Integrated curriculum planning: examining concept-based and experiential learning approaches

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;

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)

It is stated by the Teaching Strategies report that the 'Creative Curriculum' an integrated curriculum for preschools include the following components: (1) review of current research and learning theory; (2) overview of child development knowledge including the ways that children are unique; (3) strategies for setting up the learning environment which is the 'context for teaching'; (4) Content to be taught including knowledge and skills children are expected to learn in literacy, math, science, social studies, arts, and technology which is based on standards in each subject and links well with elementary school curricular and early learning standards; (5) wide range of instructional strategies for teachers; and (6) guidance and resources to assist teachers in building a partnership with families based on respect for differences and that value each in supporting the learning of students. (Teaching Strategies, 2007)

Stated as indicators of effectiveness are the following:

Children are active and engaged;

Goals are clear and shared by all;

Curriculum is evidence-based;

Valued content is learned through investigation, play, and focused intentional teaching;

Curriculum builds on prior learning and experience;

Curriculum is comprehensive;

Professional standards validate the curriculum's subject-matter content; and the curriculum is likely to benefit children. (Teaching Strategies, 2006)

IV. OUTCOMES of INTEGRATED CURRICULUM

The work of Vars and Beane (2004) entitled: "Integrative Curriculum in a Standards-Based World" reports that recent analyses of studies "point to the same general conclusion: Almost without exception, students in any type of interdisciplinary or integrative curriculum do as well as, and often better than, students in a conventional departmentalized program. These results hold whether the combined curriculum is taught by one teacher in a self-contained or block-time class or by an interdisciplinary team." (Gordon and Beane, 2004)

SUMMARY & CONCLUSION

The integrated curriculum is one that links all subject areas together and makes learning more relevant and more applicable in the learner's life. As noted in this study curriculum means the analysis of needs, formulation of objectives, selection and organization of content, construction of learning experiences and assessment. Therefore the integrated curriculum is one that links or joins the various subject areas of instruction and learning in analyzing the needs and formulating the objective of instruction and learning as well as in linking the selection and organization of content, the construction of learning experiences and finally the assessment of student learning.