Topic Presentation Integrated Science and Mathematics Models

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Topic Presentation Integrated Science and
Mathematics Models

• By
• Masroor Khan

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Why Integrate subject matter?

• Integrated curriculum is an educational
  approach that prepares children for lifelong
  learningrather than teaching discrete,
  departmentalized subject matter
• (www.nwrel.org.)

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1. Fragmented

• One direction
• Single disciplines
• Narrow image
• Traditional

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Example Junior High or High School different
subjects, different teachers, different
locations.

• Advantages
• Pure discipline
• Deep knowledge
• norm

• Disadvantages
• Learner must make own connections
• Transfer of learning to other areas less likely
• Overwhelmed with work in each area

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2. Connected

• Within one discipline
• Details
• Subtleties
• Interconnections

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Example connection between earth science and
physical science,

• Advantages
• Student sees the big picture
• Also some focused study
• Key concepts reviewed and assimilated

• Disadvantages
• Disciplines not related
• Focus within the discipline

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3. Nested

• Multiple dimensions
• Target multiple skills
• Social skills
• Thinking skills
• One discipline

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Example as content is covered more generic,
generalized skills are nested within it.

• Advantages
• Nesting and clustering of several objectives
• Learning is enriched and enhanced

• Disadvantages
• May be confusing to students
• May lose sight of main concepts

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4. Sequenced

• Related concepts
• Rearranged
• Taught in concert
• Subjects are separate
• Teachers consult

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Example similar ideas are taught such as stock
market in math taught in sequence with the
Depression in history.

• Advantages
• Rearrange topics and units in more meaningful
  ways
• Facilitates transfer of knowledge between subjects

• Disadvantages
• Teachers have less autonomy
• Needs collaboration and compromise

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5. Shared

• Two disciplines
• Overlapping concepts
• Overlapping skills
• Team planning
• Team teaching

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Example two subjects that show overlap of key
concepts, skills or attitudes, such as literature
and history or math and science.

• Advantages
• Easier for two teachers to collaborate

• Disadvantages
• Time, flexibility and commitment needed

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6. Webbed

• Broad view-constellation
• Central theme
• Disciplines align theme
• to curriculum
• Related concepts/topics

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Example use of conceptual themes, or a book or
genre of books

• Advantages
• Themes may be motivational or high interest ones
• Easy to see the connections

• Disadvantages
• Shallow or superficial theme
• Activities become the focus over concepts

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7. Threaded

• Metacurricular approach
• Threads skill throughout the subjects
• Thinking skills
• Social skills
• Multiple intellgences
• technology

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Example Skills fundamental to learning in all
subjects are threaded throughout the curriculum

• Advantages
• Students learn how they are learning
• Facilitates transfer of learning

• Disadvantages
• Disciplines remain separate
• Connections across contents and subject matter
  are not made

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8. Integrated

• New patterns
• New designs
• Interdisciplinary
• Team teaching
• Authentic learning

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Example find overlapping skills, concepts, and
attitudes across the curriculum in all subjects.

• Advantages
• Connections and relationships are made easily
• Motivates students
• Maximizes use of limited time

• Disadvantages
• Team collaboration
• Planning time
• Difficult to implement fully

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9. Immersed

• Content filtered through lens
• Learners interests
• Learners choice of
• Subjects
• Intensely personal

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Example Graduate students, doctoral candidates

• Advantages
• Internal integration
• Intense learning
• Self-driven

• Disadvantages
• Narrow focus
• Specialization should not come too early

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10. Networked

• View with multiple dimensions
• Internal connections
• Experts eye
• Forms external networks
• Multiple direction of focus

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Example Learners direct the integration
process through a selection of a network of
experts.

• Advantages
• Learner initiates searches
• Must come from within the student

• Disadvantages
• May become side-tracked
• Learning may become overwhelming or ineffective

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Conclusion

• Integration may not always be warranted.
• Models used will depend on what is being taught
  and the students being taught
• Teachers are not limited to these models and can
  form their own models for integration.

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References

• Fogarty, R. (1991). The Mindful Classroom
  How to Integrate the Curricula. Palatine,
  Illinois. IRI/Skylight Publishing Inc.
• Lake, K. (1994). Integrated Curriculum. School
  Improvement Research Series (SIRS). Retrieved
  09/24/06 URL
• http//www.nwrel.org/scpd/sirs/8/c016.html