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.
I find it fascinating the way in which you utilize the example of a performing arts high school as something believed to be progressive but a school still like many others with regards to separate disciplines and no curriculum integration. I think it's very interesting the way in which you contrast the example of Montepelier High School and how they were able to combine four relatively different subject areas into a single integrated curriculum. By highlighting both the difference of each of the components of their integrated curriculum and contrasting it with a specialized school dealing with only the performing arts (as well as day-to-day practices), you've created an image of the hesitance to integrate curriculum that I don't believe I've ever seen before and really drives home the confusion over integrated curriculum. However, how would you suggest that integrated curriculums could be popularized? What steps could be taken to retrain current teachers and "normalize" integration in curricula?
ReplyDeleteI think the way we can "popularize" integrated curriculum is to continue to push for teaching methods such as real world project-based learning. Real world problems are most often interdisciplinary, requiring knowledge and problem-solving skills that extend across the curriculum of many subjects. As future educators, we have to be the ones that try to incorporate these ideas into the classroom. Hopefully, when others (those that resist these changes) see the benefits to student learning, they will follow in our foot steps. We have to be the trend setters!
DeleteAn interesting post. I agree with Alex’s comments and questions. As a phys. Ed. teacher who actually did a lot of integration with Science, Health and English I was a bit surprised by you analogy with phys. ed. I think I personally got the generic procedure of throwing, for example, but did not teach it that way. I taught the way I was taught. No one ever taught me in my training how the skills were transferable across sports. I know you learn that now and think that this is great. Still, so much more can be done as witnessed in your video pick. And yes I agree. I think that you do miss out on so much when you colour inside the lines (stick the disciplinary boundaries).
ReplyDeleteI find using an integrated curriculum to be very beneficial to all who are involved. In one of my classes we discussed an international school in Singapore that integrated all of its subjects for a grade 4 class and stemmed them off of a drama unit. In this grade 4 class the students were exploring the story of a homeless woman who was asking for help from the people of the town. In their drama unit they were writing monologues and scenes to explore this woman's life. This allowed them to create her past and see her perspective on her present. This unit then branched into math where the students built their city to scale in their classroom using blocks. They needed to measure everything they built and create streets that were to the same scale. They took this unit into social studies where the class determined that they needed to help this woman but they did not want to just give her money. As a class they discussed different options that the town had to help her, while also having her help the town. This also went into English where the students wrote letters to the woman. There were many other subjects that this branched into as well. This allows the students to understand how this relates to their real lives.
ReplyDeleteMy concern with integrated curriculum units is having the right setting the implement it. This school in Singapore was designed this way; however, how do we begin to implement integration into traditional models. Who's responsibility is it. Are the teachers the ones who are to take the first step or is it the principals' job to encourage the integrated curriculum. I believe it is everybody's job to get the integrated curriculum into schools and once it is there, everyone can benefit from it.