Module 4:

INTEGRATING NEW LITERACIES IN THE CURRICULUM

LEARNING OUTCOMES:
1. Discuss the concept of integrated curriculum
2. Distinguish the different curriculum integration approaches, methods and types
3. Identify lessons or course disciplines that may be appropriate for curriculum integration
4. Draw relevant life lessons and significant values from curriculum integration experiences
in class
5. Analyze research abstract on curriculum integration and its implications in teaching-
learning process
6. Make a lesson plan with thematic integration across related disciplines

INTERACTIVE PRESENTATION
The Zoo: This activity entails fusing students accordingly using animal sounds to determine their
grouping. The respective groups will answer the questions of the teacher later.

Procedure:
1. Students will think of an animal, the sound of which they will imitate while responding to
the teacher’s question: “If you were an animal, what would you be?”
2. The students will create the sounds of their chosen animals.
3. The teacher will ask students with a similar sound of animals to group together.
4. On the final grouping arrangement, the teacher will ask the first question.
5. The teacher will ask the class to change their grouping by providing clues, such as based
on their habitat, size, friends, and foes, etc.
6. For every change of grouping, a question will be raised to be answered by the groups
upon sharing and collaborating their ideas.
7. The class will find time for a brief reflection on the activity.

Sample Questions for Reflection:

1. Describe your experience in integrating yourself with others.
2. What have you gained from involving yourself with different integrated groups?
3. What became your challenge in the process of self-integration?
4. How can integration be practiced in class?
5. What course subjects can be integrated? And in what way can this integration be
conducted?
CONCEPT EXPLORATION
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 Integration Curriculum

In retrospect, the introduction of an integrated curriculum gained greatest support in the
1960s. Based on the essential organization of content, the designs emphasize 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 participations 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.

Approaches to Integration
The Association for Supervision and Curriculum Development (2004) presents three
approaches to integration and these are multidisciplinary, interdisciplinary and multiple
intelligences and transdisciplinary.
Multidisciplinary Approach. A multidisciplinary approach focuses in 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 the 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 was 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.

Araling
Panlipunan

MAPEH Makabayan TLE

Values
Education

When a teacher integrates subdisciplines within a subject area, he/she is practicing

intradisciplinary 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.
Earth Science
Biology
Chemistry
Physics

SCIENCE
 Through the 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 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 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.

Content
Skills
ARALING
FILIPINO
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 tomlearn the skills and concepts that are beyond the
immediate lesson (www.theclassroom.com).
Transdisciplinary Integration. In the transdisciplinary approach to 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.
 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 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.
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 team approach.
Despite some differences in the degree in the intent of integration, the three approaches
share many similarities. As such, the centrality of standards in 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  Standard of the  Interdisciplinary  Real-life context
Center disciplines skills and concepts  Student questions
organized embedded in
around a theme disciplinary
standards
Conceptualizatio  Knowledge best  Disciplines  All knowledge
n of Knowledge learned through connected by interconnected and
the structure of common concept interdependent
the disciplines and skills  Many right answers
 A right answer  Knowledge  Knowledge
 One truth considered to be considered to be
socially constructed indeterminate and
 Many right answers ambiguous
Role of  Facilitator  Facilitator  Co-planner
Disciplines  Specialist  Specialist/generalist  Co-learner
 Generalist/specialist
Starting Place  Disciplinary  Interdisciplinary  Students questions
standards and bridge and concerns
procedures  Know/Do/Be  Real-world context
Degree of Moderate Medium/intense Paradigm shift
Integration
Assessment Discipline-based Interdisciplinary Interdisciplinary
skills/concepts stressed skills/concepts stressed
Learning to Concepts and essential understanding across disciplines
Know
Learning to Do  Disciplinary  Interdisciplinary  Interdisciplinary
skills as the skills as the focal skills and
focal point point disciplinary skills
 Interdisciplinary  Disciplinary skills applied in a real-life
skills also also included context
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 relevance
 Student choice
 Differentiated instruction
Assessment  Balance of traditional and authentic assessments
 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; 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).

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 of learning centers. As students move
through the learning centers to complete the activities, they learn about the concepts
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
their content and 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 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 integrative 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 maybe independent of the regular school schedule.

Other thematic programs may involve teachers across the same rate, wherein teachers
carefully connect the activities to the standards in each disciplines. Over time, they have
developed a long list of possible culminating activities. They also update their Website
continually and use it as a teaching tools with students. The site offers many interesting
options for those interested on 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 topic 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 result.

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 incorporates 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 connections 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 Curriculum across subject areas as
presented in the table below. However, the integration of the 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 the 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 Narratives
given issues and analysis
cases

3. Media English Use media in Media-assisted E-portfolio

Literacy communication instruction
Filipino dissemination Google clip
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/Cyber Computer Examine the Hands-on Computer
Literacy Subject computer virus activity Capstone
that commonly
damages Experiential
computer method
networks and
systems Project-based
Research Cite ways in Exploratory Research output
 resolving method
plagiarism issues
and determine
research
protocols
6. Ecoliteracy Science Suggest ways on Project-based Project Potfolio
how to protect
nature and Task-based Participation
address climate Log
change
Learning
Reflection jornal
7. Arts and MAPEH Create artworks Manipulative Project design
Creative and artistic works
Literacy designs using Crafts
indigenous Arts studio
materials. workshop
method

QUESTIONS FOR DISCUSSION

1. What is an integrated curriculum?
2. What are the different approaches, models and types of curriculum integration?
3. How can you apply integration along with multidisciplinary, interdisciplinary and
transdisciplinary approaches?
4. Which curriculum integration approach would best suit to the different types of
learners in diverse classroom contexts?
5. In what lessons or course disciplines is integrated curriculum most appropriate?

Life and Values Integration

Share an observation of curriculum integration application in class or in the school. What life
lessons and values have you realized and learned?

RESEARCH ANALYSIS AND IMPLICATION

Direction: Analyze the following research abstract and cite its implication on teaching-learning.
You may download the full paper of this research on the website given below.
The impact of integrated curriculum on students’ comprehension of expository texts
(Rockwood 2015)

Abstract
Due to the increasing curricular demand on K-12 students to comprehend expository
texts, teachers have been looking for ways to improve comprehension. An integrated
curriculum offers the promise of providing students with a curriculum connected across
disciplines while enabling them to increase their comprehension of expository texts. To
explore that promise, the research question asked was, what is the impact of an integrated
curriculum on K- students’ comprehension of expository texts in the content areas? The
exhaustive literature review and subsequent research synthesis for this study produced
four findings. The first is that a key to the comprehension of expository texts at the
elementary grade levels appears to be students’ ability to make personal connections with
the material being read across an integrated curriculum. Second, students’ comprehension
in the upper elementary to high school grade levels can be significantly impacted by
activating prior knowledge for an integrated curriculum. Third, when the integrated
curriculum includes the interactive practices for students in grade 1 through 6, the impact
on student learning behavior and academic performance, including some literacy
performance, is positive. Fourth, integrating literacy with nearly any other subject area
may produce a positive impact on student academic performance from grades 3 to 8.
These findings served as bases for professional development for teachers in the form of
an information-bearing Google Site.
(Source: Rockwood, A. (2015). The impact of integrated curriculum on students’ comprehension
of expository texts. SUNY Digital Repository. URI: http://hdl.handle.net/1951/65733)

Analysis: How does integrated curriculum impact students’ comprehension of expository texts?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

Implication: How can professional development for teachers respond to enhancing an integrated
curriculum toward a better comprehension of students?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
SYNTHESIS AND LEARNING REFLECTION
INTEGRATING NEW LITERACIES IN THE CURRICULUM
E S I SS Y N T H

 Curriculum integration is the unification of all subjects and experiences.

 Multidisciplinary approaches focus primarily on the disciplines organized around

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

Theme-based Topic-based
Concept: __________________ Concept: __________________
Application: Application:
_______________________________ ____________________________________
_ ____________________________________
______________________________
Curriculum
Integration

Project-based Task-based
Concept: __________________ Concept: __________________
Application: Application:
_______________________________ ________________________________
_ ________________________________
_______________________________
_

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

Direction: Read and analyze each item carefully. Choose and encircle 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 C. Task-based
B. Theme-based D. Topic-based
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 C. Multidisciplinary
B. Interdisciplinary 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 Technological 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 C. Team
 B. Pair D. Theme
5. How can values be effectively integrated in a highly cognitive and academic disciplines 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 subjects.
C. Post the expected specific values on the board every lesson to remind the students on
imbibing obedience, patience, and honestly in solving mathematical problems.
D. Include a portion intended for values in the test prepared in every lesson.