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There are three distinct approaches to integrated teaching and learning. The below diagram provides a simple yet clear example of how each approach occurs across subject areas. 

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There are three distinct approaches to integrated teaching and learning. The below diagram provides a simple yet clear example of how each approach occurs across subject areas. 

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The intradisciplinary approach occurs when educators integrate sub-disciplines within a core subject area. In using this approach, educators assume that students will find links between the content knowledge of the sub-disciplines. An example of the intradisciplinary approach would be teaching biology, chemistry and physics under the core subject of science (Drake & Burns, 2004; Fogarty, 1991).

The interdisciplinary approach occurs when educators embed common learnings across subject areas, emphasizing interdisciplinary skills and concepts. The curriculum is designed around including these interdisciplinary skills in all areas of learning. An example of this would be embedding common literacy skills in English, Mathematics, Science and History (Drake & Burns, 2004; Fogarty, 1991).

The transdisciplinary approach occurs when educators establish a curriculum that focuses on student inquiry. This method aims to develop life skills in students as interdisciplinary skills are applied to real-world contexts. An example of this approach would be a Project Based Learning (PBL) curriculum (Drake & Burns, 2004; Fogarty, 1991).

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PBL can be described as an approach to inquiry-based learning. In PBL, students are given the task of solving open-ended problems. These problems are derived from curriculum content, yet they must also link to a real-world situation. As such, PBL provides students with rich and authentic learning experiences that are student-directed, hands-on, and interactive. The purpose of PBL is for students to apply interdisciplinary skills in their problem-solving as it occurs between subject areas, thus establishing student learning (Victoria University, 2018; NSW Department of Education, n.d.).

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Inquiry-based learning is a constructivist approach to teaching and learning. Students take the lead in their learning as they investigate their inquiries (i.e. what they want to learn about) across subject disciplines. The educator sequences learning to help students make connections between content areas in order to construct their knowledge. Collaboration can implemented in inquiry-based learning as students learn from each other to build their knowledge (Murdoch, 1998; Lutheran Education Queensland, n.d.).

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The term curriculum integration (or integrated learning) describes an approach to teaching and learning in which the educator connects knowledge and skills from across, and within, a range of subject areas. In the primary school context, the purpose of this approach is to provide students with rich learning experiences that provide a real-world context to their learning (Gordon, 2014). The success of an integrated curriculum is entirely dependent on how effectively it is implemented in the classroom (Murdoch, 1998).

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This diagram demonstrates how interdisciplinary skills are integrated between learning areas. Rather than linking a topic, or theme, to singular disciplines, the educator integrates interdisciplinary skills into various subject areas (Fogarty, 1991).

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A1 - Drake & Burns Interdisciplinary Diagram.PNG

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What are some effective strategies for teaching in an integrated program? 

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What are some effective strategies for teaching in an integrated program? 

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Question posed by Chad W

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Fogarty (1991) describes integrated learning.

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Fogarty (1991) describes integrated learning.