MODULE 4

Integrating new Literacies in the

Curriculum

Learning Outcomes

At the end of this lesson, students are expected to:

➢ Discuss the concept of integrated curriculum

➢ Distinguish the different curriculum approaches, methods and types
➢ Identify lessons or course disciplines that may be appropriate for curriculum
integration
➢ 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

CONCEPT EXPLORATION

Innovative educators concerned with improving student achievement seek ways to

create rigorous, relevant, and engaging curriculum as a way to realize 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;
➢ Provides learners opportunities to apply skills they have learned;
➢ Encourages active participation in relevant life-experiences;
➢ Captivates, motivates and challenges learners;
➢ Provides a deeper understanding of content;
➢ Offers opportunities for 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.
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 a 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 (RBEC) is a best depiction of
multidisciplinary approach. The four discipline (Araling Panlipunan, Values Education,
MAPEH and TLE) were integrated along with a theme learned. 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 compromise the general grade in
Makabayan as discipline. The following is the structure of Makabayan that used the
multidisciplinary approach centered on a given theme.

Araling
Panlipuna
n

Makabayan TLE
MAPEH

Values
Education

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 English subject. Likewise, teachers often integrate Philippine history,
world history, geography, economics and government in an interdisciplinary 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.
 Physics Biology

SCIENCE
Chemistry
Earth
Science

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 the 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 interdisciplinary science program. Another way of doing it is
by fusing skills, knowledge and attitudes into the school curriculum or utilizing technology
across the curriculum. In this way, students learn other subjects while enhancing their
computer skills. Additionally, schools can utilize service-learning projects in the classroom.

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 an 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.

Skills Content

FILIPINO ARALING
PANLIPUNAN

FILIPINO

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.

Transdisciplinary Integration. In the transdisciplinary approach to integration,

teachers design a curriculum within students 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
curriculum.
 Subject Areas

Theme and concepts

Life skills
Real-World context
Career Prospects
Community Integration
Social Problems and Dilemmas
Life Experiences
Student Questions

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 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. Thus, the multidisciplinary, interdisciplinary, and transdisciplinary perspectives
offer different maps to begin the design process. 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 the 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

Organizing Center • Standards of the • Interdisciplinary • Real-life context
disciplines skills and • Student
organized concepts questions
around a theme embedded in
disciplinary
standards
Conceptualization • Knowledge best • Disciplines • All knowledge
of Knowledge learned through connected by interconnected
the structure of common and
the disciplines concepts and interdependent
• A right answer skills • Many right
• One truth • Knowledge answers
considered to be • Knowledge
socially considered to be
constructed indeterminate
• Many right and ambiguous
answers
Role of Disciplines • Procedures of • Interdisciplinary • Disciplines
discipline skills and identified if
considered most concepts desired, but real-
important stressed life context
• Distinct skills emphasized
and concepts of
discipline
thought
Role of Teacher • Facilitator • Facilitator • Co-planner
• Specialist • Specialist/ • Co-learner
generalist • Generalist/
specialist
Starting Place • Disciplinary • Interdisciplinary • Student
standards and bridge questions and
procedures • Know/do/be concern
• Real-world
context
Degree of • Moderate • Medium intense • Paradigm shift
Integration
Assessment • Discipline-based • Interdisciplinary • Interdisciplinary
skills/ concepts skills
stressed
Learning to Know Concepts and essential understandings across disciplines
Learning to Do • Disciplinary • Interdisciplinary • Interdisciplinary
skills as the focal skills as the focal skills and
point point disciplinary
• Interdisciplinary • Disciplinary skills applied in
skills also skills also real life context
included included
Learning to Be • Democratic values
• Character education
• Habits of mind
• Life skills (e.g., teamwork, self-responsibility
Planning Process • Backward design
• Standards-based
• Alignment of instruction, standards and assessment
Instruction • Constructivist approach
• Inquiry
• Experiential learning
• Personal evidence
• Student choice
• Differentiated instruction
Assessment • Balance of traditional and authentic assessment
 • Culminating activity that integrates disciplines taught

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).

Implementation Outcome. As a result, Curtis (2002) revealed that project based

programs show that students go far beyond the minimum effort, make
connections among different subject areas to answer open-ended questions,
retain what they have learned, apply learning to real-life problems, have fewer
discipline problems, and have lower absenteeism. Students assessment
considered teamwork, critical thinking skills, problem-solving, and time
management.

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, 2002).

Implementation Outcome. As 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 discipline and an enhanced sense of civic responsibility
(ASCD, 2004).

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.

In the higher grades, students usually study a topic or theme in different classrooms.
This may take the form of parallel disciplines the teachers sequence their content to
match the content in other classrooms (ASCD, 2004).
 Implementation Outcome. As a result, according to 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 roleplay 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 theme-based unit involving the whole school may be independent of the
regular school schedule.

Other thematic programs may 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).

Implementation Outcome. Using theme-based learning, students can exhibit

excellent on-task behavior and work collaboratively. Also, students are

engrossed both as presenters and as an audience for the half-day performance
task presentations as they use a wide range of presentation, such as video,
panel, forum or colloquium, debate, sculpture, music, etc. they can
demonstrate an in-depth understanding of the topics as a result of their
sustained interest around various questions. In fact, fewer recess problems
occur during this two-week period that made teachers enjoy the process and
the results.

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).

Implementation Outcome. As a result, fusion brings positive gains in student

achievement resulting from integrated instruction in the classroom (Bolack, et
al., 2005; Romance & Vitale, 1992; Campbell and Henning, 2010). In addition,
students make connections among disciplines, values, concepts content, and
life experiences. Students’ increased critical thinking skills, self-confidence,
positive attitude, and love for learning manifest their effectiveness. Shriner, et
al. (2010) also found that motivated teachers and students allow a classroom
to be a positive, fun, and engaging environment in which to learn.

Other Types of Integrated 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 their
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

The new literacy can be integrated into the K to 12 curriculums across subject areas
as presented in the table below. However, the integration of new literacy is not limited to the
identified disciplines, 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.

Integration of New Literacy in K to 12 Curriculum

Literacy Subject Area Outcome Strategy Assessment

Output
1. Multicultural Araling Demonstrate Role playing Rubric
and global Panlipunan respect for assessment
Literacy cultural Brainstorming result
diversity Brainstorming
report
2. Social Edukasyon sa Apply ethical Case analysis Case report
Literacy Pagpapakatao and moral
standards on Dilemma narrative
given issues and analysis
cases
3. Media English Use media in Media-assisted E-portfolio
Literacy communication instruction
Filipino Google clip
 dissemination
and transaction
4. Financial Math Solve problems Problem solving Scores in
Literacy in the context of problem solving
business and drills and
investment exercises
aspects
TLE Apply effective Business Business plan
techniques in simulation and and inventory
budgeting and immersion
income
generating
enterprise
5. Digital/ Computer Examine the Hands-on Computer
Cyber Subject computer virus activity capstone
literacy that commonly
damages Experiential
computer learning
networks and
systems Project-based
Research Cite ways in Exploratory Research
resolving method output
plagiarism
issues and
determine
research
protocols
6. Ecoliteracy Science Suggest ways Project-based Project
on how to portfolio
protect nature Task-based
and address Participation
climate change log

Learning
Reflection
journal
7. Arts and MAPEH Create artworks Manipulative Project design
Creative and artistic works
Literacy designs using Crafts
indigenous Arts studio
materials workshop
method
SYNTHESIS AND LEARNING REFLECTION

INTEGRATING NEW LITERACIES IN THE CURRICULUM

➢ Curriculum integration is the unification of all subjects and experiences.
➢ Interdisciplinary approaches focus primarily on the discipline
organized around a theme.
➢ In an intradisciplinary approach, teachers organize the curriculum
around common learning across identifiable disciplines.
➢ In the practice of a transdisciplinary approach, teachers organize
SYNTHESIS curriculum around student questions and concerns while developing
skills in a real-life context.
➢ Curriculum integration models include project-based, topic-based,
theme-based and task-based learning while other types of curriculum
integration are called connected, sequence, shared and webbed.
➢ Considering its benefit, there is a need to implement an integrated
curriculum model in the classroom to respond to the demands and
challenges posed by 21st century education considering its benefits.

Reference

Bilbao, et al (2019). Technology for teaching and learning. Quezon City, PH: Lorimar
Publishing, Inc.