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Inquiry Based Learning (Teach Thought Staff, 2018)

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Inquiry Based Learning (Teach Thought Staff, 2018)

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Whilst the material presented would have you think that ‘Integrated Studies’ is the sole instrument to provoke learner interest, it is however, really up to you as an educator to make it happen. Studies show that its success is determined largely by the quality of the educator who seeks to engage every student and is aware of the diverse needs that exist and the issues of equity in addressing these needs (Burns & Drake, 2003).

Integrated study relies upon an educator who:

Considers learning styles

Incorporates constructivist learning opportunities

Views the learner through a lens that sees them as competent and capable learners filled with unlimited potential.

….And who is inspired to make learning interesting and successful for every student.

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For an educator to garner interest, they must draw upon a range of strategies, first they must determine the learning styles and the diversity of their learners’ needs (Murdoch, 1998). Use questions to check for understanding, differentiate learning, be flexible with time allocations, provide opportunities for collaborative learning and get students working together on meaningful tasks and have students seeks answers to their own set of questions (Department of Education and Training Victoria, 2017), (Killian, 2015).

Inquiry Based Learning (IBL) is a proven model that sits well within an integrated framework. At its core, IBL is an approach to learning that empowers learners to pursue investigations into topics that reflect their interests (Churchill, et al, 2013). Drawing upon their prior knowledge across subject areas, learners form, and are guided by, their own questions related to local or global issues and problems. IBL allows learners to submerse themselves in ‘real life’ contexts reflecting their personal interests.

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Fogarty's 'Ten Ways to Integrate Curriculum' (Fogarty, 1991)

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Fogarty's 'Ten Ways to Integrate Curriculum' (Fogarty, 1991)

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Studies in the U.S have found that planning interdisciplinary instruction promotes greater student enthusiasm for learning and increased participation (Burns & Drake, 2003). Edutopia (2008), argue that integrated study is an extremely effective approach that builds students’ creativity, adaptability, critical reasoning, collaboration skills, and importantly it increases motivation and a deeper level of learning. Connecting students’ prior knowledge from across a range of subject areas enables learners to tap into their interests and stronger skill sets. Gordon (2014), believes this multi and interdisciplinary approach equates to learning that is achieved in and through ‘meaningful ways’.

Integrating studies connects the abstract world of single subject understanding and the ‘real world’ experience. Freeman and Mathison (1997), describe this pedagogoical intent as ‘two pronged’, a process built out of student interests that leads to more inquiry based, hands on learning on themes that represent topics that matter specifically to them. These connections linking topical learning to themes of relevance and concern are made possible when integrating the curriculum. Murdoch (1998), in favor of the interdisciplinary model, finds that it encourages alternative perspectives of investigation not otherwise achieved without blending across ‘key learning areas’.

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‘Integrated studies’ is a cross-curricular approach to learning. Educators work to minimise the distinct subject areas of the curriculum and instead blend independent subject skills, knowledge and understanding so that a larger ‘holistic’ perspective can be achieved during investigative learning on broader projects (Churchill, et al., 2013). Fogarty (1991), expresses the integrated approach as ‘between subject areas’ describing these connections as ‘multidiscplinary’ and ‘interdisciplinary’.