Integrated Curriculum
Integrated Curriculum
Defining integrated curriculum has been a topic of discussion since the turn of the 20th century. Over the last hundred years, theorists offered three basic categories for interdisciplinary work; they defined the categories similarly, although the categories often had different names. Integration seemed to be a matter of degree and method.
Integration: The unification of all subjects and experiences.
There I have defined three approaches to integration
a) Multidisciplinary Integration
b) Interdisciplinary Integration c) Tran disciplinary Integration
a) Multidisciplinary Integration: Multidisciplinary approaches focus primarily on the disciplines. Teachers who use this approach organize standards from the disciplines around a theme. There are many different ways to create multidisciplinary curriculum, and they tend to differ in the level of intensity of the inteation effort.
The given descriptions outline different approaches to the multidisciplinary perspective.
The Multidisciplinary Model
[pic]
The give model of multidisciplinary integration shows, the relationship of different subjects to each other and to a common theme.
Interdisciplinary Integration: When teachers integrate the subdisciplines within a subject area, they are using an interdisciplinary integration approach. Integrating reading, writing, and oral communication in language arts is a common example. Teachers often integrate history, geography, economics, and government in an interdisciplinary social studies program. Integrated science integrates the perspectives of subdisciplines such as biology, chemistry, physics, and earth/space science.
Through this integration, teachers expect students to understand the connections between the different subdisciplines and their relationship to the real world.
i) Fusion: In this multidisciplinary integration approach, teachers fuse skills, knowledge, or even attitudes into
Defining integrated curriculum has been a topic of discussion since the turn of the 20th century. Over the last hundred years, theorists offered three basic categories for interdisciplinary work; they defined the categories similarly, although the categories often had different names. Integration seemed to be a matter of degree and method.
Integration: The unification of all subjects and experiences.
There I have defined three approaches to integration
a) Multidisciplinary Integration
b) Interdisciplinary Integration c) Tran disciplinary Integration
a) Multidisciplinary Integration: Multidisciplinary approaches focus primarily on the disciplines. Teachers who use this approach organize standards from the disciplines around a theme. There are many different ways to create multidisciplinary curriculum, and they tend to differ in the level of intensity of the inteation effort.
The given descriptions outline different approaches to the multidisciplinary perspective.
The Multidisciplinary Model
[pic]
The give model of multidisciplinary integration shows, the relationship of different subjects to each other and to a common theme.
Interdisciplinary Integration: When teachers integrate the subdisciplines within a subject area, they are using an interdisciplinary integration approach. Integrating reading, writing, and oral communication in language arts is a common example. Teachers often integrate history, geography, economics, and government in an interdisciplinary social studies program. Integrated science integrates the perspectives of subdisciplines such as biology, chemistry, physics, and earth/space science.
Through this integration, teachers expect students to understand the connections between the different subdisciplines and their relationship to the real world.
i) Fusion: In this multidisciplinary integration approach, teachers fuse skills, knowledge, or even attitudes into