Although
integrated curriculum is not a novel idea in the world of education, it is a
concept that I have only recently been exposed to. As a student, my experience
with an interdisciplinary approach to education is limited.
As I
reflect on my learning in a “traditional” elementary and high school setting, I
recognize that sense of disconnect that many students realize and struggle with
when they consider their day-to-day learning across different subjects. Throughout
my educational career, math was math, English was English, science was science
and any cross-curricular connections occurred by accident or were self-identified.
The arts have been documented as particularly effective for integration across
disciplines. Yet, even in a performing arts high school, none of my teachers
chose to bring music, drama, or dance into their classrooms as a means of
engaging students and enhancing learning. In fact, I’m not sure the four
performing arts departments were even aware they were sharing the school with
each other. Why did we always have separate performances, shows or galleries? Why did we never collaborate with each other
on projects? I have previously discussed the detachment I experienced as a
learner within the context of a single subject, noting my difficulty in grasping
how learning basketball, soccer and volleyball in three consecutive weeks
permits anything but a superficial understanding of games in Physical
Education.
Although
I’m not normally one to complain about my education (ok, maybe just a little),
I can’t help but think I may have missed out on something great…
Drake,
Reid and Kolohon (2012) discuss the benefits of integrating curriculum in that
it provides a holistic view of education, allows for students to make
connections between Big Ideas that can lead to a deeper sense of learning and
provides the context for real-world inquiry which is often transdisciplinary. For
teachers, integrating disciplines permits the instruction and assessment of curriculum
expectations (skills and knowledge) for more than one subject at a time, making
it highly efficient. Interdisciplinary curriculum can even be combined with
other forms of fusion such as the implementation of initiatives such as various
literacies (e.g. digital literacy, character education, global literacy) or
issues surrounding social justice.
Having
had the opportunity to design an integrated curriculum project last semester,
it was interesting to see how the KNOW, DO and BE (KDB) of two completely
different subjects connected (we chose to integrate Grade 7 History and
Physical Education). By pouring through curriculum documents and creating a
rich performance assessment task (RPAT) that supported our KDB framework, we
used backwards design to ensure our curriculum, instructional lessons and
assessments were aligned. Furthermore, peer collaboration allowed us to
experience what it would be like to work with colleagues that have shared
visions for teaching despite our backgrounds in different disciplines. And
while we didn’t implement our project, it is not hard to find examples of
successful interdisciplinary approaches that are both feasible and meaningful
to students.
Take
a look at this video to see how the teachers at Montpelier High School in
Montpelier, Vermont used the Big Idea of sustainability to integrate the
subjects and curriculum expectations of biology, social studies, economics and
physics:
As
described in the video, the development and maintenance of a school greenhouse
provided the contextual backdrop for students to make connections and engage in
a deep sense of learning across multiple disciplines. The teachers at
Montepelier High School seem to convey the common characteristics of
interdisciplinary teachers in that they appreciate the effectiviness of
real-world, inquiry-based projects that emphasize constructivist learning
(Drake, Reid & Kolohon, 2014).
Does
this sound like you?
References:
Drake, S.M. & Reid, J.L. & Kolohon, W. (2014). Interweaving curriculum and classroom assessment: Engaging the 21 Century Learner. Toronto, ON: Oxford University Press.
References:
Drake, S.M. & Reid, J.L. & Kolohon, W. (2014). Interweaving curriculum and classroom assessment: Engaging the 21 Century Learner. Toronto, ON: Oxford University Press.
