https://padlet.com/helenwells1/8ie3m2e1eujf Assignment 1: Professional Poster en-us 2017-11-14 10:56:34 UTC 2025-10-09 06:09:57 UTC hello@padlet.com helenwells1 https://padlet.com/helenwells1/8ie3m2e1eujf/wish/208429255 2017-11-19 04:10:43 UTC https://padlet.com/helenwells1/8ie3m2e1eujf/wish/208429255 helenwells1 https://padlet.com/helenwells1/8ie3m2e1eujf/wish/208431432 2017-11-19 05:04:52 UTC https://padlet.com/helenwells1/8ie3m2e1eujf/wish/208431432 helenwells1 https://padlet.com/helenwells1/8ie3m2e1eujf/wish/208431732 The Australian Curriculum is designed to clearly identify what is to be taught and what should be learned by students, including the quality of their learning (Australian Curriculum, Assessment and Reporting Authority [ACARA], 2010). Through integrated approaches, schools plan how best to deliver the curriculum and use pedagogical approaches which are intradisciplinary, multidisciplinary/intradisciplinary or transdisciplinary categories to meet the learning needs of students. An integrated approach allows teachers and students to approach learning in a holistic way, without restrictions or boundaries of segregated subjects, implying that learning occurs across all areas and is intertwined and supports each key learning area (Kelly, 1993). Using these approaches allow students to transfer their learning across all subject areas and into other settings and uncover the relevance to the modern world (Murdoch, 1998).]]> 2017-11-19 05:12:05 UTC https://padlet.com/helenwells1/8ie3m2e1eujf/wish/208431732 helenwells1 https://padlet.com/helenwells1/8ie3m2e1eujf/wish/208432297 2017-11-19 05:26:33 UTC https://padlet.com/helenwells1/8ie3m2e1eujf/wish/208432297 helenwells1 https://padlet.com/helenwells1/8ie3m2e1eujf/wish/208432339 2017-11-19 05:27:23 UTC https://padlet.com/helenwells1/8ie3m2e1eujf/wish/208432339 helenwells1 https://padlet.com/helenwells1/8ie3m2e1eujf/wish/208433178 An integrated approach to teaching and learning allows students to explore, gather, process, refine and present information about topics that interest them without the constraints applied by traditional teaching strategies (Pidgon and Woolley, 1992). Through an integrated approach, students are able to successfully engage in purposeful, relevant learning that is designed to highlight the interconnectedness and interrelationships with curriculum areas.

Gordon (1991) presents the argument that Australian Primary Teachers have embraced an integrated approach because of the flexibility offered and is supportive of a holistic view of teaching and learning. Gordon (1991) is supported by Barton and Smith et al, (2000) as cited in Gordon (1991) stating that an integrated curriculum makes more sense, reduces the pressure of timetabling, allows for efficient means of gathering and using data and most importantly, allows for "genuine, rich, and real world" learning opportunities.

There are a number of ways that teachers can implement an integrated curriculum, through either intradisciplinary, multidisciplinary/intradisciplinary or transdisciplinary categories. Fogarty (1991) describes 10 specific models of integration within these three categories, and are displayed below;


]]> 2017-11-19 05:51:40 UTC https://padlet.com/helenwells1/8ie3m2e1eujf/wish/208433178 helenwells1 https://padlet.com/helenwells1/8ie3m2e1eujf/wish/208433372 Metacognitive strategies refer to teaching and learning processes that are designed for student's to 'think' about their 'thinking' (Price-Mitchell, 2015). Through an integrated approach, students use their skills to effectively acquire new information and transfer this knowledge into other learning areas. ]]> 2017-11-19 05:57:34 UTC https://padlet.com/helenwells1/8ie3m2e1eujf/wish/208433372 helenwells1 https://padlet.com/helenwells1/8ie3m2e1eujf/wish/208433907 21st Century teaching demands many things. Integration allows teachers the opportunity to provide meaningful lessons that are either within, across or beyond subjects or disciplines

For example; using songs to learn maths times-tables.
Resource: http://www.mathsrockx.com/]]> 2017-11-19 06:13:24 UTC https://padlet.com/helenwells1/8ie3m2e1eujf/wish/208433907 helenwells1 https://padlet.com/helenwells1/8ie3m2e1eujf/wish/208435012 2017-11-19 06:42:28 UTC https://padlet.com/helenwells1/8ie3m2e1eujf/wish/208435012 helenwells1 https://padlet.com/helenwells1/8ie3m2e1eujf/wish/208435223 Proven by Murdoch (1998) to be effective, Fullen and Langworthy (2014) describe this strategy as the student's ability to get 'hands on' with their learning. Through active involvement and integrated curriculum, students construct knowledge and their brains seek out patterns, meaning and connectedness. Moving learning from 'rote' style to meaning-centred, which is far more effective learning (Barker & Nosworthy, 2010). Inquiry allows students to naturally integrate their learning across all areas of the curriculum.

Benefits;       high student engagement, develops critical thinking

Limitations; time constraints, students’ abilities and/or classroom structure, 
                      preparation time for and conducting experiments

Example; (Friermood , 2015)]]> 2017-11-19 06:47:36 UTC https://padlet.com/helenwells1/8ie3m2e1eujf/wish/208435223 helenwells1 https://padlet.com/helenwells1/8ie3m2e1eujf/wish/208435254 Students learn to recognise personal cognitive growth which is critical for higher order thinking. Through self-reflection, students clarify their ideas, reconsider and develop new ideas, make connections and plan for future learning. This is the development of higher order thinking and learning for both the student and teacher and enhances their ability to problem solve and make educated decisions (Boekaerts, Pintrich, & Zeidner, 1999).

Benefits;       encourages student involvement and responsibility, encourages
                       development of student’s judgment skills

Limitations;  risk of being perceived as presenting inflated grades thus 
unreliable, increase teacher's workload  

Questions that help self-reflection might include: (Lilmaks, 2017)]]> 2017-11-19 06:48:23 UTC https://padlet.com/helenwells1/8ie3m2e1eujf/wish/208435254 helenwells1 https://padlet.com/helenwells1/8ie3m2e1eujf/wish/208441551 2017-11-19 08:42:24 UTC https://padlet.com/helenwells1/8ie3m2e1eujf/wish/208441551 helenwells1 https://padlet.com/helenwells1/8ie3m2e1eujf/wish/208441678 The table below provides a model for integrated curriculum. The left-hand box demonstrates the 'social/biological/physical' categories that Murdoch (1998, pg 4), refer to as 'life experiences' and drive effective learning. The right-hand box is where students learn to 'make sense of their world' (Murdoch, 1998, pg 4).  For example, language is used every day in students lives. As human beings, we are dependent on using language, mathematics, the Arts, technology and our physical development, each area is interlinked and integral to each other. Underpinning this model are the four threads, which are the ways of working in an integrated curriculum model. ]]> 2017-11-19 08:44:26 UTC https://padlet.com/helenwells1/8ie3m2e1eujf/wish/208441678 helenwells1 https://padlet.com/helenwells1/8ie3m2e1eujf/wish/208448327 2017-11-19 10:03:20 UTC https://padlet.com/helenwells1/8ie3m2e1eujf/wish/208448327 helenwells1 https://padlet.com/helenwells1/8ie3m2e1eujf/wish/208458175 2017-11-19 11:48:21 UTC https://padlet.com/helenwells1/8ie3m2e1eujf/wish/208458175 helenwells1 https://padlet.com/helenwells1/8ie3m2e1eujf/wish/208552853 2017-11-20 00:54:23 UTC https://padlet.com/helenwells1/8ie3m2e1eujf/wish/208552853