Developmental Reading 1

Subject Description:

Success in the teaching-learning process is always attributed to the creativity of the teachers. Being the pilot of the classroom
educative flight, the teacher has to choose and design what strategy suits the kind of learners present therein. To be creative,
teacher has to consider individual differences (old) or diversity of learners in every learning episode to make it more
meaningful.

TEACHER A says, “My students are BORED” TEACHER B says, “It seems like my students are not interested.”

TEACHER C says, “My students can hardly understand the lesson.” TEACHER D says, “My students think there’s just too much to
learn”

TEACHERS A, B,C and D ask: “Is there any way to improve learning?” “Well, why don’t we improve learning, first?”

INTEGRATIVE LADDER:

1. Integrate 5. Make learning more meaningful 4. Make the long way learning worthwhile 3. Make all the pieces fit 2.
Interconnect

Several ways to sustain learner’s interest:

1. Use diverse learning activities or experiences;

2. Relate clearly too individual learning modes; and 3. recognize group’s success through appreciative remarks and rewards.

DISCUSSION:

INTEGRATIVE TEACHING STRATEGY is a well-organized strategy anchored on real life situation that include learners’ interests
and needs creating a variety of meaningful activities and learning experiences.

THE THREE MODES OF TEACHING STRATEGIES

1. THEMATIC TEACHING It provides a broad framework for linking content and process from a variety of disciplines.
The theme provides coherence; it gives a “focus” to the activities that accompany by the unit. The theme also helps learners
see the meaningful connection across disciplines or skills areas. It conveys a clear, compelling purpose to learners, teachers and
parents, linking ideas to actions and learning to life. (Zulueta, 2006)

Steps for the Integrated Unit Design (Thematic Teaching):

1. Decide on a unit theme that will allow all group members to enter to the integration process.

2. Identify a major concept to serve as a suitable “integrating lens” for the study.

3. Web the topics for study, by subject or learning area, around the concept and theme.

4. Brainstorm some of the “essential understanding” (generalization) that would expect learners to derive from the study.

5. Brainstorm “essential questions” to facilitate study toward the essential understanding.

6. List processed (complex performance) and bullet key skills to be emphasized in a unit instruction and activities.

7. For each week and discipline in the unit, write instructional activities to engage learners with essential questions and process.

8. Write the culminating performance to show the depth of learning.

9. Design the scoring guide (rubric-criteria and standard) to assess the performance task. Additional types of assessment may
be used to measure progress throughout the unit.

CONTENT-BASED INSTRUCTION Content-Based Instruction (CBI) is the integration of content learning with language teaching
aims. It refers to the concurrent study of language and subject matter, with the form and sequence of language presentation
dictated by content material. The language curriculum is centered on the academic needs and interests of the learner, and
crosses the barrier between language and subject matter courses.

FOCUSING INQUIRY Focusing Inquiry is an interdisciplinary approach that uses questions to organize learning. Like most
disciplinary teaching, it crosses conventional knowledge boundaries. The teacher guides learners to discover answers to
questions, whether or not answers pre-exist. Learners become creators of knowledge rather than recipients. Concepts and
content are less important than the governing process conducting an investigation and communicating what was learned to
others. The process of “inquiry” is the organizer of the instructional design while “content” is relegated to an ancillary place.
(Zulueta, 2006).

Steps for Inquiry Process:

1. Frame a focusing question.

2. Present a field of facts.

3. Help learners connect or relate facts.

4. Help learners generate explanatory ideas.

5. Help learners find answers.

Teaching Strategies for Cognitive, Thinking, or Inquiry Process of These strategies may be used in any subject and are designed
to be used at all levels of instruction. The order of questioning generally follows but varies in terms of student’s backgrounds,
prior knowledge instruction or emphasis on inductive and deductive approach. Both cognitive and affective dimensions are
involved in any given strategy. (Aquino, 1999)

LOW LEVEL PROCESS: Recalling Observing comparing/Contrasting Classifying Defining Interpreting generalizing

HIGH LEVEL PROCESS: inferring Hypothesizing Predicting Analyzing Synthesizing Evaluating

OBJECTIVES OF INTEGRATIVE TEACHING STRATEGIES

1. to foster security and satisfaction.

2. To promote cooperative learning.

3. To help develop sense of values.

4. To help develop self-direction.

5. To foster creativity.

6. To provide opportunities for social action.

7. To help evaluate learning.

Principles underlying the planning for integrative teaching strategies

1. The development of the whole personality of the learner is more important than the subject matter. 2. Long rage plans and
large units should be prepared to daily and isolated tasks.

3. Learning activities should be recognized around real-life problems of the pupils, their needs and interests.

4. Learning should be characterized by group planning, group work, and group assessment.

5. Teaching- learning activities should follow democratic procedures.

6. Individual Differences should be provided for by a wide variety of learning activities and experiences. 7. The atmosphere of
the classroom should be permissive and happy.

BENEFITS

1. Help alleviate fragmentation of learning and isolated skill instruction.

2. Train students to think and reason at a higher level (critical thinking).

3. Provide instruction in a more relevant and interesting to the students.

IMPEDIMENTS

1. Take more time in planning and collaborating with other disciplines.

2. Does not sound accepted as valid or useful by some teachers.

3. Result to competition among teachers with regards to time, priorities and learning environment.

KINDS OF WORK UNITS OR INTEGRATIVE ACTIVITIES IN THE CLASSROOM

The Three Kinds of Units of Work:

1. Subject Matter Units

2. Center of Interest Units

3. Integrative Experience Units

CHARACTERISTICS OF THE UNITS/LEARNING EXPERIENCES FOR MEANINGFUL INTEGRATIVE ACTIVITIES

1. Problem-Based

2. Contextualized in learner’s comprehension and scope of experience.

3. Continuous development

4. Cooperatively planned by teachers and students. (Lardizabal, 1995)

GENERAL ATEPS IN DEVELOPING UNITS/INTEGRATIVE STRATEGY

1. Initiating the Unit

2. Point of Experiencing

3. Culminating Activity
4. Evaluation

Thematic Teaching Integrative Teaching Strategy Focusing Inquiry Generic Competency Model Content Based Instruction.

An integrative approach (also known as integrative therapy) is a type of therapy in which the affective, behavioral, cognitive,
physical, social, and spiritual aspects of an individual aspects of an individual are used in their treatment. It values the individual
and encourages the client to achieve a state of wholeness in which they are functioning to their fullest potential. Focus is also
placed on the stages of human development and the different aspects of each stage of life.

Purpose of the Study

For decades, the pattern of learning a language has been to focus on four basic skills: listening, speaking, reading, and writing.
More recently, foreign language teachers also focus on other competencies, namely, the “5 Cs”: Communication, Cultures,
Connections, Comparisons, and Communities. The traditional, four basic skills do not stand alone. Listening, speaking, reading,
and writing are essential to communication, but students are also expected to learn about and experience other cultures, use
the new language to connect to other disciplines, and gain a deeper understanding of their own language and culture as they
become active participants in the different celebrations of the community. Studies have concluded that, when students see the
connections in the different disciplines of their course work, their learning is empowered across the curriculum. As part of
educational reform in the core areas, interdisciplinary instruction and integrated curricula have been widely used. I believe that
International Languages teachers can organize units of instruction to establish collaboration and build visibility and support
among their colleagues, as well as provide the best opportunity for intellectual growth to the students.

The purpose of the study was to examine the effect of interdisciplinary teaching on student performance as evidenced in the
end product (poem), student/teacher satisfaction, and attitude. I sought to learn how students perceive and react to the
professional interaction and collaboration between their Spanish teacher and her colleague, an English teacher, as they teamed
to introduce a unit of poetry. A second goal was to engage the students themselves in the development of the lesson to
determine whether or not this procedure is effective or ineffective.

Research Questions

My project was designed to answer the following question: What will be the effect of an interdisciplinary teaching unit on
students’ performance as evidenced by the end product (an original poem), on student/teacher satisfaction, and on attitudes?

Data Collection and Findings

To gather information on the effects of this interdisciplinary approach, I collaborated with an English teacher in my school to
develop a poetry unit. I also examined the students’ final products and the results of a survey questioning their attitudes about
the unit. To begin, the students were introduced to major poets of Spain and Latin America, first researching them in the
library, followed by an analysis of their poetry. Students developed an awareness and understanding of poetry and poetic
figures through a variety of activities such as talking with parents and grandparents about childhood rhymes and songs, creating
visuals to represent the songs, studying odes and poems by famous authors, etc. On day three of the unit, the English teacher
taught a lesson on odes in which students read works by Neruda-Esque, discussed their characteristics, brainstormed topics and
structural elements, and did a creative writing assignment. On day five, she returned to help students revise their original odes
and demonstrate what they had learned by presenting them to the class. [Footnote: The poems have been published on the
Warren High School Web site under International Languages (Mrs. Cesiah Boryczka). La Comunidad, the student newspaper of
Communications Arts High School also published some of the poems.]

For the end product (the ode), the students had the freedom to choose the topic or theme reflecting their interest which, in
turn, increased their satisfaction and motivated them to achieve their goal. I felt the end product was a success because all 22
students created an ode, even the few who felt they had wasted their time. The brainstorming and discussion of themes
engaged the students in activities that were not superficial. Instead, they empowered the students and gave them the
confidence to succeed. It is not easy for students to show their feelings and emotions. They felt vulnerable, they took risks, and
their efforts appear in the final product. The products reflect both their satisfaction and my satisfaction as a teacher.
Relationship Between Language Teaching Integrative Technique With Speaking Skills. As has been stated above that the
elements contained in aspects of language are intertwined with each other. Fourth aspect used to say four but one. The linkage
between all four of these skills can be declared a single chess term that means that there is a close relationship between talking
to listening, speaking with writing, and speaking with reading.

Brooks, as quoted Tarigan (1990b: 13) revealed that, speaking and listening is a two-way communication habits that directly or
face to face. Basically speaking and listening are two different activities, but the activities inbi interrelated and inseparable.
Many studies have shown a close relationship between the development of spoken language skills and reading readiness. One
was about the vocabulary in which the specialized vocabulary of the reading material should be taught directly. Had emerging
new word in class texts then the teacher should discuss with students so that they understand its meaning before starting to
read.

Mccarthy, quoted Tarigan (1990b: 14) revealed that, the activities of listening and speaking are closely related to the written
language. Event filtering is the exception covers both activities. Famous linguist Wilhelm Von Humbold pointed out that
essentially, written language would not be incarnated and would not exist today without the spoken language.

How can you effectively integrate technology in teaching?

As a student, It is becoming more and more important to integratetechnology in to teaching. I can tell in my classes where
teachersare just lecturing, students are falling asleep, but classes withtechnology are exciting! Some ways that work are using
the new pads that you can write onthat then appear on the computer screen. My calculus teacher usesthis by passing it around
the class and having each of us do a stepof a problem. It really gets everyone involved and makes surethey're paying attention.
Also, Power Points can be nice if done properly. Don't just put abunch of words on a slide. make sure to keep only a few words
perslide (just main points), but add humor in to the slides in orderto grab students attention. (like a funny pic that somewhat
relatesto the subject) Lastly, I hear that smart boards are really cool and work reallywell, but I haven't had the privileged of
actually being.

What is integrative teaching approach?

Integrative teaching approach allows students to engage inpurposeful and relevant learning. This is achieved by
exploring,gathering, processing, presenting, and refining information withoutthe constraints of traditional subject barriers.

What are the aims and objectives of integrative teaching?

Aims and objectives of integrative teaching include beinginteractive with your students. You should have students do thethings
you are doing while you do them so that they trulyunderstand.

What is the current organization of our schools?

A school district has the ability to organize the lives of teachers just as it organizes the lives of the students.
Teachers continue to dwell within the realm of their respected departments and subject areas. The added weight
of tracking only solidifies the detachment that teachers and students often feel about their work. Recognizing
some of the discontent, educational reform has taken center stage throughout the past decade and its magnitude
is documented in a variety of educational literature. Teachers, school board members and administrators are
continuously urged to rethink their existing school structure. In many cases teachers are willing to accept change
and many are interested in issues concerning reform in hopes of creating a curriculum that meets the demands of
the informational overload. A foundation such as this has allowed integrated curriculum to emerge with a
considerable amount of support.
Why do schools adopt integrated curriculum?

As educators, we are constantly searching for new ways to help students make sense of the multitude of life’s
experiences and the bits and pieces of knowledge they gain from a traditionally departmentalized curriculum.
Students today continue to move from one discipline to the next forcing the information to be disconnected to any
thing that resembles real life situations. To lighten some of the fragmentation our students and teachers
experience, holistic and integrated curriculums are being proposed and adopted by many school districts. A major
driving force behind integrated teaching and learning is the belief that when themes, subjects, or projects are
combined students begin to see meaningful connections between the subject matter. Material then serves as a
vehicle for learning rather than simply pieces of information. In addition to this, repetition of material from one
subject to the next is essentially eliminated.

What is integrated curriculum?

It is important to understand that curriculum integration is an idea that has a strong historical background.
Disciplines were created in an attempt to organize the world around them; sometimes this was motivated by
political means (Beane 1991). Educational reform has roots dating as far back as the progressive era. The
philosophy behind educational reform during the progressive era centered around an emphasis on student
creativity, applicable outcomes, "natural" learning, and student experience (Rousmaniere, 1999). This belief
system has been the fundamental base for integrated curriculum. Supporters of the progressive educational
reform believed that the different disciplines prevented students from making connections between the different
subjects. Therefore, the relevance of the material decreased (Taylor, 1995).

Components of Integrated Curriculum

Focuses on basic skills, content and higher level thinking

Encourages 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

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

Accommodates a variety of learning styles/theories (i.e., social learning theory, cooperative learning, intrinsic
motivation, and self-efficacy) and multiple intelligences

A Closer Look at Both Sides of the Debate

What do the proponents of integrated curriculum say?

As professionals in the education field, we recognize that teaching has become increasingly more complex.
Because of the considerable amount of educational restructuring, numerous innovations have surfaced, including
integrated curriculum. An integrated approach to teaching supports that when themes or projects are combined,
students are able to make meaningful and relevant connections between the different disciplines. In addition to
creating a more profound understanding of the material, repetition between the subjects decreases. Integrated
curriculum supports a belief that an individual’s direct experience is crucial to purposeful learning. Therefore, an
integrated curriculum is a viable way to enable meaningful learning to become a reality. The ideas and belief
system that comprise an integrated curriculum tend to shift from the traditional structure of schools. Integrated
curriculum supports that universal truth is not a possibility. Instead, many different possibilities exist and there are
a variety of ways to reach a desired outcome, such an approach adopts a post-modern attitude.

Supporters of integrated curriculum have placed a greater amount of emphasis on the fact that student experience
is essential for meaningful learning to occur. Integrated curriculum seems to be the best vehicle for empowering
students, parents, and teachers (Vars, 1991). Yet, many schools are structured where students move from one
subject area to the next, information is disconnected and the ability to make material relevant to the lives of the
students is lost. Progressives were opposed to the "factory-like efficiency" model, on which schools depended.
Progressives believed that school learning was so unlike the real world that it had little or no meaning to the
average child, (Ellis and Fouts 1997). Such speculation about the very nature of education is foundational to
integrated curricular efforts.

What are the strongest arguments supporting integrated curriculum?

There are two strong arguments supporting an integrated curriculum. First, there is simply too much information
to be covered in the traditional structure of a forty or fifty minute class period. Secondly, most subjects are taught
to students in isolation from other related information. Advocates of an interdisciplinary curriculum believe that
individuals learn best when encountering ideas that are connected to one another. A strong belief system exists
supporting that "all things are connected." As the lecture-based, didactic, or modernistic, curriculum stands, it
tends to ignore the needs and capabilities of our post-modern students by having a departmentalized approach.
Integrated curriculum relieves disconnection. The nature of interdisciplinary curriculum is viewed as a means to
enhance student motivation by providing students with a curriculum centered on student-based, and often
student selected, themes. By placing the student at the center, the various activities and actual learning seem to
prevail over the various disciplines.

Proponents of the progressive educational reform believed that the different disciplines prevented students from
making connections between the different subjects. Therefore, relevance and purpose decreased drastically.
Integrated curriculum seems to be a prime vehicle for empowering students, parents, and teachers. Yet, many
schools continue to be structured where students transition from one subject to the next whether by bell or
teacher direction, information is disconnected and the ability to make material relevant to the lives of the students
is lost. By implementing an integrated curriculum, educators are encouraged to tap into the questions and
meaning that the students themselves create, rather than design "connections" along the lines of separate
disciplines. Teachers help students to see the connections and relevance between the subjects.

How does an integrated curriculum impact our students?

Integrated curriculum adopts a student-centered approach, by nature of its definition, it moves further away from
the modernist viewpoint. With an integrated curriculum, a "right" way to complete a task does not exist. Students
are free to reach conclusions on their own and they are provided with many different perspectives, affording
students the opportunity to question the conclusions of their teachers. A table diagramming the perspectives of
the modernist and the post-modernist is listed below.

Never questions points of confusion in the values, assumptions, logic and observations of the teacher or
authorities

Believes that confusion comes from own intellectual inadequacy

Rejects own experience and feelings in favor of converging ideas of authoritative sources such as teachers,
textbooks and experts

Accepts content as truth

Never goes beyond the information given

Questions the values, assumptions, observations and conclusions of authorities

Selects and modifies ideas of teachers to formulate their own meanings consistent with their experiences and
needs

Acquires basic content through such activities as inquiry and creative thinking

Uses fluency, flexibility, and elaboration to develop original ideas and concepts

Implements higher levels of thinking

What do the critics say?

The benefits for integrated curriculum are rather intriguing and possible quite accurate. However, the claims and
their ultimate outcome are difficult to measure. Critics of integrated curriculum have formulated several
arguments against the idea. First, it is sometimes appropriate for information to be taught within the content area.
Some concepts run the risk of becoming confused when connected to unrelated subject matter. Secondly, most
teachers have always been a part of a somewhat modernist method of teaching. Therefore, implementing
integrated curriculum becomes increasingly more difficult. Third, critics claim that many teachers may lack
knowledge and skills of the various disciplines. Finally, a key criticism of integrated curriculum is assessment.
Schools continue to struggle with effective methods to assess student achievement in regard to higher level
thinking and deeper understanding. In order for integrated curriculum to replace traditional teaching styles, the
entire structure of the school needs to change. For example, block scheduling and teamming will need to be
implemented. Frankly, this is a change that many modernist teachers are not willing to accept.

A Closer Look at Integrated Curriculum

How does integrated curriculum affect teacher expectation and motivation?

When exploring integrated curriculum, the development of teaching strategies is the most creative part of the
process. After all, this is often a specialty area for many teachers in the profession. In researching integrated
curriculum some common ideas and themes for developing teaching strategies surfaced. Curriculum integration
tends to focus on a theme or popular issue. This often helps to break down the barriers that exist between the
disciplines. Using a class or team project is a highly popular way to integrate curriculum. The projects are somehow
connected throughout the disciplines and as students complete various stages of the projects, the presence of the
different subjects becomes less evident. Key qualities in using projects include authenticity, relevance, and direct
involvement. Instructional techniques such as differentiated instruction, constructivism and cooperative

learning are often components of an integrated curriculum, (Montgomery, 1999).

Supporters of an integrated curriculum believe that interdisciplinary education offers heightened levels for
mastery of the content and real-world applications, which inevitably increases the opportunity for deeper levels of
learning. Teachers are given the opportunity to learn about areas of interest, but where the teacher has little
expertise. Furthermore, teachers, like students, are given the opportunity to grow, to reflect and they are exposed
to the richness that different perspectives offer. However, even if teachers share a vision of an integrated
curriculum, the effort will not be successful without the substantial administrative and financial support.

How does an integrated curriculum help to promote the development of culture and community within the
classroom?

The teachers of the integrated curriculum view their course as an opportunity for students to gain a deeper
understanding of our society, the history and their ability to recognize and appreciate diversity is expanded. "It is
simply not enough for our students to read a variety of works; students need to discover the connections between
them," (Montgomery, 1999). Students apply a wide range of strategies to comprehend, interpret and evaluate
material. They draw upon their own experience and interactions to make meaning of the information they are
provided. For example, using the Social Studies/Language Arts combination for an integrated curriculum, students
develop a respect for diversity in language use, patterns and dialects across cultures, ethnic groups and geographic
regions. In many cases, integrated curriculum has been successful in making students more aware of the content
area connections, challenging the academic performance of students and providing a learning environment more
responsive to academic and social needs.

"Why do we have to know this?"

This is an age-old question asked by so many students. Through the implementation of integrated curriculum,
teachers help kids see the connections and relevance between subjects. Integrated curriculum is a student-
centered approach to teaching. In teaching with an interdisciplinary approach, students are often given a choice,
making the subject inherently more meaningful. As Ormrod clearly points out, this in turn, increases the learners’
intrinsic motivation. Therefore, the self-efficacy is further developed.

How does interdisciplinary instruction effect student motivation?

Omrod defines intrinsic motivation by the source of information lies within the individual and task: The individual
finds the task enjoyable or worthwhile in and of itself (Omrod 1999). Students are intrinsically motivated by
interdisciplinary instruction. Student motivation and achievement are significantly enhanced by measures that
counter fragmentation and attempt to make learning a more connect experience (Perkins, 1996).

Guthrie, Wigfield, and Von Secker did a study on the use of integrated instruction and student motivation. The
researchers surveyed third and fifth grade students in the area of reading and their motivation to read. These two
grade levels were chosen because the lack of reading motivation begins at these grade levels. Students were given
instruction through CORI (Concept Oriented Reading Instruction) and through traditional methods such as
following the teacher’s manuals, tests, and worksheets. The students who received the CORI instruction, which
included integrating language arts, reading, and science, showed a higher curiosity to read than those students
who received traditional instruction did. The students were given the opportunity to integrate these subjects and
apply them to real-world experiences. These experiences lead to an increase in intrinsic motivation (Guthrie, 2000)

How does the interdisciplinary/integrated curriculum support Bandura’s Social Learning Theory?

The concept of implementing an integrated curriculum, or running an interdisciplinary classroom as some may call
it, is positively correlated with Albert Bandura’s theory of social learning. In an interdisciplinary classroom,
students work together in a collaborative manner to solve problems, construct knowledge, and make connections
between existing curriculum. An interdisciplinary classroom is an environment in which cooperative learning is the
basis of instruction. In cooperative learning settings, students work in small groups to achieve a common goal.
Justification for cooperative learning can be found in a number of theoretical perspectives. For example, when
looking at the behaviorist perspective, one can easily connect the rewards of group success in a cooperative
learning environment to the notion of group contingency. From the standpoint of the social learning theory, as
Ormrod points out, students are likely to have higher self-efficacy for performing a task when they know that they
will have the help of other group members. Furthermore, students can model effective learning and problem-
solving strategies for one another (Good et al.,1992).

An interdisciplinary classroom, or the use of an integrated curriculum affords students the opportunity to work
collaboratively while making real-world connections with a variety of disciplines. In the same manner, Bandura’s
social cognitive theory gives a perspective on how both environmental and cognitive factors interact to influence
human learning and behavior (Ormrod, 1999). The social learning theory focuses on the learning that occurs within
a social context. As Ormrod states, "It considers how people learn from one another, encompassing such concepts
as observational learning, imitation, and modeling" (Ormrod, 1999). Several general principles underlie the social
learning theory, but there are some key ideas that have shaped the evolution of the social learning perspective.
One main factor is that of people learning by observing the behaviors of others and the outcomes of those
behaviors. Social learning theorists propose that most learning does not take place through trial error, but instead
through watching the behavior of other individuals. (Ormrod, 1992).

This idea of learning by watching other peoples’ behaviors is greatly reinforced in a cooperative learning
atmosphere produced in the interdisciplinary classroom. Students are engaged in small groups in which they have
one or more common goals toward which to work. By integrating the curriculum, teachers can pull heterogeneous
groups together which enables the students to gain great social skills. Within the interdisciplinary classroom and
the cooperative groups, instruction on group skills seems to increase cooperative and productive group behaviors,
such as: listening to others politely and attentively; giving encouragement to others; making sure everyone has an
equal chance to participate; refraining from insulting or yelling at others; offering assistance to others; and asking
clear, precise questions when one does not understand (Ormrod, 1999).

There is one other behavior link that connects the use of integrated curriculum and cooperative learning to
Bandura’s social learning theory. People are more likely to engage in certain behaviors when they believe they are
capable of executing those behaviors successfully- that is, when they have high self-efficacy (Bandura, 1989). With
self-efficacy being a more situation specific phenomenon, it is greatly increased when students work in groups.
Students often feel a greater level of comfort at approaching a problem, or constructing new knowledge when
they can share ideas, knowledge and hypotheses with others.

While the behavior theories provide great justification for the use of cooperative learning, cognitive theories of
development and learning provide further justification. First of all, the same benefits that emerge from class
discussions: greater comprehension and integration of the subject matter, recognition of inadequacies or
misconceptions in understanding, and increased perspective taking also emerge from cooperative learning
activities. Also, when students help one another learn, they create scaffolding for one another’s efforts, and they
may co-construct more sophisticated ideas and strategies than any single group member might be able to
construct alone (Good et al., 1992).

How does an integrated curriculum support and promote cooperative learning?

Ormrod (1999) describes how elaboration of the same information can differ due to the fact that everyone has
different knowledge of the world. Cooperative learning works in the same way. Cooperative learning allows a
group of students to work closely on a common goal, and while working together, there are many different
perspectives and insights brought into the group on the same topic or question at hand. Students are able to share
their experiences with each other, allowing them to build their knowledge from the perspectives of others. When
teachers integrate subject areas, it allows students with a strong background in a specific field to share that
knowledge with their peers. This, in turn, builds self-efficacy. The social learning theory supports that when
students are given the chance to show their abilities, a higher level of self-efficacy is achieved. An integrated
curriculum also brings together different subject areas so that there is more time in class for working on what
needs to be taught as well as learned. Cooperative learning allows all ability levels to show higher academic
achievement as well as promoting higher self-efficacy.

Cooperative learning encompasses much more than simply "group work." Cooperative learning requires that each
student is held accountable for a specific aspect of the project, or group task. It is the responsibility of the teacher
to structure cooperative activities in such a way that promotes optimal learning conditions. The integrated
curriculum is an ideal environment for this learning methodology to thrive. In cooperative groups, different
cultures, backgrounds, and experiences of our students is what drives the learning and class activities. Activities
are often enriched due to the experiences and perspectives that each student brings to the learning situation.
Cooperative learning is a valuable instructional method. Our experiences, culture and society have shaped our
minds, and this cannot be disconnected from the learning environment. The cross-curricular instruction of
integrated curriculum encourages students to continue to make these relevant connections.

Conclusion

The integrated curriculum approach is successful in making students more aware of content area connections,
challenging students, providing a learning environment supporting academic and social needs, dissolving the
boundaries among the disciplines, and fostering stronger student/teacher relationships. Students participating in
an integrated curriculum have demonstrated a more positive attitude about themselves and school. Similarly,
teachers are provided with a new opportunity to work together, increasing collegiality. They have worked together
to provide enhanced learning experiences and a variety of instructional approaches through integrated curriculum.
It is our opinion that integrated curriculum is a valuable innovation. Its effectiveness is widely supported. We feel
that an interdisciplinary or integrated curriculum is strongly supported by the social learning theory. However,
school districts need to evaluate the degree to which this innovation will be effective within the district and within
which classrooms integrated curriculum will allow for optimal success.

Through our research and observation, we have come to view interdisciplinary teams and curriculum as an
instrument to enable students, teachers, parents, and the school staff to attain their goals. It is human nature to
make connections with the things we know or have personally experienced. More simply stated, we learn at a
deeper level when connections are made, not when we are in a fabricated, disconnected structure. When
curriculum is integrated, material is connected in the way in which it exists around us and throughout the world.

What Is an Integrated Learning Culture?

Think of your experiences in elementary and middle school. Did you go to language arts, science, math and social
studies class? Were they all separate, or were you on the cutting edge of blending subject matter? These days
educators are seeing the benefit from using an integrated learning model, or culture, one that interweaves all
areas of learning. Though this type of teaching may sound intuitive, it actually requires several key components to
be successful.

Schools that have adopted an integrated learning culture have gone through the grit of change. They exhibit
several characteristics that have helped them make the transition successful. Let's take a look at what these
characteristics are.

Vision

Using a curriculum that blends subject matter begins with a clear, specific, and determined vision. Creating,
implementing, and maintaining an integrated curriculum can be complicated because it combines material from all
courses and requires a large shift in thinking about educating children. To be successful at creating and
implementing an integrated learning culture, educators, parents, and teachers need to be clear about their vision
for producing high-quality work at all levels. They should determine learning objectives, grade level expectations,
and other measures that clearly indicate their vision of the learning environment.

Those making the decision to adopt an integrated learning model, typically at the district level, also need to have a
deep and clear vision of what it means to integrate subject matter. The shift from traditional learning to an
integrated model will require small changes, like making sure teachers have common plan time, and large ones,
such as the way in which students are assessed. They will need to understand these changes and be able to explain
them to parents and teachers.

Support

Successful integrated learning cultures also include a strong support system on all levels, including:

Support from school and district leaders - In order for change to be successful over time, leaders from both the
district and school level need to support teachers, parents and students. How can they do this? For starters,
administrators can allow others to be part of the process of making important decisions, like teaching content,
leading to increased morale overall.

Strong parental and community involvement

- Teachers also need the support of parents and community members as they implement an integrated learning
model. Parents and community members can show their support by asking questions, embracing change, and
helping their students navigate new learning.

Characteristics of an Integrative Curriculum

An integrative program includes:

ƒ Experiences to develop children’s attitudes, skills, and knowledge and to help them make

connections across the curriculum

ƒ Activities that provide for a range of abilities

ƒ Activities that are both teacher-initiated and directed and child-initiated and directed

ƒ Whole class, small group, and individual experiences

ƒ Opportunities for critical and creative thinking

ƒ Teacher, peer, and self-assessment

ƒ Opportunities to experience learning as a meaningful whole

Getting Started

Learning through an integrated approach based on collaboration with children may be new to some

children, parents, and teachers. A teacher can begin to use an integrated approach by working in

cooperation with other teachers and with children in active learning situations such as:

ƒ Activity-based mathematics

ƒ Cooperative learning

ƒ Readers’ and writers’ workshop

ƒ Learning centers

ƒ Multi-age grouping

By working in a collaborative manner, the teacher gains confidence and flexibility and realizes that children can
take responsibility for their own learning. In turn, children gain the dispositions, skills, and knowledge they need to
be successful lifelong learners.

It is important to help parents understand how an integrated approach is beneficial for their children. After
hearing about or making a brief observation in a classroom where children are learning in an integrated manner,
parents may misunderstand what is happening. Teachers can show parents that in an integrated classroom there is
an underlying structure which combines an understanding of how children learn; familiarity with the district or
state standards and benchmarks and goals and curriculum areas of the program; and knowledge of children in
general, as well as specific knowledge of the children currently in the class. This structure provides a powerful base
for

facilitating learning

Teachers can demonstrate the value of integration by:

ƒ Holding informational meetings Providing copies of The Primary Program Active Learning Position statement and
the Integrated

Curriculum position statement.

ƒ Providing materials to help interpret what is taking place in the classroom

ƒ Helping children to reflect upon and articulate what they have learned
The Primary Program: Growing and Learning in the Heartland

Integrative Curriculum

There are many possible routes on the journey leading to an integrated approach. There is no one

“right way”. The comfort level in starting, the length of the journey, and the rate of progress of teachers will vary.
However, as the curriculum becomes less fragmented, the teacher sees new possibilities for integrated learning
and teaching.

Planning for an Integrative Curriculum

The primary program advocates learning experiences which are relevant, purposeful, and worthwhile. If
experiences are to engage children, they need to be shaped by children’s interest and enthusiasm. This means
choosing themes, topics, projects, or areas of study based on the knowledge children have and constructing a plan
which is driven by the children's curiosity. This does not mean an undirected, ever-changing scavenger hunt in
search of answers to the question of the day. The children’s need for inquiry becomes the vehicle for the
integration. The teacher's responsibility is to construct the plan which will provide the scope and depth necessary
to ensure a valuable educational experience for all children. To provide direction and balance, a teacher needs to
make long range or yearly plans which can be reviewed and adjusted throughout the year.

A long-term plan should consider:

ƒ The children’s strengths and interests

ƒ The teacher’s strengths and interests

ƒ State or district standards and

benchmarks

ƒ The goals of the primary program Assessment and evaluation School and community resources

The key to planning an integrated child-centered curriculum is balance⎯a balance among large group, small group
and individual activities, a balance in curriculum and content areas, and a balance between teacher-directed and
child-initiated experiences.

Schwartz & Pollishuke, 1991

Children’s Strengths and Interests

Beginning the year with a unit, theme, or topic such as “Me” or “Getting to Know You” allows the teacher and
children to learn about one another and discover shared interests. While the class is learning about one another,
the teacher and children can agree upon the routines necessary to facilitate a harmonious classroom. Involving
children in arranging and decorating the classroom, setting up storage systems, and suggesting topics builds the
foundation for motivation and commitment to one another. Many teachers find a class brainstorming session to
determine areas of interest is an essential first step in establishing a learner-focused curriculum. These suggestions
may be listed, prioritized, displayed, and revisited during the year.

The Primary Program: Growing and Learning in the Heartland

Integrated Curriculum

The key factor is inviting all class members, including the teacher, to provide suggestions and participate in
developing a list of agreed-upon topics for study. This list becomes the starting place for the teacher in planning
activities and experiences which provide a balance of content and process.

The Teacher’s Strengths and Interests

Just as children’s wonder and joy drives their learning, so can the teacher’s interests and enthusiasm. Children
need to see their teachers as learners and as human beings. The teacher’s willingness to share what he or she
values shows the children that learning is a lifelong activity and that their teacher is a person who thinks and feels
and cares. In long range planning, teachers need to ask: “How can I use my interests and talents to enhance
learning and still incorporate the children's interests? What contributions can I make by sharing?” Such sharing
may include:

ƒ Personal culture

ƒ Love of literature

ƒ Experiences with writing

ƒ Interest in sciences

ƒ Recreational activities

ƒ Interest and talent in fine arts

ƒ An inquiring attitude

State or District Standards and Benchmarks

An integrated curriculum provides a framework through which state or district standards and benchmarks can be
met. For this reason, the teacher has the standards and benchmarks firmly in mind when planning the learning
experiences for the theme or project. Planning work should begin by stating the standards and benchmarks being
addressed. The strength lies in the standards and benchmarks being met in a meaningful, real-world, applied way
rather than in a contrived, artificial context. When learning is meaningful the learner is able to transfer the learning
to new situation. The type of learning that occurs through integration also fosters the development of lifelong skills
such as self-directedness, organization, problem solving, communication, and self-assessment.

Goals of the Primary Program

Planning for an integrated curriculum begins with a consideration of children’s needs, interests, questions, prior
knowledge, and experiences. The goals and the curriculum areas of the primary program, as well as state or district
standards and benchmarks will guide the teacher’s planning. The learning dimensions (dispositions, skills, and
knowledge) in each curriculum area also need to be considered when designing projects, themes, or topics of
study with the children. The teacher

The Primary Program: Growing and Learning in the Heartland

Integrative Curriculum
weaves knowledge of the curriculum and the interests of children into the fabric of the classroom curriculum. It is
important to note that not all goals or curriculum areas can be emphasized equally in every project, theme, or
topic of study. However, the teacher ensures that a balance of experiences related to the goals and curriculum
areas of the program is achieved over the course of the year. Throughout the year, at the conclusion of each
project, theme, or topic, this balance is considered as part of ongoing evaluation and planning. As the teacher
plans appropriate learning experiences it becomes obvious that not all curriculum content can be explored in an
integrated way. For example, the introduction of place value in mathematics need not be related to the project
and might better be taught using concrete materials designed specifically for enhancing development of concepts
in mathematics. Once understood, the concept of place value could subsequently be integrated into other
activities and its connections in the real world highlighted. To make the curriculum come alive for the children and
the teacher, the project, theme, or topic of study must be something children see as purposeful and worthwhile.
Their interest will then provide the motivation to inquire, to represent, and to reflect upon their learning. The need
to communicate and share information creates the context through which meaning is constructed and skills and
processes are developed and practiced

Assessment and Evaluation

In making a long-range plan for assessment and evaluation, the teacher needs to establish a system which
facilitates:

ƒ Each child’s learning being considered on a regular basis Information being collected on all goal and curriculum
areas Information being collected on state or district standards and benchmarks Information being recorded and
stored Children being involved in the process Sharing and transferring information A long-range plan for
assessment and evaluation also needs to include ongoing questioning of how the information gained through
interaction with children can be used to enhance, modify, and adapt further assessment, the curriculum, and the
environment.

School and Community Resources Human Resources

Who are the people who can support and enhance the learning experience?

ƒ Children

ƒ Parents

ƒ Community

ƒ Teacher-librarian

ƒ Learning assistance teacher

ƒ District personnel

ƒ Specialist teachers

What cultures are represented in the community? What organizations could connect with our class, (multicultural
societies, ethnic organizations, fine arts groups, service clubs, senior citizens, and elderly care facilities)? Materials
and Equipment
What materials are available?

ƒ Classroom

ƒ School

ƒ District

ƒ Child's home

ƒ Community

An inventory of what is available may also form the basis for a wish list of materials and equipment necessary for
organization or activities. Such lists are most successful when staff members collaborate to make the list of the
items. In this way a plan can be developed to build upon available resources.

Physical Facilities

What space is available in the classroom, and what is its best use? Many teachers find that developing a
partnership with another teacher to help one another with this task is a productive, timesaving endeavor. Children,
too, have valuable insights into how space can be arranged.

What areas are available in the school?

ƒ Multi-purpose room

ƒ Gymnasium

ƒ Storage area

What community facilities are available for real world experiences?

ƒ Parks and outdoor environments

ƒ Businesses

ƒ Museums and libraries

ƒ Community services

What features of the natural environment could facilitate learning?

ƒ Weather

ƒ Geography

ƒ Natural resources

ƒ Historic sites

Ways to Integrate the Curriculum

Three ways to integrate the curriculum are:

ƒ By using themes

ƒ By using projects

ƒ By using individual and small group studies

Themes

Theme Planning

One approach to integrating the curriculum is through theme studies. The definition of theme depends upon the
model being used. It is not the purpose of this document to choose one model over another. Teachers may have
received training in a particular model and become skilled in using it. In some cases, an entire staff may have
adopted a model. When the planning of the themes begins with children and involves them throughout the
planning process, rich opportunities for learning are created. Integrated theme studies provide a common focus
for the teacher and the children and create a sense of purpose and community within the classroom. Choosing the
topics of study based on children’s interests provides motivation and enthusiasm for learning. By capitalizing on
their interests, children’s dispositions, skills, and knowledge are developed in relevant, meaningful ways. The need
to know provides reasons for inquiry and communication; one class became advocates for bicycle safety following
a serious accident in their community. This provided reasons for active learning in all curriculum areas. Children
involved in a theme or project need their teacher to help them reflect on their learning and lead them to make
further connections between prior and new knowledge. Teachers can acknowledge children’s increasing repertoire
of skills and can demonstrate how these skills can be applied to other situations. Teachers who are beginning to
use themes may wish to use themes developed elsewhere. It is important to adapt such themes to meet the needs
of each group of children. A rubric and several templates are provided further on in this chapter which may be
used when designing and evaluating themes.

Each year children enter school excited about the beginning a new year. Whether the children come from a
traditional, looped, or multi-age classroom or are just beginning their school experiences as kindergartners,
building a classroom and school community is a goal of primary teachers. This theme, school community can be
adapted to fit the needs of the teacher and children at different grade levels and will accommodate children of
different ability levels. Children have opportunities throughout the school community unit to collaborate with
peers. Learning clubs, multiple intelligence centers, and partner experiences all lend themselves to student
collaboration. Learning clubs can be formed based on interest, need, and ability. Resources related to the topic are
available everywhere in the classroom. Students can easily access the materials and use them throughout the day.

Considerations for developing the theme were as follows:

ƒ Meaningfulness and relevancy to students’ lives

ƒ State and district standards, benchmarks and curriculum goals

ƒ Age appropriateness

ƒ Opportunities for real world experiences

ƒ Background knowledge of the children

ƒ Opportunities for connections throughout the year

ƒ Opportunities for child-directed activities

Conceptual Key Points

Interdependence In order for an organization to operate efficiently, there needs to be mutual dependence upon
each other.

Diversity

Diversity is what makes each person special. As children discover how to accept and respect differences, they
become stronger individuals.

Relationship

Relationships lead to valuable life-long experiences and may change and grow over time.

Significant Knowledge Key Points

Main ideas to be understood by children:

 ƒ Each child is unique and contributes in his/her own way to a classroom community.
 ƒ Children’s cultural backgrounds are important to their unique character.
 A classroom community consists of people working together and respecting the needs of all members.
 People rely on each other and perform certain jobs.
 The environment affects how people live and work.

Skill Key Points

 Examples of skills children are expected to develop:

 Reaches standards, benchmarks and curriculum goals
 Reads and responds to self-selected books
 Combines drawing and writing to compose thank you letters to school staff
 Speaks and listens in a community circle
 Is able to sequence events that occur in the school day
 Sorts, classifies and displays information using graphs. (Examples include eye
 colors of the children in the classroom, means of transportation getting to and
 from school, and the number of girls and boys in the class.)
 Counts the number of adults that work in the school

Resources

 ƒ Study trips, class speakers, literature, news media, materials, technology, the
 Internet
 ƒ Walking study trips in and around the school
 ƒ Visiting with school workers while touring the building
 ƒ A variety of pictures and storybooks that reflect diversity
 ƒ Dolls and puppets of both genders and of different cultures and races for children
 to use with role playing
 ƒ Guest speakers (principal, secretary, counselor, food servers, custodian)
 ƒ Books