Republic of the Philippines

Mindanao State University

COLLEGE OF EDUCATION
Marawi City

Reporter : SAMER, Aslima M.

Topic:
METHODS OF CURRICULUM INTEGRATION

What is Curriculum Integration?

 An innovative multifaceted intercurricular method of teaching and philosophy.

 The process of combining/articulating learning content and subjects with a view to
promoting holistic and comprehensive learning.

Methods of Curriculum Integration

Project - based Learning (PBL)

It engages learners in creating knowledge while enhancing their skills in critical
thinking, creativity, collaborations, communication, reasoning, synthesis and resilience
(Barron and Darling-Hammond, 2008 in Corpuz, 2014)

IMPLEMENATION OUTCOME:
 Communication Skills
 Collaboartions
 21st Century Skills
 Student Engagement

Service Learning
A teaching method that combines Service and Learning objectives and deliberate
Reflection to expose students to the needs of the society.

IMPLEMENATION OUTCOME:
 Commitment
 Moral Development
 Leadership Skills
 Communication Skills
 Collaboration
 Community Engagement

Learning Centers
a self-contained section of the classroom in which students engage in independent
and self-directed learning activities.
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.

Parallel Disciplines
 Republic of the Philippines
Mindanao State University
COLLEGE OF EDUCATION
Marawi City
In this model of curriculum design, teachers reach across departments to plan and
sequence some similar ideas. Topics and units of study are rearranged and sequenced to
coincide with each other. Similar ideas are taught at the same time, while still remaining
separate subjects.
IMPLEMENATION OUTCOME:
 Collaborative Learning
 Skill focused
 Fun for kids
 Individual Pace
Theme-Based
Theme-based learning is a method of education that makes perfect sense. At the same
time, it’s obviously very different to how you and I learned, so it’s natural to compare one
with the other to make sense of it.
IMPLEMENATION OUTCOME:
 Learners understand a topic and apply one’s knowledge to solve real- life
problems, you need to be able to connect knowledge and skills.
 children learn to make connections constantly, thereby developing a much deeper
and broader level of understanding than traditional learning can compete with.
 Critical thinking skills are much more developed, because students regularly explore
ideas, compare and evaluate viewpoints, apply knowledge, and even create new
ideas.
 this leads to advanced creative thinking (thinking outside the box) and problem-
solving skills.
Fusion
In this method, teachers fuse skills, knowledge, or even attitudes into the
regularschool curriculum. In some schools, students learn respect for the environment in
every subject area or some incorporate values across disciplines.
IMPLEMENATION OUTCOME:
 Brings positive gain in student achievement resulting from integrated instruction in
the classroom. (Bolack, et. al., 2005; Romance & Vitale, 1992; Campbell and
Henning, 2010
 Learners make life connections among disciplines, values, concepts, content, and life
experiences.
 Increased critical thinking skills, self-confidence, positive attitudes and love for the
learning.
 Republic of the Philippines
Mindanao State University
COLLEGE OF EDUCATION
Marawi City
 Fun and engaging environment.
OTHER TYPES OF INTEGRATED CURRICULUM
1. CONNECTED
Provides a close up of the details and interconnections within one discipline. This
model connects one topic, one skill, and one concept to the next; connecting one day's work
or one idea to the next. The key to this model is to relate ideas within the discipline, rather
than assuming that the students automatically made them on their own.
2. SEQUENCED
Views the curriculum through eyeglasses; the lenses are separate but connected
through a common framework. Topics or units are taught separately but they are rearranged
to provide a broad framework for related concepts.
3. SHARED
This view is through binoculars which brings two disciplines together into one
focused image. This model uses concepts that overlap each other. Teachers must plan
together in order to teach two disciplines that relate to each other.
4. WEBBED
This view captures many different disciplines at once. The webbed curriculum
usually uses one theme to integrate subjects matter. The team of teachers will choose a
theme and all subjects must relate the the common theme.