duration may emerge from this process, and
the whole school may involve. A theme-based unity 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).
Implementation Outcome
Using theme-based learning,
students can exhibit excellent on-task behavior and work collaboratively.
Also, students engrossed both as presenters and as an audience for the half-
day performance task presentations as they use a wide range of
presentation, such as video, panel, forum or colloquium, debate, sculpture,
music, etc. They can demonstrate an in-depth understanding of the topics as
a result of their sustained interest around various questions. In fact, fewer
recess problems occur during their two-week period that made teachers
enjoy the process and the result.
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 or some incorporate values
across disciplines. Fusion can involve basic skills. Many schools emphasize
positive work habits in each subject areas. 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 positive, fun, and engaging
environment in which to learn.
 Other types of Integrated
Curriculum
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.
•Teachers help students see how concepts build upon each
other.

•Example: In a science class, a lesson on photosynthesis is

directly connected to a later lesson on cellular respiration,
showing their interdependence.
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.
•The timing of lessons is adjusted so that learning in one
subject supports understanding in another.

•Example: In history, students learn about ancient

civilizations, while in literature, they read myths and stories
from those civilizations.
 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 a 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.

•Teachers from different subjects collaborate to align their

lessons around shared ideas.

•Example: A math and science teacher coordinate lessons so

that students use algebra to analyze scientific data.
4. Webbed

This reflects when a teacher plans to base the subject area

around a central theme that will tend students to see the connection within
different subjects.

•Teachers design activities and lessons that explore the theme from different
disciplinary perspectives.

•Example: A theme like "Sustainability" is explored in science (ecosystems),

social studies (environmental policies), and English (writing persuasive essays
on conservation).
 Doing Curriculum Integration in the Classroom

Chhabra (2017) posted that integrating curriculum in the classroom

includes combining different subject areas and then, teaching them in
relation to a singular theme or an ideas, innovative teachers and schools
prefer integrating the curriculum in their classroom as it improves students
achievement and leads to an increase in students standardized scores.
Placing student achievement on top priority, an integrated curriculum utilizes
the mentioned three-different approaches of integration.
Key Points from Chhabra (2017) on Integrated
Curriculum in the Classroom

1.Student-Centered Learning

• Encourages active participation and

engagement.

• Helps students develop problem-solving and

analytical skills.
2.Real-World Application

•By integrating subjects, students can relate

lessons to real-life experiences.

•Prepares students for interdisciplinary

thinking required in future careers.
3.Collaboration Among Teachers

•Effective integration requires teachers

from different subjects to coordinate
lessons.

•Encourages cross-disciplinary projects,

making learning more meaningful.
4.Challenges in Implementation
•Requires careful planning and
curriculum alignment.

•Assessment methods need to be

adjusted to evaluate interdisciplinary
understanding.
5. Examples of Integrated Curriculum in
Action
•STEM projects that combine science, technology,
engineering, and math.

•Theme-based learning where subjects like history,

literature, and science are taught through a common
theme (e.g., climate change).

•Project-based learning, where students work on a

real-world problem that involves multiple subjects.
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 Literacies in the K-12 Curriculum

Preparing Students for the 21st Century

•The K-12 curriculum integrates new literacies to

equip students with essential 21st-century skills.

•These include multicultural and global literacy, social

literacy, media literacy, and financial literacy.

•They prepare students for a rapidly evolving,

interconnected world.
Literacy Subject Outcome Strategy Assessment
Area Output
1. Multicultural Araling Demonstrate Brainstorming Rubric
and Global Panlipunan respect for assessment
cultural result
Literacy diversity Brainstorming
result

2. Social Edukasyon sa Apply ethical Case analysis Case report

Literacy Pagpapakatao and moral Dilemma Narratives
standards on analysis
given issues
and cases

3. Media English Use media in Media- E- Portfolio

Literacy Filipino communication assisted Google clip
dissemination instructions
and transaction
Literacy Subject Area Outcome Strategy Assessment Output

4. Financial Math Solve problems Problem Stores in

in the context solving problem
Literacy of business and solving drills
Investment and exercises
aspects

TLE Apply effective Business Business plan

techniques in simulation and inventory
budgeting and and
income immersion
generating
enterprise
 Literacy Subject Area Outcome Strategy Assessment Output

5. Digital/Cyber Computer Examine the Hands-on Computer

Literacy Subject computer virus activity Capstone
that commonly Experientia
damages l
computer learning
networks and Project-
system based

Research Cite ways in Explorator Research

resolving y outputs
plagiarism method
issues and
determine
research
protocols
Literacy Subject Area Outcome Strategy Assessment Output

6. Eco Science Suggest ways Project- Project

on how to based portfolio
Literacy protect nature Task-based Participation
and address Log
climate change Learning
Reflection
journal

7. Arts MAPEH Create artworks Manipulativ Project design

and artistic e Crafts
and designs using works
Creative indigenous Arts studio
materials workshop
Literacy method
 Arts Creative Literacy
•Subject Area: MAPEH (Music, Arts, PE, and Health)

•Outcome: Applies creative expression through visual arts, music, dance,

and performance.

•Strategy: Collaborative art and performance projects, showcasing

individual creativity in different mediums.

•Assessment Output: Artistic works, performances, portfolios, and

reflective essays on creative processes.

•Significance: Develops students' creative thinking, self-expression, and

cultural appreciation, preparing them for future artistic endeavors.
SOURCES: https://www.studocu.com/ph/document/la-
carlota-city-college/management-accounting/module-4-
integrating-new-literacies-in-the-curriculum/28582608

THAT’S ALL THANK YOU!!