Curriculum Integration

Rebecca Popp
Curriculum Evaluation
Prof. Jay Dugan
Summer 2010

Curriculum Integration

As a first year teacher, I observed an interdisciplinary unit lesson coordinated between a history and English teacher. As the history teacher taught the Russian Revolution, the English teacher taught George Orwell’s Animal Farm. The two teachers developed a collegial relationship to demystify the concept that subject matters were to be taught in a compartmentalized fashion. I knew that the math and science departments worked closely on aligning their contents; however, no other pairing of educators in my field of English was existent. The two colleagues shared neighboring rooms. In fact, the wall that separated their rooms was an accordion wall, tucked away each time the classes would merge for a lesson. Now, we refer to my colleagues’ intent to bridge the gap of their subject matters as curriculum integration, specifically sequenced integration.
When I began sifting through the voluminous research dedicated to curriculum integration, I unearthed a few patterns of thought. First, a focus on student needs is pervasive throughout the literature. Next, the view of holistic rather than discrete learning is predominant. Also, collaborative planning is essential. Finally, 21st Century Skills jumps to the forefront in most all interpretations of curriculum integration.
Curriculum integration “…relects the natural relationship between different disciplines of knowledge…Interweaving curriculum truly gives students power over their knowledge. It also helps students realize that the information they are learning is not 'frozen in time',” stated Melissa Kelly. I also discovered the term ‘frozen in time’ in an article written by James A. Beane titled “Pickle in the Middle.” Beane is credited with the most widely-practiced curriculum integration model in middle schools. He begins by assessing students’ needs and interests through inquiry. Then, further decisions are created with input from teachers and students, broadening the relationships among teacher, student, and content.
As one can imagine from my personal incident at the start, space and time are highly valued and rare resources. It is difficult to fathom that in my school today, having recently been dubbed a Division IV school, we can possibly manage the resources necessary to sustain and succeed at a sequenced integrated approach. However, other types of integration exist.
• Connected Key concepts are connected topic to topic within the discipline. Example: Decimals are connected to percents, which are related to money.
• Nested Multiple social, thinking, and content skills are targeted within each subject. Example: Science teacher uses the water cycle to illustrate sequencing.
• Shared Overlapping concepts or skills are taught in two or more subjects through the use of team planning or teaching. Example: Line graphs are used to collect data in math, science, and social studies classrooms.
• Webbed Use of thematic teaching as a base for instruction in many disciplines. Example: A single theme such as "festivals" is webbed into multiple subject areas.
• Threaded Thinking and social skills, as well as multiple intelligences and study skills are threaded through the various subjects. Example: Critical thinking skills such as making inferences or showing cause and effect are used in several disciplines.
• Integrated Overlapping topics and concepts are taught by interdepartmental teams. Example: Content is approached through patterns and relationships among the disciplines.
Whatever the method, integration is a strong presence in the development of common core standards. Currently, our school is in the completion process of a technology plan to incorporate technological devices into instruction. Soon, the plan is to deliver the capabilities of technology in the hands of students to manipulate and navigate information.

http://my-ecoach.com/resources/curr_integ.php
http://www.todaysteacher.com/ThematicTeaching.htm
http://teachingtoday.glencoe.com/howtoarticles/curriculum-integration