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Al Ed Ten Ways To Integrate Curriculum

The document describes 10 methodologies for integrating curriculum across disciplines: 1. Form One focuses on integration within a single discipline by connecting topics, making lessons nested within broader concepts, or ranking priorities. 2. Form Two involves integration across disciplines through sequencing related concepts, sharing a common focus between two subjects, webbing connections around broad themes, or blending topics between disciplines. 3. Form Three centers on integration occurring within and across learners as they immerse themselves in topics of interest, directing their own learning networks between resources.

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Lea Rovie Daria Mascardo
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707 views15 pages

Al Ed Ten Ways To Integrate Curriculum

The document describes 10 methodologies for integrating curriculum across disciplines: 1. Form One focuses on integration within a single discipline by connecting topics, making lessons nested within broader concepts, or ranking priorities. 2. Form Two involves integration across disciplines through sequencing related concepts, sharing a common focus between two subjects, webbing connections around broad themes, or blending topics between disciplines. 3. Form Three centers on integration occurring within and across learners as they immerse themselves in topics of interest, directing their own learning networks between resources.

Uploaded by

Lea Rovie Daria Mascardo
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PPTX, PDF, TXT or read online on Scribd
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Integration of the Disciplines

Ten Methodologies for Integration

Adapted from:
Robin Fogarty [Fogarty, R. (1991). Ten ways to
integrate curriculum. Educational Leadership.

Ten Methodologies for Integration

Form One: Within a Single


Discipline

Fragmented
a traditional curriculum design which separates
topics and courses into distinct disciplines.
In this model courses are separated into
traditional areas of study: mathematics, science,
humanities, social studies, art, technical arts,
etc. Each area is defined as an independent
course of study.
Despite the fragmentation of this methodology,
integration can begin by listing and ranking
topics, concepts, and skills to systematically
organize curricular priorities within each subject.

Form One: Within a Single


Discipline

Connected
focuses on the details, subtleties, and
interconnections within an individual
discipline.
It is this focus on making connections (i.e.,
one topic to another, one skill to another, or
one concept to another) which makes this
methodology a simple form of integration.
To make this an effective integration
methodology, it is recommended that the
instructor assist students with connecting
one day's work, or a semester's work and

Form One: Within a Single


Discipline

Nested
Nested integration takes advantage of
natural combinations.
Integration is performed by overtly
making connections or creating
combinations.
This could be accomplished in a lesson
on the circulatory system by having the
lesson focus on both the circulatory
system and the concept of systems.

Form Two: Across the Disciplines

Sequenced Model

Topics and units are taught independently, but they are


arranged and sequenced to provide a framework for
related concepts.

In order for this type of integration to take place, it is


often necessary that the teachers in both classes plan
the sequence of their units so that they will be
synchronized. This may mean that the teachers will need
to change the sequence of topics contained in the
courses textbooks.

"The textbook is not a moral contract that teachers are obliged to


teach...teachers are obliged to teach [students]." ---John Adams

Form Two: Across the Disciplines

Shared

The shared model brings two distinct disciplines


together into a single focus. The shared
methodology overlaps concepts as the organizer.

The two members of this "partnership" (possibly


cross-departmental) plan the unit of study by
focusing on common topics, concepts and skills.
As the "team" identifies these commonalities,
they identify overlaps in content.

The partners should examine what concepts and


skills the topics and unit(s) have in common.

Form Two: Across the Disciplines

Webbed
commonly use a thematic approach to
integrate subject matter.
Broad themes such as change, cultures,
discovery, environments, interaction,
inventions, power, systems, time and work
provide a greater opportunity for teachers
of various disciplines to find common
topics, concepts and skills.
Themes may be created which address
different concentrations.
Three of these are concepts, topics and

Form Two: Across the Disciplines

Webbing

Webbing is a systematic process for


recording brainstorming.
The process involves all the members of
the integrated team, and is used to
determine the topics, concepts and skills
to be addressed in the curriculum.
The illustration shown below is a simple
example of a web for the theme: CHANGE.

Form Two: Across the Disciplines

Brainstorming
Generate as many ideas as possible.
Accept all ideas.
Seek clarification, if necessary, but do not edit
at this stage.
Encourage people to brainstorm on their own
before contributing to a common pool of ideas.
Remember that brainstorming is an openended exercise. At any time, new ideas or
directions may be introduced.
Do not close down the process too soon.
Provide ample thinking time.

Form Two: Across the Disciplines

Threaded

a metacurricular approach where big ideas are enlarged.


threads thinking skills, social skills, study skills, graphic
organizers, technology, and a multiple intelligences
supersedes all subject matter content. Using this
approach, interdepartmental teams can focus on thinking
skills to integrate with content information.
takes learning to a synthesis level.
That is, teachers incorporate into their teaching
strategies such techniques as inquiry and self-reflection.
For example, a teacher may ask the student: what do you
think about that? Or, what thinking skills did you use and
find most helpful in solving the problem?

Form Two: Across the Disciplines

Integrated
In an integrated methodology interdisciplinary topics
are arranged around overlapping concepts and
emergent patterns.
This process blends the disciplines by finding
overlapping skills, concepts, and attitudes found
across the disciplines.
Much like the shared methodology, integration is a
result of shifting related ideas out of the subject
matter content.
An important process of the integrated methodology
is that teachers work together on the topics or
themes as commonalities emerge.

Form Three: Within and Across


Learners

Immersed

focuses all curricular content on interest and expertise.


integration takes place within the learners, with little or no outside intervention.
For example, students such as doctoral candidates are generally immersed in a field
of study. These students integrate all information and data to answer a question or
interest or solve a problem.
This immersed study is often undertaken in a field of intense interest or passion.
Similarly, a young child will immerse themselves in drawing pictures or writing
stories about subjects which they are extremely interested.
This is normal behavior which is often viewed by teachers as obsessive and
therefore diverted.
immersed learners continually make connections between their chosen topic of
interest and subjects.
Immersion takes advantage of this intense interest and allows students to make
these connections and self-direct their learning based on those interests.

Form Three: Within and Across


Learners

Networked

creates multiple dimensions and directions


of focus. Like brainstorming,
it provides various ideas and ways of
discovering.
totally student centered. It professes that
only the learner can direct the integration
process. The methodology proposes that
the learner knows their topic and can selfdirect their focus on the necessary
resources both within and across subject
areas.
Networks are created between the learner

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