MODULE

4:

INTEGRATING NEW
FASHION GENERAL
LITERACIES
IN THE
CURRICULUM
The Concept of Integrated Curriculum

In retrospect, the introductionof an integrated

curriculum gained greatest support in the [Link]
on the essential organization of content, the design
emphasizes the role of diverse entities called Academic
Desciplines clearrly 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 oppurtunities 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.
 Approaches to Integration

The Association for Supervisionand Curriculum Development (2004)

presents three approahes to integration and these are
multidisciplinary, interdisciplinary and transdisciplinary.

1. Multidisciplinary Approach
A multidiscipliinary approach focuses prmarily 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
intensit of the integratin effort. It can be recalled that the previous
Restructured Basic Education Curriculum (RBEC) is a best depiction of
a multidisciplinary approach.
MULTIDISCIPLINARY
APPROACH
Araling
Panlipunan

MAPEH Makabayan
a TLE

Values
Education
2. 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 lessimportance than in the multidisciplinary approach.

Content
Skills
ARALING
FILIPINO
PANLIPUNAN
FILIPINO
3. TRANSDISCIPLINARY INTEGRATION
In the transdisciplinary approach to integration, teachers designn 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.
SUBJECT
AREAS
Theme and Concepts
Life Skills
Real-World Context
Carrer prospects
Community Integration
Life Experiences
Student Questions
Interconnecting the Three Approaches

These approaches often an excellent fit for standards through a

backward design process as teachers integrate standards-based
planning with effective teaching and learning pracctices. 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 educationn 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).
 METHODS OF CURRICULUM INTEGRATION
1. Project-Based Learning- it engages student in creating knowledge while
enhancing their skills in critical thinking, creativity, collaboration,
communication, reasoning, synthesis and resilience. As such, it entails an
output which involves accomplishing a complex task, performing a
presentation and producig a project, a craft or an artifact.

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 the student
reflection.

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 oof participating students.
3. Learning Centers/Parallel Disciplines- a popular way to integrate the
curriculum is to address a topic or theme through leneses of several subject
areas. In an elementary classroom, students often experience this approach
at learning cenetrs 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 foorm of parallel disciplines and teachers
sequence their content to match the content in other classrooms.

Implementation Outcome. As a result, according to a study by Carneigie

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 understabnd and make sense of the
real world and their personal experiences in it.
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 subjec 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 independent of the regular school schedule.

Implementation Outcome. Using the theme-based learning, students can

exhibit are engrossed both as presenters and as an audience for the
half-day performance task presentation as they use a wide range of
presenation, such as video, panel, forun, debate, sculpture, etc. They can
demonstrate an in-depth understanding of the topics as a result of their
sustained interest around various questions.
5. Fusion- in this method, teachers fuse skilss, knowledge, or even attitudes
into the regular school curricculum. 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 area. Educators can also fuse
technology across the curricculum with computer skills integrated with in
every subject area.

Implementation Outcome. as a result, fusion brings positive gains in student

achievement resulting from integrated instruction in theclassroom. In
addition, students make connections among desciplines, values, concepts,
content, and life experiences.
 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.
FASHION GENERAL
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