There are two strong arguments supporting an integrated curriculum. First, there is simply too much information to be covered in the traditional structure of a forty or fifty minute class period. Secondly, most subjects are taught to students in isolation from other related information. Advocates of an interconnected curriculum believe that individuals learn best when encountering ideas that are connected to one another. A strong belief system exists supporting that "all things are connected."
What do the critics say?
Critics of integrated curriculum have formulated several arguments against the idea;
v First, it is sometimes appropriate for information to be taught within the content area. Some concepts run the risk of becoming confused when connected to unrelated subject matter.
v Secondly, most teachers have always been a part of a somewhat modernist method of teaching. Therefore, implementing integrated curriculum becomes increasingly more difficult.
v Third, critics claim that many teachers may lack knowledge and skills of the various disciplines.
v Finally, a key criticism of integrated curriculum is assessment. Schools continue to struggle with effective methods to assess student achievement in regard to higher level thinking and deeper understanding. In order for integrated curriculum to replace traditional teaching styles, the entire structure of the school needs to be change. Frankly, this is a change that many modernist teachers are not willing to accept.
v The integrated curriculum approach is successful in making students more aware of content area connections, challenging students, providing a learning environment, supporting academic and social needs, dissolving the boundaries among the disciplines, and fostering stronger student/teacher relationships.
Ø Components of Integrated Curriculum
Ø Focuses on basic skills, content and higher level thinking
Ø Encourages lifelong learning
Ø Structures learning around themes, big ideas and meaningful concepts
Ø Provides connections among various curricular disciplines
Ø Provides learners opportunities to apply skills they have learned
Ø Encourages active participation in relevant real-life experiences
Ø curiosity, motivates, and challenges learners
Ø Provides a deeper understanding of content
Ø Offers opportunities for more small
Ø Accommodates a variety of learning styles/theories (i.e., social learning theory, cooperative learning, intrinsic motivation, and self-efficacy) and multiple intelligences
The organization of integrThere are two strong arguments supporting an integrated curriculum. First, there is simply too much information to be covered in the traditional structure of a forty or fifty minute class period. Secondly, most subjects are taught to students in isolation from other related information. Advocates of an interconnected curriculum believe that individuals learn best when encountering ideas that are connected to one another. A strong belief system exists supporting that "all things are connected."
What do the critics say?
Critics of integrated curriculum have formulated several arguments against the idea;
v First, it is sometimes appropriate for information to be taught within the content area. Some concepts run the risk of becoming confused when connected to unrelated subject matter.
v Secondly, most teachers have always been a part of a somewhat modernist method of teaching. Therefore, implementing integrated curriculum becomes increasingly more difficult.
v Third, critics claim that many teachers may lack knowledge and skills of the various disciplines.
v Finally, a key criticism of integrated curriculum is assessment. Schools continue to struggle with effective methods to assess student achievement in regard to higher level thinking and deeper understanding. In order for integrated curriculum to replace traditional teaching styles, the entire structure of the school needs to be change. Frankly, this is a change that many modernist teachers are not willing to accept.
v The integrated curriculum approach is successful in making students more aware of content area connections, challenging students, providing a learning environment, supporting academic and social needs, dissolving the boundaries among the disciplines, and fostering stronger student/teacher relationships.
Ø Components of Integrated Curriculum
Ø Focuses on basic skills, content and higher level thinking
Ø Encourages lifelong learning
Ø Structures learning around themes, big ideas and meaningful concepts
Ø Provides connections among various curricular disciplines
Ø Provides learners opportunities to apply skills they have learned
Ø Encourages active participation in relevant real-life experiences
Ø curiosity, motivates, and challenges learners
Ø Provides a deeper understanding of content
Ø Offers opportunities for more small
Ø Accommodates a variety of learning styles/theories (i.e., social learning theory, cooperative learning, intrinsic motivation, and self-efficacy) and multiple intelligences
The organization of integrated curriculum is a post second world war occurrence. This phenomenon gain greatest support in the 1960s. Based on the essential organization of content, as in the subject design, the academic disciplines design emphasizes on the role played by those diverse entities called academic disciplines. Thus it is clearly defined in terms of knowledge, skills and values.
OBJECTIVES OF INTEGRATED CURRICULUM IN PAKISTAN
1. The basic objective of integrated curriculum is to emphasize the learning and basic language skills for the children of class’ I to III this would increase the literacy rate of the country.
2. Reeducation of text books to one or two only so that the Teachers may focus their attention on the improvement of language skills of the students and along with it they may be able to impart the concept of other subjects.
3. In integrated curriculum, the mental level and interests of the children acquire the central place which is the basic condition of acquiring knowledge.
4. Interesting textual material not only attracts the children but also provides opportunities to groom up their mental abilities. Therefore efforts have been made to prepare the integrated curriculum with the following comprehensive general objective.
5. The general objective of the integrated approach is to make a clear relation between various subjects (having similar concepts) so that the learners may apply their knowledge in real life situation.
ated curriculum is a post second world war occurrence. This phenomenon gain greatest support in the 1960s. Based on the essential organization of content, as in the subject design, the academic disciplines design emphasizes on the role played by those diverse entities called academic disciplines. Thus it is clearly defined in terms of knowledge, skills and values.
OBJECTIVES OF INTEGRATED CURRICULUM IN PAKISTAN
1. The basic objective of integrated curriculum is to emphasize the learning and basic language skills for the children of class’ I to III this would increase the literacy rate of the country.
2. Reeducation of text books to one or two only so that the Teachers may focus their attention on the improvement of language skills of the students and along with it they may be able to impart the concept of other subjects.
3. In integrated curriculum, the mental level and interests of the children acquire the central place which is the basic condition of acquiring knowledge.
4. Interesting textual material not only attracts the children but also provides opportunities to groom up their mental abilities. Therefore efforts have been made to prepare the integrated curriculum with the following comprehensive general objective.
5. The general objective of the integrated approach is to make a clear relation between various subjects (having similar concepts) so that the learners may apply their knowledge in real life situation.
