Integrated Curriculum Planning: Concept-Based Curriculum

Integrated Curriculum Planning: Concept-Based Curriculum

The objective of this work is to examine integrated curriculum planning and the concept-based curriculum and to report studies and information published from the year 2000 to the present relating to planning the integrated and concept-based curriculum.

INTEGRATED CURRICULUM

Integration of the curriculum, according to Nolan and Harwood at the Institute for Professional Development and Educational Research at Massey University is "the process of experiencing and understanding connections, and, because of this, seeing things whole." (2001) Integration occurs experientially as well as socially. Experiential integration results in "new experience...[becoming]... part of our existing knowledge and ways of seeing things. We use past experiences to help us understand and solve new problems. Experience whether "primary" as in gathering data or doing observations, or "secondary" as in processing the data and observations in a data base, is the raw material for developing knowledge and understanding and for developing and applying the skills essential for effective learning." (Nolan and Harwood, 2001) Social integration involves learners applying "the ideas and understanding they have developed to their daily lives and to the lives of others, and they learn by interacting with others. The curriculum is organized around personal and social issues, problems and concerns identified in, or developed from, the lives of the learners in the world in which they live." (Nolan and Harwood, 2001) the work of Linda Henderson (2004) entitled: "Unleashing Talent: An Examination of VanTassel-Baska's Integrated Curriculum Model" states that the integrated curriculum exposes students to "teaching practices that encourage the development of good thinking."

The work of Kathy Lake (2001) entitled: "Integrated Curriculum" and reported in the School Improvement Research Series (SIRS) states that the integrated curriculum "is a great gift to experienced teachers. it's like getting a new pair of lenses that make teaching a lot more exciting and help us look forward to the next century." The integrated curriculum is one "in which children broadly explore knowledge in various subjects related to certain aspects of their environment." (Lake, 2001) There are varied levels of integration within the framework of the integrated curriculum which are stated by Lake to include the following:

Development of cross-curriculum sub-objectives within a given curriculum guide;

Development of model lessons that include cross-curricular activities and assessments;

Development of enrichment or enhancement activities with a cross-curricular focus including suggestions for cross-curricular 'contacts' following each objective;

Development of assessment activities that are cross-curricular in nature; and Includes sample planning wheels in all curriculum guides. (Lake, 2001)

The work of Bhattacharya, MacIntyre, Ryan and Brears (2006) entitled: "PBL Approach: A Model for Integrated Curriculum" states that the general aims of the integrated curriculum are: (1) development of a child's independence and interdependence as efficient and motivated learners; (2) to enable children to perceive the curriculum as relevant to their learning needs; (3) Acknowledge that attitudes and values play a pivotal role in exploring concepts and principles in all curriculum areas; and (4) to enhance teaching and learning more effectively than through a separate subject approach. (Bhattacharya, MacIntyre, Ryan and Brears, 2006)

II. DESIGN of the CURRICULUM

The work of Silvia Fat entitled: "Designing the Curriculum - Transmitting Research Based Academic Knowledge" relates that a "changing 'knowledge society' suggests the need for a new curriculum. Curriculum development design and delivery is where the teaching/research link is implemented." (2006) Fat holds that the curriculum is a product of "different aspects including supporting student learning out of class; changing external quality request; theories of student learning; available resources, including time." (2006) Fat states that curriculum actually means:

1) Analysis of needs;

2) Formulation of objectives;

3) Selection and organization of content;

4) Construction of learning experiences; and 5) Assessment. (Fat, 2006)

There has been a great deal of debate concerning the interaction that takes place between activities of research and instruction of students and the "structural tensions between them" which exist. Fat notes the work of Ron Griffiths frames an interesting division between curriculums that is:

Research-led: planned curriculum and structured around subject content;

Research-oriented: curriculum stresses understanding the processes by which knowledge is shaped;

Research-based: curriculum is mostly designed around investigation activities;

Research-informed: provision of data for teaching and learning processes. (Fat, 2006)

Teaching and research are connected in the following ways:

Outcomes: Research outcomes informing the curriculum with stress on research-based learning;

Process: Research-based curriculum - gathering of data and integrating results of research and practice into the curriculum; developing the curriculum to explain the core concepts, knowledge and practices of the realm have developed through research;

Context: Developing an inclusive research culture. Providing instruction in relevant research//knowledge, possibly using the students' own potential in the university. (Fat, 2006)

Each of these three areas makes the provision of a "structure for the detection of ways in which research activity surfaces in the curriculum and teaching cultures." (Fat, 2006) Fat states that the process of "effective teaching and learning are directly related to the processes of effective research." (2006) Fat states that "just teaching is past" and that "research-based learning opens a door to discovery and innovation." (2006)

Fat additionally notes that the finest research is that which is "prepared in tandem with teaching" and is the "process by which facts, concepts, hypotheses and theories are examined, revised, and built upon for a more complete understanding of the universe, nature, culture, society and the human mind and body." (2006) in comparison to a transmission-based curriculum students in the inquiry-based curriculum are engaged in the process of learning. Fat states that in research-based learning, research "is regarded as a topic which underpins teaching at a series of levels. As well as incorporating outcomes of research into curricula, it includes developing students' consciousness of processes and methods of enquiry, and creating an inclusive culture of research involving staff and students." (Fat, 2006) the research-based curriculum is inclusive of instructional resources with the goal of student achievement being improved through:

Experiential learning

Inquiry-based pedagogy

Direct investigations

Authentic assessments

Application of their learning

Consciousness of their own learning goals

Opportunities for self-assessment and monitoring their own learning experiences. (Fat, 2006)

Research-based curricular are stated by Fat (2006) to be characterized by the components as follows: (1) Based on scientific principles which are validated by research; (2) Present progressive information and skills at each grade level; (3) resound with cultural values of students in relation to age, ethnicity, community values; (4) Taught by educators well trained in the curriculum so that the program is taught with commitment; (5) Based on cognitive-behavioral principles, such as modeling, behavioral and cognitive rehearsal, goal setting, coaching and feedback; (6) Provide opportunities for practice of skills in realistic situations. (Fat, 2006)

All of this, according to Fat is what characterizes the integrated curriculum and Fat states "Within this structure of integrated curriculum there are a few levels of combination" which includes the following: (1) Developing cross-curriculum sub-objectives within a given curriculum guide; (2) Developing model lessons that include cross-curricular activities and assessments; and (3) Developing enrichment activities with a cross-curricular focus which includes suggestions for contacts that are 'cross-curricular' and include the objectives of: (a) Development of assessment activities that are cross-curricular in nature; and (b) Inclusion of sample planning wheels in all curriculum guides. (Fat, 2006) Fat relates that another term often used in relation to the integrated curriculum is 'interdisciplinary curriculum" and stats that this definition "support the view that integrated curriculum is an educational approach that prepares students for lifelong learning..." (2006)

Features of the integrated curriculum are stated to be inclusive of: (1) a mixture of subjects; (2) emphasis on projects; (3) relationships among concepts; (4) Thematic units as organizing principles; and (5) Flexible student groupings. (Fat, 2006) Essential components of the integrated curriculum are stated to be the following:

Core skills and processes, as social skills and problem solving.

Major topics. Each curriculum strand is further divided into major themes;

Questions. Questions are used to further define major themes and imply activities;

Unit development. From the major theme and the questions, knowledge, and skills related to the concepts, teachers plan activities that will lead to the development of knowledge and skills which will answer the questions; and Evaluation. Through an assessment of student progress the unit is evaluated. (Fat, 2006)

Supporting the positive effects of the integrated curriculum are findings stated in studies and reported by Fat (2006) as follows:

Integrated curriculum helps students apply skills.

An integrated knowledge base leads to faster retrieval of information.

Multiple perspectives lead to a more integrated knowledge base.

Encourages authentic learning.

Promotes positive attitudes in students.

Provides for more quality time for curriculum exploration. (Fat, 2006)

Fat concludes by stating that the curriculum is a "vehicle for professional development and school reform" and that the curriculum "exploits the potential synergies between research, and student learning." (Fat, 2006)

III. INTEGRATED CURRICULUM & ASSESSMENT SYSTEM

The Teaching Strategies website in the work entitled: "A Comprehensive, Integrated Curriculum and Assessment System" reports a 'Creative Curriculum for Preschool' which it states is "scientifically based, and research-test" and that four studies have been conducted in evaluating the effectiveness of this curriculum. In the most recent study, conducted by Philliber Research Associates for the Hartford Foundation for Public Giving 188 children enrolled in 14 childcare centers were evaluated and findings report significant gains for children in the 'Creative Curriculum' classroom. These children "made statistically significant gains in the cognitive/language profile, motor profile, and self-help profile over what would be expected of children of the same age during the same amount of time." (2007)