strategies for integrative teaching

• Factors to Consider in Planning an Integrated Curriculum
• Integrated Curriculum One that connects different areas of study by cutting across subject-matter lines and emphasizing unifying concepts
• Integration


  • Focuses on making connections for students
  • Allows them to engage in relevant, meaningful activities that can be connected to real life
• Integrated curriculum
 Aims to connect the theory learned in the classroom, with practical, real-life knowledge and experiences
• Practical and experiential learning aspect of an integrated curriculum
Facilitated through service-learning
• Three Paradigms of Integrated Curriculum 1.Multidisciplinary Integration 2.Interdisciplinary Integration 3.Transdisciplinary Integration
• Multidisciplinary Integration Focuses primarily on the disciplines. This approach relates different subject around a common theme. In this approach, teachers fuse skills, knowledge, or even attitudes into the regular school curriculum. In some schools, for example, students learn respect for the environment in every subject area.
• 2. Interdisciplinary Integration In this approach to integration, teachers organize the curriculum around common learnings across disciplines. They chunk together the common learnings embedded in the disciplines to emphasize interdisciplinary skills and concepts.
• 3. Transdisciplinary Integration In the transdisciplinary approach to integration, teachers organize the curriculum around student questions and concerns. Students develop life skills as they apply interdisciplinary and multidisciplinary skills in a real-life context.
• Service-Learning It is used as a tool in each of paradigms to create engagement with students, enhance their learning experience and to motivate them to learn. It addresses real issues and community needs, which creates more engagement and makes students more likely to invest their time and effort in their learning.
• “Service-learning is certainly not appropriate for every course, but it can be effective in every discipline. This is because service-learning works well for students across a wide range of learning styles, from theoretical learners, who learn best through abstract conceptualization, to those who learn best from active, concrete experience.”
• Implementing an Integrated Curriculum in School

  1. Select achievable learning outcomes

  2. Consider what service experiences are most likely to enable students to achieve the desired outcomes

  3. Approach potential community partners

  4. Plan the experience in detail

  5. Determine how you will prepare students for the experience

  6. Select activities that are appropriate and meaningful for the students

  7. Integrate critical reflection through experience

  8. Address logistical issues

  9. Develop a plan to measure the achievement of students and community outcomes

  10. Seek closure, recognize and celebrate success
• “By creating an integrated curriculum using service-learning, you are changing the teaching and learning experience for both the teacher and the learner. Integrated curriculums allow students to have a deeper understanding of the course subject matter and how to apply the material that they have learned in the classroom in a real-world situation. This ultimately helps prepare them for their future studies, career and life in general.”
• Integrated Curriculum


  Allows children to pursue learning in a holistic way, without the restrictions often imposed by subject boundaries
• Integrated curriculum in early childhood programs

  • Focuses upon the inter-relatedness of all curricular areas in helping children acquire basic learning tools
  • Recognizes that the curriculum for the primary grades includes reading, writing, listening, speaking, literature, drama, social studies, math, science, health, physical education, music, and visual arts
  • Incorporates investigative processes and technology
  • Emphasizes the importance of maintaining partnerships with families; having knowledge of children and how they learn; and building upon the community and cultural context
• Getting Started in Planning for Integrated Curriculum

  Work with teachers and children in active learning situation
• Integrated approach


  1. Working in cooperation with other teachers

  2. Working with children in active learning situations
• Step 2: Collaborate


  1. Teacher gains confidence and flexibility

  2. Children gain dispositions, skills, and knowledge to be successful lifelong learners
• Step 3: Make the parents understand about integrated approach

  1. Help parents understand how integrated approach is beneficial for their children

  2. Show parents the underlying structure of an integrated classroom
• Integrated classroom


  • Combines understanding of how children learn
  • Familiarity with district/state standards and benchmarks
  • Knowledge of children in general and specifically in the class
• Demonstrating value of integration

  1. Holding informational meetings

  2. Providing copies of position statements

  3. Providing materials to interpret classroom

  4. Helping children reflect and articulate learning
• There are many possible routes to an integrated approach, no one "right way"
• As curriculum becomes less fragmented, the teacher sees new possibilities for integrated learning and teaching
• Relevant, purposeful, and worthwhile learning experiences

  Shaped by children's interest and enthusiasm
• Teacher's responsibilities in planning integrated curriculum

  1. Construct plan to provide scope and depth for valuable educational experience

  2. Make long-range or yearly plans which can be reviewed and adjusted
• Considerations for long-term plan

  • Children's strengths and interests
  • Teacher's strengths and interests
  • State/district standards and benchmarks
  • Goals of primary program
• Children's strengths and interests

  Beginning with a unit/topic that allows teacher and children to learn about each other and discover shared interests
• Teacher's strengths and interests


  Teacher's willingness to share what they value shows children that learning is a lifelong activity
• State/district standards and benchmarks

  Integrated curriculum provides a framework to meet them in a meaningful, real-world way
• Goals of primary program

  Guide the teacher's planning based on children's needs, interests, questions, prior knowledge, and experiences
• Not all goals or curriculum areas can be emphasized equally in every project/theme/topic
• Some curriculum content may be better taught separately before being integrated
• Project/theme/topic of study

  Must be something children see as purposeful and worthwhile to provide motivation to inquire, represent, and reflect
• Assessment and evaluation


  1. Establish a system to regularly consider each child's learning

  2. Collect information on standards/benchmarks

  3. Record and store information

  4. Involve children in the process

  5. Share and transfer information
• People who can support and enhance learning

  • Children
  • Parents
  • Community
  • Teacher-Librarian
  • Learning Assistance Teacher
  • District Personnel
  • Specialist Teachers
• Cultures and organizations in the community

  • Multicultural societies
  • Ethnic organizations
  • Fine arts groups
  • Service clubs
  • Senior citizens
  • Elderly care facilities
• Materials and equipment

  • Classroom
  • School
• Locations for curriculum planning

  • District
  • Child's Home
  • Community
• Inventory of available resources

  1. Form basis for wish list

  2. Staff collaborate to make list

  3. Develop plan to build upon available resources
• Physical facilities


  • Space available in classroom and best use
  • Partnership with another teacher
  • Children's insights into space arrangement
  • Areas available in school, multi-purpose room, gymnasium, storage
  • Community facilities for real world experiences
  • Features of natural environment that could facilitate learning