2. INTEGRATED CURRICULUM
A curriculum design theory that is concerned with enhancing the possibilities for
personal and social integration through the organization of curriculum around
significant problems and issues, collaboratively identified by educators and
young people, without regard for subject area lines
Studies show that when implementing an integrated curriculum, students
• Achieve significant outcomes on academic and affective measures in
language arts, mathematics, social studies, and science.
• Outperfom students in traditional classrooms on national and state
standardized tests and program-based assessments.
(Dowden, 2007).
3. PROCESS OF INTEGRATED CURRICULUM
DEVELOPMENT
Adoption of the curriculum at the classroom level can be seen as a six-step cycle of instructional delivery:
• Determine teaching tasks and student outcomes.
• Match objectives to student abilities.
• Design the instructional process.
• Deliver the planned curriculum.
• Use feedback to analyze curriculum and instruction.
• Adjust instructional delivery.
Bondi, J.C., & Wiles, J.W. (2011).
• Integrated Curriculums are often project-based
• Integrated individual accommodations that include IEPs
• Overlaps subjects such as ELA, History, and Social Studies
4. SUBJECT AREA &
GRADE LEVEL CONTENT
Subject Area: ELA (6-12)
• Curriculum map sharing
• Objective and goal focused
• Content and skills to assess
• How to assess and monitor
• Resources and materials
• Pacing
• Collaboration
• Project Based Learning
5. WHOLE SCHOOL, DEPARTMENTAL
• Skilled principals, school leaders and community leaders who are committed to school improvement and able to
recognize and develop leadership throughout the school community are critical to success.
• A strong structure of shared leadership ensures that those closest to students make decisions.
• A key role of leadership is creating the structures that support learning and achievement: flexible schedules,
governance and leadership bodies, effective teacher teams, and professional development ("Center for Collaborative
Education, 2011")
• When collaboration centered on a shared vision is implemented teachers in the profession as well as students
because they are using the most effective instructional strategies to ensure student achievement.
• When teachers integrate the sub-disciplines within a subject area, they are using an intra-disciplinary approach.
• Teachers often integrate to encourage and promote different perspectives
6. STAKEHOLDERS, ROLES & COLLABORATIVE
RESPONSIBILITIES
• School's are responsible to further develop the learner's knowledge, skills, talents, and
attitude to face the different situations in life
• Parents are supporters and should be active in ensuring the success of their child with
the curriculum
• Students should be engaged in higher level learning and critical thinking
• Communities members are partners and should help promote and advocate for school
needs
• LEA’s decide how the schools will implement the new curriculum
7. STAKEHOLDERS, ROLES & COLLABORATIVE
RESPONSIBILITIES
• Teachers
a. Are implementers
b. Guide learning
c. Collaborate with students and peers
d. Provide resources and materials for PBL activities
e. Grow Professionally
• Administration
a. Responsible for recruitment on new teachers
b. Training and development for all staff
c. Supervise curriculum implementation
d. Provide resources for effective learning
e. Provide time for collaboration
8. AIMS, GOALS & OBJECTIVES OF DESIGNS
• Students should have more real world connections in integrated classrooms
• To relate learning to interests and strengths of each child and make learning relevant
• To improve student engagement and desire to learn
• To improve skills and test scores
• To use a multidisciplinary approach that includes all content areas
• To promote collaboration between teachers and their peers, school leaders, students, and parents
• Teachers must create challenging, fun, meaningful tasks that help students connect to information.
10. REFERENCES
Dowden, T. (2007) Curriculum integration for early adolescent schooling in
Aotearoa
Wiles, J. W., & Bondi, J. C. (2011). Curriculum development: A guide to practice
(9th ed.)
