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    Module 1 Lesson 4 Integrating New Literacies in The Curriculum

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    Andrew Marvin Abad

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    56 i CURRICULUM ‘Across THE lew Lrenaces Bunows avo Exxavens Ne LEARNING OUTCOMES 2, Distinguish the _ different 3, Identfy lessons oF 4, Draw relovant life lessons and significant grated curriculum curriculum integration approaches, metnods and 1YPPS course disciplines te for curriculum Discuss the concept ont’ that may be appropri integration values’ from curriculum integration ‘experionces in class 5. Analyze research abstract on curriculum integration nd its implications on teaching- learning process 6, Makealesson plan with tnematic integration across related disciplines ee & INTERACTIVE PRESENTATION} The Zoo: This activity entails fusing students accordingly -using animal sounds to determine their grouping. The respective groups will answer the questions of the teacher later. Procedure: 4. Students will think of an animal, the sound of which they wil imitate while responding to the teacher's question: “If you wore an animal, what would you be?" - 2. The students will create the sounds of their chosen animals. 3. The teacher will ask students with a simil Tg easter wf lar sound of animals to 4, On the final grouping arrangement, the te question. 5. The teacher will ask the class to change the; : ge their grouping by providing clues, such as bas Srouping. Dy prong ed on their habitat, size, friends 6. For every change of grouping, a questio i answered by the groups upon sharing ang” Der tobe: Rieee jorating their acher will ask the first 7. The class wil find time fora brief reflection on the acti ity activity. ‘Sample Questions for Reflection: 4. Describe your experience in integrating 2. What, have you gained from invotvin, integrated groups? 3. What became your change Inthe process of seltintegratigns ion? Yourself with others, 9 yourself with differant Module 4: mtgeating Now Litracesin te Currcuum 57 4. How can integration be practiced in class? 5. What course subjects cen be integrated? And in what way can this integration be conducted? cl CONCEPT EXPLORATION z Innovative educators concemed with improving student achievement seek ways to create rigorous, relevant, and engaging curriculum a8 a way to. realize curriculum integration. Today, the subjects in the curriculum should not be taught singly and comparimentally but rather become integral towards total development of the child. . ‘The Concept of Integrated Curriculum In retrospect, the introduction of an integrated 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 leaming around themes, big ideas and meaningful concepts; * provides connections among various curricular disciplines; + provides learners opportunities to apply skills they have learned; + encourages active participation in relevant real-life experiences; + captivates, motivates and challenges learners; + provides a deeper understanding of content; + olfers opportunities for more small group and industrialized instruction; and s + accommodates a variety of learring slyles/theories learning theory, cooperative teaming, intrinsic motivation, and self-efficacy) and multiple intelligences. {hipsfontineschoot7.biogspot'2016/04/components-c-integrated-curiclum ht) Approaches to Integration coe i Curriculum Development (2004} The Association for Supervision and 4 isola ) presents three approaches 10 integration and these aro multidiscipinary, Interdisciptinary and transdisciplirary : ‘Approach. A multiisciplinary approach focuses Dinan afeaoat dienes. “Teachers, who employ this approach, may hy on diferett fg rom the disciplines within a meme, There are este San hays to create a multidiscipinary curiculum, and at ny cif is rin the level of intensity of the integration effort. It hed tnd ai for ine previous Restuctured Basic Education 58 Buona aio Ennanons New Literacies Across Te CURRICULUM Curriculum (RBEC) is a best depiction of a multidisciplinary approsy The four Coe (Araling Panliounan, Values Education, Mare, and TLE) were integrated along with a theme termed Makabayan an integrated subject sorved as a laboratory of life. Makabayan yas a leaming area that stressed the development of social awaranes, | empathy and commitment for common good. Grades in these fy disciplines were usually computed to comprise the general grade jy Makabayan as a discipline. At the end of the week, the four discipiings collaborated to cesign a culminating activity along with the given theme that connected these four discipline areas. The following js the structure of Makabayan that used the multidisciplinary epproach centered on a given theme. ‘ When @ teacher integrates subdisciplines withi 5 ‘ he/she is practicing invadiscipinary Baro ae sibled om integrates reading, wilting and oral communicator Cae ane subject. Likewise, ‘eachers olen integrate Philippine hiney og history, geography, economics and government in an ini ei ie wal social studies program. Likewise, science integrates eared such as earth scionce, biology, chemistty and phycice wee SPINES to spiral curriculum approach. This connecton fnesadfat responds structure below. 'S presented in the os ae Through this integration, teachers expect students jg the conngctions between the difforont subdisciplings UMderstand relationship to the real world. In fact, this approach brings “4 their ngs a impact on the achievement of students. Positive edule 4: ntogrting How Uteradas inthe Curcutm 59 In using the muttiisciplinary integration approach, there is a need to organize a list of standards ten variove. dlscilines around: gone common theme. Likewise, come up with a ist of standards from felated disciplines, such as earth science, biology, chemistry and physics to focus on a common iniradisciplinary science program. Another way of doing itis by fusing skills, knowledge and attitudes into the school curriculum or utlizing technology across the curriculum. In this way, students learn other subjects while enhancing their computer skils. Additionally, schools can utilize service-learning projects in the classroom (www.theclassraom.com), Interdisciplinary Approach. In this approach to integration, teachers organize and capsulize the curriculum around common leaming 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 skils while resorting to content and topics in Araling Penlipunan. Below is an illustration of interdiscipinary structure. Therefore, there are times that a teacher in Filipino teams up with a teacher in Araling Paniipunan to teach a lesson in Araling Paniipunan while she teaches the needed skills in the Filipino 1 subject. eee FILIPINO: in using the interdisciplinary integration approach, wcture the curriculum eround common learning For example, incorporate interdisciplinary i ing and analytic skills in stil thinking skills, problem solving an ; teacing Science Math and English. The purpose is to learn the skills fattng Science, Mat rnd ie modi oseen(nvmhecoscom. com). In addition, there is a need to siru ateas across. disciplines. ration. In the transcisciplinery approach : _Transaiselptinary Ine 2 curriculum within student needs a orton; a SoA develop life skills as they epply disciplinary and concerns. Studer" real-fe context. Two routes lead to fnaerise ire corti, namely, project-based learning and spi Negotiating the curriculum. 60 Butoins avo Exanonc New Literacies Across THe CurricuLum ‘Theme and Concepts : Life skills Real-World Context Career Prospects Community Integration Social Problems and Dilemmas Life Experiences Student Questions Interconnecting the Three Approaches These approaches offer an @ fo a backward design process as tescnien integrate 270238. through xcellent ft Planning with effective teaching and ine Ste Standards : 5 leaming Pract, = paced mulidiscolinay, intericipinary, and transis ses Thus, the offer cifferent maps to begin the design process. 72", Pe’Spectives Behn a tee nbroaches at any level of educatee’s; T@@chers Gary tee or in a team approach. "Ia single classroom Despite some differences in the dege integration, the three approaches share man” Sintanteat ne itent of centrality of standards and the need for accountabiniy grits SUCH, the ‘approaches closer together in practice (ASC. 2004), "9 the three Comparing and Co, (Association for Motle 4: Infagrating Now Literaces in the Currculu m 61 ntrasting the Three Approaches to Integration ‘Supervision and Curriculum Development, 2004) [Aspect _| ats plinary | Interdisciplinary | Tansdisciplinary * Standards of [+ Interdisciptina * Real-life context grganizing | the dsepines |" sis ana concepts | * Student questions embecded in |) | aroundatheme | disciplinary standards * Knowledge best [+ Discpines connected | * Al iowiadge fPerned through | by common concepts | interconnected and conceptual | ‘he structure of | and skils interdependent euonot the discipines | « Knowledge + Many right answers Knowledge. | * Aright considored to be + Knowledge answer socially constructed | ' considered to be + One truth ‘Many sont answers | indetemnete and ambiguous + Procedures > Interdiseiptinary Disciplines of discipline skils and.concepts |. identified if desirea, Rolo of considered most | stressed but real-life context Desipines | _ portant emphasized * Distinct skits and concepts of discipline taught * Facilitator * Facilitator * Co-planner Rola of + Specialist * Specialistigeneralist | * Co-leamner Teacher + Generalist! specialist ‘i + Disciplinary + Intordisciplinary * Student questions Siting standards and. | bridge and concems face “précedures + Know/Do/Be + Real-world context D Iniggation | Moderate Mediurvintense Paradigm shift a Interdisciplinary skis | interdisciplinary skils? Assessment | Discipline-based | concepts stressed concepts stressed be to | Concepts and essential understandings across disciplines T Disciplinary skils | ~ interdisciplinary skis | > Interdiseipinary Learningto |], cngceipinary | disciplinary skits s skills also * Disciplinary skills also, PPlled in a real-tfe included included context _| | + Democratic values Learning to | + Character education Be «+ Habits of mind Tite its (e.g. teamwork, seltesponsiilty) P| ; id design Pann ee ing - js-based ces areal ise rucion, standards and assessment Ws 62 Buntoino jo Ermawcnia New Lieracies AcROS: 1 THe Curmiounus Instruction + Constructivist approach + Inquiry + Experiential learning + Personal relevance * Student choice + Differentiaied instruction Assossmont * Balance of traditional and authentic assessments 4 + Culminating activity that integrates disciplines taugl ———E—— reer (Sourea: Association for Supervision and Curticylum Development, 2004) Methods of Curriculum Integration Anchered on approaches to curriculum integration, there are methods that are processed and devised for this purpose. 1. Project-Based Learning. Il, engages students in creating knowledge while enhancing their skills in critical thinking, creativity collaboration, communication, reasoning, synthesis and resiliencs (Barron and Derling-Hammond, 2008 in Corpuz, 2014). As such {| entails an output which involves accomplishing a complex task Performing a presentation and producing a project. a craft cr an met tere, students start by defining the purpose of creating the end-product; identify the audience; do Gesign the product; implement the design: that arise; and come model. Usually culminates with product pros evaluation while reflecting on the enti (Schneiderman, et. al, 1998 in Corpuz, 2015). EEO iprocas Implementation Outcome. As a result, is that project-based programs show that sue) Lia the minimum effort, make connections among diferny eon reas 10 answer open-ended questions, rata seerent subject foamed, apply learning to teal problems, have en at they have problems, and have lower absentosism, gras ewer discipline Considered teamwork, erticel thinking skis, prewar’ O58essment time management. *Problem-solving, and 2, Service Learning. It refers to teaming’ that ao students. in @ wide renge of experioncas, ayycet¥elY_ Involves others and the community, while also advancing len benoit a given curriculum. Community-based ica’ {goals of paired with structured preparation and student ren, activities are unique about service leaming is that it offers aire fon. What is theoretical models. As such, the real-world applicatic, °PPlication of knowledge in a community setting allows studants 4°! lassroom course material in more meaningful ways. It impcunds Synthesize reflective, contextualized, strength-based, reciprocay.'"egrative, leaming (Clavenger-Bright, et. al, 2012). Nd fetong Modul: nsgraing New Liraces inte Curcum 63 Implementation Ouicome. A 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 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 destin and an enhanced sense of civic responsibility (ASCD, 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. Im the higher grades, students usually study a topic or theme in diferent classrooms. This may take the form of parallel disciplines and teachers sequence their content to match the content in other classtooms (ASCD, 2004). é Implementation Outcome. As 2 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 experiences 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 lan collaboratively and they do it in a more intensive way of working with a theme dubbed as ‘theme-based.” Oftén, three or more subject areas are involved in the study, and the unit ends with an integrated Units of several weeks’ duration may emerge id the whole school may be involved. A theme- ne whole schcol may be independent of the culminating activity. from this process, an based unt involving #! Tegular school schedule. aaah rams may invowve teachers across the same Gther themate Frostiers carehlly connect the eats to the Slenserc ere ciscipine. Overtime, they have developed a long lis of possible culminating activites. They also update their Webs centineais aad use Ht a8 a teaching tool with studon's, The site Oey eMtoresting opion fer those interested in tis method of integration (ASCD, 2004) san Outcome. Using theme-based leering, students Implementation Corr sn-task behavior and work collaboratively oan ne a re engrossed both as presenters and as an so, stu 64 Bunane av st 4 5. Fusion. in this method, teachers fuse skills, knowledge, or even, attitudes into the regular school curriculum. In some schools some incorporate values across disciplines. Fusion can invoive basic + Skills. Many schools emphasize positive work habits in each ‘Subject afea. Educators can also fuse technology acrass the curriculum with computer Skits integrated with in every subject area {ASCD, 2004), Other Types of Integrated Curriculum by ASCD (2004): Nt YPES of an integrated Curticulum as mentioned 2. Sequenced. This is observed when similiar 3. Shared. This is when teachers use 4. Webbed. This reflects when a teacher pizins to rout io Eaawoinc New Literacies Across THe CUR ance task presentations as | eee cece mies cotlogulum, debate, sculpture, music, etc. They a n demons | an in-depth understanding of the topics = 2 co Of the, | sustained interest around vartois questions, hn fi Pt or problems occur during this two-week period that made teachen enjoy the process and the results. ludents leam respect for the environment in every subject area Implementation Outcome, As a result, fusion brings positive {gains in student achievement resulting from integrated instructio, in the classroom (Bolack, et al., 2005; Romance & Vitale, 1992; Campbell and. Henning, 2016). In addition, students make Connections among disciplines, life experiences. Students’ increased critical thinking si Confidence, positive attitude, and love for learning manifest their effectiveness. Shriner, et al (2010) also found that motivated teachers and students allow a claser and stud classroom to be 2 positive, fun, ‘nd engaging environment in which to leony There are differe en topies surrou = ious wip Mich allows students torevew ora na disciplines are idoaswithin adiscipine. However itheeie shortcoming eetuatze the content focus stil remains in one Alscipling, "9 because Sacher although in diferent subjects, wha j228S_ are taught an integrated unit between two discipines, aang to create ways, this method of integration requires sop of coon in some and collaboration between two teachers teacher ication the structure, format and standards in Making ‘resea presents Collaborating with the science teacher, wiht 1ocse2'Ch while content area of research that is related to Scienog, Son the base the areas around a central theme that wil ond stugese sablect connection within different subjects, the Modul 4: Inegeting Now Literacies inthe Curicuum 65 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 lo a singular theme or an idea, innovative teachers and schools prelerintegrating (he curriculum in their classrooms as itimproves student achievement and leads to an increase in student standardized scores. Pacing Student achievement on top priority, an integrated curriculum ullizes the mentioned three different approaches of integration Bonefits of Integrated Curriculum Model |. IWfocuses on basic skills, content, and higher-level thinking. 2. It provides a deeper understanding of content. 3. IWencourages active participation in relevant real-life experiences. 4. It provides connections among various curricular disciplines. 5 taccommodates 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 atross subject areas as presented in the table below. However, the inegration of new literacy is not limited to the identified disciplines, the given leaming 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 sbjectives or intended outcomes. New literacy integration can take Place in as meny disciplines as possible. Integration of New Literacy in the K to 12 Curriculum Literacy Subject Outcome Strategy Assessment ny : Oupue ‘Multicultural | Araling Demonstrate raspect | Role playing Rubric sleet [Aiteran | rcasl carey scent ici erating | Se eat 2 Socal Eagasyon | Araly ehiealand mo Case analysis [Case rapon | ea eee: rca [ollesta: * (nas ; ee oo ‘ee [em [Zeeman [bonsan ey | tipino dissemination and Google ip ao Seve poble Hi | Plan sang ose SoG nancial] Math Santen of business solvng itis and acy ‘nd investment exercises: aspects Scam | Bathems —euanesaoce wee aemmatech |e an (Bune eee ee Pease ae 66 Bunone ano Exnavcine New LiteRAGIeS ACROSS THE CunnicuLumt ce 5.DigiatOyber | Computer] Examine the computer Hands-on eciy| Comput ST eee ercomput’ | iedeiie! networks and systems | learning Project-based Research Cite ways in resolving | Exploratory Research output Plagiarism issues and | method Goterine research pratocals 6. Ecolteracy | Sdence ‘Suggest ways on Project-based | Project Portfoln howto orotact nature and edéress cimate | Taskctased _| Participation Leg change Learning Reflection journal 7. Aas and |MAPEH[Crenio arwaits and | Manputale | Propet doagn Creative aati designs using | works literacy indigenous materials, Cratts Arts studio workstop method Fig auestions FOR DISCUSSION + What is an integrated curriculum? 2. What aro the different a curriculum integration? 3. How can you apply integration along with ic interdisciplinary and transaiscipinay approaches 4. Which curriculum integration approach we Afferent types of learners in diverse classroane so fultto the 5. In what lessons or course dis: ices most appropriate? ted curriculum proaches, models and types of ‘plinary, ciplines is integra Life and Values Integration Share an observation of curiculum integration app : ical or in the schaol. What life lessons and values fey Cation in clas, |_ Shiba iene aa Module 4:ntagating New tneraties inthe Curcuum 67 = oul RESEARCH ANALYSIS AND IMPLICATION Direction: Analyze the folowing research abstract and ate its implication on teaching-learning. You may download the {ull aber of this research on the website given belov. the impact of integrated curri , LeHoE i oolory tts iculum on students’ comprehensior 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 toxts. 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 the comprehension of expository texts at the early elementary grade levels appears to be students’ ability to make personal connections with the material being read across an integreted curriculum, Second, students’ comprohonsion in the upper elementary to high school grade levels can be significantly impacted by activating prior knowledge for an hntegrated curriculum. Third, when the integrated curiculum includes the interactive practices for students in grades 1 through 6, the impact on student learning behavior 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 inforrnation-bearing Google Site. . eiwoos, A. (2018). The impact of iegratod curiculum on students’ (Sauce: Rocko A ee gr SUNY Dit! Ropsten. UR hpZaliondl net/195165753) Analysis: How does integrated curriculum impact students' comprehension of ‘exposiioy texts? EEE CEE _ 68 Buns avo Enravon New Lirrcies Across te Cunracuiut it for teachers respond ty lication: How can professional development Y nriesrerci ‘an integrated cumculum foward a bettor comprehension of students? SYNTHESIS AND LEARNING REFLECTION INTEGRATING NEW LITERACIES IN THE CURRICULUM, SYNTHESIS > Curriculum integration is the unification ofall subjects and experiences. » MiperaPlnary approaches focus primarily onthe disciplines organized around atheme. ‘ ‘tions between the to the real world. ih an interdisciplinary integration, teachers organize the curriculum around ‘common learning across identifiable disciplines > In the practice of 2 transdisciptinary approach, te around student questions and concerns While dey context. ‘achers organize curriculum veloping skills in a reablife > Curriculum integration models include project-based, to based and task-based learning while other types a called connected, sequenced, shared and wabbeq, pic-based, theme- curriculum integration aro > Considering its benefit, there is @ need to imple, model in the classroom to respond to the dem 21” century education considering its benefits 'ent an integrated curriculum ands and challenges posed gn Modul 4; htegeating New Lterades inthe Currcatum 69 prection: Write your learning concepts on four types of curriculum integration on the four comers below, ga Themed - based Topic - based Concept: Concept: ____ Application: Applic: Curriculum Project-based ston, Concept: Task- based Concept: Application: Application: LEARNING REFLECTION fl [CURRICULUM APPLICATION Direction, Make a lesson plan using thematic integration with related

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