The Importance of an Integrated Curriculum

 

Throughout my academic career, one of the most useful strategies I implemented when studying was making connections from the material to real life. Making connections enabled me to build a strong understanding of the information as I could see where this information could be applied, making it more meaningful knowledge. By adding meaning to my school work, I was more motivated to learn as I no longer needed to ask the question ‘why am I doing this?’ or ‘am I ever going to us this? As I am now making the transition from a student to a teacher, I want to continue to place emphasis on the importance of making connections. This is why I believe in an integrated curriculum.

           

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Integrated curriculum is defined as a “curriculum approach that consciously applies methodology and language from more than one discipline to examine a central theme, issue, problem, topic, or experience” (Jacobs, 1989). For example, if I am an elementary school teacher and the big idea is Lakes and Rivers. I can teach a science lesson about the forms of life in the water. I can teach a social studies lesson about the geography of the areas and what people access those bodies of water. Lastly I can teach an English lesson on common vocabulary words and/or a research project. This enables students to observe that as we increase the number of subjects connecting to the big idea, the stronger our understanding of that big idea is.

           

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One of the main reasons why I believe in this approach is because it adds relevance to student education. Students will now know why they are learning the information, where it can be applied and how this will be done. Combining these principles together students will become “more engaged in this type of learning and enjoy school more” (Drake, Reid, & Kolohon, 2014). This increased enjoyment will not only show on the faces of your students, but it will also show in their test scores. A 2007 study done by the National Council of Teachers of Mathematics found a strong positive correlation between student interest and student achievement. Not only did these students get higher marks, they also took more challenging classes. It was as a fire had been igniting within these students; a passion for learning which pushed them to excel, and it can be attributed to making learning fun.

           

To ensure learning is an enjoyable experience, teachers also cannot simply stand in front of the class and lecture students. A teacher who adopts this practice should encompass constructivist principles and favour problem-based learning; believing they’re students learn best when they are actively learning new information (Kuhlthau, Maniotes, & Caspari, 2007). This is because a teacher who uses an integrated curriculum is making an attempt to put their students needs first. By choosing a central idea that their students can relate to, they are able to make critical connections to course material, helping them scaffold new knowledge from what they already know. By posing open-ended questions, the students will then have to draw upon all of their knowledge from all subjects to effectively provide solutions.

          Retrieved from Youtube. https://www.youtube.com/results?search_query=integrated+curriculum

Allowing students to make connections to real life will show students the importance of material they are studying. By integrating the curriculum, students will be learning information that they will be able to apply outside of the classroom. I strongly believe that closing the gap between school and the real world will allow students to see that light at the end of the tunnel; motivating them to pursue their education. Arthur Aufderheide once said “All knowledge is connected to all other knowledge, the fun is in making the connections”. It’s time students to let make these connections, and for the first time for a lot of students, have fun learning.

References

Drake, S., Kolohon, W., & Reid, J. (2014). Interweaving curriculum and classroom assessment: Engaging the 21st century learner. Don Mills, Ontario: Oxford University Press.

Jacobs, H. (1989). Interdisciplinary Curriculum: Design and Implementation. Retrieved from http://www.ascd.org/publications/books/61189156/chapters/The-Growing-Need-for-Interdisciplinary-Curriculum-Content.aspx

Köller, O., Baumert, J., & Schnabel, K.. (2001). Does Interest Matter? The Relationship between Academic Interest and Achievement in Mathematics. Journal for Research in Mathematics Education, 32(5), 448–470. http://doi.org/10.2307/749801

Kuhlthau, C., Maniotes, L., & Caspiri, A. (2007). Guided inquiry: Learning in the 21st Century. Westport, CT: Greenwood Publishing Group Inc.

The Flipped Classroom: The Future of 21st Century Education?

                                                                

 Google Images: https://www.google.com/search?q=new+story+of+education+
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As a future educator, it is my responsibility to discover the most effective ways to operate my classroom. By combining the effective techniques from the past with the new and emerging educational theories, future educators will be constructing a new story in education (Drake, Reid & Kolohon, 2014). But what will the new story entail? Personally, I believe one of the teaching practices that will be essential in improving our education system will be the flipped classroom model.

           

Image Retrieved from www.knewton.com/flipped-classroom/

The flipped classroom model aims in creating a system where the student goes over the lesson at home, and uses class time to work on the homework (Knewton, 2011). By flipping the current traditional model on its head, students will be able to gain knowledge effectively and efficiently. With all students showing up to class with a general understanding on the topic, the teacher has the ability to focus on the application of the knowledge they learned the night before. While working through the homework, the teacher walks around the class, offering 

assistance to students who are struggling. Before these students may have just given up on the homework if they didn’t have any help at home, but in this new model, they receive the help they require instantly. Maintaining a positive classroom environment is very important as when students get discouraged, they begin to resist learning.

Since the flipped classroom model is a 21^st century idea, it relies heavily on the Internet and technology (Herreid & Schiller, 2013). When students go home for the day, they will be required to go over the lesson for tomorrow. This entails them going online to watch pre-recorded video sessions, go through online modules, or for just reading information. For the students who do not have access to these tools at home, teachers can provide the information in the form of text, or the student can use school resources to ensure they are still getting the proper education. The following video shows how the flipped model can be applied in a traditional classroom.

  Video from YouTube: https://www.youtube.com/watch?v=ojiebVw8O0g

My education class this semester is my first class to utilize this model and therefore; I have been lucky enough to experience first hand the benefits it brings to the table. The class has shifted from a traditional lecture format to an active learning approach. The majority of class time is occupied with class discussions and group work, allowing me, the student to build knowledge for myself, making education more meaningful. In a lecture of 100 students, it would be very difficult to imply student-centered learning in a traditional setting. In the flipped classroom, teachers act as facilitators, and therefore instead of lecturing, they can utilize their time to help students make sense of the information. Also by creating an active learning center, I am more engaged and excited to go to class, as I no longer am sitting in a seat for three hours simply copying off notes from a slide show.

The flipped classroom will allow students to make the most out of class time, and allow teachers to personalize education. It creates a student-centered environment where students will learn actively, straying away from the traditional lecture format. I believe this model is the future of 21^st century education and it will definitely be a strategy I will implement when I become a teacher.

           

References

Drake, S., Kolohon, W., & Reid, J. (2014). Interweaving curriculum and classroom assessment: Engaging the 21st century learner. Don Mills, Ontario: Oxford University Press.

Flipped Classroom - Unlimited Personalized Lessons from Knewton. (n.d.). Retrieved October 8, 2015, from https://www.knewton.com/flipped-classroom/

Herried, C., & Schiller, N. (n.d.). Case Studies and the Flipped Classroom. Retrieved October 8, 2015, from http://archive.aacu.org/pkal/regionalnetworks/documents/CRWG-SPEE-REF-01.pdf

           For too long, students have been treated like blank slates, empty containers waiting to be filled with knowledge. This concept, originally founded by John Locke, is a teacher-centered approach, and current research is showing there needs to be a change in how we conduct our classrooms (T.Norris, personal communication, February 5, 2014). There are many alternative options to teacher-centered learning, but the one I believe is the most effective is constructivism. Constructivism put the needs of each individual child at the center, allowing them to “construct their own understanding and knowledge of the world through experiencing things and reflecting on those experiences” (Geison, n.d.). Constructivism will provide students with a meaningful education as it is personalized to their needs, giving all students a chance to succeed.

           Students will be in control of their own learning with the teacher acting as a facilitator, guiding students to the answers. This will allow each individual student to find meaning and enjoyment in their own education as constructivism builds on past experiences and pre-existing knowledge. Constructivism also encourages students to work with each other, stressing the importance of collaboration and group work. This is a total shift in the classroom and both students and instructors will have new roles.

Retrieved from Google Images. https://www.google.ca/search?q=student+centered+learning&rlz=1C5CHFA_enCA519CA520&espv=2&biw=1221&bih=666&source=lnms&tbm=isch&sa=X&ved=0CAYQ_AUoAWoVChMIweK_h7eQyAIVUAuSCh3ebgta#imgrc=nLWRb6riDXWrTM%3A

            Having a teacher stand up at the front of the class to lecture students is a great way to teach, if you’re the teacher. You have total control of the lecture; what will be taught, how you will teach it, and what will be tested. But schools are not designed to benefit the teachers; they are a place meant to enrich student’s minds, guiding them through their education. By shifting to student-centered learning, the emphasis is now on learning, not teaching ("Education Theory/Constructivism and Social Constructivism in the Classroom", n.d.). The instructor’s will not lecture, but facilitate; placing each student at the center and personalizing their education to them. With teachers connecting education to student’s real life experiences, students will grasp concepts easier and with higher proficiency, as the material is no longer just words on a page (Geison, n.d.).

Retrieved from YouTube. https://www.youtube.com/watch?v=5Ygnyiik8aM

           
            In my summer job, I was able to apply constructivist principles and I saw the difference it can make first hand. I taught kids aged 6-14 the basic fundamentals of golf, which can be a little dull at times. By getting to know each individual camper, I was able to create activities based upon their interests. For example, when working on the driving range with campers with a hockey background, I would constantly refer to hockey throughout my instruction. The campers pre-existing knowledge of hockey allowed them to understand my instructions more clearly, allowing them make more progress throughout the activity.

            In my opinion, constructivism is the next step our classrooms need to take in order to ensure students are receiving the best education possible. Shifting the system to a student-centered approach puts them at the center, not the curriculum or provincial standards. Ensuring our education system is always improving is crucial because at the end of the day “ a good education is the best gift you can give yourself or anyone else” (Narsimhan, 2008).

References

Education Theory/Constructivism and Social Constructivism in the Classroom. (n.d.).                     Retrieved September 23, 2015, from http://www.ucdoer.ie/index.php /Education_      Theory/Constructivism_and_Social_Constructivism_in_the_Classroom

Geison, J. (n.d.). Constructivism: A Holistic Approach to Teaching and Learning. Retrieved             September 24, 2015, from http://www.niu.edu/facdev/programs/handouts/constructivism.pdf

Narsimhan, M. (n.d.). A quote by Mahtab Narsimhan. Retrieved September 23, 2015, from             http://www.goodreads.com/quotes/254137-a-good-education-is-the-greatest-gift-you-can-give