Integrated curriculum practices in Sri Lanka schools
There are not available anything alone without connections. Also each school subject has more connections. Units and lessons have connections. Can understand something overall study and learn their parts and connections. And also curriculum subjects are integrated. If can teach integrate something with others that can be more effective learning experiences. “The integrated curriculum is a great gift to experienced teachers. It's like getting a new pair of lenses that make teaching a lot more exciting and help us look forward into the next century. It is helping students take control of their own learning.”- M. Markus, media specialist, quoted in Shoemaker, September 1991, p. 797[u1]
There are ten ways to integrate curriculum. First one is the fragmented model is a traditional curriculum design which separates topics and courses into distinct disciplines. In this model courses are separated into traditional areas of study. Each area is defined as an independent course of study. At the middle, secondary and post-secondary levels these courses are generally taught by different teachers, in different locations or rooms, and students commonly move from classroom to classroom. Biology subject included 14 units. There are some connections. But can organize it separately done by teachers with special skills about unit area. So can select for it same area school teachers. Otherwise school can invite to resource persons for that. Can select four unit or more unit same time. Each student should rotate one by one each class rooms. Finally they learned all unit end of that session. Student can understand and identification connection of the lesson but cannot identification connections of the unit or other subject.
The connected model focuses on the details, subtleties, and interconnections within an individual discipline. It is this focus on making connections. Which makes this model a simple form of integration? To make this an effective integration model, it is recommended that the instructor assist students with connecting one day's work, to the next. It is important to the concept of integration that this model directly relates ideas within a discipline. Teachers help students make connections by explicitly making linkages between subject topics, skills, and concepts. Within each subject area, course content is connected topic to topic, concept to concept, one year's work to the next, and relates ideas explicitly. That model can apply to class room following order. Teacher can select for example biology tissue unite first can explained animal tissues next day teacher can connect that with plant tissues. That is a Topic to topic. Both tissues are can connected each other organ. That is a skill to skill. Animal tissue is a bunch of cells. Also lots of plant cell make a plant tissue. That is concept to concept connection. That content included zoology and botany. So that subjects are integrated. Can easily understand and go through the lesson or unit content.
Nested integration takes advantage of natural combinations. Integration is performed by overtly making connections or creating combinations. Within each subject, the teacher targets multiple skills: a social skill, a thinking skill, and a content-specific skill. Multiple dimensions to one scene, topic, or unit Sequence model is Topics and units are taught independently, but they are arranged and sequenced to provide a framework for related concepts. Teachers arrange topics so that similar units articulate. That model can use to teach about system of human. First select specific system like a digestive system. That system has a duty, organs, parts, outputs, inputs, and process. All are connected each other and doing all together one specific duty. One part or lost process is break so nested model are integrated. After can learn related other body system. Student can identify their relations, similarity and connection.
Shared planning and teaching take place in two disciplines in which overlapping concepts or ideas emerge as organizing elements. Biology and “Science for Technology” syllabus have similar concepts of “tissue culture”. Want organizing teachers with fluent skill about subject area. For that can use only two teachers or three teachers for the process. First I can organize tech overlapping concept by more fluent teacher among them. Otherwise I can select Agriculture teacher for teaching overlapping concept. I think it is effectively than first one. First teach about the tissue culture to both classes together after biology teacher can teach separately biological side of lesson. And also SFT teacher can teach separately his part of lesson. At the process new connections created that is reason for the student’s achievement.
For Sequenced model practice, Topics or units of study are rearranged and sequenced to coincide with one another. Similar ideas are taught in concert while remaining separate subjects. Biology and agriculture subject have similar idea but separate subject. Biology teacher presents photosynthesis a particular period while the biology teacher teaches that same period. That approach can improve student achievement.
Webbed curricula commonly use a thematic approach to integrate subject matter. Broad themes such as change, cultures, discovery, environments, interaction, inventions, power, systems, time and work provide a greater opportunity for teachers of various disciplines to find common topics, concepts and skills. Themes may be created which address different concentrations. Three of these are concepts, topics and categories. Webbing is a systematic process for recording brainstorming. The process involves all the members of the integrated team, and is used to determine the topics, concepts and skills to be addressed in the curriculum. There are many procedures for brainstorming and recording the process. No matter which process is used, there are a few guidelines which make brainstorming more effective. Then select topic and develop as a concept map with topic concept and skills. Therefore select animal diversity unit or plant diversity. Connect the concept of phylum, class, order, and Species with arrow. And then questioning for brainstorming and develop their skills. Those connections and brainstorming session all are together enhance student’s achievement.
The threaded approach to integration is a Meta curricular approach where big ideas are enlarged. This model threads thinking skills, social skills, study skills, graphic organizers, technology, and multiple intelligences approach to thinking throughout all disciplines. The threaded approach supersedes all subject matter content. Using this approach, interdepartmental teams can focus on thinking skills to integrate with content information. The threaded approach takes learning to a synthesis level. That is, teachers incorporate into their teaching strategies such techniques as inquiry and self-reflection. For example, a teacher may ask the student: what do you think about that? Or, what thinking skills did you use and find most helpful in solving the problem? At that model get big picture of relevant subject. For a example can select genetics unit of Biology. About medallions law develop thinking skills, teacher can questioning for social and study skills. After student create graphs and entering data with using computer technology skills. Teacher can ask “what do you think about that? Or, what thinking skills did you use and find most helpful in solving the problem? Those are integrating and develop human attitude and achievement.
In an integrated model interdisciplinary topics are arranged around overlapping concepts and emergent patterns. This process blends the disciplines by finding overlapping skills, concepts, and attitudes found across the disciplines. Much like the shared methodology, integration is a result of shifting related ideas out of the subject matter content. An important process of the integrated methodology is that teachers work together on the topics or themes as commonalities emerge. For model practice select four or more subjects (as a science, mathematics, social studies, and language) and teach with awareness. Then blend that knowledge and some part of lesson overlap. Finally student can get clear identification.
At the Immersed model the disciplines become part of the learner's lens of expertise. The learner filters all content through this lens and becomes immersed in his or her own experience. This model is very important. Because enlarge target and focus it. Very specific learning experience maintained. Often this model apply higher education student as doctoral candidates. They are concentrating their target subject. Can manage this model in school particular student can achieve big target. He or she becomes a specialist on their subject area. Students can practice this model in school. Select Specific unit area and write daily reflection and day by day measure and evaluate his progress. At the grade 6 science student If observe sky continuously day by day and write reflection and get teachers feedback he just get success. One day he became expert his subject area.
A networked model creates multiple dimensions and directions of focus. It provides various ideas and ways of discovering. The networked model is student centered. Networks are created between the learner and various information systems, subject matter experts, and others who have an interest, experience or knowledge of the topic or theme. Learner filters all learning through the expert's eye and makes internal connections that lead to external networks of experts in related fields. For an example engineering technology student note taking and sketch some pictures of his note book. After try to practice that theory. Finally he creates simulation on the computer. After that he selects relevant way. That’s very useful model for school.
Sri Lanka curriculum is integrated one but it is not working. As a science and mathematics teachers we have big Responsibility regulate this education sector. And also earlier mentioned models of integrations should be added our learning and teaching process.
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