Republic of the Philippines

PALAWAN STATE UNIVERSITY

Puerto Princesa City

PSU BROOKE’S POINT

READING MATERIAL FOR

ED 3 BUILDING AND ENHANCING NEW LITERACIES
ACROSS THE CURRICULUM

Prepared by:

JERDEN A. MACOLOR
Instructor
 Material # 4

Integrating New Literacies across the

Curriculum

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OVERVIEW

The increasing complexity of modern communication gives rise to a number of

distinct capabilities and possibilities. Hence, 21st century literacy combines cross-

curricular capabilities also called “multiliteracies” and now commonly referred to as

“new literacies”. These new literacies are fused with traditional print literacy to create

opportunities and enable students to understand and use new text types, while exploring

knowledge and information with a wide array of technological tools.

In this material, the reader will be introduced to the ‘new literacies’. This

material will also tackle the concept of a ‘functional literacy’. Lastly, the material will

also present the integration of new literacies in the curriculum.

SPECIFIC LEARNING OUTCOMES:

At the end of the reading material, the students will be able to:

• Discuss the concept of integrated curriculum

• Distinguish the different curriculum integration approaches, methods and types
• Identify lessons or course disciplines that may be appropriate for curriculum integration
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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 of diverse entities called academic disciplines clearly defined
in terms of knowledge, skills and values.

Thus, an 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;
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

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. It can be recalled that the previous Restructured Basic Education
Curriculum (RBEC) is a best depiction of a multidisciplinary approach. The four
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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, empathy and commitment for common good. Grades in these four
disciplines were usually computed to comprise the general grade in Makabayan as a
discipline. At the end of the week, the four disciplines collaborated to design a
culminating activity along with the given theme that connected these four discipline
areas. The following is the structure of Makabayan that used the multidisciplinary
approach centered on a given theme.

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. This connection is presented in the structure below.
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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.

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

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 to content and topics in
Araling Panlipunan. Below is an illustration of interdisciplinary structure. Therefore,
there are times that a teacher in Filipino teams up with a teacher in Araling Panlipunan
to teach a lesson in Araling Panlipunan while she teaches the needed skills in the
Filipino 1 subject.
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In addition, in using the interdisciplinary integration approach. there is a

need to structure the curriculum around common learning areas across disciplines.
For example, incorporate interdisciplinary skills, such as thinking skills, problem
solving and analytic skills in teaching Science, Math and English; The purpose is to
learn the skills and concepts that are beyond the immediate lesson
(www.theclassroom.com).

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

In using the transdisciplinary integration approach, there is 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 social problems and answering open-ended questions. It can also
be done by utilizing student questions as a basisfor curriculum design. Learning how
to solve problems and to ask questions enables students to apply the skills in real-life
situations.
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Interconnecting the Three Approaches

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.
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 (ASCD, 2004).

Figure 1.4. Comparing and Contrasting the Three Approaches to Integration

Aspect Multidisciplinary Interdisciplinary Transdisciplinary

Organizing • Standards of the • Interdisciplinary • Real-life context
Center disciplines skills and concepts • Student questions
organized embedded in
around a theme disciplinary
standards
Conception of • Knowledge best • Disciplines • All knowledge
Knowledge learned through connected by interconnecte
the structure of common concepts d and
the disciplines and interdependen
• A right answer skills t
• One truth • Knowledge • Many right answers
considered to be • Knowledge
socially considered to be
constructed indeterminate and
• Many right answers ambiguous
Role of • Procedures of • Interdisciplinary • Disciplines
Discipline s discipline skills and identified if
considered concepts desired, but real-
most important stressed life
• Distinct skills context emphasized
and
concepts of
discipline
taught
Role of • Facilitator • Facilitator • Coplanner
Teacher • Specialist • Specialist/generali • Colearner
st • Generalist/specialist
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Starting Disciplinary • Interdiscip • Student

Place standards linary questions and
and-procedures bridge concerns
• KNOW/DO/BE • Real-world context
Degree of Moderate Medium/intense Paradigm shift
Integration

Assessment Discipline-based Interdisciplinary Interdisciplinary

skills/concepts skills/concepts
stressed stressed
Learning to Concepts Concepts and essential Concepts and essential
KNOW understandings across understandings across
and essential disciplines disciplines
understandings
across
disciplines
Learning to • Disciplinary skills as Interdisciplinary Interdisciplinary skills
DO the focal point skills as the focal and disciplinary skills
point applied in a real-life
context

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 (Barron and Darling-Hammond, 2008 in
Corpuz, 2014). As. such, it entails an output which involves accomplishing a
complex task, performing a presentation and producing a project, a craft or an
artifact. Here, students start by detining 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 (Schneiderman, et. al,
1998 in Corpuz, 2014).
• Implementation Outcome. As a result, Curtis (2002) revealed that project-based
programs show that students go far beyond the minimum effort, make
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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 impounds
integrative. reflective, contextualized, strength-based, reciprocal, and lifelong
learning (Clavenger-Bright, et. al, 2012).

• Implementation Outcome. As a result, Glenn (2001) found that more than 80

percent of the schools that integrate service teaming 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 (ASCD, 2004)

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 teaming 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. 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 (ASCD, 2004).
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• 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 roleplay 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.
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 (ASCD, 2004).

• 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 the 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.
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Fusion can involve basic skills. Many schools 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 (ASCD, 2004).

• 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 Curriculum

There are different types of an integrated curriculum as mentioned by ASCD (2004):

1. Connected. This happens when topics surrounding disciplines are connected,

which allows students to review and re-conceptualize ideas within a discipline.
However, it has its shortcomings because the content focus still remains in one
discipline.
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 when a teacher plans to base the subject areas around a
central theme that will tend students to see the connection within different
subjects.
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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 refer 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.

Literacy Subject Outcome Strategy Assessment

Areas Output
1. Araling Demonstrate Role playing Rubric
Multicultural Panlipunan respect for assessment
and Global cultural Brainstorming result
Literacy diversity
Brainstorming
report

2. Social Edukasyon sa Apply Case Analysis Case report

Literacy Pagpapakatao ethical and
moral Dilemma Narratives
standards analysis
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3. Media Literacy Engl Use media in Media-assisted E-

ish communicatio instruction
Filip n portfolio
ino dissemination
and Google
transaction
clip

4. Financial Math Solve problems Problem Scores in

solving
Literacy in the context problem solving
of Drills and
business and exercises
investment
aspects
TLE Apply effective Business Business plan and
techniques in simulation and inventory
budgeting and immersion
income generating
enterprise
5. Computer Examine the Hands-on Computer
Digital/Cybe r Subject computer virus activity Capstone
Literacy that commonly
damages Experiential
computer
learning
networks and
systems
Project-based
Research Cite ways in Exploratory Research outputs
resolving method
plagiarism issues
and determine
research protocols
6. Ecoliteracy Science Suggest ways on Project-based Project Portfolio
how to protect Task-based
nature and Participation Log
address climate
change
Learning
Reflection
Journal
6. Arts and MAPEH Create artworks Manipulative Project design
Creative Literacy and artistic works
designs using
indigenous Arts studio Crafts
materials
workshop
method