When students sit in a traditional classroom where they are merely passive observers and get filled with knowledge the teacher passes on to them they are not truly learning. This type of learning is often boring and students do not relate the concepts learned to the bigger themes outlined in the curriculum or the "BE". In order to counteract this and allow students to gain a deeper insight into the topics at hand teachers can begin to teach through an integrated curriculum.
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An example of an integrated curriculum is brought forth by Drake, Reid and Kolohon (2014). Teachers can use backwards design in order to breakdown the curriculum and identify the major themes such as a sustainable environment and stewardship. This major theme can then be spread across multiple subject areas to create a holistic learning environment. In english class students can write reports and read books on the topic at hand, in science they can study the decreasing populations on various animal species and in geography can learn about global warming and how humans contribute to this. By connecting this major theme of sustainability to various subject areas students study the topics more in depth, create a greater understanding of the topics and learn how they can apply it outside of the school in order to make a difference.
Utilizing an integrated curriculum also allows teachers to implement assessment in the classroom more effectively. Students can help to determine appropriate assessment tools and can become independent through self and peer assessment. Bennett (2015) claims that tests serve to provide information to the institutions where as assessment aims to serve the students. Students can assess themselves thru assessment as learning, assess peers thru assessment for learning and have the teacher assess them as well thru assessment of learning. This feedback allows students to gain a better understanding of where they are versus where they could be and again works to helping the students develop a deep understanding of the concepts that they are learning.
When we view the video above we can see that assessment further helps students to grasp content and deeply understand the subject, this paired with an integrated curriculum allows students to grasp major concepts and learn how to implement the "Be" from the curriculum into their lives. As a student who often found it hard to relate the big concepts taught in class to the real world I know how difficult it can be to find meaning in school and how hard it is to see the big picture. I have only had one experience with an integrated curriculum however it was a very positive experience. In middle school we picked an animal that we were interested in learning about in science class and researched the animal. We then created a paper mache head of our animals in art class. In geography we looked at where our animals lived and what impact humans and the climate had on the animals. Finally, during english class we wrote a report on our animals and discussed how humans affect animals and what we can do to be more conscious about our negative impacts on them. Through these various subjects we not only learned about various animals but also learned the impacts that humans can have on the environment and what we need to do in order to become better global citizens. This fostered deep learning and although I have forgotten a lot of things taught in school I still remember that project and I am still conscientious about the impact that I have on the environment because of it.
When taught properly an integrated curriculum can foster deeper learning, connect various themes across subjects and create a holistic learning environment so that students can learn about the "Be" and implement it into their lives. As future teachers we need to begin thinking of our future classrooms and providing our students with the best experiences possible. One of these ways is to use the integrated curriculum so that they can see the whole picture and gain an in depth knowledge on various concepts, something we were sometimes deprived of in our own schooling. It's like John Dewey said, if we continue to teach like we have in the past then we are robbing our children of their future.
References
Bennett, R. E. (2015). The changing nature of educational assessment. Review of Research in Education, 39(1), 370-407.
Costley, K. C. (2015). Research supporting integrated curriculum: Evidence for using this method of instruction in public school classrooms. Online submission, 1-11.
Drake, S. M., Reid, J. L., Kolohon, W. (2014). Interweaving Curriculum and Classroom Management: Engaging the 21st Century Learner. Don Mills, ON: Oxford University Press.
