Innovative educators concerned with improving student achievement seek ways to create

rigorous, relevant and engaging curriculum as a way to realize curriculum integration. Today,
subjects in the curriculum should not be taught singly and compartmentally but rather
become integral towards total development of the child.

The Concept of Integrated Curriculum

In retrospect, the introduction of an integrated curriculum gained greatest support in the
1960s. Based on the essential organization of content, the design emphasizes the role of
diverse entities called academic disciplines clearly defined in terms of knowledge, skills and
values. Thus, an integrated curriculum. . .
 focuses on basic skills, content and higher-level thinking;
 encourages lifelong learning;
 structures learning around themes, big ideas and meaningful concepts;
 provides connections among various curricular disciplines;
 provides learners opportunities to apply skills they have learned;
 encourages active participation in relevant real-life experiences;
 captivates, motivates and challenges learners;
 provides a deeper understanding of content;
 offers opportunities for more small group and industrialized instruction; and
 accommodates a variety of learning styles/theories (i.e., social learning theory,
cooperative learning, intrinsic motivation, and self-efficacy) and multiple
intelligences.

Approaches to Integration
The Association for Supervision and Curriculum Development (2004) presents three
approaches to integration and these are multidisciplinary, interdisciplinary and
transdisciplinary.

Multidisciplinary Approach. A multidisciplinary approach focuses primarily on different

disciplines. Teachers, who employ this approach, may create standards from the disciplines
within a theme. There are many different ways to create a multidisciplinary curriculum, and
they tend to differ in the level of intensity of the integration effort. It be recalled that the
previous Restructured Basic Education Curriculum (RBEC) is a best depiction of a
multidisciplinary approach. The four disciplines
(Araling Panlipunan, Values Education, MAPEH and TLE) were integrated along with a theme
termed Makabayan as an integrated subject served as a laboratory of life. Makabayan was a
learning area that stressed the development of social awareness, empathy and commitment
for common good. Grades in these four disciplines were usually computed to comprise the
general grade in Makabayan as a discipline. At the end of the week, the four disciplines
collaborated to design a culminating activity along with the given theme that connected
these four discipline areas. The following is the structure of Makabayan that used
the multidisciplinary approach entered on a given theme.
When a teacher integrates subdisciplines within a subject area, he/she is practicing
intradisciplinary approach. For example, one integrates reading, writing and oral
communication in the English subject. Likewise, teachers often integrate Philippine history
world history, geography, economics and government in an intradisciplinary social studies
program. Likewise, science integrates subdisciplines, such as earth science, biology,
chemistry and physics that responds to spiral curriculum approach. This connection is
presented in the structure below.

Through this integration, teachers expect students to understand the connections between
the different subdisciplines and their relationship to the real world. In fact, this approach
brings a positive impact on the achievement of students. In using the multidisciplinary
integration approach, there is a need to organize a list of standards from various disciplines
around one common theme. Likewise, come up with a list of standards from related
disciplines, such as earth science biology, chemistry and physics to focus on a common
intradisciplinary science program. Another way of doing it is by fusing skills, knowledge and
attitudes into the school curriculum or utilizing technology across the curriculum. In this way,
students learn other subjects while enhancing their computer skills. Additionally, schools can
utilize service-learning projects in the classroom (www.theclassroom.com).

Interdisciplinary Approach. In this approach to integration, teachers organize and capsulize

the curriculum around common learning across disciplines to emphasize interdisciplinary
skills and concepts. The disciplines are identifiable, but they assume less importance than in
the multidisciplinary approach. For example, in teaching Filipino as a discipline, the teacher
hones students’ language skills while resorting to content and topics in Araling
Panlipunan. Below is an illustration of interdisciplinary structure. Therefore, there are times
that a teacher in Filipino teams up with a teacher in Araling Panlipunan to teach a lesson
in Araling Panlipunan while she teaches the needed skills in the Filipino 1 subject. In addition,
in using the interdisciplinary integration approach there is a need to structure the curriculum
around common learning areas across disciplines. For example, incorporate interdisciplinary
skills, such as thinking skills, problem solving and analytic skills in teaching Science, Math
and English. The purpose is to learn the skills and concepts that are beyond the immediate
lesson ( www.theclassroom.com ).

Transdisciplinary Integration. In the transdisciplinary approach to integration, teachers

design a curriculum within student needs and concerns. Students develop life skills as they
apply disciplinary and interdisciplinary skills in a real-life context. Two routes lead to
transdisciplinary integration, namely: project-based learning and negotiating the curriculum.
In using the transdisciplinary integration approach, there is a need to plan out the curriculum
around student needs and concerns. Transdisciplinary integration is utilized through project-
based learning, which involves allowing the students to present a problem. Project- based
learning allows students to make connections among different subjects by solving social
problems and answering open-ended questions. It can also be done by utilizing student
questions as a basis for curriculum design. Learning how to solve problems and to ask
questions enables students to apply the skills in real-life situations.

Interconnecting the Three Approaches

These approaches offer an excellent fit for standards through a backward design process as
teachers integrate standards-based planning with effective teaching and learning practices.
Thus, the multidisciplinary, interdisciplinary, and transdisciplinary perspectives offer
different maps to begin the design process. Teachers can use any of the approaches at any
level of education in a single classroom or in a team approach.
Aspect Multidisciplinary Interdisciplinary Transdisciplinary
 Interdisciplinary skills
 Standards of disciplines • Real-life context
Organizing Center and concepts embedded in
organized around a theme • Student questions
disciplinary standards
• All knowledge
• Disciplines connected
• Knowledge best interconnected and
by common concepts and
learned through the interdependent
Conceptualization of skills
structure of the disciplines • Many right answers
Knowledge • Knowledge considered
• A right answer • Knowledge considered
to be socially constructed
• One truth to be indeterminate and
• Many right answers
ambiguous
• Procedures of discipline
considered most
 Disciplines identified if
important  Interdisciplinary skills
Roles of Disciplines desired, but real-life
• Distinct skills and and concepts stressed
context emphasized
concepts of discipline
taught
• Co-planner
• Facilitator • Facilitator
Role of Teacher • Co-learner
• Specialist • Specialist/generalist
• Generalist/specialist
• Student questions and
 Disciplinary standards • Interdisciplinary bridge
Starting Place concerns
and procedures • Know/Do/Be
• Real-world context
Degree of Integration Moderate Medium/Intense Paradigm Shift
Interdisciplinary Interdisciplinary skills/
Assessment Discipline-based
skills/concepts stressed concepts stressed
Concepts and essential understandings across
Learning to Know
disciplines
• Disciplinary skills as the • Interdisciplinary skills
 Interdisciplinary and
focal point as the focal point
Learning to Do disciplinary skills applied
• Interdisciplinary skills • Disciplinary skills also
in a real-life context
also included included
• Democratic values
• Character education
Learning to Be
• Habits of mind
• Life skills (e.g., teamwork, self-responsibility)
• Backward design
• Standards-based
Planning Process
• Alignment of instruction, standards and
assessment
• Constructivist approach
• Inquiry
• Experiential learning
Instruction
• Personal relevance
• Student choice
• Differentiated instruction

• Balance of traditional and authentic assessments

Assessment • Culminating activity that integrates disciplines
taught
Despite some differences in the degree and the intent of integration, the three approaches
share many similarities. As such, the centrality of standards and the need for accountability
bring the three approaches closer together in practice (ASCD, 2004).
Comparing and Contrasting the Three Approaches to Integration (Association for
Supervision and Curriculum Development, 2004)

Methods of Curriculum Integration

Anchored on approaches to curriculum integration, there are methods that are processed
and devised for this purpose.
1. Project-Based Learning. It engages students in creating knowledge while enhancing
their skills in critical thinking, creativity, collaboration, communication, reasoning,
synthesis and resilience (Barron and Darling-Hammond, 2008 in Corpuz, 2014). As
such it entails an output which involves accomplishing a complex task performing a
presentation and producing a project, a craft or an artifact. Here, students start by
defining the purpose of creating the end-product; identify the audience; do research
on the topic; design the product; implement the design; solve the problems that arise;
and come up with the product guided by a plan or a model. It usually culminates with
product presentation, and product evaluation while reflecting on the entire
production process (Schneiderman, et. al, 1998 in Corpuz, 2014).
Implementation Outcome. As a result, Curtis (2002) revealed that project-based programs
show that students go far beyond the minimum effort, make connections among different
subject areas to answer open-ended questions, retain what they have learned, apply learning
to real-life problems, have fewer discipline problems, and have lower absenteeism. Student
assessment considered teamwork, critical thinking skills, problem-solving, and time
management.
2. Service Learning. It refers to learning that actively involves students in a wide range
of experiences, which often benefit others and the community, while also advancing
the goals of a given curriculum. Community-based service activities are paired with
structured preparation and student reflection. What is unique about service learning is
that it offers direct application of theoretical models. As such, the real-world
application of classroom knowledge in a community setting allows students to
synthesize course material in more meaningful ways. It impounds integrative,
reflective, contextualized, strength-based, reciprocal, and lifelong learning
(Clavenger-Bright, et. al, 2012).
Implementation Outcome. As a result, Glenn (2001) found that more than 80 percent of the
schools that integrate service learning into the classroom report an improvement in grade
point average of participating students. On the other hand, such programs foster lifelong
commitment to civic participation, sharpen “people skills, and prepare students for the work
force. Students also gain a deeper understanding of the course/curricular content, a broader
appreciation of the discipline and an enhanced sense of civic responsibility (ASCD, 2004).
3. Learning Centers/Parallel Disciplines. A popular way to integrate the curriculum is
to address a topic or theme through the lenses of several subject areas. In an
 elementary classroom, students often experience this approach at learning centers. As
students move through the learning centers to complete the activities, they learn
about the concept being studied through the lenses of various disciplines.
In the higher grades, students usually study a topic or theme in different classrooms. This
may take the form of parallel disciplines and teachers sequence their content to match the
content in other classrooms (ASCD, 2004).
Implementation Outcome. As a result, according to a study by Carnegie Mellon University
(CMU), learning centers in the classroom can affect the ability to focus and study among
young children. In fact, learning centers allow children to role-play in order to understand
and make sense of the real world and their personal experiences in it. Thus, these help
children understand the social world, develop communication skills, and build relationships.
4. Theme-Based. Some teachers go beyond sequencing content and plan
collaboratively and they do it in a more intensive way of working with a theme dubbed
as “theme based.” Often, three or more subject areas are involved in the study, and
the unit ends with an integrated culminating activity. Units of several weeks’ duration
may emerge from this process, and the whole school may be involved. A theme-based
unit involving the whole school may be independent of the regular school schedule.
Other thematic programs may involve teachers across the same grade, wherein teachers
carefully Connect the activities to the standards in each discipline. Over time, they have
developed a long list of possible culminating activities. They also update their website
continually and use it as a teaching tool with students. The site offers many interesting
options for those interested in this method of integration (ASCD, 2004).
Implementation Outcome. Using theme-based learning, students can exhibit excellent on task
behavior and work collaboratively. Also, students are engrossed both as presenters and as an
audience for the half-day performance task presentations as they use a wide range of
presentation, such as video, panel, forum or colloquium, debate, sculpture, music, etc. They
can demonstrate an in-depth understanding of the topics as a result of their sustained
interest around various questions. In fact, fewer recess problems occur during this two-week
period that made teachers enjoy the process and the results.
5. In this method, teachers fuse skills, knowledge, or even attitudes into the regular
school curriculum. In some schools, students learn respect for the environment in
every subject area or some incorporate values across disciplines. Fusion can involve
basic skills. Many schools emphasize positive work habits in each subject area.
Educators can also fuse technology across the curriculum with computer skills
integrated with in every subject area (ASCD 2004).
Implementation Outcome. As a result, fusion brings positive gains in student achievement
resulting from integrated instruction in the classroom (Bolack, et al., 2005; Romance & Vitale,
1992; Campbell and Henning, 2010). In addition, students make connections among
disciplines, values, concepts, content, and life experiences. Students increased critical
thinking skills, self-confidence, positive attitude, and love for learning manifest their
effectiveness. Shriner, et al. (2010) also found that motivated teachers and students allow a
classroom to be a positive, fun, and engaging environment in which to learn.
Other Types of Integrated Curriculum
There are different types of an integrated curriculum as mentioned by ASCD (2004):
1. This happens when topics surrounding disciplines are connected, which allows
students to review and re-conceptualize ideas within a discipline. However, it has its
shortcomings because the content focus still remains in one discipline.
2. This is observed when similar ideas are taught together, although in different subjects,
which facilitates learning across content areas, but requires a lot of communication
among teachers of different disciplines.
3. This is when teachers use their planning to create an integrated unit between two
disciplines. Although in some ways, this method of integration requires a lot of
communication and collaboration between two teachers. A teacher presents the
structure, format and standards in making research while collaborating with the
science teacher, who focuses on the content area of research that is related to science.
4. Webbed. This reflects when a teacher plans to base the subject areas around a central
theme that will tend students to see the connection within different subjects.

Doing Curriculum Integration in the Classroom

Chhabra (2017) posited that integrating curriculum in the classroom includes combining
different subject areas and the, teaching them in relation to a singular theme or an idea.
Innovative teachers and schools prefer integrating the new curriculum in their classrooms as
it improves student achievement and leads to an increase in student standardized scores.
Placing student achievement on top priority, an integrated curriculum utilizes the mentioned
three different approaches of integration.

Benefits of Integrated Curriculum Model

1. It focuses on basic skills, content, and higher-level thinking.
2. It provides a deeper understanding of content.
3. It encourages active participation in relevant real-life experiences.
4. It provides connections among various curricular disciplines.
5. It accommodates a variety of learning styles, theories and multiple intelligences.

New Literacy Integration in the K to 12 Curriculum

The new literacy can be integrated into the K to 12 curriculum across subject areas as
presented in the table below. However, the integration of new literacy is not limited to the
identified disciplines, the given learning outcomes, suggested strategies and assessment. In
fact, each learning area can integrate as many new literacies as possible depending on the
lesson, the nature of the subject and the objectives or intended outcomes. New literacy
integration can take place in as many disciplines as possible.
 New Literacy Integration in the K to 12 Curriculum

Literacy Subject Area Outcome Strategy Assessment Output

1. Multi-cultural Rubric assessment
Araling Demonstrate respect for Role playing
and Global result
Panlipunan cultural diversity Brainstorming
Literacy Brainstorming report
Apply ethical and moral Case analysis
Edukasyon sa Case report
2. Social Literacy standards on given issues Dilemma
Pagpapakatao Narratives
and cases analysis
Use media
in
English Media-assisted E-portfolio
3. Media Literacy communication
Filipino instruction Google clip
dissemination and
transaction
Solve problems in the Scores in problem
Problem
Math context of business and solving drills and
solving
investment aspects exercises
4. Financial
Apply effective techniques
Literacy Business
in budgeting and income Business plan and
TLE simulation and
generating inventory
immersion
enterprise

SYNTHESIS AND LEARNING REFLECTION INTEGRATING NEW LITERACIES IN THE

CURRICULUM
 Curriculum integration is the unification of all subjects and experiences.
 Multidisciplinary approaches focus primarily on the disciplines organized around a
theme.
 in an intradisciplinary approach, teachers integrate subdisciplines within a subject
area for the students to understand the connections between the different
subdisciplines and their relationship to the real world.
 In an interdisciplinary integration, teachers organize the curriculum around common
learning across identifiable disciplines.
 In the practice of a transdisciplinary approach, teachers organize curriculum around
student questions and concerns while developing skills in a real-life context.
 Curriculum integration models include project-based, topic-based, theme- based and
task-based learning while other types of curriculum integration are called connected,
sequenced, shared and webbed.
Considering its benefit, there is a need to implement an integrated curriculum model in the
classroom to respond to the demands and challenges posed by 21st century education
considering its benefits.