PEDAGOGY AS A PROCESS 70

SECTION E – Transformation

Curriculum Integration

Curricular integration explores exposing the learner to experiences beyond the

restrictions imposed by single subject boundaries in affording genuine holistic affirmation

(Jensen, 1996). The more association involved in neurological connections, the more

pronounced is the learning experience (Fogarty, 1991). For the purpose of this assignment, I

engaged the assistance of Mr. Avind Ganesh, who is a Visual Arts teacher at our school. I have

always respected him as a well-organised expert in his field and eagerly sought his professional

abilities in the execution of this task.

The model of integration design we opted to engage is the Interdisciplinary Model as it

encompasses the linking of more than one discipline to examine a central theme, issue, problem,

topic, or experience using student centred approaches (Ciesla, 2009). Engaging the learner in

interdisciplinary applications also explores the multi-faceted multiple intelligences to make the

learning experiences trigger association and accommodation in existing schemas (Gardner,

2004). The Interdisciplinary Model of curricular integration identifies specific skills, processes

or ideas common to various disciplines and proceeds to fuse these ideals in making curricular

delivery more purposeful and dynamic to fulfil the needs of the learner (Kozicz, 1999). Teacher

preparedness is an integral factor for the successful implementation of the integrated curriculum.

Hence, all stakeholders must be devoted to the inevitable time and effort that is a necessity for

the successful planning and execution of a quality integration program of work (Kain, 1993).

With the unforeseen circumstances that led to the disruptions in the education system by

the COVID 19 pandemic, we opted to utilise the digital classroom experience where a virtual

classroom was created online using Edmodo and Padlet.

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Prior to the delivery of the lessons, a great deal of collaboration occurred both via

documentation and digitally to ensure that we both possess a solid foundation in understanding

the facets of each curricular areas. Syllabi along with other existing literature were explored to

conceptualise the underpinnings of each subject area. At the form two level, under the Physical

Education curriculum topic, ‘Physical Fitness and Wellness”, under the sub topic “Respiratory

System”, was scheduled to be delivered. I began to brainstorm the ways in which I could present

this information to encompass elements of the Visual Arts curriculum from my existing schemas.

The content to be taught within the sub theme was subsequently made available to the Visual

Arts teacher where it was analysed by both teachers to determine how best each curricular area

could be infused to satisfy an effective and holistic delivery. It was decided that preceding the

scheduled implementation, the unit would be prepared and involve bits of the Visual Arts

curricular concepts that will be utilised in the lessons.

The unit and lessons were drafted by the Physical Education teacher and made available

for perusal. Both teachers collaboratively explored the feasibility of the suggested designs.

Multiple interactive sessions proceeded where the material were periodically revisited.

Suggestions were made follow by alterations to the lessons in keeping with fundamental key

considerations of both curricular areas. The more we explored the relevance of the integrative

process, the more each aspect of both curriculum became more relevant, possessing various

interconnectivity and related objectives. This relatedness exposed similar dynamics important for

learning as insight into problem solving, creativity and the ability to perceive, understand and

express concepts and feelings in two and three-dimensional forms. Also with the planned modes

of delivery, the reproduction of task through sequencing (task analysis) held firm conviction,

being evident in both subject areas.

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Sculpture, a fundamental art concept, deals with the relationship among materials, form

and space. It conveys ideas through various materials and engages a variety of processes. In art

and craft, the term assemblage is a key concept, translated to describe the use of three-

dimensional forms to create a piece of work (Sullivan, 2005). It is with these considerations that

the merger of the two curriculum areas were established. We also realised that both subjects

encompasses objectives standards established in the three domains, cognitive, affective and

psychomotor. Yet another familiarity of curricular design that should allow for ease of union.

The lessons were taught and the one submitted was the most enjoyable. It indeed brought

to life the many facets of curricular methodology and unique strategies. The students were very

receptive throughout the lesson and as always, loved activities that are exciting and explorative.

The task analysis used was indeed clearly stated, as approximately ninety percent of the class

were able to execute the task successfully. This too was a bearing of the Diploma of Education,

Pedagogy as a Process aspect; hence, I was indeed confident of the intended success in its

implementation.

There were some challenges, however, with the structure of the delivery, being a digital

classroom experience we encountered problems with connectivity and fluctuations with service. I

chose to allow a bit more time to the scheduled task to ensure that most were able to get through

will all the activities. The padlet interface as an awesome choice of delivery as it allowed for real

time interaction, feedback and assessment and was flexible in accepting and uploading multiple

media forms. It also presented the opportunity to revisit the content at any time subsequent to the

lessons.
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I would like to believe that the initiative was indeed a success and would definitely

engage my students further in infusing multiple different subject areas as we explore the realms

of the study of Physical Education and Sport.

References

Ciesla, K. (2009). Building a Self-Supporting Web of Knowledge - What is Interdisciplinary

Education? ESSAI, 7(16), 38-42.

Fogatry, R. (1991). Ten ways to integrate curriculum. Association for Supervision and

Curriculum Development. Retrieved form https://pdfs.semanticscholar.

org/fc84/06745befdf07ad521450d7434df379c72c48.pdf

Gardner, H. (2004). Audiences for the Theory of Multiple Intelligences. Teachers College

Record, 106(1), 212–220. doi: 10.1111/j.1467-9620.2004.00329.x

Jensen, E. (1996). Brain-based learning. Del Mar, CA: Turning Point Publishing.

Kain, D. L. (1993). Cabbages and kings: Research directions in integrated/interdisciplinary

curriculum. The Journal of Educational Thought, 27(3), 312–331.

Kozicz, L. L. (1999). An interdisciplinary approach to integrated curriculum. Theses and

Dissertations, Rowan University. Retrieved from http://rdw. rowan.edu/etd/1837

Sullivan, G. (2005). Art Practice as Research. Inquiry in the Visual Arts, Sage, Thousand Oaks,

London, New Delhi

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Lesson Plan - Overview of the Respiratory System

(Edmodo, Padlet & the Flipped Classroom Approach)

PHYSICAL EDUCATION AND VISUAL ARTS INFUSED LESSON PLAN

School Vishnu Boys Hindu College Subject Physical Education

Teacher Naresh Koonoo Time 9:30 am
Date 06.02.2020 Facility Home
Class Form 2B Nos. in Class 30
Average Age 16 Nos. of Boys 30
Duration 60 minutes Nos. of Girls 0
Unit The Respiratory System
Visual Arts- The Human Figure -Sculpture
Lesson Topic Overview of the Respiratory System (Using the Flipped Classroom Approach
and Multiple Digital Platforms for delivery of the lesson)
Visual Arts- Introduction to the Human Form involving Assemblage
Equipment/ Multimedia devices, reliable internet supply, notes, digital instruments for
Resources analysis, a four liter clear plastic bottle, straws, 2 balloons/ small plastic bags,
rubber bands, a larger balloon/ large plastic bag (colored), tape.
Curriculum English Language - vocabulary and association of terms.
Integration Mathematics- measurement and ratio.
Areas Science- Anatomy based in Biology.
Visual Arts-
I.T.- Video upload, Internet, Digital applications, Interactive Software
Instructional Digital Collaboration; Teacher Demonstrations; Scaffolding of content;
Strategies Practical Activity; Task Analysis; Peer Assessment.

Previous Knowledge/ Experiences:

1. Pupils have engaged the topic of the Respiratory System at lower forms both in this subject
area and in Integrated Science classes but in limited details.
2. Most students are familiar with basic terminologies associated with the respiratory system.
Visual Arts:
1. Prior knowledge of Geometrical Concepts and sculpture from previous lessons.
2. Sequence and structural progression as having used skills such as cutting and sticking in
previous lessons.
Skills- Student should be able to:
1. Create simple geometric shapes by cutting, gluing and constructing recyclable or found
materials to create model.
2. Follow the stages for creating the profile of a chest cavity engaging a task analysis.
3. Critique work of their peers using positive, respectful language.
4. Develop an appreciation for the different skill variations of others.
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References:
Bergmann, J., & Sams, A. (2014). Flipping for mastery. Educational Leadership, 71(4), 24-29
Dunn, J. (2014). The 6-step guide to flipping your classroom. Retrieved
from http://dailygenius.com/flipped.
Eshuys, Guest & Lawerence (1987). Fundamentals of health and physical education.
Kitsingh, K. (2012). Physical education and sport for Caribbean CSEC students.
Ministry of Education. (2014). Secondary School Curriculum. Forms: 1-3. Health and
physical education. Trinidad and Tobago; Curriculum Planning and Development
Division.
Ministry of Education. (2014). Secondary School Curriculum. Forms: 1-3. Visual and
performing arts. Trinidad and Tobago; Curriculum Planning and Development
Division.
Sullivan, G. (2005). Art Practice as Research. Inquiry in the Visual Arts, Sage, Thousand
Oaks, London, New Delhi

Concept Statement:
The respiratory system is the body’s breathing system. It is a series of organs responsible for
taking in oxygen and expelling carbon dioxide. The lungs work with the circulatory system to
pump oxygen-rich blood to all cells in the body along with nutrients and other chemicals. An
understanding of this system will afford the learner to understand its working and maintain its
efficient functioning.

OBJECTIVES: By the end of the lesson, pupils will be able to:

Classification
Cognitive 1. Describe the structural components of the
Respiratory System. Understanding
2. Analyze the process of gas exchange attending to
vocabulary. Analyze
3. Compare the two phases that makes up the
respiratory process. Compare
Affective 1. Internalize value of the importance of the
respiratory system to everyday life. Characterization by
2. Engage in peer evaluation and critique. Valuing
Visual Arts
1. Appreciate the use of assemblage as a means of Analysis (HOTS)
creating a model.
Psychomotor 1. Build a model of a chest cavity to demonstrate the
process of breathing. Manipulation

Health and Safety Considerations:

1. Classroom environment is safe for use.
2. Students will be briefed on all safety practices
3. Muster points will be identified in case of an emergency.
4. Enter and leave the room in an orderly manner.
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Overview of the Lesson Design

Note: The lesson will engage the facets of the flipped classroom approach, which will be used
to replace the normal classroom experiences because of the interruptions posed by the viral
outbreak in our country (COVID 19). Student database from the School’s archives were
visited and contact information lodged there afforded us the efficient assembly of students and
dissemination of our planned desired expectations. The essence of the Flipped Classroom
Approach is the inversion of the traditional classroom activities. The home activities are
modified to engage content attainment and the in class sessions centered around task and
assessment (Bergmann & Sams 2014)).
1. A whatsapp (cellular application) group was created with the members of the class. It
provided general instructions and guided expectations. Each student was made aware of
the framework to be used and other aspects of the lesson.
2. An Edmodo Account was created here the classes were added and subsequently developed
as our online digital classroom.
3. Padlet (a Web 2 tool), was also use to post pictures, engage discussion, collaborate as well
as participate in content delivery and evaluation. Pupils would have been previously assed
subsequent to the delivery of this lesson.
4. Other links were utilized such as YouTube and other interactives sights.
5. All content materials and items to be used for the final activity would have also been
previously communicated keeping with the structure of the flipped classroom approach.

Head / Communication of task Goal Orientation

Sub-Head
The teacher(s)... The Student(s)…
Set Induction Restates safety protocols to be observed. Engage the activity by
Invite pupils to engage the use of Padlet to following the teacher’s
3-5 minutes follow link on their systems to complete a instructions.
puzzle and indicates that the first to Manipulate pieces of the
complete it will present the course of study puzzle to solve it.
for today’s class.
(https://www.puzzlepuzzles.com/)

Step One Presents the course of study being the Responds to question to the
Respiratory Systems. best of their ability.
4-5 minutes Invites responses to link experiences from Possible Responses:
past schemas through questioning.
Questions:
PEDAGOGY AS A PROCESS
 What are other names used to describe
this body system?
 What are some major components of
this system?
 What are some things that this system
responsible for?
Informs pupils that today they will be
engaging the use of Edmodo and Padlet in
delivering aspects of the Respiratory
system.
Step Two Reintroduces content previously engaged
(in the form of a video) from pre-learned
Activity 1 content exposure as guided by the Flipped
Classroom framework.
5-6 minutes Method.
Presents task to engage pupils in
describing the structural components of the
circulatory system by a mapping exercise.
1. (Link Posted on Padlet)
2. Open the link and attempt to fill in the
3-4 minutes blanks on the diagram.
3. Refer to notes if need be in filling all
the blanks.
4. Share responses and critique to arrive
at the most accurate responses.
Reviews presented posts and allow for
feedback and evaluation of the assignment.
77
 Breathing system/Gas
exchange system/ oxygen
system.
 Lungs, nose, mouth, chest.
 Supplying oxygen to
muscles, keep us alive,
remove carbon dioxide.
Utilises the information
previously presented from pre-
learning to guide current tasks.
Open the requested link and
engage the activity by
following the instructions.
Use the features of the program
to keep on task requirements.
Responds via feedback on what
was presented.
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Step Three Presents second task where pupils explain Open the application, create
the process of inspiration and expiration and present on the process of
Activity 2 and the variations in the gases exchange gas exchange within the
from the initial video. Respiratory System.
Instructions:
Using Padlet, write a paragraph or two,
6-8 minutes explaining their understanding of the
process of inspiration and expiration,
making proper mention of the following
terms.
Diaphragm, intercostal muscles, oxygen, Review previous information if
carbon dioxide and gas exchange. required.
Informs pupils that they can refer to
previous materials if required. Write descriptive notes to
Key points to be highlighted: describe inspiration, expiration
Inspiration and the process of gas
Diaphragm contracts and pulls down exchange that takes place in
Intercostal Muscles pulls the ribs up and the respiratory system.
outwards.
Oxygen is taken in by the body to supply Read and comment on the
energy. responses of fellow classmates.
Expiration
Diaphragm relaxes and returns to its
dome shape.
Intercostal Muscles relaxes returning the
ribs to its normal resting position.
Carbon Dioxide is expelled as the main
waste product.

Instructs pupils to read, compare and

critique each other work as the main points
are posted by the teacher.
Reiterates the main points that were to be
included.

Attends to any questions and provides

clarity as required.
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Step Four Instructs pupils to reengage the use of the
virtual platform for the third Task.
Activity 3 Informs pupils that they will be required to
present their work via uploading
Task Analysis picture/video samples of their work.
Establishes a period for the completion of
the task to be 15 minutes.
See attached Appendix A (Task Analysis)
Pay attention to the instructions
given and work to create the
model.
Utilise the many available
resources to present a quality
piece of work that is
functional.

10-15 minutes Instructions: Collaborate with peers to

Using the Edmodo platform
simplify and guide through the
1. Open the task analysis and follow the
steps to create the model as directed process of the task.
using the materials previously
gathered. Ensure that the model is
2. Utilize the Padlet platform to functional.
collaborate with peers in working
through the assembly process if Publish the piece on the padlet
required.
page.
3. Be mindful of the established time
constraints (15 minutes)
4. Ensure the functionality of the model
as indicted by the diagrams provided.
5. Take pictures of the completed model
and post it on the padlet page.
6. No faces are to be shown on the
pictures.

NOTE: Engage parents’ assistance for

those aspects of the tasks that require
the use of sharp objects.
Explains the artistic concept Assemblage
and the additive process.
-Assemblage- three-dimensional forms to
create a piece of work (Sullivan 2005).
-The additive process is the adding to a Associate terms communicate
structure in the creation of a new piece of to the task engaged.
work.
Step Five Using the Padlet Platform: Listen attentively to the
Allows for the viewing and critique of the contributions of others in
(Evaluation) pieces presented by fellow classmates. assessing the value of the
models created.
5-7 minutes Encourages discussion to evaluate the
effectiveness of the models created. Add to discussion as required.
PEDAGOGY AS A PROCESS 80

Elicits if the models do indeed conform to Relate the functionality of the

the ideas of inspiration and expiration as model to the respiratory
previously discussed. process.

Attend to teachers comments.

Instructs pupils to draw visual

representations of both the model created
3-4 minutes Draw the pieces as requested
and a simple diagram of the actual
to reflect the similarities of the
components of the chest cavity that deals
model to the actual respiratory
with the breathing process.
structure.
Reinforces that drawing is another art
concept, one of imagery and symmetry.
Step Six Makes general comments on the work Respond appropriately in
done and reiterates that the content and providing feedback as
(Closure) other materials utilized can be accessed requested by the teacher.
after the class on either of the two
platforms used.
2-3
Invites students to utilize the backchat
feature of the Padlet platform to discuss
any aspects of the lesson delivery that may
have spurred their interests and perhaps
identify ways to develop the model.
PEDAGOGY AS A PROCESS 81

Lesson Continuation:
The Process of Gas Exchange.

Teacher’s Comments/ Reflections:

It was indeed a unique experience in utilizing the information form another curricular area to
infuse into one of my lessons. It proved to expose new dynamics in association of concepts
and the fusion of ideas in creating unique learning experiences of my students. I will definitely
be engaging the contributions of other subject areas to add to the quality of my future lessons.
PEDAGOGY AS A PROCESS 82

Appendix A - Task Analysis for the lesson

Build a model of the chest cavity reflecting the actions of the Diaphragm, Intercostal
muscles, Nasal Cavity, Trachea, Bronchi and Lungs.

Comparison of elements of the Respiratory System

Actual Model
(materials to be used)
1 Chest cavity Clear plastic bottle
2 Diaphragm Large balloon or plastic bag
3 Intercostal Muscles Side walls of the bottle
4 Nasal Cavity Top opened end of the “Y” straw
5 Trachea (windpipe) Straws
6 Bronchi “Y” Straws/ rubber bands
7 Lungs Balloons/ small plastic bags
Other materials that can be used to assist in reinforcement of the model:
Tape, glue/glue gun, pvc fittings (to replace straws).
Other creative ideas are encouraged once it conforms to safety. Parental assistance is
required
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Task Analysis
Steps involved Visual sample
1 Get a plastic bottle that could comfortably fit the internal
components of the model.

2 Carefully remove the underside of the bottle. (Parents

need to use all sharp tools in making this cut-out in
creating the model)

3 Create a hole in the cover of the bottle to snugly fit the

straw/pvc fittings.

4 Cut straws/ pvc fittings to desired lengths and assemble in

“Y” shape and secure with tape/ glue.
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5 Affix balloons/ small plastic bags to the ends of the straws

of the “Y” using rubber bands or tape. Ensure that it well
sealed.

6 Insert the internal component through the underside of the

bottle and seal to the top using glue.

7 Seal the underside of the model with larger balloon/ plastic

bag and secure snugly using tape, glue or large rubber
bands.
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Pictures
The Edmodo Platform

Edmodo- Attached Classes

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The Padlet Platform.

The Set Induction – Padlet

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Assignment on Padlet – Students’ Work

Pictures of Samples of Final Task Submissions

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