Curriculum Integration

Katharine Greenwoodhttp://sathyasaibaba.wordpress.com/2008/09/08/samastha-lokah-sukhino-bhavanthu/

Literature Review• Curriculum integration’s distinguishing feature is its ability to create

links and connections. • Integrating the curriculum “would involve students in activities that

people in a democracy engage in to understand themselves, one another, and the world around them” (Beane, 2002, p. 23).

• Curriculum integration provides “opportunities for students to integrate and apply subject knowledge so they can understand and confront complex social problems” (Wraga, 2009, p. 92).

• This approach promotes a democratic citizenry by encouraging educators to begin framing the curriculum around student questions and allowing students to plan what is learned.

Continuation of Literature ReviewFactors working against it• High-stakes testing• Lack of sufficient support • Time• Teachers willingness to relinquish

control in order for students to experience decision making power

• Flexible teachers• Teaching new and/or unfamiliar

subjects• Lack of effective school technology

• Working with unfamiliar co-workers

• Possible reorganization of the school system

Probable solutions• Small and stable learning

environments for teachers and students

• Strong leadership• Strong co-teacher teams for

sharing ideas and planning• In-school planning time• Flexible timetable• Community connections. • Starting out simple

Methodology• Research question: What is the impact of an

integrated curriculum on my 6th grade Social Studies classroom?

• Three integrated lessons into the Social Studies curriculum tying in Language Arts, Science, and Math.

• Monitored five students ranging in abilities, gender, and class periods.• I…• Gathered test data• Interviewed 5 students• Recorded teacher and

student reflections• Discussed the idea with

coworkers and my principal.

Data Analysis: Test Scores

Abbreviated Descriptors

Fall Quiz Fall Test Spring Pre-Quiz

Spring Test

Jessica Female, Af-Am, gen ed

68 85 91 95

Alex Male, As-Am, mostly gifted

100 100 91 95

Lindsey Female, Caucasian, gen ed

86 88 76 90

Stacey Female, Af-Am, gen ed

64 80 52 88

Connor Male, Caucasian, mixed track

91 93 100 95

Data Analysis: Reactions to the Integrated Lessons

• Scatter plot activity – Students analyzed a table and created three scatter plots

to answer the following question: How much does the wealth of a country influence the ability of people to get information from electronic sources (TV, cell phones, Internet)?

– My students and I both reported the interest/strength of this lesson directly correlated with students’ math abilities.

– A noteworthy comment: “Ms. Greenwood, I know you have a standard written on the board, but does this activity cover anything we are supposed to learn in Social Studies?”

Data Analysis: Reactions to the Integrated Lessons

• El Niño lesson– Coincided with the Science unit on weather and

provided students with the opportunity to analyze the economic and governmental implications of El Niño.

– I reported in my journal that “It is important for students to understand how natural disasters, like those caused by El Niño, create economic and governmental consequences. Students appeared interested in the topic and discussion.”

– The reactions of the five focus students support my reaction

Data Analysis: Reactions to the Integrated Lessons

• Writing Assignment– Students answered a Social Studies content

question using the writing skills which were currently being emphasized in their Language Arts class.

– Overall responses to the writing activity were positive.

Data Analysis: Feedback from Co-workers and Principal

• Co-workers– Due to redistricting, the switch to a

standards-based curriculum, and standardized testing most of my co-workers moved away from integration and closer to the single-subject approach.

– Some teachers are willing to move slowly back towards integration in time.

• Principal: My principal taught an integrated curriculum and supports our efforts toward that approach.

• Through comparing test data, integrating several lessons in my Social Studies class, and recording my reactions as well as student feedback, I was able to find a positive impact from connecting subjects.

Implications

• Obstacles– Creating whole new lessons– Convincing your administration to reschedule students classes to

better fit the integrated model– Parental support

• Suggestions for future educators:– If subjects were integrated from the beginning of the school year in

more than one class, it would become more natural for students. – Approach co-workers at the beginning of the school year, rather than

a few months before spring testing, may produce a more willing group to work towards integration.

– Finding space within your school to do large group activities would increase the variety of activities available.

– Finding time to collaborate with other co-workers is essential for making integration more complete.

– Start small and add more integration between subjects each year to prevent teacher burn out and allow for the lessons to be strong, useful, and engaging

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