Module 4:

Integrating New

Literacies in

Curriculum
 Learning
Objectives
1
2 3 4
5 6
Discuss Distinguish Identify Draw Analyze
the the different lessons or Make a lesson
relevant life research
concept of curriculum course plan with
lessons and abstract on
integrated integration disciplines thematic
significant curriculum
approaches, that may be integration
curriculum values from integration and
methods and appropriate for across related
curriculum its implications
types. curriculum disciplines
integration on teaching-
integration experiences learning process
in class
The Concept of Integrated
Curriculum

In retrospect , the introduction of an integrated curriculum gained

greatest support in the 1960’s. based on the essential
organization of content, the design emphasizes the roles of
diverse entities called academic disciplines clearly defined in
terms of knowledge, skills and values.
 Integrated Curriculum
• Focuses on basic skills, content and higher-thinking
skills.
• Encourages lifelong learning
• Structures learning around themes and big ideas and
meaningful concepts
• Provides connections among various curricular
disciplines
• Provides learners opportunities to apply skills they
have learned
• Encourages active participation in relevant real-life
experiences
 Integrated Curriculum

• Captivates , motivates and challenges learners

• Provides a deeper understanding of content
• Offers opportunities for more small group and
industrialized instructions; and
• Accommodates a variety of learning styles/ theories
(i,e. social learning theory, cooperative learning,
intrinsic motivation, and self- efficacy) and multiple
intelligences
 Approaches to
Integration
1. Multidisciplinary Approach
 Focuses on 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.
 Approaches to
Integration
2. Transdisciplinary Integration
 Teacher design a curriculum within a students needs and
concerns.
 Students develop life skills as they apply disciplinary and
interdisciplinary skills in a real-life context.
 Two routes lead to interdisciplinary integration, namely: project
based learning and negotiating the curriculum.
 In using the transdisciplinary integration approach, there is a need
to plan out the curriculum around students needs and concerns.
 Approaches to
Integration
3. 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.
 For example, in teaching Filipino as a discipline, the teacher
hones students, language skills while resorting the content and
topics in Araling Panlipunan.
 Interconnecting the Three
Approaches
These approaches offer an excellent fit or standards through a
backward design process as teachers integrate standard-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.
Despite some difference in the degree and the intent of integration, the
three approaches share many similarities.
 Comparing and Contrasting the Three
Approaches to Integration
Multidiscip Interdisciplinary Transdiscipli
Aspect
linary nary
Organizing center • Standards of • Interdisciplinary skills and • Real-life context
disciplines concepts embedded in • Student
organized disciplinary standards. experience
around a
theme

Conceptualization • Knowledge • Disciplines connected by • All knowledge

of knowledge best learned common concepts and interconnected
through skills and
structure of • Knowledge considered to interdependent
the be socially constructed • Many right
disciplines • Many right answers answers
• A right • Knowledge
answer considered to be
• One truth indeterminate
and ambiguous
 Comparing and Contrasting the Three
Approaches to Integration
Multidiscip Interdisciplinary Transdiscipli
Aspect
linary nary
Role of Teacher • Facilitator • Facilitator • Co-planner
• Specialist • Specialist/generalist • Co-learner
• Generalist/
specialist

Roles of • Procedures • interdisciplinary skills and • Disciplines

Disciplines of discipline concepts stressed identified if
most desired, but
important real-life context
• Distinct skills emphasized
and concepts
of discipline
taught
 Comparing and Contrasting the Three
Approaches to Integration

Multidiscip Interdisciplinary Transdiscipli

Aspect
linary nary
Starting Place • Disciplinary • Interdisciplinary bridge • Students
standards • Know/ do / Be questions and
and concerns
procedures • Real- world
context
Degree of Integration • Moderate • Medium/ intense • Paradigm shift

Assessment • Discipline- • Interdisciplinary skills/ • Interdisciplinary

based concept stressed skills/ Concept
stressed
 Comparing and Contrasting the Three
Approaches to Integration

• Disciplinary skills as • Interdisciplinary • Interdisciplinary

Learning to
the best focal point skills as focal and disciplinary
Do • Interdisciplinary skills point skills applied in
also included • Disciplinary a real-life
skills also context
included
 Comparing and Contrasting the Three
Approaches
Learning to know Concepts and to essential
Integration
understandings across disciplines
Learning to Be • Democratic values
• Character education
• Habits of mind
• Life skills (e,g,. Teamwork, self-responsibility)
Planning process • Backward design
• Standard-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 assessment

• Culminating activity that integrates disciplines taught
 Methods of Curriculum
Integration
1. Project-Based Learning
 It engages students in creating knowledge while enhancing their
skills in critical thinking, creativity, collaboration, communication,
reasoning, synthesis and resilience (Barron and Darling-
Hammond, 2008 in Corpuz, 2014)
 It entails an output which involves accomplishing complex task
performing a presentation and producing a project, a craft or an
artifact.
 Methods of Curriculum
Integration
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. Students assessment considered teamwork, critical
thinking skills, problem- solving, and the time management.
 Methods of Curriculum
Integration
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.
 Methods of Curriculum
Integration
Implementation Outcome
As a result, Glenn (2001) found than more than 80 percent of the
students 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 to work
force. Students also gain a deeper understanding of the course/
curriculum content, broader appreciation of the discipline and an
enhance sense of civic responsibility (ASCD, 2004).
 Methods of Curriculum
Integration
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 complete
the activities, they learn about the concept being studied through the lenses
of various disciplines.
 In higher grades, students usually study a topic or theme in different
classroom. This may take the form of parallel disciplines and teachers
sequence their content to match the content in other classrooms
(ASCD,2004).
 Methods of Curriculum
Integration
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 experience in it. Thus, these help
children understand social world, develop communication skills, and
build relationships.
 Methods of Curriculum
Integration
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 units ends with an integrated culminating activity.
 A theme-based unity involving the whole school may be
independent of the regular school schedule.
 Methods of Curriculum
Integration
Implementation Outcome
Using theme- based learning, students can exhibit excellence on-task
behavior and work collaboratively. Also, students 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 as in-depth understanding of the topics as a result of
their sustained interest around various questions. In fact, fewer recess
problems occur during their two-week period that made teachers enjoy
the process and result.
 Methods of Curriculum
Integration
5. Fusion
 In this method, teachers fuse skills, knowledge, or even attitudes into
a 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 schools emphasize positive work habits in each subject areas.
Educators can also fuse technology across the curriculum with
computer skills integrated with in every subject area (ASCD, 2004).
 Methods of Curriculum
Integration
Implementation Outcome
As a result, fusion brings positive gains in student achievement resulting
from integrated instruction in the classroom (Bolack, et al.., 2005;
Romance& Vitale., 1992; Campbell and Henning, 2010). 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
There are different types of anCurriculum
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 on still remains in one discipline.
 Other Types of Integrated
Curriculum
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.
 Other Types of Integrated
Curriculum
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 a 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

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 the teaching them in
relation to a singular theme or an idea. Innovative teachers and schools
prefer integrating new 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 disciples.
4. It provides connections among various curricular disciplines.
5. It accommodates a variety of learning styles, theories and multiple
intelligences.
 Integration of New Literacy in K-12
Literacy Subject Area Outcome Strategy Assessme
Program nt Output
1. Araling Demonstrate Role playing Rubric
Multicultural Panlipunan respect for Brainstorming Assessment
and Global culture Result
Literacy diversity Brainstorming
report
2. Social Edukasyon sa Apply ethical Case analysis Case report
Literacy Pagpapakatao and moral Dilemma narratives
standards on analysis
given issues
and cases
 Integration of New Literacy in K-12
Literacy Subject Outcome Strategy Assessment
Area
Program Output
3. Media Literacy English Use media in Media-assisted E-portfolio
Filipino communication instruction Google docs
dissemination
and transaction
4. Financial Math Solve problems Problem solving Scores in
Literacy in the context of problem solving
business and drills and
investment exercises
aspects
Apply effective Business
techniques in simulation and Business plan
TLE budgeting and immersion and inventory
income
generating
enterprise
 Integration of New Literacy in K-12
Literacy Subject Program
Outcome Strategy Assessment
Area Output
5. Digital/ Cyber Computer subject Examine the Hands-on activity Computer capstone
Literacy computer virus that Experiential learning
commonly damages
computer networks
and systems
5.Ecoliteracy Research Cite ways in Exploratory method Research Output
resolving plagiarism
issues and
determine research
protocols

Suggest ways on Project-based

Science how to protect nature Task-Based Project portfolio
and address climate Participation log
change learning
Reflection journal
 Integration of New Literacy in K-12
Literacy Subject Program
Outcome Strategy Assessment
Area Output
7. Arts and MAPEH Create Manipulative Project
Creative artworks and works design craft
Literacy artistic Arts studio
designs Workshop
using method
indigenous
materials
Thank
You