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Integration

Integration. Section 1. What is Integration?. Definitions of integration. “Making connections across disciplines“ ( HH Jacobs) “… combines several school subjects into one activity project since that is how children encounter subjects in the world” ( Everett, 1989)

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Integration

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  1. Integration

  2. Section 1 What is Integration?

  3. Definitions of integration • “Making connections across disciplines“ (HH Jacobs) • “…combines several school subjects into one activity project since that is how children encounter subjects in the world” (Everett, 1989) • “explores a theme through the areas of learning and experiences which are clearly appropriate to it “ ( Arnold 1991)

  4. Key Messages • Integration is an underlying principle of the curriculum. • Meaningful integration is about making natural connections • Integration must remain true to each of the subject areas involved • Integration should facilitate the transfer of learning and skills.

  5. Primary Curriculum Music Drama PE Visual Arts SPHE History Geography English Gaeilge Science Mathematics

  6. Reflection Music Drama Discuss in pairs PE Visual Arts SPHE History Geography English Science Mathematics Gaeilge

  7. Integration “. . . education that is organised in such a way that it cuts across subject–matter lines, bringing together various aspects of the curriculum into meaningful association to focus on broad areas of study” Shoemaker, 1989

  8. Integration transcends boundaries Music Drama PE Visual Arts SPHE History Geography English Science Mathematics Gaeilge

  9. DRAMA • Play house • Dramatise Wise and Foolish Builders story and Three Little Pigs • GEOGRAPHY • What is a home and why do we need them- discussion • Different types of houses in our area- class outing • Homes in other countries • Names and uses of rooms • People who build houses- their jobs • MUSIC • Sing “The Wise man built hishouse…” • Cúigear fear ag tógáil tí • GEOGRAPHY • What is a “home” and why do we need them?- discussion • Different types of houses in our area- class outing • Moving house- sequencing activity • Homes in other countries • Names and uses of rooms • People who build houses- their jobs • RE • The parable of the wise and foolish builders • Homes in Jesus’s time • MUSIC • Sing “The Wise Man Built…” and “Don’t Build your House on the Sandy Land” with suitable percussion • ENGLISH • The Three Little Pigs story and matching exercise HOMES • GAEILGE • Na Trí Mhuicín - • scéal agus cluiche • meatsála • VISUAL ARTS • Draw / paint your own house • Draw/paint an imaginary house • SCIENCE • Animal homes- migration, hibernation, active in winter • MATHS • Pictograph of pupils’ house types • HISTORY • Homes over time

  10. Vocabulary • Linkage • Integration

  11. Linkage

  12. Cross curricular

  13. What are the benefits of Integration?

  14. Benefits of Integration • Broader and richer learning perspective • Time efficient • Meets demands of the 21st century • Makes meaningful connections • Allows for a variety of approaches and methodologies • Caters for different learning styles and interests • Encourages the sharing of ideas and good practice

  15. Challenges of Integration • Preparation • Over reliance on textbooks • Lack of resources • Can be haphazard – easy to go off task • Can dilute integrity of individual subjects • Difficult to assess / evaluate • Can be superficial

  16. Primary Curriculum Review – NCCA Findings • While teachers reported using thematic and cross-curricular approaches to learning with children, few reported planning for this learning on a regular basis. • …teacher identified textbooks and parents expectation in relation to the use of textbooks, to be impediments or challenges to cross curricular learning.

  17. The integrated nature of the PSC should be exemplified to teachers to a much greater extent that it currently is in the curriculum documents. This should help alleviate the time pressures experienced by teachers and should also support the development of children's English language skill throughout the day, in all curriculum subjects rather than in a discrete manner through English alone. pg 10 Primary Curriculum Review Phase 1 NCCA Review 2005

  18. Section 2 Exploring models of Integration

  19. 10 levels of curriculum integrationFogarty (1991) • Fragmented No integration • Connected • Nested • Sequenced • Shared • Webbed • Threaded • Integrated • Immersed • Networked Linkage within subjects Integration across subjects Integration within learners

  20. The ultimate measure of success for integration must be the extent to which it promotes learning and transfer for children. (Fogarty Robin, 1991)

  21. 1. Fragmented History English

  22. 2. Connected Reading or listening to a story Oral Language Sharing responses to the story Discussing and predicting outcomes Reading Word usage e.g synonyms Word location e.g scanning Writing Written response to the story e.g become a character or change the ending

  23. 3. Nested

  24. 4. Sequenced

  25. 5. Shared Geography Maths

  26. 6. Webbed Winter

  27. 7. Threaded Geography : Homes Linguistic Spatial Mathematical Intrapersonal

  28. 8. Integrated A Whole Language Strategy PE Language of orienteering

  29. 9. Immersed

  30. 10. Networked Later interest in mountain climbing Early interest in hill walking Develops related interests

  31. Section 3 Planning for Integration

  32. Pigdon and Wooley ( 1992) Co-operating and interacting Developing understandings about the world Forms of expression and perception Reasoning and reflecting Imagining and inquiring Assessing and evaluating

  33. Pigdon and Wooley ( 1992) Co-operating and interacting Teanga- éisteacht, labhairt, scríobhnóireacht , leitheoireacht agus scileanna Maths – estimating, measuring, multiplication and associated skills The Arts – painting, composing, improvising and their elements Dance – movement, mime, performing and associated skills Studies involving society and the environment SESE SPHE Reasoning and reflecting Imagining and inquiring Assessing and evaluating and perception Language Maths Visual arts Music Drama Dance ICT

  34. “A child’s day should make sense. It should be about something. The various activities of the day should work together, building upon one another for some purpose” ( Pigdon and Wooley ,1995 )

  35. Mathison and Mason ( 1989 ) Goal Statement Primary Content Base Relationship with other subjects App 1 Curricular objectives and skills App 2 Necessary pre requisite knowledge and skills . Suitable methodologies

  36. Wiggins and Mc Tighe ( 1998) 4.Content objectives and skills areas 5. Suitable methodologies 6. Assessment

  37. Key Messages • Integration is an underlying principle of the curriculum. • Meaningful Integration is about making natural connections • Integration must remain true to each of the subject areas involved • Integration should facilitate the transfer of learning and skills.

  38. References • Gardner Howard : Frames of mind 1998 • Fogarty Robin : The mindful school 1991 • Joyce and Taylor : Is it, is it not integration? ( 2001) • Mathison and Mason : Planning Interdisciplinary Integration (1989) • Kath Murdoch : Classroom connections : strategies for integrated learning ( 1998) • Wiggins and McTighe : Understanding by design (1998)

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