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MODULE 4:
Integrating New Literacies
in the Curriculum
GROUP 4
EDUC 9D - Building and Enhancing New Literacies Across the Curriculum
Lesson Objectives
Discuss the concept
of integrated
curriculum
Distinguish the
different curriculum
integration
approaches, methods
and types
Identify lessons or
course disciplines that
may be appropriate
forcurriculum
integration
1 2 3
Draw relevant life
lessons and significant
values from
curriculumintegration
experiences in class
4
The Concept of
Integrated Curriculum
1
CONCEPT
IInnovative educators concerned with
improvingstudent achievement seek ways to
create rigorous,relevant, and engaging curriculum
as a way to realize curriculum integration. Today,
thesubjects in the curriculum should not be taught
singly and compartmentally but ratherbecome
integral towards total development of the child
In retrospect, the introduction of an integrated
curriculum gained greatest support in the 1960’s.
Based on the essential organization ofcontent, the
design emphasizes the roles of diverse entities called
academicdisciplines 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 and big ideas andmeaningful
concepts;
 provides connections among various curricular
disciplines;
Thus, an integrated curriculum…
 provides learners opportunities to apply skills they
havelearned;
 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
andindustrialized instructions; and
 Accommodates a variety of learning styles/theories
(i.e.social learning theory, cooperative learning,
intrinsicmotivation, and self-efficacy) and multiple
intelligences.
APPROACHES TO
2
The Association for Supervision and
Curriculum Development (2004)presents
three approaches to integration
1) Multidisciplinary,
2) Interdisciplinary, and
3) Transdisciplinary.
Multidisciplinary Approach
Focuses primarily on the disciplines. This
approach relates different subject around a common
theme. In this approach, teacher fuse skills,
knowledge, or even attutudes into the regular school
curriculum. In some schools, for example, students
learn respect from environment in every subject
area.
Interdisciplinary Approach
In this approach to integration, teachers organize
the curriculum around common learnings across
disciplines. They chunk together the common
learnings embedded in the disciplines to emphasize
interdisciplinary skills and concepts. The disciplines
are identifiable, but they assume less importance
than in the multidisciplinary approach.
Transdisciplinary Approach
In the transdisciplinary approach to integration,
teachers organize and design the curriculum within
the student needs and concerns. Students develop
life skills as they apply interdisciplinary and
disciplinary skills in a real-life context. Two routes
lead to interdisciplinary integration, namely: project
based learning and negotiating the curriculum.
Comparing and
Contrasting the Three
Approaches to
Integration
ASPECT MULTIDISCIPLIN
ARY
INTERDISCIPLIN
ARY
TRANSDISCIPLI
NARY
Organizing Center
Conceptualization
of Knowledge
Role of Discipline
Common Characteristics
1) Academic Rigor - design studies to
address identified learning standards
2) Authenticity - use real-world contexts
3) Active Exploration - include learning
activities that promote active
construction of knowledge
METHODS of
Curriculum Integration
1
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).
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.
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.
THEME-BASED
Some teachers go beyond
sequencing contents and plan
collaboratively and they do it
in a more intensive way of
working with a theme
dubbed as “theme-based”.
FUSION
In this method, teachers
fuse skills, knowledge or
even attitudes into the
regular school curriculum.
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 context focus still
remains in one discipline.
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.
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.
WEBBED
This reflects when a teacher
plans to be base the subject area
around a central theme that will
tend students to see the
connection within different
subjects.
EDUC-9-PPT-G4 report hehehehheehhehhwhwhwhwhwhwhw.pptx

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EDUC-9-PPT-G4 report hehehehheehhehhwhwhwhwhwhwhw.pptx

  • 1. MODULE 4: Integrating New Literacies in the Curriculum GROUP 4 EDUC 9D - Building and Enhancing New Literacies Across the Curriculum
  • 2. Lesson Objectives Discuss the concept of integrated curriculum Distinguish the different curriculum integration approaches, methods and types Identify lessons or course disciplines that may be appropriate forcurriculum integration 1 2 3 Draw relevant life lessons and significant values from curriculumintegration experiences in class 4
  • 4. CONCEPT IInnovative educators concerned with improvingstudent achievement seek ways to create rigorous,relevant, and engaging curriculum as a way to realize curriculum integration. Today, thesubjects in the curriculum should not be taught singly and compartmentally but ratherbecome integral towards total development of the child
  • 5. In retrospect, the introduction of an integrated curriculum gained greatest support in the 1960’s. Based on the essential organization ofcontent, the design emphasizes the roles of diverse entities called academicdisciplines 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 and big ideas andmeaningful concepts;  provides connections among various curricular disciplines;
  • 6. Thus, an integrated curriculum…  provides learners opportunities to apply skills they havelearned;  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 andindustrialized instructions; and  Accommodates a variety of learning styles/theories (i.e.social learning theory, cooperative learning, intrinsicmotivation, and self-efficacy) and multiple intelligences.
  • 8. The Association for Supervision and Curriculum Development (2004)presents three approaches to integration 1) Multidisciplinary, 2) Interdisciplinary, and 3) Transdisciplinary.
  • 9. Multidisciplinary Approach Focuses primarily on the disciplines. This approach relates different subject around a common theme. In this approach, teacher fuse skills, knowledge, or even attutudes into the regular school curriculum. In some schools, for example, students learn respect from environment in every subject area.
  • 10. Interdisciplinary Approach In this approach to integration, teachers organize the curriculum around common learnings across disciplines. They chunk together the common learnings embedded in the disciplines to emphasize interdisciplinary skills and concepts. The disciplines are identifiable, but they assume less importance than in the multidisciplinary approach.
  • 11. Transdisciplinary Approach In the transdisciplinary approach to integration, teachers organize and design the curriculum within the student needs and concerns. Students develop life skills as they apply interdisciplinary and disciplinary skills in a real-life context. Two routes lead to interdisciplinary integration, namely: project based learning and negotiating the curriculum.
  • 12. Comparing and Contrasting the Three Approaches to Integration
  • 14. Common Characteristics 1) Academic Rigor - design studies to address identified learning standards 2) Authenticity - use real-world contexts 3) Active Exploration - include learning activities that promote active construction of knowledge
  • 16. 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).
  • 17. 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.
  • 18. 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.
  • 19. THEME-BASED Some teachers go beyond sequencing contents and plan collaboratively and they do it in a more intensive way of working with a theme dubbed as “theme-based”.
  • 20. FUSION In this method, teachers fuse skills, knowledge or even attitudes into the regular school curriculum.
  • 22. 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 context focus still remains in one discipline.
  • 23. 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.
  • 24. 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.
  • 25. WEBBED This reflects when a teacher plans to be base the subject area around a central theme that will tend students to see the connection within different subjects.