EDU40007: Integrated Studies- Elly Smee by https://padlet.com/100765901/u80posdq480g How do we create Integrated units of learning that encompasses a variety of subject areas and link this to achievement standards as outlined within the National and State Curriculum's?- Tami Jones en-us 2018-07-16 00:47:55 UTC 2025-10-28 13:00:58 UTC hello@padlet.com https://padlet-assets.s3.amazonaws.com/icons/Apple.png What is curriculum integration? 100765901 https://padlet.com/100765901/u80posdq480g/wish/270254793 Brady (2014) describes that curriculum integration can be viewed as an alternative form of curriculum organisation. It is a framework that has the opportunity to encompass multiple content areas, often using a student-lead, inquiry-based approach to learning. ]]> 2018-07-16 00:48:28 UTC https://padlet.com/100765901/u80posdq480g/wish/270254793 Further distinctions to the integrated curiculum 100765901 https://padlet.com/100765901/u80posdq480g/wish/270254802 The two images by Forgarty (1991) show the processes teachers can follow in regard to the structure of curriculum integration. Each mode describes the relation between the subjects, skills and concepts taught, as well as the learners' input and outcomes. Any of these modes may be used depending on the situation or intended outcome of the students.]]> 2018-07-16 00:48:33 UTC https://padlet.com/100765901/u80posdq480g/wish/270254802 How does an inquiry-based approach to an integrated curriculum operate? 100765901 https://padlet.com/100765901/u80posdq480g/wish/270254809 Within the inquiry-based approach to an integrated curriculum, themes or topics are chosen in order to develop understandings regarding society, which drives the unit. Procedures and practices are used in a purposeful manner and topics are used to push the growth of large ideas in relation to society (Gilbert & Hoepper, 2014). The development of planned understandings regarding the topic is conducted through the partaking in activities. The activities are designed to assist to challenge and develop students' understandings surrounding the chosen topic (Gilbert & Hoepper, 2014). The societal influences are the main focus of the unit. Individual subject areas such as mathematics and English are chosen based on the degree to which they can be purposefully used and applied by the students (Gilbert & Hoepper, 2014).  ]]> 2018-07-16 00:48:37 UTC https://padlet.com/100765901/u80posdq480g/wish/270254809 The scope of curriculum integration 100765901 https://padlet.com/100765901/u80posdq480g/wish/270254815 Various approaches and models to curriculum integration have been formulated in order to address the various aspects of the proposition. The image shown in figure 1.1 shows a continuum regarding integration, addressing the different potential modes for integration within the curriculum (Gilbert & Hoepper, 2014). ]]> 2018-07-16 00:48:40 UTC https://padlet.com/100765901/u80posdq480g/wish/270254815 Alternate continuum to curriculum integration 100765901 https://padlet.com/100765901/u80posdq480g/wish/270254825 (Gilbert & Hoepper, 2014)]]> 2018-07-16 00:48:46 UTC https://padlet.com/100765901/u80posdq480g/wish/270254825 Integration beyond disciplines- Transdisciplinary 100765901 https://padlet.com/100765901/u80posdq480g/wish/270254830 Transdisciplinary integration is structured around problems, issues or concerns as opposed to curriculum outcomes. The issue is often chosen by or negotiated with students and is usually project or community-based. Students decipher a problem as well as answer open-ended questions regarding real-world issues (Gilbert & Hoepper, 2014).]]> 2018-07-16 00:48:50 UTC https://padlet.com/100765901/u80posdq480g/wish/270254830 Integration within a discipline- Intrandisciplinary 100765901 https://padlet.com/100765901/u80posdq480g/wish/270254835 Intradisciplinary integration occurs when knowledge and skills are connected to a subject area (Fogatory, 1991). Such as within a subject area where multiple strands of knowledge, skills, and understandings are represented. Additionally, this form of integration can also occur when connections are purposefully made between one topic, skill or understanding to one learned previously within the same discipline (Gilbert & Hoepper, 2014).  
 
]]> 2018-07-16 00:48:53 UTC https://padlet.com/100765901/u80posdq480g/wish/270254835 100765901 https://padlet.com/100765901/u80posdq480g/wish/270254851 2018-07-16 00:48:57 UTC https://padlet.com/100765901/u80posdq480g/wish/270254851 100765901 https://padlet.com/100765901/u80posdq480g/wish/270254867 2018-07-16 00:49:00 UTC https://padlet.com/100765901/u80posdq480g/wish/270254867 Integration across disciplines- Multidisciplinary 100765901 https://padlet.com/100765901/u80posdq480g/wish/270254872 This form of integration keeps subjects distinct however includes the integration of skills and understandings. A core skill or understanding can be targeted and integrated into multiple discipline areas. Similarly, a thematic approach can be taken by basing each of the discipline areas around a core theme, issue, or idea (Gilbert & Hoepper, 2014).  ]]> 2018-07-16 00:49:03 UTC https://padlet.com/100765901/u80posdq480g/wish/270254872 100765901 https://padlet.com/100765901/u80posdq480g/wish/270263936 (Schubert, 2015)]]> 2018-07-16 02:16:28 UTC https://padlet.com/100765901/u80posdq480g/wish/270263936 How does an inquiry-based approach to an integrated curriculum operate? Continued. 100765901 https://padlet.com/100765901/u80posdq480g/wish/270265083  Integrated units play an important role within the classroom program and operations; however, regular classroom routines will operate conjunctionally. Therefore, the teacher may divert away from the unit in order to focus on a different subject area, skill, or concept (Gilbert & Hoepper, 2014). When planning, the interests and requirements of the students are taken into consideration. Options exist for the students however these are dependent on negotiation with peers and the teacher (Gilbert & Hoepper, 2014).  Activities that encompass the inquiry model of teaching and learning and integrated and move through stages sequentially (Gilbert & Hoepper, 2014). Subjects and areas of the curriculum are merged together is meaningful and purposeful ways (Gilbert & Hoepper, 2014). ]]> 2018-07-16 02:30:37 UTC https://padlet.com/100765901/u80posdq480g/wish/270265083