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"An integrated study is one in which
children broadly explore knowledge in
various subjects related to certain
aspects of their environment
 He sees links among the humanities,
communication arts, natural sciences,
mathematics, social studies, music, and art. Skills
and knowledge are developed and applied in more
than one area of study.
 In keeping with this thematic definition,
Shoemaker defines an integrated curriculum as
...education that is organized in such a way that it
cuts across subject-matter lines, bringing together
various aspects of the curriculum into meaningful
association to focus upon broad areas of study. It
views learning and teaching in a holistic way and
reflects the real world, which is interactive.
 Problem, concerns real to the student and real in
the community.
 Students and teachers work together to select the
specific topic of interest to them and together they
plan how, when, where, and why they will pursue
it.
 Active students participation and decision making.
 Explore issue to understand and to propose a
solution, suggestion a new direction and report the
result.
 Develop essential skills intrinsic to their learning.
 Key skill may be formulating questions,
creating hypotheses, working out way to
collect data, and report on what has been
learned.
 Subject content and knowledge comes into play
after, rather than before, deciding what is to be
studied and how.
 Based on topic of substance and significance.
 Place on emphasis on seeing connection in and
purpose for learning.
 Develop big ideas that excite the imagination.
 Develop desire for the learning process.
 Develop skills and knowledge that are real to
student.
 Build on and extend knowledge and
experience.
 Develop sustained programmes or work.
 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 opportunities 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
 Accommodates a variety of learning
styles/theories (i.e., social learning theory,
cooperative learning, intrinsic motivation, and
self-efficacy) and multiple intelligences
 Student directed real-world application.
 Researched based
 Usage of multiple resources
 Social skills improved
 Collaboration
 Problem-answer
 Find a authentic literature on a topic
  appropriately constructed to meet the needs
of two or more course units/VET units or
endorsed programs find it better to deal with
fewer teachers—where the same teacher is
delivering two
  Units and thus sees the students twice as
often make the connections between the parts
of the program and enjoy its variety
 Enjoy participating in partnerships with
business, training organizations, and
community
  Groups and connect with wider community
based activities like environmental projects
Selecting a theme
Collecting texts and other materials
Engaging students
Grouping students
Expanding the theme
Assessing student growth
 Students see relationships among ideas and
concepts as they plan and experience a theme-
based inquiry.
 Relationships between in- and out-of-school
topics become obvious to students.
 Communication processes become authentic as
students engage in thematically based learning
activities.
 Students are encouraged to share ideas. As
they listen to one another, their personal bases
of ideas are expanded.
 Respect and cooperation among peers are
expanded through interaction.
 Students become more responsible for and
engaged in their own learning.
 The teacher assumes the role of facilitator
rather than information dispenser.
 A sense of community develops as
cooperatively designed student projects and
classroom displays are created.
 Many grouping patterns naturally emerge.
 Assessment is continuous and related to
learning endeavors
 Learning build , extends and expands a
student’s personal knowledge and experience.
 Open-ended and provide for a range of
learning style .
 Process of learning valued as the product of
learning .
 Range of possible approaches to curriculum
integration.
 Making connections and seeing real purpose
for their learning.
 Based in topics of substance and significance.
 Linked to problems and issues that are of
personal and social concern to students.
 Learning experiences develop big ideas that
excite and challenge the imagination.
 Actively involved in negotiating the content
and direction of their learning.
 Knowledge, skills , values , and attitudes are all
integrated
 Interdisciplinary
 Multidisciplinary
 Transdisciplinary Integration
 When teachers integrate the sub disciplines
within a subject area, they are using an
intradisciplinary approach. Integrating
reading, writing, and oral communication in
language arts is a common example
 A good example of this is in a school wide
grade 7–8 unit, four to six weeks long,
developed by teachers .
 The focus of study was "survival in a changing
world." All subject areas were involved in the
unit, including a foreign language, agriculture,
and life management. All teachers focused on
problem solving, decision making, and
communication, and selected the concepts that
were most compatible with their course
content. This approach lends itself very well to
planning with standards and performance
assessment because the standards for each
discipline are clearly set out.
In a multidisciplinary approach, two or more
subject areas are organized around the same
theme or topic. In elementary school, this often
occurs when learning centers are utilized. The
topic may be pioneers, and students rotate
through a math center, language center, and
visual art center. At each one they explore the
topic of pioneers via an activity grounded in
the curriculum subject area.
In secondary schools, a common theme is often
studied in various subject-based classrooms.
For example, teachers of all subject areas at
High School and have agreed to integrate the
public health issue of physical activity into
their lesson plans (Eckman, 2000).
They undertook this integration in concert with
the Social studies was to look at policymaking
procedures, and English was to write editorials
and public service announcements about the
issue.
In math class students learned graphing,
plotting, percentages, and ratios as they pertain
to collecting health data. Sociology and
psychology students were to implement and
test planned intervention.
In the transdisciplinary approach to
integration, teachers organize curriculum
around student questions and concerns.
Students develop life skills as they apply
interdisciplinary and disciplinary skills in a
real-life context. Two routes lead to
transdisciplinary integration: project-based
learning and negotiating the curriculum.
 Connections
 Variety within Learning
 Classroom Culture
 Curriculum Advancements
 Interest Issues
 Content Issues
 A Turn with Classroom Culture
 Inaccessible to some students due to cultural,
academic, or ability differences
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newmicrosoftofficepowerpointpresentation-150518172730-lva1-app6892.pptx

  • 1.
  • 2. "An integrated study is one in which children broadly explore knowledge in various subjects related to certain aspects of their environment
  • 3.  He sees links among the humanities, communication arts, natural sciences, mathematics, social studies, music, and art. Skills and knowledge are developed and applied in more than one area of study.  In keeping with this thematic definition, Shoemaker defines an integrated curriculum as ...education that is organized in such a way that it cuts across subject-matter lines, bringing together various aspects of the curriculum into meaningful association to focus upon broad areas of study. It views learning and teaching in a holistic way and reflects the real world, which is interactive.
  • 4.  Problem, concerns real to the student and real in the community.  Students and teachers work together to select the specific topic of interest to them and together they plan how, when, where, and why they will pursue it.  Active students participation and decision making.  Explore issue to understand and to propose a solution, suggestion a new direction and report the result.  Develop essential skills intrinsic to their learning.
  • 5.  Key skill may be formulating questions, creating hypotheses, working out way to collect data, and report on what has been learned.  Subject content and knowledge comes into play after, rather than before, deciding what is to be studied and how.
  • 6.  Based on topic of substance and significance.  Place on emphasis on seeing connection in and purpose for learning.  Develop big ideas that excite the imagination.  Develop desire for the learning process.  Develop skills and knowledge that are real to student.  Build on and extend knowledge and experience.  Develop sustained programmes or work.
  • 7.  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 opportunities to apply skills they have learned
  • 8.  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  Accommodates a variety of learning styles/theories (i.e., social learning theory, cooperative learning, intrinsic motivation, and self-efficacy) and multiple intelligences
  • 9.  Student directed real-world application.  Researched based  Usage of multiple resources  Social skills improved  Collaboration  Problem-answer  Find a authentic literature on a topic
  • 10.   appropriately constructed to meet the needs of two or more course units/VET units or endorsed programs find it better to deal with fewer teachers—where the same teacher is delivering two   Units and thus sees the students twice as often make the connections between the parts of the program and enjoy its variety
  • 11.  Enjoy participating in partnerships with business, training organizations, and community   Groups and connect with wider community based activities like environmental projects
  • 12. Selecting a theme Collecting texts and other materials Engaging students Grouping students Expanding the theme Assessing student growth
  • 13.  Students see relationships among ideas and concepts as they plan and experience a theme- based inquiry.  Relationships between in- and out-of-school topics become obvious to students.  Communication processes become authentic as students engage in thematically based learning activities.  Students are encouraged to share ideas. As they listen to one another, their personal bases of ideas are expanded.
  • 14.  Respect and cooperation among peers are expanded through interaction.  Students become more responsible for and engaged in their own learning.  The teacher assumes the role of facilitator rather than information dispenser.  A sense of community develops as cooperatively designed student projects and classroom displays are created.
  • 15.  Many grouping patterns naturally emerge.  Assessment is continuous and related to learning endeavors
  • 16.  Learning build , extends and expands a student’s personal knowledge and experience.  Open-ended and provide for a range of learning style .  Process of learning valued as the product of learning .
  • 17.  Range of possible approaches to curriculum integration.  Making connections and seeing real purpose for their learning.  Based in topics of substance and significance.  Linked to problems and issues that are of personal and social concern to students.
  • 18.  Learning experiences develop big ideas that excite and challenge the imagination.  Actively involved in negotiating the content and direction of their learning.  Knowledge, skills , values , and attitudes are all integrated
  • 19.  Interdisciplinary  Multidisciplinary  Transdisciplinary Integration
  • 20.  When teachers integrate the sub disciplines within a subject area, they are using an intradisciplinary approach. Integrating reading, writing, and oral communication in language arts is a common example  A good example of this is in a school wide grade 7–8 unit, four to six weeks long, developed by teachers .
  • 21.
  • 22.  The focus of study was "survival in a changing world." All subject areas were involved in the unit, including a foreign language, agriculture, and life management. All teachers focused on problem solving, decision making, and communication, and selected the concepts that were most compatible with their course content. This approach lends itself very well to planning with standards and performance assessment because the standards for each discipline are clearly set out.
  • 23. In a multidisciplinary approach, two or more subject areas are organized around the same theme or topic. In elementary school, this often occurs when learning centers are utilized. The topic may be pioneers, and students rotate through a math center, language center, and visual art center. At each one they explore the topic of pioneers via an activity grounded in the curriculum subject area.
  • 24. In secondary schools, a common theme is often studied in various subject-based classrooms. For example, teachers of all subject areas at High School and have agreed to integrate the public health issue of physical activity into their lesson plans (Eckman, 2000). They undertook this integration in concert with the Social studies was to look at policymaking procedures, and English was to write editorials and public service announcements about the issue.
  • 25. In math class students learned graphing, plotting, percentages, and ratios as they pertain to collecting health data. Sociology and psychology students were to implement and test planned intervention.
  • 26.
  • 27. In the transdisciplinary approach to integration, teachers organize curriculum around student questions and concerns. Students develop life skills as they apply interdisciplinary and disciplinary skills in a real-life context. Two routes lead to transdisciplinary integration: project-based learning and negotiating the curriculum.
  • 28.
  • 29.  Connections  Variety within Learning  Classroom Culture  Curriculum Advancements
  • 30.  Interest Issues  Content Issues  A Turn with Classroom Culture  Inaccessible to some students due to cultural, academic, or ability differences