METHODS OF CURRICULUM
INTEGRATION
MODULE 4: INTEGRATING NEW LITERACIES IN
THE CURRICULUM
METHODS OF CURRICULUM
INTEGRATION
Anchored on approaches to
curriculum integration, there are
methods that are processed and
devised for this purpose.
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.
PROJECT-BASED LEARNING
Here, students start by defining the purpose
of creating the end-product; identify the
audience; do research on the topic; design the
product; implement the design; solve the
problems that arise; and come up with the
product guided by a plan or a model. It
usually culminates with product presentation,
and product evaluation while reflecting on the
entire production process (Schneiderman, et.
Al, 1998 in Corpuz, 2014).
PROJECT-BASED LEARNING
Implementation Outcome. As a result, Curtis (2002)
revealed that project-based programs show that students go far
beyond the minimum effort, make connections among different
subject areas to answer open-ended questions, retain what they
have learned, apply learning to real-life problems, have fewer
discipline problems, and have lower absenteeism. Student
assessment considered teamwork, critical thinking skills,
problem-solving, and time management.
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.
SERVICE LEARNING
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).
SERVICE LEARNING
Implementation Outcome. As a result, Glenn (2001) found.
That more than 80 percent of the schools that integrate service
learning into the classroom report an improvement in grade point
average of participating students. On the other hand, such
programs foster lifelong commitment to civic participation,
sharpen “people skills,” and prepare students for the work force.
Students also gain a deeper understanding of the
course/curricular content, a broader appreciation of the discipline
and an enhanced sense of civic responsibility (ASCD, 2004).
LEARNING CENTERS/PARALLEL DISCIPLINES
A popular way to integrate the curriculum is to address a
topic or theme through the lenses of several subject areas. In
an elementary classroom, students often experience this
approach at learning centers. As students move through the
learning centers to complete the activities, they learn about
the concept being studied through the lenses of various
disciplines.
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).
LEARNING CENTERS/PARALLEL DISCIPLINES
Implementation Outcome. As a result, according to a
study by Carnegie Mellon University (CMU), learning
centers in the classroom can affect the ability to focus and
study among young children. In fact, learning centers allow
children to role- play in order to understand and make
sense of the real world and their personal experiences in it.
Thus, these help children understand the social world,
develop communication skills, and build relationships.
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.
THEME BASED
Other thematic programs may involve teachers
across the same grade, wherein teachers carefully
connect the activities to the standards in each
discipline. Over time, they have developed a long
list of possible culminating activities. They also
update their Website continually and use it as a
teaching tool with students. The site offers many
interesting options for those interested in this
method of integration (ASCD, 2004).
THEME BASED
Implementation Outcome. Using theme-based learning, students
can exhibit excellent on-task behavior and work collaboratively.
Also, students are engrossed both as presenters and as an audience
for the half-day performance task presentations as they use a wide
range of presentation, such as video, panel, forum or colloquium,
debate, sculpture, music, etc. They can demonstrate an in-depth
understanding of the topics as a result of their sustained interest
around various questions. In fact, fewer recess problems occur
during this two-week period that made teachers enjoy the process
and the results.
FUSION
In this method, teachers fuse skills, knowledge, or even
attitudes into the regular school curriculum. In some
schools, students learn respect for the environment in
every subject area or some incorporate values across
disciplines. Fusion can involve basic skills. Many 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
(ASC), 2004).
FUSION
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)
CONNECTED SEQUENCED
This happens when topics This is observed when similar
surrounding disciplines are ideas are taught together,
connected, which allows students to although in different subjects,
review and re-conceptualize ideas which facilitates learning across
within a discipline. However, it has content areas, but requires a lot
its shortcomings because the of communication among
content focus still remains in one teachers of different disciplines.
discipline.
SHARED WEBBED
This is when teachers use their planning
to create an integrated unit between two This reflects when a
disciplines. Although in some ways, this teacher plans to base the
method of integration requires a lot of subject areas around a
communication and collaboration
central theme that will
between two teachers. A teacher presents
tend students to see the
the structure, format and standards in
making research while collaborating
connection within
with the science teacher, who focuses on different subjects.
the content area of research that is
related to science.
DOING CURRICULUM INTEGRATION IN THE CLASSROOM
Chhabra (2017) posited that integrating curriculum in
the classroom includes combining different subject
areas and then, teaching them in relation to a singular
theme or an idea. Innovative teachers and schools prefer
integrating the curriculum in their classrooms as it
improves student achievement and leads to an increase
in student standardized scores. Placing student
achievement on top priority, an integrated curriculum
utilizes the mentioned three different approaches of
integration.
BENEFITS OF INTEGRATED CURRICULUM MODEL
1. IT FOCUSES ON BASIC SKILLS, CONTENT, AND HIGHER-
LEVEL THINKING.
2. IT PROVIDES A DEEPER UNDERSTANDING OF
CONTENT.
3. IT ENCOURAGES ACTIVE PARTICIPATION IN RELEVANT
REAL-LIFE EXPERIENCES.
4. IT PROVIDES CONNECTIONS AMONG VARIOUS
CURRICULAR DISCIPLINES.
5. IT ACCOMMODATES A VARIETY OF LEARNING STYLES,
THEORIES AND MULTIPLE INTELLIGENCES.
NEW LITERACY INTEGRATION IN THE K TO 12 CURRICULUM
The new literacy can be integrated into the K to 12 curriculum
across subject areas as presented in the table below. However,
the integration of new literacy is not limited to the identified
disciplines, the given learning outcomes, suggested strategies
and assessment. In fact, each learning area can integrate as
many new literacies as possible depending on the lesson, the
nature of the subject and the objectives or intended outcomes.
New literacy integration can take place in as many disciplines
as possible.
INTEGRATION OF NEW LITERACY IN THE K TO 12 CURRICULUM
Literacy Subject Area Outcome Strategy Assessment Output
1. Multicultural and Araling Panlipunan Demonstrate respect for Role playing Rubric assessment result
Global Literacy cultural diversity Brainstorming result
Brainstorming
2. Social Literacy Edukasyon sa Apply ethical and moral Case Analysis Case report
Pagpapakatao standards on given issues and
cases Dilemma Analysis Narratives
3. Media Literacy English Use media in communication, Media-assisted E-portfolio
dissemination and transaction instruction
Filipino Google clip
4. Financial Literacy Math Solve problems in the context Problem solving Scores in problem solving
BASIC ADVANCED
of business and investment drills and exercises
aspects
TLE Apply effective techniques in Business simulation Business plan and
budgeting and income and immersion inventory
generating enterprise
5. Digital/Cyber Computer Subject Examine the computer virus Hands-on activity Computer
Literacy that commonly damages Capstone
computer networks and Experiential learning
systems Project-based
Research Cite ways in resolving Exploratory method Research output
plagiarism issues and
determine research protocols
6. Ecoliteracy Science Suggest ways on how to Project-based Project Portfolio
protect nature and address
climate change Task-based Participation Log
Learning Reflection journal
7. Arts and MAPEH Create artworks and artistic Manipulative works Project design
Creative Literacy designs using indigenous
materials Arts studio Crafts
workshop method
Thank You!!!
Presented by:
Angela P. Comeso
BSED III- Science
