Name: Viverlyn Largo Course/Year: BSED- Mathematics/3rd

Instructor: Dr. Mark Gennesis Dela Cerna

In 200-300 words, give your answers.

1. What is an integrated curriculum?

Integrated or interdisciplinary curriculum (IC) is a compelling and important way to educate the
21st-century competencies and to apply the transdisciplinary abilities fundamental for tackling
complex worldwide issues. An integrated curriculum suggests learning that's synthesized over
conventional subject regions and learning encounters that are outlined to be commonly
strengthening. This approach creates the child's capacity to exchange their learning to other
settings. illustration of an integrated curriculum is Integrating reading, composing, and verbal
communication in dialect expressions could be common. Instructors frequently coordinated
history, geology, financial matters, and government in an intradisciplinary social considerations
program. An integrated curriculum permits children to seek learning in an all-encompassing way,
without the limitations frequently forced by subject boundaries. Early childhood programs, sit
centered upon the inter-relatedness of all curricular zones in making a difference. children secure
essential learning devices. It recognizes. that the educational module for the essential grades
incorporates perusing, composing, tuning in, talking, writing, showing, social things about, math,
science, well-being, physical instruction, music, and visual expressions. The educational modules
to join investigative forms and innovation. It emphasizes the significance of keeping up with
organizations with families: having information about children and how they learn; building upon
the community and social setting. Coordinates instructing and learning forms to empower
children to procure and utilize fundamental aptitudes in all the substance zones and to create
positive states of mind for proceeding effectively learning all through the rudimentary grades.

2. What are the different approaches, models, and types of curriculum integration?
Three approaches to integration are multi-disciplinary, interdisciplinary, and
transdisciplinary. A multidisciplinary curriculum implies considering the same point
from the perspective of more than one teacher. A multidisciplinary approach may be
a strategy of educational module integration that highlights the assorted viewpoints
that distinctive disciplines can bring to demonstrate a topic, subject, or issue. An
interdisciplinary approach includes drawing appropriately from a few disciplines (or
isolated branches of learning or areas of mastery) to rethink issues exterior of typical
boundaries and reach arrangements based on a modern understanding of complex
circumstances. Transdisciplinary learning is the investigation of a pertinent concept, issue, or
issue that coordinates the points of view of numerous disciplines in arrange to associate unused
information and a more profound understanding of genuine life encounters. Methods of
Curriculum Integration. Anchored on approaches to curriculum integration, there are methods
that are processed and devised for this purpose. Project-based learning, Service Learning,
Learning Center/ Parallel discipline, Theme based, and Fusion. Project-based learning 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). Service Learning 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. Learning center/ Parallel Disciplines’ popular way to
integrate the curriculum is to address a topic or theme through the lenses of several subject areas.
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”. Fusion, teachers
fuse skills, knowledge, or even attitudes into the regular school curriculum. In some schools,
students learn respect for the environment in every subject area and some incorporate values
across disciplines. Other types of Integrated Curriculum Connected, Sequenced, Shared, and
Webbed.

3. How can you apply integration along with multidisciplinary, interdisciplinary, and
transdisciplinary approaches?
Multidisciplinary education is not your typical educational setting. A curriculum that examines a
single topic from the perspectives of multiple disciplines is called a multidisciplinary curriculum.
The Nijmegen School of Management at Radboud University, for example, recognizes the
benefits of multidisciplinary education and has gone above and beyond to incorporate it into its
educational platform. Think about getting a degree in business if you need examples from a
variety of fields to understand things better. Instead of studying Economics and Political Science
separately, professors from both departments would draw on their respective expertise to provide
a comprehensive understanding of the topic. i.e., your Poli Sci professor and your Econ professor
combine their lessons to help you better comprehend how Econ and Poli Sci fit into the bigger
picture.) The multidisciplinary approach encourages cross-disciplinary knowledge sharing,
expanding your horizons and depth of knowledge.

Six essential steps are required for the successful design and implementation of interdisciplinary
classroom explorations, regardless of the level or type of class.
1. Pre-Educational Preparation - Earlier arranging lays out the points to be analyzed in an
interdisciplinary way, and permits the teacher to secure the imperative information, and to foster
an activity plan- - classified in a bunch of notes that might incorporate unassuming inquiries - to
direct the study hall experience.
2. Acquaint the Procedure with Understudies - Clarify for understudies the idea of
interdisciplinary, instead of discipline-based learning. Put forth for them the significance of
incorporating experiences and coming nearer from numerous disciplines to shape a system of
examination that will prompt a rich comprehension of perplexing inquiries. Make it clear that
they will ultimately be expected to master this skill and that you will be modeling how to
approach an issue in an interdisciplinary manner. Students will be given assignments that help
them achieve this goal by allowing them to practice approaching topics as interdisciplinary
investigators, which will allay their fears.
3. Bring it into the classroom by demonstrating how to investigate questions from a cross-
disciplinary point of view. Leading advocates of interdisciplinary education, Repko and Welch
(2005) outline nine steps for engaging students in interdisciplinary inquiry.
4. Reenacting what they see in the classroom is a good way for students to practice
interdisciplinary thinking, which is a higher-order cognitive skill. Practice interdisciplinary
thinking by utilizing a different discipline and then attempting to synthesize and integrate their
analysis, students can be given the assignment of rethinking an issue that has been discussed in a
 discipline-based manner in class. Students may be required to write interdisciplinary position
papers for each assigned reading in a small class setting (such as freshman seminars, upper-level
classes supporting interdisciplinary programs, or capstone courses) that extend the analysis to
reflect the interdisciplinary process. Take into account other perspectives from different fields,
combine, and integrate. Cooperative types of learning can be utilized to advance improvement of
interdisciplinary examination abilities -, for example, breaking into bunches in class to chip away
at ways of moving toward issues of worry in an interdisciplinary style. The larger group of
students can refine the work that student groups have produced.
5.Give feedback: A rubric should be used to evaluate position papers that combine elements of
multiple disciplines and extensions on a regular basis. The students' ability to comprehend and
delineate the underlying structure and analytical framework of other relevant disciplines
(multidisciplinary thinking) and to produce an integrated analysis (interdisciplinary thinking)
should be evaluated by the instructor. In order to simply identify the areas in which additional
skill development is required, grading might be best implemented in the form of a check, check
plus, and check minus. Students who struggle to master the integration aspect of interdisciplinary
learning may require faculty-student conferences. The objective is for understudies to work on
their ability to thoroughly consider in an interdisciplinary way the course of the term.
6.Assessment: Students ought to conduct periodic self-evaluations by rating their capacity to:
define the structure of a number of different disciplines that are appropriate for the issue of
interests, combine insights from a number of different disciplines, and integrate concepts from
various disciplines. This data will permit them to check their advancement, distinguish testing
regions, to look for help, and put forth objectives for development.
Transdisciplinary environments examine content within the context of inquiry rather than
compartmentalizing learning. Children studying beliefs and values from around the world
through Social Studies might, for instance, compare aspects of various religions. They will use
tally marks and graphs to analyze the information when working with a math data set using that
information. They will learn new words through languages, which will help them write poems
and introduce them to famous 20th-century authors. Through the visual arts, they will learn new
ways to paint a self-portrait using new tools and materials. Students may analyze and investigate
New Age music's beliefs and values in music. Transdisciplinary education necessitates the
participation and cooperation of all teachers. To integrate learning experiences, they must move
out of their comfort zone of working alone and begin to share ideas with others.

4. Which curriculum integration approach would best suit the different types of learners in
diverse classroom contexts?
Educational program reconciliation approach that most ideal different multi-assorted styles of
students in homeroom was the Human Methodology. Inside any assortment of people groups
inside any life setting, including the study hall, exists multi-different styles of students. Since
learning exists individual to every person, each study hall will turn into a multi-different life-
picking up setting, and, such learning variety will go on all through the lifetime, all things
considered. People intellectually foster their own learning styles all through their lifetimes. Such
mental learning improvement of a Human exists as the Human's commitment and obligation. In
the homeroom it turns into the educators commitment and obligation "to dazzle" upon every
understudy under his charge that "a most satisfying" Human Methodology turns into the
understudy's commitment and obligation to create to the best of his scholarly potential
persistently all through his lifetime intellectually. A Human carrying on with life turns into an
 educational experience. The Human learning doesn't stop beyond a study hall setting. A Human
student doesn't need a homeroom to learn.
In all possible study halls the educator ought to find inside the principal month of the school year
that every kid under his charge that school year exists remarkably himself as a character and as a
student.
After the primary month of my disclosure of the uniqueness of every last one of my Students, for
my own showing approach, I found that I had, under my charge, two lines of quick students, that
I had two columns of normal students, and, that I had one column of slow students. All through
the school year, I found that the quick students completed their quiet work errands well in front of
the sluggish students. I inquired as to whether they would compassionately sit with the sluggish
students and help them to comprehend what they were request to finish as that learning task
toward its fruition. Actually, I found the Human Methodology. The quick students started to see
the value in their own favored uniqueness, as well as the uniqueness of their different cohorts. I
never requested that an unfortunate per user read out loud in the homeroom. I find that to request
that an unfortunate per user read dials back the time I need to show the example, as well as, slows
down the time the understudies need to get familiar with the illustration. At the point when a
sluggish student experiences issues answering inside a gathering example, I ask a quick student to
generous help him by answering for him. Humanistic learning hypothesis accentuates the
opportunity and independence of students. It associates the capacity to learn with the satisfaction
of different necessities (expanding on Maslow's ordered progression) and the apparent utility of
the information by the student.
A learning style, then again, alludes to the way a singular likes to ingest, process, fathom and
hold another snippet of data. While a learning hypothesis makes sense of how learning happens, a
learning style portrays the favored technique for learning. Learning styles fall into seven
fundamental classes, specifically, physical, legitimate, social, lone, visual, aural, and verbal.
While depictions of learning styles exist, taking special care of a liked "learning style" prompts
no superior results in learning and may direct students to stay away from material introduced in a
way that they feel is more awkward.
5. In what lessons or course disciplines in an integrated curriculum are most appropriate?
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. The practical and experiential
learning aspect of an integrated curriculum is facilitated through service learning. A coordinated
educational plan permits kids to seek after learning in an all-encompassing manner, without the
limitations frequently forced by subject limits. Youth programs center upon the relatedness of all
curricular regions in assisting kids with getting essential learning devices. A coordinated or
interdisciplinary educational program (IC) is a successful and applicable method for showing
21st-century abilities and applying the transdisciplinary abilities essential for tackling complex
worldwide issues. A coordinated educational plan additionally permits understudies to make
associations among various branches of knowledge and in their own lives. At the point when
understudies make these associations and comprehend the reason why they need to know specific
abilities or bits of information, the educational experience becomes positive for understudies.
Coordinated educational plans are important to guarantee the progress of understudies in the
study hall. Higher understudy accomplishment using reiteration and making basic associations
with content, as well as expanded understudy commitment, are advantages of an incorporated
educational plan.