Exploring the Integrated Curriculum:

A Critical Analysis of the Ontario Ministry of

Education's Language Curriculum Document

探索統整課程:
安大略省教育部語言課程文件的批判分析
 第二章: 統整課程的歷史-文獻探討

1. History of integrated curriculum

2. The role of the teacher
3. Knowledge retention
4. Criticism
5. Susan Drake
6. James Beane
 第二章: 統整課程的歷史-文獻探討
1. history of Integrated Curriculum
(1)1800s Herbert Spencer
core curriculum
Trying to identify trends and psychological
effects on Ss
(2)1920s John Dewey
Debates: core curriculum V.S. discipline
student-centered
connection across subjects
content relevancy
(3)1930s Eight Year Study (Tyler)
theme based approach
Ss from 30 different
schools + positive implications
 第二章: 統整課程的歷史-文獻探討
1. history of Integrated Curriculum
(4)1960s Jerome Bruner
individual structure of the disciplines
facilitated the most access to the storage
and retrieval of knowledge
(5)1989 Heidi Hayes Jacob
do not reflect the reality of life outside school
cannot connect to fragmented learning

(6)1993- Ontario Ministry of Education

1995 revisit the concept of integrated curriculum
& reform curriculum documents
 第二章: 統整課程的歷史-文獻探討
1. history of Integrated Curriculum
(7)2010 Growing Success (the Ontario MOE)
A. the importance of transferrable skills
B. the most updated information on assessment, evaluation,
and reporting policy
C. authentic assessment through the development of global
citizens in the 21st century
D. *assessment for learning:
diagnostic assessment for Ss to demonstrate existing K
*assessment as learning:
peer and self-assessment & track progression
& incorporate co-constructed success criteria
*assessment of learning: summative task
 第二章: 統整課程的歷史-文獻探討
1. history of Integrated Curriculum
(7)2010 Growing Success (the Ontario MOE)
E. co-constructed success criteria to help Ss to
develop common learning goals
& become part of the process of learning
to retain information through transferable skills
F. did not clearly advocate for subject integration
& failed to update and further develop the concept
few areas to discuss integrated learning
(Diagram 2.1, P,39 & 40)
第二章: 統整課程的歷史-文獻探討
第二章: 統整課程的歷史-文獻探討
第二章: 統整課程的歷史-文獻探討
第二章: 統整課程的歷史-文獻探討
 第二章: 統整課程的歷史-文獻探討
2. The role of the teacher
(1) An innovative, integrated, and student centered
classroom can only be possible if the teacher believes
in these framework. (Author)
(2) responsibility of the teacher to undertake
V.S. formally mandated as a teaching methodology
(Author)
(3) begins with the teacher
intuition towards holistic education
activities and lessons become infused
appreciating the individuality and cultural diversity
of all things (Alex Geber)
 第二章: 統整課程的歷史-文獻探討

2. The role of the teacher

(4) Jean Vanier: the accompanier
go above and beyond to support Ss
reassure us and allow us to see new possibilities and
opportunities in the world
2-1 Three approaches to teaching:
(different ways to connect the individual disciplines)
(1) multidisciplinary
(2) interdisciplinary
(3) transdisciplinary
探索統整課程: 安大略省教育部語言課程文件的批判分析
第一章
Three main approaches
1. Multidisciplinary Integration:
focus on the individual disciplines and how each subject relates to a
particular theme.
(1) Intradisciplinary Approach:
Taking multiple sub-disciplines and teaching them together under
the umbrella of a larger discipline.
*Example: Teaching biology, chemistry, and physics
under the umbrella of science
(2) Fusion:
Incorporating knowledge, skills, and attitudes into every aspect of
the curriculum.
*Example: Teaching the concept of peace in every lesson;
utilizing technology in every lesson.
探索統整課程: 安大略省教育部語言課程文件的批判分析
第一章
Three main approaches
1. Multidisciplinary Integration:
(3) Service Learning:
Community projects that take place during class time.
*Example: Disturbing clothing and goods to newly
immigrated refugees.
(4) Parallel Disciplines:
Teachers sequence their lessons to match what is being
taught in other classes.
*Example: Reading the Diary of Anne Frank
in language arts, while learning about WWII
探索統整課程: 安大略省教育部語言課程文件的批判分析
第一章
Three main approaches
1. Multidisciplinary Integration:
(5) Theme Based Units:
Exploring one particular theme for an extended period of
time across multiple subjects, ending with one
culminating activity.
*Example: Studying the Olympics in math, language arts,
and history with a culminating performance
task incorporating expectations from each
discipline.
探索統整課程: 安大略省教育部語言課程文件的批判分析
第一章
Three main approaches
2. Interdisciplinary Integration:
focus on a central theme & common curriculum
expectations from various subjects are located and
centralized under one theme, concept, or skill.
3. Transdisciplinary Integration:
through Ss’ questions and interest
Ss acquire various life skills as their learning is connected
to the real world.
探索統整課程: 安大略省教育部語言課程文件的批判分析
第一章
Three main approaches
3. Transdisciplinary Integration:
Project-Based Learning:
Ss work with teachers to address a local problem.
A. T and Ss select a topic of study based on Ss interest,
curriculum expectations, and available resources
B. T determines the classroom’s existing knowledge,
assists Ss in developing big questions to explore, and
provides necessary resources
C. Ss complete a culminating activity to display their
results and evaluate the project
課程統整研究: 重新檢視21世紀課堂的結果與可能
課程統整研究: 重新檢視21世紀課堂的結果與可能
課程統整研究: 重新檢視21世紀課堂的結果與可能
 作為一個有效教導21世紀能力方式的統整課程
3. What is Curriculum Integration?
(2)

*In Ontario, educators are required to infuse character education, financial literacy,
critical literacy and environmental awareness into mandated subject-based
curriculum K to 12.
*A multidisciplinary curriculum features a similar theme or a common capability in
different subject areas, but each subject is still distinct and separate.
 作為一個有效教導21世紀能力方式的統整課程
3. What is Curriculum Integration?
(3)

*An interdisciplinary curriculum occurs when skills such as inquiry

or communication are taught across subject areas and the subjects
are less distinct.
*A transdisciplinary curriculum transcends the disciplines and the
organizing center revolves around a pressing question, issue or
problem. Subjects lose their boundaries when they are holistically blended around
the question
 第二章: 統整課程的歷史-文獻探討

2-1 case
(1) Katherine Sorel: interdisciplinary
(social studies & science)
A. explore the common themes of people and planet
B. exposed to real world connections
 draw personal meaning
C. interests to learn increase
*Shaundra Boyd: connections  retain information
(2) Arsland and Saka: biology & language
 increase English language skills for L2 learners
 第二章: 統整課程的歷史-文獻探討

2-1 case
(3) Anna Chronaki: teaching mathematics through art
A. concept of symmetry & Roman tile mosaics
B. Ss more engaged in critical thinking
(4) Okhee Lee: multidisciplinary
(writing & science)
A. creating miniature wind and rain machines
B. writing about these process in a formal and
structure manner
C. increase in writing and comprehension scores
 第二章: 統整課程的歷史-文獻探討

2-1 case
(5) Asheveille and Buncombe: interdisciplinary
mathematics through dance
planets of the solar system through modern dance
*Edward Fiske: pairing of mathematics and languages
with various arts increase Ss’ success
as well as the academic and personal
efforts
 第二章: 統整課程的歷史-文獻探討

2-2 The benefits of integrated programs

(1) increase interpersonal skills (Russell & Burton)
(2) increase differentiation in the classroom (Lieberman &
Hoody)
(3) promote holistic thinking and real-world connection
(Haluza-Delay)
(4) increase physical activity (Oliver, Schofield, Mceboy)
(5) perform equally on standardized testing but with a
higher level of sophistication (Mark Springer’s
transdisciplinary program)
 第二章: 統整課程的歷史-文獻探討

2-2 The benefits of integrated programs

Sandra Mathison and Melissa Freeman:
review of existing research on integrated studies
(1) acquisition of life skills such as cooperation and
problem solving
(2) greater motivation and academic achievement
(3) better attitudes toward learning
(4) opportunities for more meaningful relationship
between Ss and Ts
*sensible and efficient way for Ts to deliver the
curriculum
 第二章: 統整課程的歷史-文獻探討

3. Knowledge retention
(1) Beane: learning
endless array of facts and skills that are unconnected,
fragmented and disjointed
V.S.
interaction with the environment & what we
experience becomes integrated into our system of
meaning
 student-centered, integrated approach to learning
is necessary to internalize info, creating meaning,
and demonstrate retention
 第二章: 統整課程的歷史-文獻探討

3. Knowledge retention
(2) Case & Myers:
conceptual understanding is the foundation for
learning
 Ss are likely to forget information if it is not linked to
a larger concept
less is more: less facts, to allow for the retention of
more concepts
(3) Wineburg:
emphasizing the facts at the expense of teaching the
concepts impairs understanding and even retention of
facts
 第二章: 統整課程的歷史-文獻探討

3. Knowledge retention
(4) Alfred North Whitehead
inert K: ideas that are merely received into the mind
without being utilized or tested
(5) David Perkins:
K that retrieve to answer the quiz question, but that
does not not contribute to their endeavors and insights
in real complex situations
(6) Howard Gardner as cited in Antonelli:
Coverage is the enemy of understanding
 第二章: 統整課程的歷史-文獻探討

3. Knowledge retention
(7) John Dewey (as cited in Hare):
stop turning pupils into cyclopedias of useless info
(8) Shirley Engle:
ground-covering fetish: Ss use rote memorization to
absorb as many as facts as possible
(9) Walter Parker: to solve above problems:
perceive learning as “the progressive construction of
understanding” rather than the warehousing of facts
 第二章: 統整課程的歷史-文獻探討

3. Knowledge retention
(10) Case & Wineburg:
Ss learn and retain info more when they can apply it to
their own contextual frame of reference
 by personalizing info, Ss recognize why it is
significant and become more likely to apply it
within other contextual settings
rather than executing many curriculum
expectations but not provide a methodology
 第二章: 統整課程的歷史-文獻探討

3. Knowledge retention
(11) Case: through integrated curriculum
A. all lessons promote comprehension, connections,
and justification  promote understanding in Ss
B. Demonstrate the interrelations of the individual
disciplines  Ss become more likely to retain and
apply their knowledge
 第二章: 統整課程的歷史-文獻探討

4. criticism:
(1) feel isolated from co-workers (Hood & MacMillan)
(2) higher burnouts compared to those who did not
employ (Simms)
(3) the way in which integrated curriculum programs are
implemented (Russell and Burton)
ex: many educators incorporate environmental studies
and outdoor education
 questions arose about the quantity and quality of
learning that could take place outdoors
 第二章: 統整課程的歷史-文獻探討

4. criticism:
(4) a distrust because the priority of the teacher still
remained to produce high test scores to receive funding
(Dawson)
(5) James Beane discuss three major criticism of integrated
curriculum
A. the purpose of the individual subject teacher
B. can every curriculum expectation is taught?
C. integrated curriculum will destroy the integrity of the
individual disciplines of knowledge
 第二章: 統整課程的歷史-文獻探討
4. criticism:
(5) James Beane discuss three major criticism of integrated
curriculum
A. knowledge is called forth when it is relevant
rather than when it is convenient
the need for subject teachers entirely dissolves
B. Ss are overloaded with info and are being fed trivia
transdisciplinary approach to teaching, eliminates the
extra, ‘stuff”, and allows the significant info to
come through.
C. individual disciplines fails to respect he whole-to-parts,
synergistic framework
 第二章: 統整課程的歷史-文獻探討

5. Susan Drake: interdisciplinary

(1) Integrated Curriculum: Increasing relevance while
maintaining accountability
(2) guide / case study in Bluewater District School Board
(3) step-by-step method of planning an integrated unit
A. Determine what is the most important to learn
/ big ideas / conceptual content (KNOW), skills (DO)
and attitudes / beliefs (BE) :backwards design
& read across subjects vertically
scan expectations across subjects horizontally
B. Choose an appropriate issue or theme to study
 第二章: 統整課程的歷史-文獻探討
5. Susan Drake:
C. brainstorm activities / create a concept web to
connect like ideas
D. finalize the KNOW, DO, BE (KDB) and use it as an
umbrella for the unit.
E. create a rich assessment (KDB & curriculum
expectations from multiple subject areas.
F. create 2-3 big questions and organize daily instruction
around them. Use a, “zoom lens” on certain
curriculum expectations
G. create daily instructional activities that reflect the big
questions so Ss can achieve the KDB & perform
formative assessments (ex. checklists, observations
 第二章: 統整課程的歷史-文獻探討

5. Susan Drake:
benefits:
A. an increase in critical thinking skills
B. a decrease in Ss’ behavior issues
C. more engaged as the information was relevant to
them, thus positively impacting retention
D. improved collaboration
E. better differentiated their lessons
 第二章: 統整課程的歷史-文獻探討

6. James Beane: transdisciplinary

(1) The Middle School: The natural home of integrated
curriculum
(2) two underlying assumptions:
A. integration implies wholeness and unity rather than
separation and fragmentation
B. when young people confront personally meaningful
questions and engage in experiences rather than
contrive connections
(3) allow Ss to determine what they want to learn based
on their interests.
 第二章: 統整課程的歷史-文獻探討

6. James Beane: transdisciplinary

(4) steps:
A. Ss individually generate a list of questions about
themselves, and then work in groups to identify
commonalities.
B. Ss individually generate a list of questions about the
world, and then work in groups to identify commonalities.
C. Ss work together to identify an overarching theme that
links both the personal and worldly questions.
D. Ss plan the unit with the teacher and various activities
& assessment tools.
* information is provided when necessary and relevant to
the discussion.
 第二章: 統整課程的歷史-文獻探討

6. James Beane: transdisciplinary

(5) benefits:
A. the most effective way to transmit knowledge and
make learning relevant and retainable
B. Ss become more responsible and engaged
C. link the self and the social, thus producing personal
meaning for concepts such as democracy, human
dignity, and diversity, resulting in culturally
responsible global citizens
Beane is a visionary with a true passion for authentic
learning
 第二章: 統整課程的歷史-文獻探討
7. differences
Drake: interdisciplinary Beane: transdisciplinary
recognizes the existence of the perceive Drake’s model as multi-
individual disciplines disciplinary refutes the existence of
the individual disciplines and curriculum
expectations

teacher directed in nature student interest

rely on curriculum expectations the relevant information is exposed
and T force trivial expectations to
become eliminated
 第二章: 統整課程的歷史-文獻探討

8. Similarities:
(1) promise Ss’ engagement
(2) the retention of knowledge
(3) the development of the whole person.