A Reflection On The Benefits Of Integrated Curriculum

Integrated Curriculum can be referred to as cross-curricular, thematic, or blended integrated instruction. This process puts the teaching of cognitive skills such as reading, mathematics, science, and reading in the content of a real-world subject (Martin, Sexton, Frankling, Gerlovich & McElory, 2009). Therefore, this approach in its simplest form seeks to combine standards from different disciplines into one common unit. Teachers are given an opportunity to be creative with the course content as they explore ideas of integrated curriculum. As we examine integrated curriculum, we will discuss what research says regarding integrated instruction, determine how integrated instruction looks inside the classroom setting, determine possible challenges that may arise using integrated curriculum, and share a person reflection on the benefits of integrated curriculum based on the research presented. For many years educators have questioned the validity of integrated curriculum. Webster defined integrated as adding or mixing two things together, to mix, blend or combine. Correlates means to mutually relate, to interact, or show the reciprocal relationship between two things (Brewer 2002). Although some agree with this practice, others still have disbeliefs when it pertains to integrated curriculum inside the classroom setting.

It was determined that this approach provided positive outcomes for students. Providing students with real-world problems and inquiry activities found to be very profound on the learners in this learning approach. After analyzing the information gathered, it seems that integrated curriculum could be a wonderful common practice within any school setting. However, the research also shared the many challenges that may arise while using this approach. It’s surely a tremendous responsibility to implement, but the research suggests that it could be very rewarding as