Integrated Cirriculum Research Paper
Integrated curriculums are constantly becoming more popular with educators each and every day. It seems that with this increased enthusiasm there should also be an increased activity of integration taking place within the classroom. This, however, does not seem to be the case. Math and Science integration has been widely talked about and supported by educators young and old, but critics state that there is little evidence to show the effectiveness of integration in the classroom.
The reasons for the integration of subjects in the classroom are many and easily understood. “Mathematics and science can easily be integrated given that mathematics is often the “tool” for doing and understanding science.” (Furner, 1999) “The idea of connecting subject areas has considerable face validity, because it seems like common sense. In the real world, people’s lives are not separated into separate subjects; therefore, it seems logical that subject areas should not be separated in schools.” (Czerniak, 1999) Supporters of math and science integration want the overall picture to focus on the students. “Advocates cite the many advantages curriculum integration holds in helping students form deeper understandings, see the “big” picture, make curriculum relevant to students, make connections among central concepts, and become interested and motivated in school.” (Czerniak, 1999) The last part of this statement seems to be the most critical. If we, as educators, can increase student’s interest in math and science (where enthusiasm is usually rather low) then integration would appear to be the way to go. With increased enthusiasm come better grades and attitudes. Integration relates directly to the c...
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...tive effectively that is, more students master the objective, learn it more quickly, retain it longer or can apply it in more diverse ways- the integrated strategy is probably a waste of time.” (Hoachlander 1999)
This data leaves us with a problem that needs to be resolved. What can be done about math and science integration so that it is effective? The answer may lie somewhere in the middle. A more modest approach to integration would be to continue with separate classes but to integrate mathematics into the science course and/or science into the math course. (Judson 2000)
Whatever the answer is that educators come up with for integration in the classroom, it will most definitely have a groundbreaking effect on education as we know it. But as of this moment, we need to integrate our ideas and efforts, so that finding the answer is that much easier!
I was never one to be inclined towards math or science. I always felt that English and writing were more my speed, and in turn I enjoyed them more. From Susan Jacoby’s point of view as shown in her essay “When Bright Girls Decide That Math is a Waste of Time,” this would not have been a good enough reason for me to stop taking those subjects in my later years of high school. However, I disagree. I think learning, especially as you get older and closer to college-age, should be about the subjects that allow you to thrive and discover yourself, not about those that you struggle with and cause you stress.
Vars, F. G. (2001). Can Curriculum Integration Survive in an Era of High-Stakes Testing?. Middle School Journal, 33 (2), 7-17. doi: 10.2307/23043475
Steen, Lynn Arthur . "Integrating School Science and Mathematics: Fad or Folly?." St. Olaf College. (1999): n. page. Web. 12 Dec. 2013..
The next comparison is the Fragmented vs. Integrated Approach. Again in this comparison Hirsch makes similarities between the two comparisons saying that both sides want organized instruction that show how the pieces fit together, but also reinforces what is being learned.
Barr, C., Doyle, M., Clifford, J., De Leo,T., Dubeau, C. (2003). "There is More to Math: A Framework for Learning and Math Instruction” Waterloo Catholic District School Board
The Integrated Curriculum Model has three main dimensions advanced content, process/product, and issues/themes. The first dimension, advanced content, is content that it at a higher level. In English Language Arts the readings are usually two grade levels above. Within advanced content, diagnostic-prescriptive approaches are used to promote new learning. Teachers are to continually pre-assess students before teaching content to make sure they are teaching at the appropriate level for the gifted students. In the second facet of the model it ensures that the students are thinking and processing information at higher complex levels. The third dimension of the Integrated Curriculum Model centers gifted and talented students learning around major issues and themes. To connect the themes and issues to real world applications is creating a deeper understanding of the material.
Music integration into a general subject area "provides solid links for learning" (Cane, 2012, p. 34). Students are more capable of linking subjects, such as music and science, together. Also, music integration has been found to improve students' achievement and motivation within the classroom. Sale and Osborn (2013) say, "Students can learn through their visual sense, applying pictures and architecture to the music they are studying" (p. 54). Teachers can integrate music with other disciplines, such as history or mathematics, but also with other arts, such as drama or art. Examples of drama in music are easy to see, and teachers can use art to inspire even a young student in achieving a beautiful sound.
Throughout kindergarten to fifth grade I really do not have many memories of science in class. This may be from me simply not remembering, but I believe it is due to the incredible integration of my elementary school. There were no certain blocks of time dedicated to certain subject, all the subjects fed off each other and were more a cohesive gaining of knowledge of all subjects rather than focusing on one. In my current schooling I have learned how hard it can be to integrate all the subjects together, but my elementary school did it seamlessly which is a goal I will constantly be striving for.
These authentic learning activities are more engaging for the students and allow for a wide range of learning styles. It is imperative that all teachers attempt to integrate these experiences into their classroom as often as possible. These activities usually take more time and energy to plan and implement, but the benefit to the students make the extra work worthwhile.
engaging, you wont have discipline problems” (Boyd 2012). The truth is, you may have fewer student
In order to be an effective teacher there needs to be an understanding that we all learn differently, this means that no single teaching strategy is effective for all students/learners all the time. This makes teaching a complex process because you need to understand and meet the requirements of all of your learners. Students learn best when they aren’t asked to simply memorise information but when they form their own understandings of what is being taught. When a student has successfully learnt a new idea they are able to then intergrate this information with their previously learnt information and make sense of it. To be an effective teacher you need to work jointly with students to asses where they are at, be able to give feedback on how the student is going and ensure that they are understanding the lesson (Killen, 2013) According to Lovat and Smith (2003) students learning must result in a change in a student’s understanding of the information being taught. In order to show understanding they must be able to share this information with others and want to learn more (Killen, 2013). In order to have a deeper understanding of what is being taught they need to be aware of the relationship that exists between what they knew previously and the new information that is being learned (Killen, 2013).. Students need to be given goals that they can achieve in order to feel a sense of mastery over their own learning, this gives students motivation that they are able to complete tasks and to keep going.
Van Dusen, L. R. (1995). Can integrated instructional technology transform the classroom?. Educational Leadership, 53(2), 28. Retrieved from EBSCOhost.
Sherley, B., Clark, M. & Higgins, J. (2008) School readiness: what do teachers expect of children in mathematics on school entry?, in Goos, M., Brown, R. & Makar, K. (eds.) Mathematics education research: navigating: proceedings of the 31st annual conference of the Mathematics Education Research Group of Australia, Brisbane, Qld: MERGA INC., pp.461-465.
Towers, J., Martin, L., & Pirie, S. (2000). Growing mathematical understanding: Layered observations. In M.L. Fernandez (Ed.), Proceedings of the Annual Meetings of North American Chapter of the International Group for the Psychology of Mathematics Education, Tucson, AZ, 225-230.
In order to help foster an understanding across curriculum areas, integration needs to unify the subject matter in the students’ minds through making connections between subject areas and exploring how these relate to their everyday lives. Integration of content is important and potentially very effective because the brain processes information through connections. If teachers help their students create connections between subject-area material, then they will potentially increase the amount of long-term knowledge retained by the students (Beane, 1997). Integration is also important due to the fact that there is a growing emphasis on application of knowledge rather than rote memorization and due to the fact that knowledge is not fixed (Beane, 1997). Integration allows students to look at things from different angles and to explore the grey areas that may be a part of the various concepts.