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Beyond Subject Areas (Transdisciplinary):  

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Beyond Subject Areas (Transdisciplinary):  

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- Place student's interests and ideas at the forefront lessons, allow them to guide the lesson with their natural interests. Prompt conversation. Interview students to discover interests and guide them to develop their interests
- Provide resources where students can learn about their interests but also achieve curriculum outcomes.
- Immerse students in their interests and assist them to be exposed to networks, communities, and activities and learnings associated with these.
(Kelly, 2001, Fogarty, 1991; Brady, 2014; Gilbert & Hoepper, 2014)

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- Develop topic themes between and across subjects, such as space, plans and adventures, exploration etc.
- Develop thinking skill themes between and across subjects, such as predicting, or recording. Prompt the practicing of these skills throughout subject areas.
- Call upon specific learning skills to learn across all lessons: e.g. recording - practice this in maths (data), geography (temperatures), science (statistics).
- Sequence topics and units of work so that they occur simultaneously to compliment each other. Teach more than one part of the curriculum at a time with cross-disciplinary projects
(Kelly, 2001, Fogarty, 1991; Brady, 2014; Gilbert & Hoepper, 2014)

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- Guide and assist students to construct and adapt  learning within disciplines through rhetorical questioning, explanatory and comparative language.
- Assist and explain connections between most recent learning topics and new ones.
- Provide unit overviews and learning sequences.
- Emphasise thinking skills within single disciplines e.g. sorting, comprehending, envisioning, cause and effect, identifying, etc. and use these to enhance and plan for learning.

(Kelly, 2001, Fogarty, 1991; Brady, 2014; Gilbert & Hoepper, 2014)

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Effective Teaching Strategies within Fogarty's (1991) Three Categories of Curriculum Integration

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Effective Teaching Strategies within Fogarty's (1991) Three Categories of Curriculum Integration

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Fogarty's ten Strategies for Integration

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Fogarty's ten Strategies for Integration

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(Fogarty, 1991)

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Integration in the Australian Curriculum

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Integration in the Australian Curriculum

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With reference to Fogarty's effective teaching strategies,  the structure of the Australian curriculum largely facilitates integration (Fogarty, 1991; ACARA, 2018; Brady, 2014; Gilbert & Hoepper, 2014)

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“The brain learns best in real-life, immersion-style multi-path learning...fragmented, piecemeal presenting can forever kill the joy and love of learning” (Jensen, 1996). The likes of Fogarty understands this, and has created three categories of integration to assist in the effectiveness of teaching and learning as seen below (Fogarty, 1991).

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(Department of Education and Training Victoria, 2007)

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Murdoch's Inquiry Model and Effective Teaching Strategies

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Murdoch's Inquiry Model and Effective Teaching Strategies

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Adapted from: (Murdoch, 1998; Murdoch, 2010; Department of Education and Training Victoria, 2007; Kelly, 2001)

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Overarching Effective Strategies within Integrated Programs

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Overarching Effective Strategies within Integrated Programs

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On a holistic level, there are specific teaching strategies that assist in enhancing an integrated program, wether that be a whole unit, or a lesson. When teaching an integrated program, an educator should employ strategies that result in the enriching benefits this type of teaching and learning can have (Gilbert & Hoepper, 2014; Murdoch, 1998, Murdoch, 2010; Kelly 2001). With reference to the diagram provided to the right, Kate Murdoch's (1998; 2010) inquiry model demonstrates some of the teaching strategies that best facilitate any integrated program, and has been created based on a summary of her findings of what best enhances teaching and learning to create deep, context-rich learning experiences (Murdoch 1998; Murdoch 2010). It should be noted that it has been identified that the first two stages of Murdoch's inquiry model (tuning in and finding out) are more associated with the planning and creation of an integrated program rather than the effective strategies for delivering/teaching in an integrated program (Murdoch, 2010; Kelly, 2001).

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Integrated program: The product of extracting,  merging, and structuring curriculum content across various learning areas to create units and lessons (Murdoch, 1998; Murdoch, 2010; Kelly, 2001; Fogarty, 1991). This approach arguably makes for a more holistic view of content, deeper learning contexts, and stronger connections to students interests compared to single disciplinary focused units and lessons (Gilbert & Hoepper, 2014; Murdoch, 1998)

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Question Posed by Peer (Chad): What are some effective strategies for teaching in an integrated program?