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Integration Is Defined As The Process of Combining Two or More Things Into One. Within Education, Integrated

The document discusses curriculum integration, which is defined as combining two or more subject areas into a single lesson to show students how topics are connected. Through integration, students can apply what they learn in one subject to other subjects. The goal of integration is to engage students and improve learning by emphasizing connections between subjects rather than keeping them separate. Effective integration requires purposeful planning from teachers to ensure standards from multiple subjects are addressed.

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0% found this document useful (0 votes)
3K views8 pages

Integration Is Defined As The Process of Combining Two or More Things Into One. Within Education, Integrated

The document discusses curriculum integration, which is defined as combining two or more subject areas into a single lesson to show students how topics are connected. Through integration, students can apply what they learn in one subject to other subjects. The goal of integration is to engage students and improve learning by emphasizing connections between subjects rather than keeping them separate. Effective integration requires purposeful planning from teachers to ensure standards from multiple subjects are addressed.

Uploaded by

Filamer Pilapil
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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students learn how two subjects are connected.

Through departmentalization, their


teachers specialize in two subjects, as well as teach  those subjects in the same lesson.
When the students learn math, they will then be able to apply that to what they learn in
science. When they learn language arts, they will be able to apply that to what they learn in
social studies.

By Emelina Minero - Integrating Subjects in Elementary School


December 15, 2015

Integration acknowledges and builds on the relationships which exist among all things. An integrated curriculum implies
learning that is synthesized across traditional subject areas and learning experiences that are designed to be mutually
reinforcing.

The Nebraska Department of Education 2017: Integrated Curriculum in the Primary Program

integration is defined as the process of combining two or more things into one. Within education, integrated
lessons take on a similar meaning in that they combine two or more concepts into one lesson. This is a good
general idea of what integrated lessons can be, but more specifically these lessons need to cross over subject
areas while addressing a specific learning objective.

Angela Janovsky 2021: What are Integrated Lessons

defined integration as the organization of teaching matter to bring subjects together that are usually taught separately.

Malik & Malik (2011)

The main purpose of an integrated curriculum is to have a student-centered curriculum that engages students, improves
student learning, and increases student interest. Higher-order thinking skills, cooperative learning, and consideration of
other students’ values are emphasized.

Kevin C. Costley, Ph.D (2015): Research Supporting Integrated Curriculum: Evidence for using this Method of Instruction
in Public School Classrooms

Integrated approaches to curriculum and teaching are a recurring curricular trend that has become popular around the
world. A number of programs for curriculum integration have been planned and carried out in many countries, and
numerous discussions and debates regarding curriculum integration have taken place.

Minjeong Park (2008): Implementing Curriculum Integration: The Experiences of Korean Elementary Teachers

Integrated or interdisciplinary curriculum (IC) is an effective and relevant way to teach the 21st century
competencies and to apply the transdisciplinary skills necessary for solving complex global problems.
Susan M. Drake* and Joanne L. Reid (2020): 21st Century Competencies in Light of the History of Integrated Curriculum

The integration of knowledge and skills can be categorized according to three main types of curricular
connections
 within one subject alone
 between two or more subjects
 beyond the subjects

edu.gov.mb.ca (1997) Elements of Integration in the Classroom

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 into the next century. It is helping students take control of their own
learning.

- M. Markus, media specialist, quoted in Shoemaker, September 1991, p. 797

An integrated curriculum is described as one that connects different areas of study by cutting across subject-matter lines
and emphasizing unifying concepts. Integration focuses on making connections for students, allowing them to engage in
relevant, meaningful activities that can be connected to real life. An integrated curriculum aims to connect the theory
learned in the classroom, with practical, real-life knowledge and experiences.

By Tara Barton December 10, 2019: Integrated Curriculum: Changing The Future Of Teaching
To start developing an inclusive model at your school, integrate students with special education
needs. Integration refers to exceptional students being partially taught in a mainstream classroom. Activities are
adapted so the student can “fit in” with their mainstream peers while learning skills that may be better practiced in a
room with more age-appropriate peers.

Integration supports student outcomes that include:

 Improved social skills.


 Exposure to typical classroom structure and curriculum.
 Eased transition to a mainstream class placement.
 Exposure to educational content that is appropriately curated for interest and skill level.

CPI with Laura Seckington (2018): Integration and Inclusion: 6 Steps to Student Success

In general, integration is pictured as a viable response to problems of content balance and as a


way to save time and make for natural, holistic learning. Integration comes in many forms.
Sometimes the nature of the topic makes integration natural or even necessary. Some topics
inherently cut across subjects (to teach about ecology, for example, one must draw content from
both science and social studies). Other topics are primarily identified with one subject but require
applications of another to be learned meaningfully (e.g., map and globe studies are part of
geography and consumer education is part of economics, but both of these topics require
applications of mathematical knowledge and skills).
Janet Alleman and Jere Brophy: Social Education 57(6), 1993, pp. 287-291
1993: Is Curriculum Integration a Boon or a Threat to Social Studies?

The concept of “‘integration’ incorporates the idea of unity between forms of knowledge and the respective disciplines”.
This implies application of methodology and language from various disciplines to deal with a topic or problem.

Elzbieta Gajek (2017): Curriculum Integration in Distance Learning at Primary and Secondary Educational Levels on the
Example of eTwinning Projects

What is curriculum integration? The term “integrate” means to render something whole or at least to provide some sort
of unity. This second sense is perhaps more appropriate here as there are different ways in which the diverse elements
of curriculum can be given unity. For instance, a curriculum could be given unity around a set of outcomes, it could be
given unity on the basis of pedagogical approach, it also be given unity in its approach to integration.

DR KARIN BACON (2018): Curriculum Integration

Curriculum integration, while a commonly used educational term, remains a challenging concept to define and examine
both in research and in classroom practice. Numerous types and definitions of curriculum integration exist in
educational research, while, in comparison, teachers tend to focus on curriculum integration simply as a mixing of
subject areas.

Sheryl Lynn MacMath (2011): TEACHING AND LEARNING IN AN INTEGRATED CURRICULUM SETTING: A CASE STUDY OF
CLASSROOM PRACTICES

Curriculum integration is a curriculum design that is concerned with enhancing the possibilities for personal and social
integration through the organization of curriculum around significant problems and issues, collaboratively identified by
educators and young people, without regard for subject area boundaries. (pp. x-xi).

James Beane (1997): Curriculum integration: Designing the core of democratic education. New York: Teachers College
Press.

There are, then, four essential characteristics of curriculum integration:

1. Students and teachers collaboratively plan the curriculum and how it is pursued.

2. Themes provide the organizing center for learning activities.

3. Learning takes place in a democratic classroom community

4. Separate subjects no longer define the curriculum

Gert Nesin John Lounsbury (2019); Curriculum Integration: Twenty Questions- With Answers
The goal of integrated learning is the development of the whole student through instruction that has meaning in real-life
contexts.

Erin E. Peters-Burton Nancy Holincheck (2020): Interdisciplinary Curriculum and Integrated Instruction: A Literature
Review

Curriculum integration is not what teachers did in the 1960s and 1970s; it is not “centre of interest”-based teaching, nor
is it purely child centred teaching. In fact the tendency for people to claim it is totally student driven does teachers a
disservice. Teachers have considerable curriculum knowledge and pedagogical skills that ensure that curriculum
integration provides a challenging and rewarding learning environment.

Deborah Fraser (2017): Curriculum Integration

When curriculum integration leads to social studies being disconnected from a child’s life and the rest of the curriculum,
it is fractured. Fractured social studies results when teachers attempt to infuse social studies skills or content into, for
instance, language arts lessons; in such cases, the learning outcomes of the lessons revolve around language arts, and
social studies content or skills are only superficially addressed.

Linda Bennett and Elizabet R. Hinde (2013): Becoming an Integrated Thinker: The Theoretical Foundations of Curriculum
Integration and Its Application in Social Studies Instruction

Today, integration has been brought back to the vanguard.

Gustave Evan Nollmeyer (2013): THE INTEGRATION OF ENGLISH LANGUAGE ARTS, SCIENCE AND OTHER SUBJECTS:
LEARNING FROM ELEMENTARY EDUCATORS’ KNOWLEDGE AND PRACTICE

It is important to consider the following principles when planning an integrated curriculum:


1. integrated approaches require purposeful planning to ensure that standards are appropriately
addressed;
2. an integrated learning experience often asks students to apply different types of disciplinary
knowledge they have previously developed; and
3. integration should reflect authentic connections in the real world and not be ‘forced.’

Integrated curriculum approaches can provide many benefits to both teachers and students. They encourage
teachers to collaborate and take on innovative mindsets. They include opportunities for students to exercise
their voice in choosing specific topics to pursue or the type of assessment to showcase their learning, and to
experience the connection of multiple disciplinary concepts to the world around them. A balanced approach
between specialization and integration will ensure that students have opportunities for both deep
understanding and innovative application of knowledge throughout their education.

The Learning Design (2020)Integrated Curriculum


The real power of academic integration u

Students realize, many for the first time, that they can develop academic understandings that they previously felt
unattainable

Students develop a deeper understanding of the Career and Technical Education (CTE) related skills as a result

 Students understand the “WHYS” as well as the “HOWS”


 Reading comprehension improves quickly due to interest in contents
 Math “Anxiety” is dramatically reduced or even eliminated
 Science concepts help students connect to their real world experiences
 The opportunity to create life-long learners
 Dave Arnsten (2017): Academic Integration

Techincal Assistance Center of New York (2021): ACADEMIC INTEGRATION

Integrating subject matter also gives students opportunities to grow in each discipline
while using the same overall theme. The list of options for integration is as great as the
imagination of the teachers developing the concept. Integration also allows teachers to
step out of “what they have always done” with fresh, innovative ideas and concepts.
W. Stephen Parker (2021): Awesome Lesson Ideas to Integrate Science Across the Curriculum

What Is Integrated Curriculum?

In an integrated curriculum at the middle school level, learners are taught to explore knowledge in various aspects that:
(a) combine subjects through thematic units,

(b) emphasize the use of projects,

(c) demonstrate relationships among concepts, and

(d) utilize flexible schedules and student groupings. Simultaneously, students explore the “Who am I?” and “What am I
doing here?” questions that adolescents attempt to 5 understand during this stage of development

Lake, (2001) ; Integrated curriculum. School improvement research series (SIRS)

Wavering, 1995).

In short, teachers who implement integrated curriculum provide students with a real world application of their
education when they allow students to participate in meaningful learning experiences that develop:

(a) skills, (b) knowledge, and (c) the idea of working within relationships.

All of these are crucial attributes for students in their years beyond K-12 education.

Amanda Vanni (2008): THE IMPORTANCE OF INTEGRATING CURRICULUM DISCIPLINES IN MIDDLE SCHOOL CLASSROOMS

Integrating curriculum in the classroom includes combining different subject areas and then teaching them in
relation to a singular theme or an idea. Innovative teachers and schools prefer integrating the curriculum in
their classrooms as it improves student achievement and leads to an increase in student standardized scores.
Student achievement being the primary focus, an integrated curriculum utilizes three different types of
approaches of integration including the multidisciplinary approach, the interdisciplinary approach and the
transdisciplinary approach.
Taruna Chhabra (2018): How to Integrate Curriculum in the Classroom

Integration involves curriculum or instruction that combines, draws upon or encourages students to see connections
between the contents of two or more academic disciplines.

Ken Badley (2019): RESISTING CURRICULUM INTEGRATION: Do Good Fences Make Good Neighbors?
Makabayan will be a "laboratory of life" or a practice environment for holistic learning to develop a
healthy personal and national selfidentity. This requires an adequate understanding of Philippine history
and the politico-economic system, local cultures, crafts, literature, arts, music, and games.
   Makabayan uses integrated units of learning to enable the learner to process, assimilate, and
systematically practice a wide range of values and life skills, including work skills and a work ethic.
   The five learning areas address the individual and social needs of the learners. Makabayan, however, lays
the most stress on development of social awareness and responsibility, empathy, and a firm commitment to
the common good.
   Schools are allowed to design and adapt Makabayan. Its overall objective, however, is to develop self-
reliant and patriotic citizens, conscious not only of their rights but also of their duties and responsibilities
to the community and to the nation.

NOEL MIRANDA AND CORAZON L. ECHANO (2004): Integrating Human Rights Concepts into the School Curriculum: The
Philippine Experience
One of the academic ease measure implemented is the Subject Integration. Subject Integration is the practice of
weaving content from one of the subject areas to the other. In Araling Panlipunan for example, subjects like Filipino,
Edukasyon sa Pagpapakatao (ESP), Technology and Livelihood Education (TLE), and Music, Arts and Physical
Education (MAPEH) are Allied Subjects. These are the subjects that can be integrated in the performance output of
the learners.

By integrating allied subjects, teachers guide their students in transferring their skills. They also have more time to
plan and integrate their lessons. Students on the other hand, can develop their talents, skills and critical thinking
while having more time with their family and important matters to do at home.

Medina R. Failagao | Teacher III | BNHS 29 November 2021: SUBJECT INTEGRATION

Specifically, in school learning even if you find studying Social Studies as boring, there are benefits you will get from it.
Though additional subject, Social Studies supports the role of other subject.

Dr. Wardah D. Guimba, Jalil U. Aguino and Banissa G. Abbas 2016: Attitudes Related to Social Studies among Grade 9
Students of MSU-ILS

Social Studies is a learning area in basic education that integrates the social sciences and
humanities. One of its objectives is to make learners critical of the different issues in the society.
One the issues concern the marginalized sector, specifically women and how different forces in
the society contribute in perpetuating gender bias and stereotyping.
Clark, Margaret & Carolyn Page. (1999). Understanding the Process of Gender Construction,
Gender Equity: A Framework for Australian Schools. New York: Basic Books.

Allan B. de Guzman (2003): The Dynamics of Educational Reforms in the Philippine Basic and Higher Education Sectors

“The State shall protect and promote the right of all citizens to quality education at all levels and shall take

appropriate steps to make such education accessible to all.”

(The 1987 Philippine Constitution, Article XIV, Sec. 1)


The K to 12 Basic Education Program is the flagship program of the Department of Education in its desire to offer a

curriculum that is attuned to the 21st century. This is in pursuance of the reform thrusts of the Basic Education

Sector Reform Agenda, a package of policy reforms that seek to systematically improve critical regulatory,

institutional, structural, financial, cultural, physical, and informational conditions affecting basic education

provision, access and delivery on the ground. The Department seeks to create a basic education sector that is

capable of attaining the country’s Education for All Objectives and the Millennium Development Goals by the year

2015. These policy reforms are expected to introduce critical changes necessary to further accelerate, broaden,

deepen, and sustain the Department’s effort in improving the quality of basic education.

The K-12 Education – Philippines

By hawsnetph / January 25, 2016

Principles of teaching Makabayan Main Principle:

 To do integration

 Prefers questioning and problem-solving

 Involves the learner’s body, thoughts, feelings, senses, and intuition in learning experience. focuses

upon broad areas of study

Strategies in teaching Makabayan Integrative teaching strategy:

1. Thematic teaching

-topics are relevant and are of interest to children.

- enhances the children’s concept and development.

ZICHARA Jumawan (2014) Nature and Structure of Makabayan

The K12 is expected to strengthen Social Studies Education. The use of spiral progression avoids disjunctions between
stages of schooling. It allows learners to learn topics and skills appropriate to their developmental/cognitive stages. It
strengthens retention and mastery of topics and skills as they are revisited and consolidated

(Tan, 2012).Spiral progression approach to teaching and learning. Paper presented in CEAP National Convention, SMX
Convention Center, Pasay City, Philippines.

Danilo V. Rogayan Jr and Efreign Earl N. Villanueva (2019): IMPLEMENTATION STATUS OF K12 SOCIAL STUDIES
PROGRAM IN PHILIPPINE PUBLIC SCHOOLS

Teaching Araling Panlipunan, or Social Studies education, should go beyond the essentials and include learning
experiences enriched by the use of appropriate tactics and resources that meet the students' potentials and
instructional capacities.

Garceia- Acojido 2021 : Merits and Demerits of Araling Panlipunan ( Social Studies) Teachers in Using Instructional
Resources

In teaching Social Studies, a teacher must enhance the cognitive skills of a student and let them participate actively in
every activity. Also the outcomes or the output of the students must be effectively taught and performed by the
students, because the students are effectively learning when having fun and by experiences

(Rakow, 1999; Cristol, Michell & Gimbert, 2010; and Bayır, 2016). “The Role of Social Studies Course in Creating Society
with Skilled Citizens: Pre-Service Elementary Teachers Express Their Views”

In teaching Social Studies in the 21st century, a Social Studies teacher must know or must be familiar to prior knowledge
of his/her students, so that he/ she would be able to distinguish what are new to his/her students; what lessons or
topics that he/she will further explain and focus; and what are the misunderstandings, misinterpretations, and
misconceptions that his/her students must know.

Sinnema, C. & G. Aitken. (2011). “Teaching as Inquiry in the New Zealand Curriculum: Origins and Implementation”
Social Studies also known as the foundation of citizenship, the true learning of Social Studies is through socialization,
evaluation of ideas, enhancing the historical conscious of a student, how do they relate and connect their past to the
present, and how do they foresee their future and the future of the society.

(Torres, 2006; “Service Learning: A Strategy for Teaching Education for Citizenship”

Ferlazzo, Larry. (2012). “Several Ways We Can Teach Social Studies More Effectively: Part One”.

Letizia, A. (2016). “Writing about the Past and Essential for the Future: Fostering Student Writing for Citizenship in K-12
and Community College Classroom”

Makabayan is the laboratory of life or an experiential learning area.

Fr. Tabora S.J (2010): Looking at the Reformed Basic Education Curriculum of  2002

The Social Studies or Araling Panlipunan program under the K12 curriculum or the Enhanced Basic Education Curriculum

features new approach which made it somehow different from the usual ways of teaching it. It has Essential Academic

Learning Requirements (EALRs) and Grade Level Expectations (GLEs) that describe what students should know and be

able to do in civics, economics, geography, history and social study skills. It is grounded in the theories and principles of

learning such PEOPLE: International Journal of Social Sciences ISSN 2454-5899 235 as experiential and situated learning,

reflective learning, constructivism, cooperative learning and discovery and inquiry-based learning (K12 Gabay

Pangkurikulum, 2016).

Lacsama (2014) provided his own comparison of the two curricula the RBEC and the K-12. Curriculum of the
Old education and K to 12 Education Basic Education Curriculum (BEC) 2002 BEC is restructuring of the
NESC (1983) and the NSEC (1989) in order to raise the quality of the Filipino learners and graduates and
empower them for lifelong learning.  K to 12 Curriculum 2012 The K to 12 Basic Education Curriculum is
geared towards the development of holistically developed Filipino with 21st century skills who is ready for
employment, entrepreneurship, middle level skills development and higher education upon graduation.

EDUC 115 (K-12 Program)

One can argue that more than the “whats of teaching”, the K to 12 Program also altered its “hows”. These reforms are
very much evident in the changes in the different curricular activities such as lesson planning, teaching and classroom
management, and learning assessment. For instance, it is notable that while there are materials that are easily
downloadable for the teachers, the Enhanced Basic Education Law promotes a relevant and culturally sensitive
curriculum which makes contextualisation a key feature of the new curriculum.
Roxanne T. Bongco Adonis P. David 2020: Filipino teachers’ experiences as curriculum policy implementers in the
evolving K to 12 landscape

The term "integrative learning" represents many different behaviors that can range from the simple and
commonplace to the complex and original. "Making connections" among learning experiences begins in early
childhood and continues throughout life. During college-level study, integrative learning can involve

 usefully blending knowledge and skills from different disciplinary areas, as in a learning
community;
 putting theory into practice, as in a student teaching semester or nursing clinical practice;
 considering multiple perspectives to advance collaborative problem solving, as in a senior
capstone project completed by a team of students from different majors;
 adapting the skills learned in one situation to problems encountered in another, as when a business
student conducts market research to help a community agency estimate the potential client load
for a new branch office;
 reflecting upon connections made over time among academic, cocurricular, and preprofessional
experiences, as when a student writes reflective essays in a multiyear portfolio;
 "Across-the-curriculum" integration of skills with learning in disciplinary or interdisciplinary
settings, as when writing and quantitative skills are used in history or women's studies.
By: Ross Miller 2005: Peer Review Integrative Learning and Assessment
The concept behind integrative learning is that students take ownership of their own learning, becoming critical inquiries who are able to
make meaningful connections between different disciplines and utilise critical thinking to real-life problems
(Mansilla, 2008).  Integrative Learning: Setting the Stage for a Pedagogy of the Contemporary. Peer Review (Fall).
American Association of Colleges and Universities. - 

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