MODULE 4

INTEGRATING NEW LITERACIES IN THE CURRICULUM

I. CONCEPT EXPLORATION

Innovative educators concerned with improving student achievement seek ways to create
rigorous, relevant, and engaging curriculum as a way to realize curriculum integration. Today, the
subjects in the curriculum should not be taught singly and compartmentally but rather integral towards
total development of the child.

The Concept of Integrated Curriculum

In retrospect, the introduction of an integral curriculum gained greatest support in the 1960s.
Based on the essential organization of content, the design emphasizes the role of diverse entities called
academic disciplines clearly defined in terms of knowledge, skills and values.

Thus, an integrated curriculum…

 focuses on basic skills, content and higher-level thinking;
 encourages lifelong learning;
 structures learning around themes, big ideas and meaningful concepts;
 provide connections among various curricular disciplines;
 provides learners opportunities to apply skills they have learned;
 encourages active participation in relevant real-life experiences;
 captives, motivates and challenges learners;
 provides a deeper understanding of content;
 offers opportunities for more small group and industrialized instruction; and
 accommodates a variety of learning styles/theories (i.e., social self-efficacy) and multiple
intelligences.
(http://onlineschool7.blogspot/2016/04/components-of-integrated-curriculum.html)

II. Learning Outcomes:

1. Discuss the concept of integrated curriculum.
2. Distinguish the different curriculum integration approaches, methods and types.
3. Identify lessons or course disciplines that may be appropriate for curriculum integration.
4. Draw relevant life lessons and significant values from the curriculum integration experiences in
class.
5. Analyze research abstract on curriculum integration and its implications on teaching-learning
process.
6. Make a lesson plan with the thematic integration across related disciplines.

III. ABSTRACTION

Approaches to Integration

The Association for Supervision and Curriculum Development (2004) presents three approaches
to integration and these are multidisciplinary, interdisciplinary and transdisciplinary.

Multidisciplinary Approach. A multidisciplinary approach focuses primarily on different

disciplines. Teachers, who employ this approach, may create standards from the disciplines within a
theme. There are many different ways to create a multidisciplinary curriculum, and they tend to differ in
the level of intensity of the integration effort. It can be recalled that the previous Restructured Basic
Education (REBC) is a best depiction of a multidisciplinary approach. The four disciplines ( Araling
Panlipunan, Values Education, MAPEH and TLE) were integrated along with the theme termed
Makabayan as an integrated subject served as a laboratory of life. Makabayan was a learning that
stresses the development of social awareness, empathy and commitment for common good. Grades in
these four disciplines were usually computed to comprise the general grade in Makabayan as a
discipline. At the end of the week, the four disciplines collaborated to design a culminating activity along
with the given theme that connected these four discipline areas. The following is the structure of
Makabayan that used the multidisciplinary approach centered on a given theme.
 Araling-
Panlipunan

MAPEH MAKABAYAN TLE

Values
Education

When a teacher integrates sub disciplines within a subject area, he/she is practicing intradisciplinary
approach. For example, one integrates learning, writing, and oral communication in the English subject.
Likewise, teachers often integrate Philippine history, world history, geography, economics, and
government in an intradisciplinary social studies program. Likewise, science integrates sub-disciplines,
such as earth science, biology, chemistry, and physics that responds to spiral curriculum approach. This
connection is presented in the structure below.

Earth Science
Biology
Chemistry
Physics

SCIENCE

Through this integration, teachers expect students to understand the connections between the different
sub-disciplines and their relationship to the real world. In fact, this approach brings a positive impact on
the achievement of students.

In using the multidisciplinary integration approach, there is a need to organize a list of standards from
various disciplines around one common theme. Likewise, come up with a list of standards from related
disciplines, such as earth science, biology, chemistry and physics to focus on a common intradisciplinary
science program. Another way of doing it is by fusing skills, knowledge and attitudes into the school
curriculum or utilizing technology across the curriculum. In this way, students learn other subjects while
enhancing their computer skills. Additionally, schools can utilize service-learning projects in the
classroom (www.theclassroom.com).

Interdisciplinary Approach. In this approach to integration, teachers organize and capsulize the
curriculum around common learning across disciplines to emphasize interdisciplinary skills and concepts.
The disciplines are identifiable, but they assume less importance than in the multidisciplinary approach.
For example, in teaching Filipino as a discipline, the teacher hones students’ language skills while
resorting to content and topics in Araling Panlipunan. Below is an illustration of interdisciplinary
structure. Therefore, there are times that a teacher in Filipino teams up with a teacher in Araling
Panlipunan to teach a lesson in Araling Panlipunan while she teaches the needed skills in the Filipino 1
subject.
 Skills Content
FILIPINO ARALIN PANLIPUNAN

FILIPINO

In addition, in using the interdisciplinary integration approach, there is a need to structure the
curriculum around common learning areas across disciplines. For example, incorporate interdisciplinary
skills such as thinking skills, problem solving and analytic skills in teaching Science, Math and English. The
purpose is to learn the skills and concepts that are beyond the immediate lesson
(www.theclassroom.com).

Transdisciplinary Integration. In the transdisciplinary approach to integration, teachers design a

curriculum within a student needs and concerns. Student develop life skills as they apply disciplinary and
interdisciplinary skills in a real –life context. Two routes lead to transdisciplinary integration, namely:
project-based learning and negotiation the curriculum.

SUBJECT AREAS

Theme and Concepts

Life Skills
Real-World Context
Career Prospects
Community Integration
Social Problems and Dilemmas
Life Experiences
Student Questions

In using the transdisciplinary integration approach, there is a need to plan out the curriculum
around student needs and concerns. Transdisciplinary integration is utilized through project-based
learning, which also involves allowing the students to present a problem. Project-based learning allows
students to make connections among different subjects by solving social problems and answering open-
ended questions. It can also be done by utilizing student questions as a basis for curriculum design.
Learning how to solve problems and to ask questions enables students to apply skills in real-life
situations.

Interconnecting the Three Approaches

These approaches offer an excellent fir for standards through a backward design process as
teachers integrate standard-based planning with effec6tive teaching and learning practices. Thus, the
multidisciplinary, interdisciplinary, and transdisciplinary perspectives offer different maps to begin the
design process. Teachers can use any of the approaches at any level of education in a single classroom
or in a team approach.
Despite some differences in the degree and the intent of integration, the three approaches
share many similarities. As such, the centrality of standards and the need for accountability bring the
three approaches closer together in practice (ASCD, 2004).
 Comparing and Contrasting the Three Approaches to Integration
(Association for Supervision and Curriculum Development, 2004)

ASPECT MULTIDISCIPLINARY INTERDISCIPLINARY TRANSDISCIPLINARY

Organizing Center  Standards of the  Interdisciplinary  Real-life context
disciplines organized skills and  Student questions
around a theme concepts
embedded in
disciplinary
standards
Conceptualization  Knowledge best learned  Disciplines  All knowledge
of Knowledge through the structure of connected by interconnected and
the disciplines common interdependent
 A right answer concepts and  Many right answers
 One truth skills  Knowledge considered
 Knowledge to be interdeterminate
considered to and ambiguous
be socially
constructed
 Many right
answers
Role of Disciplines  Procedures of discipline  Interdisciplinary  Disciplines identified if
considered most skills and desired, but real-life
important concepts context emphasized
 Distinct skills and concepts
of discipline taught

Role of Teacher  Facilitator  Facilitator  Co-planner

 Specialist  Specialist/  Co-learner
Generalist  Generalist/specialist

Starting Place  Disciplinary standards and  Interdisciplinary  Student questions and

procedures bridge concerns
 Know/Do/Be  Real-world context

Degree of  Moderate  Medium/  Paradigm shift

Integration Intense
Assessment  Discipline-based  Interdisciplinary  Interdisciplinary
skills/concepts skills/concepts stressed
stressed

Learning to Know Concepts and essential understanding across

discipline
Learning to Do  Disciplinary skills as the  Interdisciplinary  Interdisciplinary skills
focal point skills as the and disciplinary skills
 Interdisciplinary skills also focal point applied in a real-life
included  Disciplinary context
skills also
included
Learning to Be  Democratic values
 Character education
 Habits of mind
 Life skills (e.g., teamwork, self-responsibility
Planning Process  Backward design
 Standards-based
 Alignment of instruction,
standards and assessment
Instruction  Constructivist approach
  Inquiry
 Experiential learning
 Personal relevance
 Student choice
 Differentiated instruction
Assessment  Balance of traditional and
authentic assessments
 Culminating activity that
integrates discipline
taught
(Source: Association for Supervision and Curriculum Development, 2004)

Methods of Curriculum Integration

Anchored on approaches to curriculum integration, there are methods that are processed and devised
for this purpose.
1. Project-Based Learning. It engages students in creating knowledge while enhancing their skills in
critical thinking, creativity, collaboration, communication, reasoning, synthesis and resilience
(Barron and Darling-Hammond, 2008 in Corpuz, 2014). As such, it entails an output which
involves accomplishing a complex task, performing a presentation and producing a project, a
craft or an artefact. Here, students start by defining the purpose of creating the end-product;
identify the audience; do research on the topic; design the product; implement the design; solve
the problems that arise; come up with the product guided by a plan or a model. It usually
culminates with product presentation, and product evaluation while reflecting on the entire
production process (Schneiderman, et.al, 1998 in Corpuz, 2014).
Implementation Outcome. As a result, Curtis (2002) revealed that project-based
programs show that students go far beyond the minimum effort, make connections
among different subject areas to answer open-ended questions, retain what they have
learned, apply learning to real-life problems, have fewer discipline problems, and have
lower absenteeism. Student assessment considered teamwork, critical thinking skills,
problem-solving, and time management.

2. Service Learning. It refers to learning that actively involves students in a wide range of
experiences, which often benefit others and the community, while also advancing the goals of a
given curriculum. Community-based service activities are paired with structure preparation and
student reflection. What is unique about service learning is that it offers direct application of
theoretical models. As such, the real-world application of classroom knowledge in a community
setting allows students to synthesize course material in more meaningful ways. It impounds
integrative, reflective, contextualized, strength-based, reciprocal, and lifelong learning
(Clavenger-Bright, et. al, 2012).
Implementation Outcome. As a result, Glenn (2001) found that more than 80 percent of
the schools that integrate service learning into the classroom report an improvement in
grade point average of participating students. On the other hand, such as programs
foster lifelong commitment to civic participation, sharpen ‘’people skills’’, and prepare
students for the work force. Students also gain a deeper understanding of the
course/curricular content, a broader appreciation of the discipline and an enhanced
sense of civic responsibility (ASCD, 2004).

3. Learning Centers/Parallel Disciplines. A popular way to integrate the curriculum is to address a

topic or theme through the lenses of several subject areas. In an elementary classroom,
students often experience this approach at learning centers. As students move through the
learning centers to complete the activities, they learn about the concept being studied through
the lenses of various disciplines.
In the higher grades, students usually study a topic or theme in different classrooms. This may
take form of parallel disciplines and teachers sequence their content to match the opponent in
other classrooms (ASCD, 20014).
Implementation Outcome. As a result, according to a study by Carnegie Mellon
University (CMU), learning centers in the classroom can affect the ability to focus and study
among young children. In fact, learning centers allow children to role play in order to
understand and make sense of the real world and their personal experience in it. Thus, these
help children understand the social world, develop communication skills, and build
relationships.
 4. Theme-based. Some teachers go beyond sequencing content and plan collaboratively and they
do it in a more intensive way of working with a theme dubbed as ‘’theme-based.’’ Often, three
or more subject areas are involved in the study, and the unit ends with an integrated
culminating activity. Units of several weeks’ duration may emerge from this process, and the
whole school may be involved. A theme-based unit involving the whole school may be
independent of the regular school schedule.
Other thematic programs may involve teachers across the same grade, wherein teachers
carefully connect the activities to the standards in each discipline. Over time, they have
developed a long list of possible culminating activities. They also update their Website
continually and use it as a teaching tool with students. The site offers many interesting options
for those interested in this method of integration (ASCD, 2004).
Implementation Outcome. Using theme-based learning students can exhibit excellent
on-task behaviour and work collaboratively. Also students are engrossed both as presenters and
as an audience for the half-day performance task presentations as they use a wide range of
presentation, such as video, panel, panel, forum or colloquium, debate, sculpture, music, etc.
they can demonstrate an in-depth understanding of the topics as a result of their sustained
interest around various questions. In fact, fewer recess problems occur during this two-week
period that made teachers enjoy the process and the results.

5. Fusion. In this method, teachers fuse skills, knowledge, or even attitudes into the regular school
curriculum. In some schools, students learn respect for the environment in every subject are or
some incorporate values across disciplines. Fusion can involve basic skills. Many schools
emphasize positive work habits in each subject area. Educators can also fuse technology across
the curriculum with computer skills integrated with in every subject area (ASCD, 2004).
Implementation Outcome. As a result, fusion brings positive gains in student
achievement resulting from integrated instruction in the classroom (Bolack, et. al., 2005;
Romance and Vitale, 1992; Campbell and Henning, 2010). In addition, students make
connection among disciplines, values, concepts, content, and life experiences. Students’
increased critical thinking skills, self-confidence, positive attitude, and love for learning
manifest their effectiveness. Shriner, et al. (2010) also found that motivated teachers
and students allow a classroom to be a positive, fun, and engaging environment in
which to learn.

Other Types of Integrated Curriculum

There are different types of an integrated curriculum as mentioned by ASCD (2004):
1. Connected. This happens when topics surrounding disciplines are connected, which allows
students to review and re-conceptualize ideas within a discipline. However, it has its
shortcomings because the content focus still remains in one discipline.
2. Sequenced. This is observed when similar ideas are taught together, although in different
subjects, which facilitates learning across content areas, but requires a lot of communication
among teachers of different disciplines.
3. Shared. This is when teachers use their planning to create an integrated unit between two
disciplines. Although in some ways, this method of integration requires a lot of communication
and collaboration between two teachers. A teacher presents the structure, format and
standards in making research while collaborating with the science teacher, who focuses on the
content are of research that is related to science.
4. Webbed. This reflects when a teacher plans to base the subject areas around a central theme
that will tend students to see the connection within different subjects.

Doing Curriculum Integration in the Classroom

Chhabra (2017) posited that 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. Placing student achievement on
top priority, an integrated curriculum utilizes the mentioned three different approaches of integration.

Benefits of Integrated Curriculum Model

1. It focuses on basic skills, content, and higher-level thinking.
2. It provides a deeper understanding of content.
3. It encourages active participation in relevant real-life experiences.
4. It provides connections among various curricular disciplines.
5. It accommodates a variety of learning styles, theories, and multiple intelligences.
New Literacy Integration in the K to 12 Curriculum
The new literacy can be integrated into the K to 12 Curriculum across subject areas as presented
in the table below. However, the integration of new literacy is not limited to the identifies disciplines,
the given learning outcomes, suggested strategies and assessment. In fact, each learning area can
integrate as many new literacies as possible depending on the lesson, the nature of the subject and the
objectives or intended outcomes. New literacy integration can take place in as many disciplines as
possible.

Integration of New Literacy in the K to 12 Curriculum

Literacy Subject Area Outcome Strategy Assessment

Output
1. Multicultural Araling Demonstrate Role playing Rubric assessment
and Global Panlipunan respect for result
Literacy cultural diversity Brainstorming
Brainstorming
report
2. Social Literacy Edukasyon sa Apply ethical Case analysis Case report
Pagpapakatao and moral
standards on Dilemma narratives
given issues and analysis
cases
3. Media English Use media in Media- E-portfolio
Literacy communication assisted
Filipino dissemination instruction Google clip
and transaction
4. Financial Math Solve problems Problem Scores in problem
Literacy in the context of solving solving drills and
business and exercises
investment
aspects
TLE Apply effective Business Business plan and
techniques in simulation inventory
budgeting and and
income immersion
generating
enterprise
5. Digital/Cyber Computer Examine the Hands-on Computer
Literacy Subject computer virus activity capstone
that commonly
damages the Experiential
computer learning
networks and
systems Project-based
Research Cite ways in Exploratory Research output
resolving method
plagiarism issues
and determine
research
protocols
6. Ecoliteracy Science Suggest ways Project-based Project Portfolio
how to protect
nature and Task-based Participation Log
address climate
change Learning
Reflection Journal
7. Arts and MAPEH Create artworks Manipulative Project design
Creative and artistic works
Literacy designs using Crafts
 indigenous Arts studio
materials workshop
method

QUESTIONS FOR DISCUSSION

1. What is an integrated curriculum?
2. What are the different approaches, models and types of curriculum integration?
3. How can you apply integration along with the multidisciplinary, interdisciplinary and
transdisciplinary approaches?
4. Which curriculum integration approach would best suit to the different types of learners in
diverse classroom contexts?
5. In what lessons or course disciplines is integrated curriculum most appropriate?

IV. JOURNAL WRITING

LIFE AND VALUES INTEGRATION

Share an observation of curriculum integration application in class or in the school.
What life lessons and values have you realized and learned?

RESEARCH ANALYSIS AND IMPLICATION

Direction: Analyze the following research abstract and cite its implication on teaching-learning.
You may download the full paper of its research on the website given below.

The impact of integrated curriculum on students’ comprehension of expository texts

Rockwood (2015)

Abstract

Due to the increasing curricular demand on K-12 students to comprehend expository texts,
teachers have been looking for ways to improve comprehension. An integrated curriculum
offers the promise of providing students with a curriculum connected across disciplines while
enabling them to increase their comprehension of expository texts. To explore that promise, the
research question asked was, what is the impact of an integrated curriculum on K-12 students’
comprehension of expository texts in the content areas? The exhaustive literature review and
subsequent research synthesis for this study produced four findings. The first is that a key to
comprehension of expository texts at the early elementary grade level appears to be students’
ability to make personal connections with the material being read across an integrated
curriculum. Third, when the integrated curriculum includes the interactive practices for students
in grades 1 through 6, the impact on student learning behaviour and academic performance,
including some literacy performance, is positive. Fourth, integrating literacy with nearly any
other subject area may produce a positive impact on student academic performance from
grades 3 to 8. These findings served as bases for professional development for teachers in the
form of an information-bearing Google Site.

(Source: Rockwood, A. (2015). The impact of integrated curriculum on students’ comprehension of

expository texts. SUNY Digital Repository. URl: http://hdl.handle.net/1951/65733)

Analysis: How does integrated curriculum impact students’ comprehension of expository texts?

Implication: How can professional development for teachers respond to enhancing an

integrated curriculum toward a better comprehension of students?
 SYNTHESIS AND LEARNING REFLECTION

INTEGRATING NEW LITERACIES IN THE CURRICULUM

 Curriculum integration is the unification of all subjects and experiences.
 Multidisciplinary approaches focus primarily on the disciplines organized
around a theme.
S  In an intradisciplinary approach, teachers integrate subdisciplines within a
Y subject area for the students to understand the connections between the
N different subdisciplines and their relationship to the real world.
T  In an interdisciplinary integration, teachers organize the curriculum around
H common learning across identifiable disciplines.
E  In the practice of a transdisciplinary approach, teachers organize curriculum
S around student questions and concerns while developing skills in real-life
I context.
S  Curriculum integration models include project-based, topic-based, theme-
based and task-based learning while other types or curriculum integration are
called connected, sequenced, shared and webbed.
 Considering its benefit, there is a need to implement an integrated curriculum
model in the classroom to respond to the demands and challenges posed by
21st century education considering its benefits.

----------
-----------------------------------------------------------------------------------------------------------------------------

NAME: ______________________________________________ MODULE #: _____________

COURSE/YEAR/SECTION: _____________________________________________________________

V. REFLECTION

Direction: Write your learning concepts on four types of curriculum integration on the four
corners below.

L Themed-based Topic-based
E
A Concept: Concept:
R Application: Application:
N
I
Curriculum
N
G Integration

R Project-based Task-based
E
F
L
E Concept: Concept:
C Application: Application:
T
I
O
N
NAME: ______________________________________________ MODULE #: _____________
COURSE/YEAR/SECTION: _____________________________________________________________

VI. CURRICULUM APPLICATION

Direction: Make a lesson plan using thematic integration with related disciplines. Use the format
template sample provided below.

Components Subject A: Subject B: Subject C:

I. Learning
Outcomes:
II. Topic/Subject
Matter
Values Integration
III. Materials and
Reference
IV. Strategy

Activities

Thematic Culminating Activity:

Brief Description:
Objective:
V. Assessment

MODULE 4: CHECKLIST OF ACTIVITIES FOR SUBMISSION

1. Journal Writing – Journal Notebook (To be submitted at the end of the semester)
2. Reflection
3. Application: LEESON PLAN WITH THEMATIC INTEGRATION
4. Post Test (Can take the google quiz, link will be provided)
NAME: ______________________________________________ MODULE #: _____________
COURSE/YEAR/SECTION: _____________________________________________________________

VII. POST TEST

Direction: Read and analyze each item carefully. Choose and encircle the letter of the best
answer.

1. In celebration of Scimatech Month dubbed as ‘’Exploring Wonders of Scimatech in the

Modern World’’, the science, math and computer technology areas converged and
culminated with an integrative activity. This is a clear example of which type of curriculum
integration?
A. Project-based C. Task-based
B. Theme-based D. Topic-based
2. Prof. Miranda incorporates current issues on economic crises, government expenditures and
currency deflation in teaching business analysis in his ABM class. Which integration model
does he exemplify?
A. Intradisciplinary C. Multidisciplinary
B. Interdisciplinary D. Transdisciplinary
3. Research shows a very high correlation between students’ mathematical problem
comprehension and their computational skill. Therefore, a K to 12 teacher should employ
.
A. More reinforcement exercises
B. Collaborative learning strategies
C. Interdisciplinary approach
D. Seminars on problem-solving and computational skill enhancement
4. In discussing a lesson on procedural knowledge in his English class, Mr. Vidal invited Ms.
Quiroz, who is a Technology and Livelihood Education (TLE) teacher. The former tackled on
the skills that students need to develop the topic while the latter helped in laying down the
process of baking a cake as a springboard in the given topic. Manifested in this given
integration is teaching strategy.
A. Peer C. Team
B. Pair D. Theme
5. How can values be effectively integrated in a highly cognitive and academic discipline like
Mathematics?
A. Put additional components in the lesson plan intended for value integration.
B. Cite practical samples and actual situations in the given problems, life applications
of math concepts and then, draw the implied values.
C. Post the expected specific values on the board every lesson to remind the students
on imbibing obedience, patience, and honesty in solving mathematical problems.
D. Include a portion intended for values in the test prepared in every lesson.

VIII. REFERENCES

 https://www.theclassroom.com/integrate-curriculum-classroom-7870575.html
 Association for Supervision and Curriculum development, 2004)
 http://www.ascd.org/publications/books/103011/chapters/What-Is-Integrated-Curriculum%C2%A2.aspx
 https://jhall128-integrate.weebly.com/types-of-integrated-curriculum.html)
 https://www.theclassroom.com./integrate-curriculum-classroom-7870575.html)