Integrating New

Literacies in the
Curriculum
By: Joereen T. Lumuthang
Overview

▪ This module will put emphasis on how to integrate the

different literacies in the curriculum. Students will
become creative and critical in integrating topics of
their choice to the different 21st century’s literacies.
Learning Outcomes:

At the end of this module, you should be able to

▪ Discuss the concept of integrated curriculum

▪Distinguish the different Curriculum integration approaches, methods and
types
▪ldentify lessons or course disciplines that may be appropriate for
curriculum
integration
▪Draw relevant life lessons and significant values from curriculum
integration
experiences in class
▪Analyze research abstract on curriculum integration and its implications
on teaching-leaning process
▪Make a lesson plan with thematic integration across related disciplines
EXAMPLE OF AN INTERACTIVE
Presentation
Integrating New Literacies in the
Curriculum

EXAMPLE OF AN Procedure
INTERACTIVE Presentation ▪ 1. Students will think of an animal, the
sound of which they will imitate while
responding to the teacher's question: "If
you were an animal, what would you
▪ The Zoo: This activity be?"
2. The students will create the sounds of
entails fusing students their chosen animals.
3. The teacher will ask students with a
accordingly using animal similar sound of animals to group
together.
sounds to determine 4. On the final grouping arrangement,
the teacher will ask the first question.
their grouping. The 5. The teacher will ask the class to
change their grouping by providing
respective groups will clues, such as based on their habitat,
size, friends and foes, etc.
answer the questions of 6. For every change of grouping, a
question will be raised to be answered
the teacher later. by the groups upon sharing and
collaborating their ideas.
7. The class will find time for a brief
reflection on the activity.
Integrating New Literacies in the
Curriculum

▪ 1. Describe your experience in

integrating yourself with others.
2. What have you gained from
involving yourself with different
integrated groups?
3. What became your challenge in
the process of self-integration?
Sample ▪ 4. How can integration be practiced
Questions in class?
5 What course subjects can be
for integrated? And in what way can this
Reflection: integration be conducted?
CONCEPT EXPLORATION
Integrating New Literacies in the
Curriculum

Innovative educators concerned with improving student achievement

seek ways to create rigorous, relevant, and engaging curriculum as a way
to realize curriculum integration. Today, the subjects in the curriculum
should not be taught singly and
compartmentally but rather become integral towards total development
of the child.
CONCEPT EXPLORATION
In retrospect, the introduction of an integrated curriculum
gained greatest support in the 1960s. Based on the
essential organization of content, the design emphasizes
the role of diverse entities called academic disciplines
clearly defined in terms of knowledge, skills and values.
Thus, an integrated
curriculum...
Thus, an integrated
curriculum...
Thus, an integrated
curriculum...
 h e s t o
Approac n
r a t i o
Integ

ADD A FOOTER 13
Approaches to Integration

The Association for

Supervision and
Curriculum
Development
(2004) presents
three approaches
to integration and
these are
multidisciplinary,
interdisciplinary
and
transdisciplinary.

ADD A FOOTER 14
 A multidisciplinary approach focuses primarily on different disciplines. Teachers, who
employ this approach, may create standards from the disciplines within a theme. There are many
different ways to create a multidisciplinary curriculum, and
they tend to differ in the level of intensity of the integration effort. It can be recalled that the previous
Restructured Basic Education Curriculum (RBEC) is a best depiction of a multidisciplinary approach.
The four disciplines (Araling Panlipunan, Values Education, MAPEH and TLE) were integrated along
with a theme termed Makabayan was a learning area that stressed the development of social
awareness, empathy and commitment for common good. Grades in these were usually computed to
comprise the general grade in Makabayan as a discipline. At the end of the week, the four disciplines
collaborated to design a culminating activity along with the given theme that connected these four
discipline areas. The following is the structure of Makabayan that used the multidisciplinary approach
centered on a given theme.

Multidisciplinary Approach.

ADD A FOOTER 15
 Multidisciplinary Approach.

ADD A FOOTER 16
When a teacher integrates
subdisciplines within a subject area,
he/she is practicing intradisciplinary
approach. For example, one
integrates reading, writing and oral
communication in the English
Subject. Likewise, teachers often
integrate Philippine history, world
history, geography, economics and
government in an intradisciplinay
social studies program. Likewise,
science integrates subdisciplines,
such as earth science, biology,
chemistry and physics that
responds to spiral curriculum
approach. This connection is
presented in the structure below.

Multidisciplinary Approach.

ADD A FOOTER 17
Through this integration, teachers expect students to understand the connections
between the different subdisciplines and their relationship to the real world. In
fact, this approach brings a positive their impact on the achievement of students.

In using the multidisciplinary integration approach, there is a need to organize a

list of standards from various disciplines around one common theme. Likewise,
come up with a list of standards from related disciplines, such as earth science,
biology, chemistry and physics to focus on a common intradisciplinary science
program.
Another way of doing it is by fusing skills, knowledge and attitudes into the school
curriculum or utilizing technology across the curriculum. In this way, students
learn other subjects while enhancing their computer skills. Additionally, schools
can utilize service-learning projects in the classroom (www.theclassroom.com).

Multidisciplinary Approach.

ADD A FOOTER 18
In this approach to integration, teachers organize and capsulize the curriculum
around common learning across disciplines to emphasize interdisciplinary skills
and concepts. The disciplines are identifiable, but they assume less importance
than in the multidisciplinary approach. For example, in teaching Filipino as a
discipline, the teacher hones students' language skills while resorting to content
and topics in Araling Panlipunan. Below is an illustration of interdisciplinary
structure. Therefore, there are times that a teacher in Filipino teams up with a
teacher in Araling Panlipunan to teach a lesson in Araling Panlipunan while she
teaches the needed skills in the Filipino 1 subject.

Interdisciplinary Approach.

ADD A FOOTER 19
 Interdisciplinary Approach.

ADD A FOOTER 20
In addition, in using the interdisciplinary integration approach, there is a need to
structure the curriculum around common learning areas across disciplines. For.
example, incorporate interdisciplinary skills, such as thinking skills, problem
solving and analytic skills in teaching Science, Math and English. The purpose is to
learn the skills and concepts that are beyond the immediate lesson
(www.theclassroom.com).

Interdisciplinary Approach.

ADD A FOOTER 21
In the transdisciplinary
approach to integration,
teachers design a Curriculum
within student needs and
concerns. Students develop
life skills as they apply
disciplinary and
interdisciplinary skills in a
real-life context. Two routes
lead to transdisciplinary
integration, namely: project-
based learning and
negotiating the curriculum.

Transdisciplinary
Integration.

ADD A FOOTER 22
In using the transdisciplinary integration approach, there is a need to plan out the
curriculum around student needs and concerns. Transdisciplinary integration is
utilized through project-based leaning, which involves allowing the students to
present a problem. Project-based learning allows students to make connections
among different subjects by solving social problems and answering open-ended
open-ended questions. It can also be done by utilizing student questions as a basis
for curriculum design. Learning how to solve problems and to ask questions
enables students to apply the skills in real-life situations.

Interdisciplinary Approach.

ADD A FOOTER 23
 In t eg
rati
on

I nt e
r co n
ng t ne ct
Ap pr he Th r e i
oac h e
es
Curric
u l um
Interconnecting the Three Approaches
 on tra s t i n g the
p a r i n g a nd C
C om
es to I n te g ration
ch
Three Approa r Supervision and
A ss o c i a ti on fo 0 04)
( m e n t , 2
rri c u l u m D evelop
Cu

FUNKY
TUNES

26
 Comparing and Contrasting the Three Approaches to Integration
(Association
ADD A FOOTER for Supervision and Curriculum Development, 2004) 27
 Comparing and Contrasting the Three Approaches to Integration
(Association
ADD A FOOTER for Supervision and Curriculum Development, 2004) 28
 Comparing and Contrasting the Three Approaches to Integration
(Association
ADD A FOOTER for Supervision and Curriculum Development, 2004) 29
 (Source: Association for Supervision and Curriculum
Development 2004)

ADD A FOOTER 30
Methods of Curriculum
Integration
Anchored on approaches to curriculum integration, there
are methods that are processed and devised for this
purpose.
Methods of Curriculum
Integration
Methods of Curriculum
Integration
Methods of Curriculum
Integration
Methods of Curriculum
Integration
Methods of Curriculum
Integration
Methods of Curriculum
Integration
Methods of Curriculum
Integration
Methods of Curriculum
Integration
Methods of Curriculum
Integration
Methods of Curriculum
Integration
Methods of Curriculum
Integration
Methods of Curriculum
Integration
Methods of Curriculum
Integration
Methods of Curriculum
Integration
Methods of Curriculum
Integration
Other Types of Integrated
Curriculum

There are different types of an integrated

curriculum as mentioned by ASCD (2004):

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 content focus still
remains in one discipline.
Other Types of Integrated
Curriculum

There are different types of an integrated

curriculum as mentioned by ASCD (2004):

2. Sequenced.
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.
Other Types of Integrated
Curriculum

There are different types of an integrated

curriculum as mentioned by ASCD (2004):

3. 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. A
teacher presents
the structure, format and standards in
making research while collaborating with the
science teacher, who focuses on the content
area of research that is related to science.
Other Types of Integrated
Curriculum

There are different types of an integrated

curriculum as mentioned by ASCD (2004):

4. Webbed. This reflects when a

teacher plans to base the subject
areas around a central theme that will
tend students to see the connection
within different subjects.
 Doing Curriculum Integration in the
Classroom

Chhabra (2017) posited that integrating

curriculum in the classroom includes combining
different subject areas and then, teaching them
in relation to a singular theme or an idea.
Innovative teachers and schools prefer
integrating the curriculum in their classrooms
as it improves student achievement and leads
to an increase in student standardized scores.
Placing student achievement on top priority, an
integrated curriculum utilizes the mentioned
three different approaches of integration. FUNKY
TUNES

51
 • It focuses on basic skills, content, and higher-level
Benefits of Integrated
Curriculum Model thinking.

• It provides a deeper understanding of content.

• It encourages active participation in relevant real-

life experiences.

• It provides connections among various curricular

disciplines.
 • It accommodates a variety of learning styles,
theories and multiple intelligences.
Benefits of Integrated
Curriculum Model
New Literacy Integration in the K to
12 Curriculum

The new literacy can be integrated into

the K to 12 curriculum across subject
areas as presented in the table below.
However, the integration of new literacy
is not limited to the identified disciplines,
the given learning outcomes, suggested
strategies and assessment.
In fact, each learning area can integrate
as many new literacies as possible
depending on the lesson, the nature of
the subject and the objectives or intended
outcomes. New literacy integration can
take place in as many disciplines as
possible.
ADD A FOOTER 54
Integration of New Literacy in the K to 12 Curriculum
Integration of New Literacy in the K to 12 Curriculum
Integration of New Literacy in the K to 12 Curriculum
Integration of New Literacy in the K to 12 Curriculum
Suggested Readings
Alata, E & Ignacio E. Building and Enhancing New Literacies Across the Curriculum. First
Edition. Teach Series. Outcomes-Based Education. REX Bookstore

References/Sources
De Leon, E. 2020. Building and Enhancing New Literacies Across the Curriculum. Lorimar
Publishing Inc.
 NES
Y TU
FUNK
Launch

IN
BOFF