ERIC Number: EJ787749
Record Type: Journal
Publication Date: 2003
Reference Count: 13
A Guide to Curricular Integration
Morris, Robert C.
Kappa Delta Pi Record, v39 n4 p164-167 Sum 2003
A school's curriculum can appear unrelated, fragmented, or somewhat disjointed if not done with an end in mind. This fragmentation or disjointedness often affects students and their views of the experiences being given them in school. Various curriculum-integration techniques, however, can be used to help make the big picture more understandable to students; and these have the added benefit of allowing teachers to focus better on teaching and student learning. In effective curriculum-integration models, knowledge is meaningfully related and connects in such a way that it is relevant to other areas of learning as well as real life. Of course, sometimes integration is not the best approach to teaching. Integration just for the sake of integration can interfere with learning if constructed activities are not meaningful. To integrate a curriculum is to combine subjects to meet objectives across the curriculum, not just objectives pertaining to one subject. Thus, in this article, the author states that to make integration meaningful and successful in a classroom, activities must be assessed by their educational value and meet curricular objectives in two or more subject areas. When implemented properly, not superficially, integration can be a more meaningful approach to learning for students, as well as a time-saver for teachers.
Descriptors: Teaching Methods, Curriculum Development, Interdisciplinary Approach, Curriculum Design, Educational Objectives, Relevance (Education), Class Activities
Kappa Delta Pi. 3707 Woodview Trace, Indianapolis, IN 46268-1158. Tel: 800-284-3167; Tel: 317-871-4900; Fax: 317-704-2323; e-mail: firstname.lastname@example.org; Web site: http://www.kdp.org/publications/publications.php
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Secondary Education
Authoring Institution: N/A