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  When working with young children content, topics need to have sufficient negotiation and a two-way process (Copple 2003; Katz and Chard, 2000).  Research indicates that early childhood experts need to use children’s interest and prior knowledge as a base for their pedagogical focus.                                Substantial time dedicated to expanding and deepening children’s concepts, skills, knowledge and experience to take them past what they already know and can do (Jones and Reynolds, 1992; Tregenza, 2006).

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  When working with young children content, topics need to have sufficient negotiation and a two-way process (Copple 2003; Katz and Chard, 2000).  Research indicates that early childhood experts need to use children’s interest and prior knowledge as a base for their pedagogical focus.                                Substantial time dedicated to expanding and deepening children’s concepts, skills, knowledge and experience to take them past what they already know and can do (Jones and Reynolds, 1992; Tregenza, 2006).

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Figure 1: Integrated teaching and learning approaches (VEYDLF p 12)

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What Are Integrated Lessons?

In general, integration is defined as the process of combining two or more things into one. Within education, integrated lessons take on a similar meaning in that they combine two or more concepts into one lesson. This is a good general idea of what integrated lessons can be, but more specifically these lessons need to cross over subject areas while addressing a specific learning objective.

In elementary grades, many schools are already restructuring their curriculum to make all classes integrated. This is done by creating themes as academic units, which is like having a broad topic or umbrella that all the following lessons fall under. These integrated units involve many different concepts across all major subject areas. For example, a fifth grade class might have the theme of inventions. The lessons under this theme might include a science lesson on creating an invention, a history lesson on the background of an inventor, a language arts lesson on writing a story about an invention, and a math lesson on formulas used to create a specific invention.

We see this starting in elementary classes simply because these grades often don't switch throughout the day, but rather have the same teacher for each subject area. But what about in middle school and high school classes where students have a number of teachers? There are still many ways you can make the lessons specific to your subject area integrated. Let's first look at the characteristics of integrated lessons and then some examples you can use to help plan.

Characteristics

The major characteristic of integrated lessons is obviously that it must cross into another subject area. What this means is that you always remain focused on your specific subject area but also use aspects of another subject within your lesson. For instance, keep the novel you are reading in your language arts class as the main objective but bring in the historical background for it. There are many ways to bring other subjects into any classroom.

Secondly, be sure your integrated lesson addresses your learning objectives or standard but includes information from other core subjects. If your learning standard in a science class is to focus on how rocks are formed, then stick to this objective. The integrated aspects should reinforce this learning objective and not distract from it. If you integrate activities that are not related to your focus, you will confuse your students and hinder learning instead of strengthening it.

Lastly, all integrated lessons should be creative and show the importance of the learning concept. You must have a reason for your integration to relate to the overall objective. Of course, if you are a science teacher, you are in no way responsible for the standards of a history class. With that being said, you can still incorporate historical ideas as long as you have a goal in mind that shows the importance of the lesson. You should also share this goal with the students. If they understand why they are learning history in a science class, they will be much more willing to do the activity. Basically, don't integrate for the sake of integrating; instead, integrate to provide your students with a more well-rounded understanding of your learning objective.

Examples

Now let's look at some examples of integrated lessons. First, for a language arts class, you can use the background for novels or short stories to make an integrated lesson. For example, if you are a language arts teacher, one part of your curriculum could be to analyze how an author's life affects his work. Say you are reading Romeo and Juliet by William Shakespeare. To integrate history, do a lesson on England in the 16th and 17th centuries. Your students can research different aspects of the era and then create a skit or presentation of some kind to show to the rest of the class. You can also provide background information on Shakespeare and have students create a project, like building a model of the Globe Theater, where Shakespeare's plays were performed. This type of integration will keep the learning goal on an author's background but also brings a historical aspect to the lesson.

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integrated lessons: definition & examples - video & lesson transcript | study.com

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Integrated Lessons: Definition & Examples - Video & Lesson Transcript | Study.com

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In general, integration is defined as the process of combining two or more things into one. Within education, integrated lessons take on a similar meaning in that they combine two or more concepts into one lesson.

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Successful integrated approaches to learning and teaching allow children to understand the terms of their understanding and form a relevant and engaging lesson using real-life examples (Edwards, Gandini, and Forman, 2001; Murdoch and Hornsby, 1997).                                                              When teachers develop an integrated unit of work for a class of students ranging from 5 to 12 years of age, they incorporate all of the students' individual learning goals. The teacher uses a combined planning approach to link content from English and Science across the primary year levels. (ACARA, 2012).

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Successful integrated approaches to learning and teaching allow children to understand the terms of their understanding and form a relevant and engaging lesson using real-life examples (Edwards, Gandini, and Forman, 2001; Murdoch and Hornsby, 1997).                                                              When teachers develop an integrated unit of work for a class of students ranging from 5 to 12 years of age, they incorporate all of the students' individual learning goals. The teacher uses a combined planning approach to link content from English and Science across the primary year levels. (ACARA, 2012).

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Professionals know the significance and importance of learning and progress in the early years but are focused on regarding what establishes best practice and or high quality. Goldbeck (2001) Summarises that three terms regarding what experts believe shapes excellence in early years:                                                                 *     whether to focus on short-term outcomes versus long-term outcomes.                                                                                                            *     cognitive development versus social/emotional development.                                  *     child-centred learning versus adult led education. Combining these methods into integrated lesson plans allows students to connect their learnt knowledge and use it in other subjects. Engaging students in hands-on situations provide for them to engage and complete tasks and discover opportunities in all studies to complete and utilise the information. These opportunities will allow students to communicate with audience away from the classroom.Learning for a Sustainable Future (2017). 

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Professionals know the significance and importance of learning and progress in the early years but are focused on regarding what establishes best practice and or high quality. Goldbeck (2001) Summarises that three terms regarding what experts believe shapes excellence in early years:                                                                 *     whether to focus on short-term outcomes versus long-term outcomes.                                                                                                            *     cognitive development versus social/emotional development.                                  *     child-centred learning versus adult led education. Combining these methods into integrated lesson plans allows students to connect their learnt knowledge and use it in other subjects. Engaging students in hands-on situations provide for them to engage and complete tasks and discover opportunities in all studies to complete and utilise the information. These opportunities will allow students to communicate with audience away from the classroom.Learning for a Sustainable Future (2017). 

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Figure 1.1. The Multidisciplinary approach focuses on disciplinary subjects
Using one theme can allow teachers to integrate English, art, music, economics, history in this multidisciplinary approach.(Thomas-Lester, 2001).

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Interdisciplinary Integration is the approach to integration as teachers organise the curriculum around everyday learning across disciplines. The informal learning embedded in the subjects to emphasise multidisciplinary skills and concepts. The controls are identifiable, but they assume less importance than in the interdisciplinary approach. Figure 1.2 illustrates the interdisciplinary approach.Figure 1.2. The Interdisciplinary Approach

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Interdisciplinary Integration is the approach to integration as teachers organise the curriculum around everyday learning across disciplines. The informal learning embedded in the subjects to emphasise multidisciplinary skills and concepts. The controls are identifiable, but they assume less importance than in the interdisciplinary approach. Figure 1.2 illustrates the interdisciplinary approach.Figure 1.2. The Interdisciplinary Approach

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Image:Students reported happier going to school, and teachers found that students were more engaged in their lessons (Upitis & Smithirin, 2002).

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Using Art to integrate many subjects.There are many ways to integrate art lessons throughout the year.            •     Using artists like Dali to teach the time, Monet to teach symmetry, Mondrian to teach math, or Escher to teach tessellations.               •    Making robots and monsters using only geometric shapes.               •    Makeup songs about what their learning.
Let students illustrate and write a sequel to their favourite book or an alternate ending to their beloved story.( Rachel Lynette, 2014)

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     To allow students to excel in their work, teachers structure and program lessons which ensure that all students are capable of doing. To assist students learning, the teacher applies a structure to develop their individual learning goals.      These ends are aligned closely with the extensive capabilities of literacy, numeracy, ICT and personal and social power and provide the foundation for her assessment and coverage. (ACARA, 2012) 

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     To allow students to excel in their work, teachers structure and program lessons which ensure that all students are capable of doing. To assist students learning, the teacher applies a structure to develop their individual learning goals.      These ends are aligned closely with the extensive capabilities of literacy, numeracy, ICT and personal and social power and provide the foundation for her assessment and coverage. (ACARA, 2012) 