INTEGRATING NEW LITERACIES IN THE

Module 4 CURRICULUM

UNDERSTANDING INTEGRATION OF NEW

LESSON 4
LITERACIES IN THE CURRICULUM

 Discuss the concept of integrated curriculum

 Distinguish the different curriculum integration
approaches, methods and types
 Identify lessons or course disciplines that may be
appropriate for curriculum integration experiences in
Desired Learning class
Outcomes  Draw relevant life lessons and significant values from
curriculum integration experiences in class
 Analyze research abstract on curriculum integration
and its implications on teaching-learning process
 Make a lesson plan with thematic integration across
related disciplines

How can you apply integration along with multidisciplinary,

interdisciplinary and trans disciplinary approaches?
Essential Question / Activity
Which curriculum integration approach would best suit to
the different types of learners in diverse classroom context?

Innovative educators concerned with improving student

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

At the end of the lesson, the students should be able to:

• Compare and contrast the three approaches to

Learning Target/s integration.
• Share an observation of curriculum integration in the
class and explain the life lessons and values they have
realized and learned.

WEEK 4

EDUC 206 | BUILDING AND ENHANCING NEW LITERACIES ACROSS THE CURRICULUM
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 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 learning around themes, big ideas and meaningful concepts;
• provides connections among various curricular disciplines;
• provide 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;
• offers opportunities for more small group and industrialized instruction; and
• accommodates a variety of learning styles/theories (i.e., social learning theory,
cooperative learning, intrinsic motivation, and self-efficacy) and multiple intelligences.
(http://onlineschool7.blogspot/2016/04/components-of-integrated-curriculum.html)

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 the 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 Curriculum (RBEC) is a best depiction of a
multidisciplinary approach. The four disciplines (Araling Panlipunan, Values Education,
MAPEH and TLE) were integrated along with a theme termed Makabayan as an integrated
subject served as a laboratory of life. Makabayan was a learning area that stressed 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.

EDUC 206 | BUILDING AND ENHANCING NEW LITERACIES ACROSS THE CURRICULUM
 When a teacher integrates subdisciplines within a subject area, he/she is practicing
interdisciplinary approach. For example, one integrates reading, 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 subdisciplines, such as earth science, biology,
chemistry and physics that responds to spiral curriculum approach. This connection is
presented in the structure below.

Through this integration, teachers expect students to understand the connections between
the different subdisciplines 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

EDUC 206 | BUILDING AND ENHANCING NEW LITERACIES ACROSS THE CURRICULUM
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 the 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.

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 integration, teachers

design a curriculum within student needs and concerns. Students 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 negotiating the curriculum.

EDUC 206 | BUILDING AND ENHANCING NEW LITERACIES ACROSS THE CURRICULUM
 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 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 the skills in real-life situations.

Interconnecting the Three Approaches

These approaches offer an excellent fit for standards through a backward design process as
teachers integrate standards-based planning with effective teaching and learning practices.
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 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
 Standards of the  • Real-life context
Organizing disciplines Interdisciplinar • Student questions
Center organized around a y skills and
theme concepts
embedded
disciplinary
standards
Conceptualizati • Knowledge best • Disciplines • All knowledge
on of learned through the connected by interconnected and
Knowledge structure of the common concepts interdependent
disciplines and skills • Many right answers

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 • A right answer • Knowledge • Knowledge considered
• One truth considered to be to be indeterminate and
socially ambiguous
constructed
 Many right
answers
Role of • Procedures of  Interdisciplinary  Disciplines identified
Disciplines discipline skills and if desired, but real-life
considered most concepts stressed context emphasized
important
• Distinct skills and
concepts of
discipline taught
Role of Teacher • Facilitator • Facilitator • Co-planner
• Specialist • Specialist/genera • Co-leader
list • Generalist/specialist
Starting Place  Disciplinary • Interdisciplinary • Student questions and
standards and bridge concerns
procedure • Know/Do/Be • Real-world context
Degree of  Moderate  Medium/intense  Paradigm shift
Integration
Assessment 1. Discipli ne- 2. Inter 3. Interdiscipli
based disciplinary nary skills/concepts
skills/concepts stressed
stressed
Learning to  Concepts and essential understanding across disciplines
Know
Learning to Do • Disciplinary skills as • Interdisciplinary  Interdisciplinary skills
the focal point skills as the focal and disciplinary skills
• Interdisciplinary point applied in a real-life
skills also included • Disciplinary skills context
also included
Learning to Be • Democratic values
• Character education
• Habits of mind
• Life skills (e.g., teamwork, self-responsibility)
Planning • Backward design
Process • Standards-based
• Alignment of instruction, standards and assessment
• Constructivist approach
• Inquiry
• Experiential learning
Instruction • Personal relevance
• Student choice
• Differentiated instruction
Assessment • Balance of traditional and authentic assessments
• Culminating activity that integrates disciplines taught
(Source: Association for Supervision and Curriculum Development, 2004)

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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 artifact. 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; and 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).
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
structured 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).
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 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 the form of parallel disciplines and teachers sequence their content to
match the content in other classroom (ASCD, 2004).
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 allows 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 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
themebased unit involving the whole school may be independent of the regular
school schedule.
Other thematic programs may be 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).

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 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 area 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).

Other Types of Integrating 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 area 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 the 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 Model
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
identified disciplined, 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.

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Integration of New Literacy in the K to 12 Curriculum
Literacy Subject Outcome Strategy Assessment
Area Output
1. Multicultural Araling Demonstrate respect Role playing Rubric
and Global Panlipunan for cultural diversity Brainstorming assessment
Literacy result
Brainstorming
result
2. Social Edukasyon Apply ethical and Case Analysis Case Report
Literacy sa moral standards on
Pagpapaka- given issues and Dilemma analysis Narratives
tao cases
3. Media English Use media in Media-assisted E-portfolio
Literacy communication instruction
Filipino dissemination and Google clip
transaction
4. Financial Math Solve problems in the Problem solving Scores in
Literacy context of business problem solving
and investment drills and
aspects exercises
TLE Apply effective Business Business plan
techniques in simulation and and inventory
budgeting and immersion
income
generating
enterprise
5. Digital/Cyber Computer Examine the Hands-on Activity Computer
Literacy Subject computer virus that Capstone
commonly damages Experiential
computer networks learning
and systems
Project-based
Research Cite ways in resolving Exploratory Research output
plagiarism issues and method
determine research
protocols
6. Ecoliteracy Science Suggest ways on how Project-based Project Portfolio
to protect nature and
address climate Task-based Participation Log
change
Learning
Reflection journal
7. Arts and MAPEH Create artworks and Manipulative Project design
Creative artistic designs using works
Literacy indigenous material Crafts
Arts studio
workshop method

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 Learning Reflection

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

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 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

LET SAMPLERS: Taking the Examination

Read and analyze each item carefully. Choose 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 B. Theme-based
C. Task-based
D. Topic-based

EDUC 206 | BUILDING AND ENHANCING NEW LITERACIES ACROSS THE CURRICULUM
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
B. Interdisciplinary
C. Multidisciplinary
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
B. Pair
C. Team
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.
D. Include a portion intended for values in the test prepared in every lesson.

EDUC 206 | BUILDING AND ENHANCING NEW LITERACIES ACROSS THE CURRICULUM