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Integrating the Curriculum - Coggle Diagram
Integrating the Curriculum
Forms and interests of integration
Forms
Project-Based Learning approach
Deliberate development of cirriculum around a project in which subject boundaries are integrated
Culminating event requiring the application and demonstration of students knowledge and skills
"Design, make and appraise"
Solving real world issue
Inquiry, creativity and relevance
Synchronised approach
Teaching of similar content and processes in seperate subjects across school
Connections are planned in advance and made clear by teachers
Connection between pre-exisiting topics, explicitly drawing links and teaching in similar manner
Cross-curricular approach
The incorporation of broad skills, concepts or attitudes across seperate subjects across curriculum
Generally more fundamentally embedded across ciriclulum (compared to a Thematic approach)
The lead motive for teaching will involve a big idea
Often about important life skills such as literacy, numeracy, critical thinking or behavioural skills such as working cooperatively.
Thematic approach
Linking various subjects into particular theme or common point of focus
Disiciplines taught separately in classrooms, but expected to be drawn back to the theme
Well planned, explicitly made
School-specialised approach
A long-term curriculum commitment to particular specialisation
Embeds the specialisation into the staffing and structure of the school
Often will be a subject on its own, have explicit links to other subjects, and involve related school-wide activities throughout the year
Community-focused approach
Those that reach out beyond school to engage in the wider community
Often involve a future component
Imagine better ways go doing things
Build connections between their needs and those of the community
Similar to Project-Based Learning, but focuses on solving issues of real-life community problems
Interests
The Technical
The need for students to gain a better understanding of the techniques, ideas and concepts behind topics
Knowing how the world works from various disciplinary views
The Practical
The manner in which students make personal sense of a topic, how they solve problems and communicate ideas.
Personal and communal sense making
Finding the links between subject areas and students worlds
Testing new ways of doing things
Working with others
Discussions, debates etc.
The Critical
Questioning current practices
Considering how those practices may be changes
Taking personal or political action to achieve change
Finding a balance between personal, community and future generational needs
Shared decision making
A worldly perspective
Blance between the different forms and interests of integration
Five intersecting elements
Selecting the topic around a big curriculum idea
e.g. Overarching themes, issues or projects
Eliciting students' prior understandings
Learning about the way the world works (The technical interest)
Making personal sense and solving practical problems (The practical interests)
Acting thoughtfully to find harmony between personal, community and future generational needs (The critical interests)
Integration-Interdisciniplary Learning
Concepts
All subjects valued equally
All disciplines work with and affect one another
Narrowing the gap between education and the "real world"
"The Iron Works Project"
Integrates Art, Maths, English, History and Science into one project
"Environmental Approach"
Helping the local community
Local Community Service
Integrating content knowledge into students lives
Benefits
Allows students to develop their skills in a variety of subjects while focusing on one project
Less confusion
More enjoyable
Makes learning richer and deeper by integrating subjects
Increases students engagement in their learning
Students focus on one project, helping students to see its importance
Improvement in student academia
My Experiences of integrated learning
On placement- integration of Year 7 HASS and Science to develop a Science Fair.
Benfits
Culminating event (The Fair) increases students engagement and motivation
Provided opportunity for students to make connection between schooling and their own worlds
Provided opportunity for students to participate through a number of differing roles
Limitations
On Placement- Using a SEPEP Soccer tournament in my year 8 PE classtext
Benefits
Allowing students to develop a variety skills necessary for a range of subjects- Peer interactions, group management, arts, English, maths, physical Education etc
Culminating Event, increases engagement
Provides differing roles to cater for the interests/ needs of all students
Allows all students to feel involved in the process, improving their engagement and motivation to participate
Can help further develop specific strengths of students
Limitations
Places a lot of responsibility on students- same may not handle this well
Conflicts can arise between students (Important for teacher to facilitate and manage when this occurs)
Teacher Collaboration
Successful Collaboration
Open communication between teachers
Comntribution from all teachers involved
Develop assessments that allow students to meet the standards across all subject areas
A clear goal for student achievement that's accepted by all teachers involved
Concerns
Some teachers may not desire to put in the extra effort
Some teachers may not agree with how others teach in the classroom
May not work well in groups
Benefits
Able to find connections across subjects standards in order to meet students needs
Gives teachers uninterrupted time to purposefully develop assessments
Allows teachers to observe what their colleagues are doing in the classroom (e.g. what works/ does not work)
Provides opportunity for teachers to broaden their knowledge of teaching into other subject areas