Module 4:

INTEGRATING NEW LITERACIES IN THE CURRICULUM

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

PRE-DISCUSSION

The Zoo: This activity entails students accordingly using animal sounds to
determine their grouping. The respective groups will answer the
questions of the teacher later.

Procedure:

1. Students will think of an animal, the sound of which they will imitate while
responding to the teacher’s question: “If you were an animal, what would you
be?”
2. The students will create the sounds of their chosen animals.
3. The teacher will ask students with a similar sound of animals to group
together.
4. On the final grouping arrangement, the teacher will ask the first question.
5. The teacher will ask the class to change their grouping by providing clues,
such as based on their habitat, size, friends by providing, foes, etc.
6. For every change of grouping, a question will be raised to be answered by
the groups upon sharing and collaborating their ideas.
7. The class will find time a brief reflection on the activity
Sample Questions for Reflection:

1. Describe your experience in integrating yourself with others.

2. What have you gained from involving yourself with different integrated
groups?
3. What became your challenge in the process of self-integration?
4. How can integration be practiced in class?
5. What course subjects can be integrated? And in what way can this
integration be conducted?

LESSON OUTLINE
Innovative educators concerned with improving student’s achievement seek
ways to create rigorous, relevant, and engaging curriculum as a way to realize
curriculum integration. Today, the subjects in the curriculum should not be taught
singly and compartmentally but rather become integral towards total development of
the child.

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 curriculum disciplines;
 provides learners opportunities to apply skills they have learned;
 encourages active participation in relevant real-life experiences;
 captivates, motivates and challenges learners;
 provide a deeper understanding of content;
 offers opportunities for more small group and industrialized instructional; and
 accommodates a variety of learning styles/theories (i.e., social learning
theory, cooperative learning, intrinsic motivation, and self-efficacy) and
multiple intelligences
(http://onlineschool7.blogspot/2016/04/cmponents-of-integrated-
curriculum.html)
 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 ways
to create a multidisciplinary curriculum, and they tend to differ in the level the
previous Restructured Basic Education Curriculum (RBEC) is a best depiction of a
multidisciplinary approach. The four disciplines (Araling Panlipunan, Values
Education, MAPEH and TLE) were integrated along with a theme termed
Makabayan as an integrated subject served as a laboratory of life. Makabayan was
a learning area that stressed the development of social awareness, 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.
Araling
Panilunan

MAPEH Makabayan TLE

Values
Education

When a teacher integrates subdisciplines within a subject area, he/she is

practicing interdisciplinary 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 subdiciplines,
sucu as earth science, biology, chemistry and physics that responds to spiral
curriculum approach. This connection is presented in the structure below.
 Earth Science
Biology
Chemistry
Physics
SCIENCE

Through this integration, teachers expect students to understand the

connections between the different subdisciplines and their relationship to the real
world. In fact, this approach brings a positive impact on the achievement of students.

In using the multidisciplinary integration approach, there is a need to organize

a list of standards from various disciplines around one common theme. Likewise, come
up with a list of standards from related disciplines, such an earth science, biology,
chemistry and physics to focus on a common intradisciplinaty 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 subject while enhancing their computer skills. Additionally, schools can utilize
service-learning projects in the classroom (www.theclassroom.com).

Interdisciplinary Aprroach. In this approach to integration, teachers organize

and capsulize the curriculum around common learning across disciplines to
emphasize interdisciplineary skills and concepts. The disciplinary 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 Araling Panlipunan while
she teachers the needed skills in the Filipino 1 subject.
 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 integrate,

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 a need to plan out

the curriculum around student needs and concerns. Transdisciplinary integration is
utilized through project-based learning, which involves allowing the students to present
a problem. Project-based learning allows students to make connections among
different subjects by solving social problems and answering open-ended questions. It
can also be done by utilizing student questions as a basis for curriculum design.
Learning how to solve problems and to ask questions enables students to apply the
skills in real- life situations.

Interconnecting the Three approaches

These approaches offer an excellent fit for 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 much, the centrality of standards and the need
for accountability bring the three approaches closer together in practice (ASCD, 2004).

Comparing and Contrasting the Three approaches to Integration

(Association for Supervision and curriculum development, 2004)

Aspect Multidisciplinary Interdisciplinary Transdisciplinary

 Standards  Interdisciplina  Real-life
of the ry skills and context
Organizing disciplines concepts Students
Center organized embedded in questions
around a disciplinary
theme standards
Conceptualiz  Knowledge  Discipline  All knowledge
ation of best learned connected by interconnected
knowledge through the common and
structure of concepts and interdependent
the skills  Many right
disciplinary  Knowledge answers
 A right considered to  Knowledge
answer be socially considered to
 One truth constructed be
 Many right indeterminate
answers and
ambiguous

Role of  Procedures  Interdisciplina  Disciplines

Disciplines of discipline ry skills and identified if
considered concepts desired, but
most stressed real-life
important context
 Distinct emphasized
skills and
concepts of
discipline
taught
Role of  Facilitator  Facilitator  Co-planner
Teacher  Specialist  Specialist/ge  Co-learner
neralist  Generalist/spe
cialist
Starting  Disciplinary  Interdisciplina  Student
Place standards ry bridge questions and
and  Know/Do/Be concerns
procedures  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 and essential understandings across disciplines
Know
Learning to  Disciplinary  Interdisciplina  Interdisciplinar
Do skills as the ry skills as y skills and
focal point the focal disciplinary
 Interdisciplin point skills applied
ary skills  Disciplinary in a real-life
also skills also context
included included
Learning to  Democratic values
Be  Character education
 Habits of mind
Life skills (e.g., teamwork, self-responsibility)
Planning  Backward design
Process  Standards-based
Alignment of instruction, standards and assessment
Instruction  Constructivist approach
 Inquiry
 Experiential learning
 Personal relevance
 Students choice
 Differentiated instruction
Assessment  Balance of traditional and authentic assessments
 Culminating activity that integrates disciplines taught
(Source: Association for Supervision and Curriculum development, 2004)

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 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
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.
 Implementation Outcome. As a result, Curtis (2002) revealed that project-base
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
engagement.

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 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 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).

3. Learning Centers/Parallel Disciplines. A popular way to integrate the curriculum

is to address a topic a topic of 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 classroom (ASCD, 2004).

Implementation Outcome. As a result, according to a study by Carnegie Mellon

University (CMU), learning centers in the classroom can affect the ability to
focus and study among young children. In fact, learning centers allow children
to role play in order to understand and make sense of the real world and their
personal experiences in it. Thus, these help children understand the social
world, develop communication skills, and build relationships.

4. Theme –Based. Some teachers go beyond sequencing content and plan

collaboratively and they do it in a more intensive way of working with a theme dubbed
as “theme-based.” Often, three or more subject areas are involved in the study, and
the unit ends with an integrated culminating activity. Units of several weeks’ duration
may emerge from this process, and the whole school may be involved. A theme-based
unit involving the whole school may be independent of the regular school schedule.

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 interest 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
they use a wide range of presentation, such as video, panel, forum or colloquium,
debate, sculpture, music, etc. They can demonstrate an in-depth understanding of the
topics as a result of their sustained interest around various questions, In fact, fewer
recess problems occur during this two-week period that made teachers enjoy the
process and the results.

5. Fusion. In this method, teachers fuse skills, knowledge, or even attitudes into the
regular school curriculum. In some schools, students learn respect for the environment
in every subject area or some incorporative 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 (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
lie 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 are 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.

Doing Curriculum integration in the Classroom

Chhabra (2017) posited that integrating curriculum in the classroom

includes combining different subjects areas and then, teaching them in relation
to a singular theme or an idea. Innovative teachers and school 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 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 ot 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 Subjects Outcome Strategy Assessme

Area nt Output
1. Multicultu Araling Demonstrate Role Rubric
ral and Panlipunan respect for playing assessment
Global cultural result
Literacy diversity Brainstormi
ng Brainstormi
ng
2. Social Edukasyon Apply ethical Case Case report
Literacy sa and moral analysis
Pagpapakat standards on Narratives
ao given issues Dilemma
and cases analysis
3. Media English Use media in Media- E-portfolio
Literacy communicati assisted
Filipino on and instruction Google clip
transaction
4. Financial Math Solve Problem Scores in
Literacy problems in solving problem
the context solving drills
of business and
and exercises
investment
aspects
TLE Apply Business Business
effective simulation plan and
techniques in and inventory
budgeting immersion
and income
generating
enterprise
5. Digital/cy Computer Examine the Hands-on Research
ber subjects computer activity output
literacy virus that
commonly Experiential
damages learning
computer
networks Project-
and systems based
Research Cite ways in Exploratory Research
resolving method output
plagiarism
issues and
determine
research
protocols
6. Ecoliterac Science Suggest Project- Project
y ways on how based Portfolio
 protect
nature and Task-based Participation
address Log
climate
change Learning
Reflection
journal
7. Arts MAPEH Create Manipulativ Projects
Creative artworks and e works design
Literacy artistic
designs Arts studio Crafts
using workshop
indigenous method
materials

SUMMARY
INTEGRATING NEW LITERACIES IN THE CURRICULUM
 Curriculum integration in the unification of all subject and experiences.
 Multidisciplinary approaches focus primarily on the disciplines organized
around a theme.
 In an intradisciplinary approach, teachers integrate sub disciplines within a
subject area for the students to understand the connections between the
different sub disciplines and their relationship to the real world.
 In an interdisciplinary integration, teachers organize the curriculum around
common learning across identifiable disciplines.
 In the practice of a transdisciplinary approach, teachers organize curriculum
around student questions and concerns while developing skills in a real-life
context.
 Curriculum integration models include project-based, topic-based, theme-
based and task-based learning while other types of curriculum integration are
called connected, sequenced, shared and webbed.
 Considering its benefit, there is a need to implement an integration curriculum
model in the classroom to respond to the demands and challenges posed by
21st century education considering its benefits.

ASSESSMENT/ENRICHMENT
QUESTIONS FOR DISCUSSION

1. What is an integrated curriculum?

2. What are the different approaches, models and types of curriculum
integration?
3. How can you apply integration along with multidisciplinary, interdisciplinary
and transdisciplinary approaches?
 4. Which curriculum integration approach would best suit to the different types of
learners in diverse classroom contexts?
5. In what lessons or course disciplines is integrated curriculum most
appropriate?

CURRICULUM APPLICATION

Direction: Make a lesson plan using thematic integration with related disciplines.
Use the format template sample provided below.

Components Subject A: Subject b: Subject c:

____________ ________________ _______________
I. Learning
Outcomes
II.
Topic/Subjects
Matter
Values
Integration
III. Materials
and Reference
IV. Strategy

Activities

Thematic Culminating Activity:

Brief Description:
Objective:
V. Assessment

INTROSPECTING
Direction: Write your learning concepts on four types of curriculum integration on
the four concerns below.
 Theme – based Topic – based
Concept:_____________________ Concept: _________________
Application: Application:
_________________________ ___________________
_________________________ __________________
INTROSPECTING

Project – based Task – based

Concept: ____________________ Concept: _______________
Application: Application:
__________________________ ________________________
__________________________ _________________________

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