This document discusses approaches to integrating curriculum across disciplines. It identifies three main approaches: multidisciplinary, interdisciplinary, and transdisciplinary. The multidisciplinary approach teaches disciplines separately but looks for natural connections. The interdisciplinary approach organizes common learning across disciplines to emphasize interdisciplinary skills and concepts. The transdisciplinary approach designs curriculum around student needs and real-world application rather than distinct subjects. The document also outlines several methods of curriculum integration, including project-based learning, service learning, learning centers, theme-based, and fusion approaches.

1. MODULE 4
NEW LITERACIES
IN THE CURRICULUM
INTEGRATING
Book Source: Building and Enhancing
New Literacies Across the Curriculum
(Lorimar Publishing)

2. LEARNING OUTCOMES
Discuss the concept of integrated curriculum
Distinguish the different curriculum integration
approaches, methods, and types
Identify lessons or course disciplines that may
be appropriate for curriculum integration
Draw relevant life lessons and significant
values from curriculum integration
experiences in class

3. ASSOCIATION FOR
ASSOCIATION FOR
ASSOCIATION FOR
SUPERVISION AND
SUPERVISION AND
SUPERVISION AND
CURRICULUM
CURRICULUM
CURRICULUM
DEVELOPMENT
DEVELOPMENT
DEVELOPMENT
(2004)
(2004)
(2004)
presents three (3)
approaches to integration

4. LIST OF STANDARDS
BETWEEN DIFFERENT
DISCIPLINE AREAS
ARE CONVERGED
CULMINATING
ACTIVITY WITH A
CENTRAL THEME
KNOWLEDGE, SKILLS AND
PROCEDURE OF
DISCIPLINE CONSIDERED
MOST IMPORTANT
MULTI
DISCIPLINARY

5. MULTIDISCIPLINARY
APPROACH
Role of Teacher: Facilitator, Specialist

6. INTRA- AND INTER-
Intradisciplinary
Teacher integrates
subdisciplines within a
subject area
Students can understand the
connection between
subdisciplines and the
relationship to the real world
Interdisciplinary
Teacher organize common
learning across discipline to
emphasize interdisciplinry
skills and concepts.
Students can learn the skills
and concepts that are beyond
the immediate lesson

7. AP
Values Education
MAPEH
TLE
Theme: Makabayan
Disciplines:
1.
2.
3.
4.
Earth science
Biology
Chemistry
Physics
PH History
World History
Geography
Economics
Government
Subject: Science
1.
2.
3.
4.
Program: Social Studies
1.
2.
3.
4.
5.
Disciplines: can
identify but less
important
Structure: common
learning
Interdisciplinary Skills:
Thinking skills,
problem solving,
analytical skills in
teaching Science, Math
and English
MULTIDISCIPLINARY
INTRADISCIPLINARY INTERDISCIPLINARY
MD
IA IR
EXAMPLES
EXAMPLES
EXAMPLES

8. Medium/Intense
Facilitator,
Specialist/Generalist
DEGREE OF INTEGRATION
1
2
3
MANY RIGHT ANSWERS
ROLE OF TEACHER
Interdisciplinary

9. TRANSCDISCIPLINARY
Project-based learning (make connections
TEACHERS DESIGN A CURRICULUM
WITHIN STUDENT NEEDS AND
CONCERNS; APPLICATION TO REAL-LIFE
CONTEXT IS EMPHASIZED
SUBJECT AREAS > THEMES AND CONCEPTS, LIFE
SKILLS, REAL-WROLD CONTEXT, CAREER
PROSPECTS, COMMUNITY INTEGRATION, SOCIAL
PROBLEMS AND DILEMMAS, LIFE EXPERIENCES,
AND STUDENT QUESTIONS

10. METHODS OF CURRICULUM INTEGRATION
PROJECT-BASED
LEARNING
1

11. accomplish task
perform presentation
produce project, craft,
or artifact
PROJECT-BASED LEARNING
creating knowledge
output
critical thinking
creativity
collaboration
communication
CONCEPT SKILLS
reasoning
synthesis
resilience

12. SERVICE
LEARNING
2
METHODS OF CURRICULUM INTEGRATION

13. SERVICE LEARNING
beneficial to community and
other people
helpful to advance goals in
curriculum
The learning that allows for active
participation of the students in a
wide range of experiences
COMMUNITY-BASED
SERVICE ACTIVITIES

14. CHARACTERISTICS OF SERVICE LEARNING
Structured
preparation
1 2 3
Student
reflection
Direct application
of theories/models
learning is meaning, integrative,
reflective, contextualized,
strength-based, reciprocal, and
lifelong engagement
SERVICE
LEARNING

15. LEARNING CENTERS/
PARALLEL DISCIPLINES
3
METHODS OF CURRICULUM INTEGRATION

16. LEARNING CENTERS
Elementary classroom
Move from station to station to
complete the activities
study topic or theme in different
classrooms
learn the concept, topic or theme
through lens of different subjects
Teachers sequence and match the
content in other classrooms
PARALLEL
DISCIPLINES
Higher grades

17. THEME-BASED
4
METHODS OF CURRICULUM INTEGRATION

18. THEME-BASED
Collaboration of Teachers
-more intense in planning and sequencing
-3 or more subject ares involved
-end goal: integrated culminating activity
-may involve the whole school, may be
independent of the regular school schedule
-may involve teachers across the same
grade
-may have developed a long list of possible
culminating activities
-connect acitivities to the standards of each
disciplines

19. FUSION
5
METHODS OF CURRICULUM INTEGRATION

20. FUSION
TEACHER
VALUES
fuse knowledge, skills and attitudes
to the regular school curriculum
respect for environment
positive work habits
INVOLVE
FUSION
basic skills
technology, computer skills

21. CONNECTED
1
2
SEQUENCED
3
SHARED
4
WEBBED
OTHER TYPES

22. Thank You
FOR
COOPERATING
MARCH 8, 2023