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Center for Teaching Vanderbilt University. [Image]. (2016).

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Garcla. [Image]. (2008). 2 Kids at a 2Touch IBW in Melbourne 1

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Fogarty. [Image]. (1991). Ten ways to integrate curriculum.

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Weebly. [Image]. (n.d.). C Integrated curriculum.

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Integrated programs promote the development of knowledge in the context of other knowledge (Gilbert & Hoepper, 2014). Teachers may assist students to make the connection between interdisciplinary studies through relevant experiences or explicit examples of related skills and knowledge (Ackerman & Perkins, 2017). Learning experiences are designed around curriculum content and the skills and knowledge required to complete the task or that will develop through classroom activities (Thorburn, 2003). For example, students may be involved in a Science inquiry project on the needs of living things will use a range of disciplines and capabilities to research Australian animals, climate and geographical features. Students develop their capacity to identify, gather and question the information for its value and relevance (Armstrong, 2017). They use their literacy, numeracy and organisational skills and knowledge to interpret and compare representational data and present their findings in a logical and systematic manner (Fogarty, 1991). Educators may act as facilitators by helping student identify what it is they want to know, find resources and determine appropriate reporting mechanisms (Churchill, Ferguson, Godinho, Johnson, Keddie, A., Letts, Mack, 2012). Teachers help student develop critical thinking skills by using reflective techniques and focus questioning to prompt other avenues of thought, initiate collaborative discussion, gauge current understanding and correct misconceptions (Thorburn, 2003).

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Integrated delivery and Constructive framework promote the synthesis of new knowledge through authentic experiences that have been internalised and understood (Thorburn, 2003). The retention and transfer of knowledge to new situations promotes the development of critical thinking processes that require reasoned judgements and decisions about the validity and application of that learning (Collins, R. (2014).

Fogarty’s Fragmented Model uses a thematic approach to build content knowledge and general skills and strategies to apply that knowledge in new contexts (Fogarty, 1991). Single learning disciplines such as Mathematics, English, Science, Humanities and Social Sciences provide the core skills and knowledge used within other integrated models (Fogarty, 1991).

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Blooms Taxonomy classifies lower order thinking as the building of knowledge, comprehension and application (Armstrong, 2017). Higher order cognitive processes involve the capacity to organise, examine, challenge and synthesise information. Blooms Taxonomy refers to these higher order capacities as:

Analysis. The ability to identify core ideas, draw inferences and use critical processes to examine the data (Armstrong, 2017).

Synthesis involves the systematic gathering of information from one or more sources to deliver the information in line with its primary purpose or audience (Armstrong, 2017).

Evaluation. Assessment of the validity of ideas, relationships and classification leads to value judgments that develop and strengthen arguments or opinions (Armstrong, 2017).

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Integrated curriculum provides a rich opportunity for the development of critical thinking processes because of its potential to extend, deepen and enhance learning (Kaskey-Roush, 2008). The Australian Curriculum identifies critical thinking as a general capability that assists students to apply knowledge and skills effectively in a range of complex and changing circumstances (Australian Curriculum, Assessment and Reporting Authority [ACARA], n.d.). Successful learners think logically, obtain and evaluate information to generate new ideas through creativity and innovation (ACARA, n.d.).

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How does Integrated studies foster higher-order thinking?

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How does Integrated studies foster higher-order thinking?

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Question by Xiaohua (Shawn) Wang