Module 4: Integrating

New Literacies in the

Curriculum
NICOLE BEATRIZ C. CALACAL
 THE CONCEPT OF INTEGRATED CURRICULUM

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 diverse entities called
academic disciplines clearly defined in terms of
knowledge, skills and values.
 THE CONCEPT OF INTEGRATED CURRICULUM

Thus, an integrated curriculum…

• Focuses on basic skills,content and higher-level thinking;
• Encourage 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;
 THE CONCEPT OF INTEGRATED CURRICULUM

Thus, an integrated curriculum…

• 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; and
• Accommodates a variety of learning styles/theories and
multiple intellegences.
 APPROACHES TO INTEGRATION

The Association for Supervision and

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

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
 MULTIDISCIPLINARY APPROACH
It can be recalled that the previous Restructured Basic Education
Curriculum (RBEC) is a depiction of a multidisciplinary approach.
The four disciplines (Araling Panlipunan, Values Education,
MAPEH, and TLE) were integrated along with a theme termed
Makabayan as an integrated subject served as a laboratory of life.
Makabayan was a learning area that stressed the development of
social awareness, empath and commitment for common good.
Grades in these four disciplines were usually computed to comprise
the general grade in Makabayan as a discipline.
 MULTIDISCIPLINARY APPROACH
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 intradisciplinary social
studies program. Likewise, science integrates
subdisciplines,such as earth science, biology, chemistry and
physics that responds to spiral curriculum approach.
SPIRAL CURRICULUM APPROACH
EARTH SCIENCE

BIOLOGY

CHEMISTRY

PHYSICS

SCIENCE
 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 impact on the
achievement of students.
 MULTIDISCIPLINARY APPROACH

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.
 MULTIDISCIPLINARY APPROACH

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.
 INTERDISCIPLINARY APPROACH

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.
 INTERDISCIPLINARY APPROACH
For example, in teaching Filipino as a
discipline , the teacher hones students’
language skills while resorting to content and
topics in Araling Panlipunan. 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 STRUCTURE

Content:
Skills:
ARALING
FILIPINO
PANLIPUNAN

FILIPINO
 INTERDISCIPLINARY APPROACH

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.
 TRANSDISCIPLINARY INTEGRATION

In the transdisciplinary approach to integration,

teachers design a curriculum within students 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
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
learning, which involves allowing the students to present a
problem. Project-based learning allows students to make
connections among different subjects by solving 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.
INTERCONNECTING
THE THREE
APPROACHES
 INTERCONNECTING

These approaches offer an excellent fit for standards

through a backward design process as teachers integrate
standards-based planning with effective teaching and
learning practices. Thus, the multidisciplinary,
interdisciplinary, and transdisciplinary perspectives offer
different maps to begin the design process. Teachers can use
any of the approaches at any level of education in a single
classroom or in a team approach.
 INTERCONNECTING

Despite some differences in the degree and

the intent of integration, the three
approaches share many similarities. As such,
the centrality of standards and the need for
accountability bring the three approaches
closer together in practice.
 COMPARING &
CONTRASTING THE THREE
APPROACHES TO
INTEGRATION
(Association for Supervision and Curriculum Development, 2004)
 ASPECT MULTIDISCIPLINARY INTERDISCIPLINARY TRANSDISCIPLINARY

Organizing • Standards of the • Interdisciplinary skills • Real-life context

Center disciplines organized and concepts embedded • Student questions
around a theme in disciplinary standards
Conceptual- • Knowledge best learned • Disciplines connected by • All knowledge
ization of through the structure of common concepts and interconnected &
Knowledge the disciplines skills interdependent
• A right answer • Knowledge considered • Many right answers
• One truth to be socially • Knowledge considered
constructed to be indeterminate &
• Many right answers ambiguous
Role of • Procedures of discipline • Interdisciplinary skills & • Disciplines identified if
Disciplines considered most concepts stressed desired, but real-life
important context emphasized
• Distinct skills & concepts
of discipline taught
 ASPECT MULTIDISCIPLINARY INTERDISCIPLINARY TRANSDISCIPLINARY

Role of • Facilitator Specialist • Facilitator • Co-planner

Teacher • Specialist/generalist • Co-learner
• Generalist/specialist
Starting Place • Disciplinary standards • Interdisciplinary bridge • Student questions and
and procedures • Know/Do/Be concerns
• Real-world context
Degree of • Moderate • Medium/Intense • Paradigm Shift
Integration

Assessment • Discipline-based • Interdisciplinary skills/ • Interdisciplinary skills/

concepts stressed concepts stressed

Learning to • Concepts and essential understandings across disciplines

Know
Learning to • Disciplinary skills as • Interdisciplinary skills • Interdisciplinary
Do the focal point as the focal point skills and
• Interdisciplinary skills • Disciplinary skills also disciplinary skills
also include included applied in a real-life
context
Learning to Be • Democratic Values
• Character Education
• Habits of mind
• Life skills (e.g., teamwork, self-responsibility)
Planning • Backward design
process • Standards-based
• Alignment of Instruction,standards and
assessment
Instruction • Constructivist approach
• Inquiry
• Experiential learning
• Personal Relevance
• Student Choice
• Differentiated Instruction
Assessment • Balance of traditional and authentic assessments
• Culminating activity that integrates disciplines
taught
 METHODS OF
CURRICULUM
INTEGRATION
Anchored on approaches to curriculum integration, there are methods that
are processed and devised for this purpose.
 1. PROJECT-BASED LEARNING

It engages students in creating knowledge while

enhancing their skills in critical thinking, creativity,
collaboration, communication, reasoning, synthesis
and resilience. As such, it entails an output which
involves accomplishing a complex task, performing
a presentation and producing a project, a craft or an
artifact.
 1. PROJECT-BASED LEARNING
Here, students start by defining the purpose of
creating the end-product; identify the audience; do
research on the topic; design the product;
implement the design; solve the problems that
arise; and come up with the product guided by a
plan or a model. It usually culminates with product
presentation and product evaluation while
reflecting on the entire production process.
 IMPLEMENTATION OUTCOME
As a result, Curtis (2002) revealed that project-
based programs show that students go far beyond
the minimum effort, make connections among
different subject areas to answer open-ended
questions, retain what they have learned, apply
learning to real-life problems, have fewer discipline
problems, and have lower absenteeism. Student
assessment considered teamwork, critical thinking
skills, problem-solving, and time management.
 2. SERVICE LEARNING
It refers to learning that actively involves students in a wide range
of experiences, which often benefit others and the community,
while also advancing the goals of a given curriculum. Community-
based service activities are paired with structured preparation and
student reflection. What is unique about service learning is that it
offers direct application of theoretical models. As such, the real-
world application of classroom knowledge in a community setting
allows students to synthesize course material in more meaningful
ways. It is impounds integrative, reflective. Contextualized,
strength-based, reciprocal, and lifelong learning.
 IMPLEMENTATION OUTCOME
As a result, Glenn (2001) found that more than 80
percent of the schools that integrate service learning
into the classroom report an improvement in grade point
average of participating students. On the other hand,
such programs foster lifelong commitment to civic
participation, sharpen “people skills”, and prepare
students for the work force. Students also gain a deeper
understanding of the course/curricular content, a
broader appreciation of the discipline and an enhanced
sense of civic responsibility.
 3. LEARNING CENTERS/
PARALLEL DISCIPLINES

A popular way to integrate the curriculum is to address

a topic or theme through the lenses of several subject
areas. In an elementary classroom, students often
experience this approach at learning centers. As
students move through the learning centers to complete
the activities, they learn about the concept being
studied through the lenses of various disciplines.
 3. LEARNING CENTERS/
PARALLEL DISCIPLINES

In the higher grades, students usually study a

topic or theme in different classrooms. This
may take the form of parallel disciplines and
teachers sequence their content to match the
content in other classrooms.
 IMPLEMENTATION OUTCOME
As a result, according to a study by Carnegie Mellon
University (CMU), learning centers in the classroom
can affect the ability to focus and study among young
children. In fact, learning centers allow children to
role-play in order to understand and make sense of
the real world and their personal experiences in it.
Thus, these help children understand the social world,
develop communication skills, and build relationships.
 4. THEME-BASED
Some teachers go beyond sequencing content and plan
collaboratively and they do it in a more intensive way of
working with a theme dubbed as “theme-based”. Often, three
or more subject areas are involved in the study, and the unit
ends with an integrated culminating activity. Units of several
weeks’ duration may emerge from this process, and the whole
school may be involved. A theme-based unit involving the
whole school may be independent of the regular school
schedule.
 4. THEME-BASED
Other thematic programs may involve teachers across
the same grade, wherein teachers carefully connect the
activities to the standards in each discipline. Over time,
they have developed a long list of possible culminating
activities. They also update their Website continually
and use it as a teaching tool with students. The site
offers many interesting options for those interested in
this method of Integration.
 IMPLEMENTATION OUTCOME

Using theme-based learning, students can exhibit excellent on-task

behavior and work collaboratively. Also, students are engrossed
both as presenters and as an audience for the half-day performance
task presentations as they use a wide range of presentation, such as
video, panel, forum or colloquium, debate, sculpture, music, etc.
They can demonstrate an in-depth understanding of the topics as a
result of their sustained interest around various questions. In fact,
fewer recess problems occur during this two-week period that
made teachers enjoy the process and the results.
 5. FUSION

In this method, teachers fuse skills, knowledge, or even

attitudes into the regular school curriculum. In some
schools, students learn respect for the environment in every
subject area or some incorporate values across disciplines.
Fusion can involve basic skills. Many school emphasize
positive work habits in each subject area. Educators can
also fuse technology across the curriculum with computer
skills integrated with in every subject area.
 IMPLEMENTATION OUTCOME
As a result, fusion brings positive gains in student
achievement resulting from integrated instruction in the
classroom. In addition, students make connections among
disciplines, values, concepts, content, and life experiences.
Students’ increased critical thinking skills, self-confidence,
positive attitude, and love for learning manifest their
effectiveness. Shriner, et al. (2010) also found that motivated
teachers and students allow a classroom to be a positive,
fun, and engaging environment in which to learn.
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 it shortcomings because the
content focus still remains in one discipline.
 2. 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.
 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.
 4.WEBBED

This reflects wen 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.
 BENEFITS OF INTEGRATED
CURRICULUM MODEL
1. It focuses on basic skills, content, and higher-level thinking
2. It provides a deeper understanding of content
3. It encourages active participation in relevant real-life
experiences
4. It provides connections among various curricular
disciplines.
5. It accommodates a variety of learning styles, theories, and
multiple intelligences.
 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.
 INTEGRATION OF NEW LITERACY
IN THE K TO 12 CURRICULUM
LITERACY SUBJECT OUTCOME STRATEGY ASSESSMENT
AREA OUTPUT
1.Multicultural Araling Demonstrate Role Rubric assessment
and Global Panlipunan respect for playing result
Literacy cultural diversity Brainstorming
Brainstormi report
ng
2. Social Edukasyon Apply ethical Case Case report
Literacy sa and moral analysis
Pagpapa- standards on Narratives
katao given issues Dilemma
and cases analysis
3. Media English Use media in Media-assisted E-portfolio
Literacy communication instruction
Filipino dissemination and Google Clip
transaction
4. Financial Math Solve problems in Problem solving Scores in
Literacy the context of problem solving
business and drills and
investment aspects exercises

TLE Apply effective Business Business plan

techniques in simulation and and inventory
budgeting and immersion
income generating
enterprise
5. Digital/Cyber Computer Subject Examine the computer Hands-on activity Computer
Literacy virus that commonly Experiential capstone
damages computer Learning
networks and systems Project-based

Research Cite ways in resolving Research output

plagiarism issues and Exploratory
determine research method
protocols
6. Ecoliteracy Science Suggest ways on how to Project-based Project Portfolio
protect nature & Task-based Participation
address climate change Log
Learning
Reflection
Journal
7.Arts and MAPEH Create artworks & Manipulative Project design
Creative Literacy artistic designs using works Crafts
indigenous materials Arts studio
workshop
method
THANK
YOU (: