Integration of Curriculum

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Integration of Curriculum

• University of Virginia
• SUNY-Cortland
• Salisbury State University

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Aspects of Integrated Curriculum

• An integrated curriculum is on that is focused on
  the organization of central themes or concepts
  which combines several subjects.
• The goal of curriculum integration is to have
  students gain a deeper level of understanding
  across subject areas through interrelated
  thematic study.

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Benefits of Integration

• Relevance of instruction
• Instruction is less abstract
• Connections are made among subjects
• Students search for meanings instead of
  memorizing facts
• Students gain a sense of accomplishment

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Integration in Maryland

• Integration is site-based
• Use is based on individual teachers decisions
• May not be used consistently within a school

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Interviews in Maryland

• Interview 1 First Grade
• County mandated curriculum does not allow for
  science instruction
• Focus is on isolated reading and math with no
  science instruction
• Teacher tries to integrate subjects on her own

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Interviews in Maryland (cont)

• Interview 2 Fifth Grade
• Based on a county mandated curriculum, fifth
  grade teachers select four themes to use for
  integration each year
• Teachers feel their method is a good way to
  integrate so students dont become overwhelmed by
  the repetition of information

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Interviews in Maryland (cont)

• Interview 3 College level
• Overlapping of subject content mirrors real life
  situations
• Everyday experiences are not isolated and
  unrelated
• Uniqueness of each subject should be preserved

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Maryland State Policy

• State policy of integration is based on the
  decision of individual teachers
• However, Maryland textbooks offer the possibility
  of integration by including interdisciplinary
  activities

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Two Models of Integration

• Rose Model
• Daisy Model

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Multidisciplinary vs. Integration

• The multidisciplinary approach attempts to teach
  thematic units which relate individual subjects
  to a singular topic without making direct
  connections across the curriculum. (Daisy model)
• Integration curriculum unifies the subject matter
  in the students minds through making connections
  between subject areas and exploring how these
  relate to their everyday lives. (Rose model)
• Research by Beane (1997)

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Illustration of Integration
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Illustration of Multidisciplinary Approach
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Interviews in Virginia

• Interview 1 Fourth grade science teacher
• Integration is difficult because of time
  constraints. When we are in science class, I
  need to be focused on science because I only have
  the students for a limited amount of time.
• Unfortunately, there are not a lot of materials
  for integration. So, when I do integrate, I have
  to create the materials on my own.

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Interviews in Virginia (cont)

• Interview 2 Second grade teacher
• I use laser discs and trade books in my science
  curriculum, trying to incorporate technology and
  literature with science.
• Integration helps to maintain open minds and the
  ability to see science across diverse areas.

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Virginia State Policy

• No state policy, especially for elementary
  schools because of tight schedules and lack of
  teacher training in science
• High schools are given the option to schedule
  integrated science class, but it is not required.
• Within Albemarle Co., teachers often use science
  as a hook to keep students interest in other
  subject areas. (Science Curriculum Coordinator
  for Albemarle Co.)

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Elementary School Teachers Perspective on
Integration

• Appropriate for all students
• Allows for modifications for special needs
  students
• Materials and lessons are teacher developed

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Integrate Curriculum for Animal Studies

• Read for information
• Make webs and write about animals
• Use measurement to determine size of animal
• Plot geographic location of the animal
• Locate migration paths
• Make a model of animal with clay

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A SUNY-Cortland Professors Perspective

• Ellen Newman integrating curricula is
  appropriate and helpful for all students with
  different backgrounds, grade levels, and/or
  learning techniques (multiple intelligences).
• Should integrate all subjects, not just related
  subjects like math and science

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A Problem

• The distribution of integration materials and
  guidelines vary depending on school districts.

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Standards for Integration

• Only math, science and technology are integrated
  in the NY State standards.

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Ten Models of Curriculum

• Fragmented
• Connected
• Nested
• Sequenced
• Shared

• Webbed
• Threaded
• Integrated
• Immersed
• Networked

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Conclusion

• Integrating curriculum has positive benefits for
  students.
• Connects concepts to real world experiences
• More time to explore concepts
• Able to see things from different angles
• Accommodates all students
• Helps students feel successful
• Fresh approach to learning

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References

• Beane, J. (1992). Integrated Curriculum in the
  Middle Schools. Eric Digest. Retrieved February
  2, 2000 from the WWW http//www.ericeece.org/pub
  s/digests/1992/beane92.html
• Integrated Curriculum, Performance Assessment,
  and Authentic Learning. Ideas and Directions.
  (1996). Retrieved February 10, 2000 from the
  WWW http//www.parkcce.org/id/3/intgr.html
• Berlin, D.F., White A. L. (1994) The
  Berlin-White Integrated Science and Mathematics
  Model. School Science and Mathematics, 94(1).
  2-4.
• Martin, D.J. (2000) Elementary Science Methods a
  Constructivist Approach. United States
  Wadsworth/Thomson Learning.
• McDonald, J., Czerniak, C. (1994). Developing
  Interdisciplinary Units Strategies and Examples.
  School Science and Mathematics. 94(1). 5-10.

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