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Example of a teacher planning to integrate - 5E's

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Example of a teacher planning to integrate - 5E's

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ENGAGE:  (Primary Connections, 2018) Teacher begins by gauging student interests at the current time applying project-based learning (Education Queensland. (2000)
EXPLORE: This starting point could be centered on student, school or community issues, ideas or experiences (Gilbert, R & Hoepper, B., 2014).
EXPLAIN: The teacher would then present a conceptual theme such as: Living things’ which can be webbed to connect each discipline ie: Mathematics could involve students planting a seed connecting real world concepts and lessons within the planning model 'sequence' for integration Step One: 'tuning in' students ‘gathering responses and making simple inferences’ (ACMSP262) Step Two: 'finding out' about how the plant will grow, linking the content description ‘Statistics and Probability’ to Science Content Descriptors ‘Biological Sciences’ such as ‘Living things live in different places where their needs are met’ (ACSSU211) (Australian Curriculum, Assessment and Reporting Authority [ACARA], v8.3, 2017).
Linking to the curriculum strands to ensure student outcomes, this conceptual theme can be delivered across all learning areas by creating links to ‘living things’ throughout each lesson targeting Step Three: 'Sorting out'. Arts could involve collecting natural resources to create an artwork which could also link to considering ideas and artworks by Aboriginal and Torres Strait islander artists (ACAVAM106) and English could involve using Information, Communication Technology to design the steps for planting seeds including images of their experiences (ACELY1664) (ACARA, 2017) which incorporates 21st Century learning.
ELABORATE: This lesson could also include another cross-curriculum priorities, as students are engaging in sustainable patterns of living through discussions about “what does a plant need to survive?” which connects Step Four: 'Going Further'. This also provides an opportunity to involve Humanities and Social Sciences through inquiry as a framework (Murdoch, K. 1998) and skills by creating discussions about “what events activities and places do I care about? Why?” (ACARA, 2017) Which leads to Step Five:
'Making Connections' as students begin to finalise their learning of the unit content.

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(Image 1, Fogarty, 1991)

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How teachers effectively plan and implement an integrated approach within their classroom?

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How teachers effectively plan and implement an integrated approach within their classroom?

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(Image 3, Association for supervision and Curriculum Development. 2004)

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diagram of integration accross disciplines

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(Image 4, Mathematics Educators. n.d)

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There are many ways to integrate as Fogarty (1991) outlines ten models of curriculum integration, one of which refers to the ‘Webbed’ approach, which creates a theme across all curriculum content and disciplines and strategically applies topics and ideas to appropriate concepts within each subject area (Gilbert, R. & Hoepper, B. 2014). Webbing is a systematic process for recording brainstorming. The process involves all the members of the integrated team (as pictured below).
The best way to implement an integrated approach is to 'engage with colleagues and improve practice, Standard 6.3' (Australian Institute for Teaching and School Leadership, 2017) by collaborating with school staff and other education providers and discuss ways to utilise each others skills and preferences as a team to broaden the learning for the children.
In order to  plan and implement an integrated approach to teaching, there needs to be an understanding of the curriculum framing questions (Intel Corporation. n.d) found here:

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Skills for Innovation in an Evolving Job Market

We have entered the Fourth Industrial Revolution. With it comes a world where change is the only constant. McKinsey forecasts that by 2030, up to 30 percent of the hours worked globally today could be automated. ⁴ Remote work has spiked in popularity, creating demand for new types of skills.

Our educational systems are tasked with preparing young people for a job market with an almost universal demand for technology skills. An increased emphasis on creativity and higher-order thinking skills fosters innovation and differentiates humans from machines.

The future will demand a range of skills that include: ⁵

Analytical thinking and innovation

Active learning and learning strategies

Creativity, originality, and initiative

Technology design and programming

Critical thinking and analysis

Complex problem solving

Leadership and social influence

Emotional intelligence

Reasoning, problem solving, and ideation

Systems analysis and evaluation

Using technology to access and consume content in and outside the classroom is no longer enough. Students will need devices, tools, and training to understand, analyze, problem solve, and ultimately create solutions never imagined before. As a global leader in technology and innovation, Intel is committed to working with decision-makers and educational leaders worldwide to address these challenges.

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Intel® Education: Empowering the Next Generation of Innovators

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We have entered the Fourth Industrial Revolution. With it comes a world where change is the only constant. McKinsey forecasts that by 2030, up to 30 percent of the hours worked globally today could be automated. 4 Remote work has spiked in popularity, creating demand for new types of skills.

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Integrative approaches support a more holistic view of learning through flexibility and planning . It allows students to develop more efficient and effective ways to process information which allows comprehension of the bigger picture. Meaning students are participating as global citizens (Education Queensland, 2000).

Integrative studies provides life-long learning as students make sense of the world through real-world contexts for learning via a range of teaching methods or curriculum areas (Gilbert, R. & Hoepper, B. 2014)

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(Image 5, GRCHS Teacher Tech, 2005).

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Assessing

EVALUATE:

Assessment of learning, can be in the form of a test, or portfolios with samples from the students work throughout the unit (Brady, L., & Kennedy, K. 2015). These strategies can be used to grade students level of understanding on completion of the integrated unit.
All assessment strategies and approaches incorporate processes based on Gardner’s Multiple Intelligence model and Blooms Taxonomy of cognitive processes (St Joseph’s Primary School Collingwood, n.d).

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(Image 2, Edwards, G. 2015)

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*Free Open-Source Curriculum Materials (New Visions for Public Schools 2018): https://curriculum.newvisions.org/
* Ten methodologies for integrating curriculum (Fogarty, 1991): http://oregonstate.edu/instruction/ed555/zone3/tenways.htm
*Designing and Implementing and Integrated Curriculum ( Clarke, T, n.d): http://www.great-ideas.org/clark.htm