Question 8: How might you use integrated curriculum to foster students making connections among their learning?

 

            To adequately answer the above inquiry involves several other related questions. What is integrated curriculum? Why is it so important for today’s student? How are students affected by such a curriculum? How does one implement integrated curriculum? What are effective assessment tools? What resources are available for successful outcomes?  Once these queries have been ascertained, considering methods for students to make connections in their learning will be addressed.

 

Why Integrated Curriculum ?

            I concur with Lake’s view “that integrated curriculum is an educational approach that prepares student for lifelong learning” (2009). One of the most essential ingredients for student success, today, is the ability to be a life long learner. Our world changes rapidly. A point to illustrate that we must lead by example: I recall the experience of buying my first computer. The sales person, being completely honest, stated: “by the time you have had this product six months it will be obsolete.” At the time I thought this was ludicrous. I have since learned the lesson. Not only do my students need to be lifelong learners if they are going to be successful in the 21^st century, but, I too must keep learning. There are other important reasons for implementing integrated curriculum as outlined by 21stcenturyskills.org:

(1)  There have been definitive changes in the economy, jobs and businesses. In 1967 54 percent of our economic output consisted of manufactured goods; today 63 percent is related to information products. From 1995 to 2005 the U.S. lost 3 million manufacturing jobs. “Economic success is increasingly based on the effective utilization of intangible assets, such as knowledge, skills, and innovative potential.”

(2)  Skill requirements have changed. Employees are expected to be more creative and productive. Therefore, job seekers need more education. Computers have taken over everyday tasks; instead companies are looking for those with effective thinking and complex communication skills. The U.S. is the world leader in technology, media and telecommunication. It is anticipated that it will also dominate developing industries including digital media, nanotechnology, photonics and renewable energy. Companies need highly skilled adaptable employees in such a climate.

(3)  There is still a wide divide between low and high performing students. Despite several measures to increase student competency, including the No Child Left Behind Act, most of our students lack proficiency in many areas. The issue here is that basic competencies do not adequately prepare students for the 21^st century skills market let alone give them a marketable edge. A truly disquieting fact—U.S. 15 year olds ranked 29^th out of 40 countries on the Program for International Student Assessment (PISA), in 2003.  In 2008, we did worse states, Kerstin Martins (2008) who posits an interesting question: Why is the U.S. not in shock over this news? The major concern: “Countries that do well on PISA have higher increases in GDP growth than countries that do not…”(21stcenturyskills.org). PISA assesses critical, cognitive and problem solving skills, all of which can be improved through brain-based learning and teaching.

 

What is integrated curriculum?

            The basic premise of integrated curriculum is that of blending together varied educational components into a cooperative format through which students develop not only knowledge but also skills applicable to the world at large. Curriculum is also designed for students to evaluate and make sense of interrelationships among different variables relative to past, present and future experiences, according to Ncrel.org. Kathy Lake (2009) offers characteristics put forth by J. Palmer:

·      Form an established curriculum from cross-curriculum sub-objectives.

·      Produce model lessons to include cross-curricular activities and assessments.

·      Generate enrichment exercises with a focus on cross-curricular components.

·      Design evaluation tools linking the varied curriculum.

In addition, Lake highlights P. Dressel’s definition of incorporating a student’s ability to synthesize what they have learned through an integrated curriculum into new “models, systems and structures.”  The objective here is to formulate a learning experience, bringing together subject matter across the curriculum to embody a real life experience.  The following components would be included: unification of subjects, projects/cooperative learning modules, investigative tools beyond textbooks, organized principles around a given theme, interrelationships between ideas, flexible schedules and flexible student groupings. Fogarty and Stoehr (1991) give further detail conferring that integrated curriculum designs have learner relevancy. 

• Combine general and specific content. Students need to see how learning details apply to a larger scope of understanding and meaning. 
• Concentrate on the ‘whole’ student, their culture, beliefs, cognitive processes and previous experiences. Students who feel that content is applicable to their personal life are more engaged and committed to the learning process.
• Learner criteria must allow students to transfer their knowledge. “Transfer is the core of problem solving, creative thinking, and all other higher mental processes, inventions, and artistic products,” Sousa (2006) edifies. The ability for a student to transfer knowledge is directly related to their past experiences.  Positive experiences help them to learn new material as opposed to negative ones which hinder the process. Sousa devotes an entire chapter from his book, How The Brain Learns, to the importance of transfer, giving the reader ample understanding of its intrinsic value. Moreover, “Your ability to make sense out of the world, your ability to have meaning, purpose and value in your life is directly related to your capacity to express your experience.” (Dr. Laurence Martel, 2000)
•  Students must be able to apply knowledge to problem solving tasks and situations as well as make connections in other contexts. In one respect this is a difficult task, according to Sousa, because our society as a whole tends to value similarities versus differences. This modality of pervasive thinking inhibits our ability to see connections between ideas or applications for problem solving. We must learn to value the diversity among us, both outside and inside. Through an integrated curriculum we can close the gap between the borders we have created.

 

Yet, another important constituent of integrated curriculum is developing emotional intelligence. Jensen cites David Goleman’s work explaining emotional intelligence as “being able to understand oneself and others, having empathy for others, being able to lead or persuade others, knowing how to motivate yourself, and managing impulses” (2006) . The “Marshmallow Test” gives much credibility for the need of emotional intelligence. Preschool children were given a choice of being able to have one marshmallow; however, if they waited 15 minutes they could have two. Fourteen years later those students who chose immediate gratification had more academic and social issues. Those students who waited “scored an average of 120 points higher on the SAT”.

Whole Brain Teaching, an article found at http://www.funderstanding.com/content/whole-brain-teaching, reflects upon the importance of emotional “literacy” stating, “the price we pay…is in failed marriages and troubled families, in stunted social and work lives, in deteriorating physical health and mental anguish and, as a society, in tragedies such as killings…”. The following attributes should be incorporated into integrated curriculum models, not just for purposes of developing emotional intelligence but also to ensure our students are well prepared for the 21^st century work world.

(1)  Self awareness: having the ability to acknowledge, understand and evaluate ones emotions.

(2)  Mood Management: being able to evaluate the relevancy of one’s emotional state to a given situation.

(3)  Self-motivation: overcoming personal self imposed limitations.

(4)  Empathy: understanding and acknowledging others feelings via their words and body language.

(5)  Managing relationships: skillfully directing, resolving conflicts and negotiating with others.

 

The outcome of developing emotional intelligence has further implications. Jensen recounts a significant study done by Goleman, who brought attention to emotional intelligence in 1995.  The “marshmallow test” gave preschool children the choice of having one marshmallow treat immediately or waiting fifteen minutes for two. Fourteen years later those who had wanted immediate gratification had more academic and social difficulties. The preschoolers “who waited the longest scored an average of 210 points higher on the SAT” (2006).

 

How does integrated curriculum affect students?

            Kathleen Cushman (1994) prescribes the benefits of integrated curriculum in her article Empowering Students: Essential School’s Missing Link. Empowering students is a vital component for higher achievement. There is an absolute disconnect between life in and out of school. Our culture espouses a democratic means of living and working, yet students find themselves in highly restrictive environments. This is particularly true for the high school student. Cushman advocates that students be a part of all school processes including managing behavioral issues, developing curriculum and creating school climate. She sites several examples of, what I consider to be extraordinary outcomes.

·      A group of seventh graders who launched a voter registration drive when a handful of citizens in the town were making all the decisions.

·      Seniors who built a boat to study the history and culture of their region, then actually explored the geography and natural history using the vessel.

·      When Bronxville decided to put up parking meters where seniors parked their cars, students protested which led to active involvement in town council meetings. Students have become so involved with political issues that one senior decided to run for mayor during 1993 and actually accrued 42 percent of the vote.

 

Fostering student empowerment, according to Cushman, requires educators be aware of associated stages of development, all of which relate to successful integrated curriculum, in my opinion.  At first students will be elated that someone finally cares about what they think, but then upon realizing their personal responsibility will want the teacher to give more direction. They also need to know that what you say you mean. Be clear on the parameters students must work within from the very beginning. Changing the rules mid course promotes distrust. Students also relish the idea of being given responsibility until something doesn’t go right or becomes more difficult to pursue. They need guidance and continued support through the process. If all goes well a student will realize his or her value and intelligence from their achievement. These stages are in continuous flux from student to student. A teacher must, therefore, cultivate vigilance and patience.

Outcomes for students can be valuable. Lake (2009) lists a summary of research findings. Integrated curriculum trains students in specified skills, increases content retention, stimulates depth and breadth of learning, encourages positive attitudes, allows for quality time for discovery and investigation, and students have made relevant connections with varied content material.

 

How is integrated curriculum implemented?

            Fidalgo School in Anacortes, Washington has been given several awards for its integrated curriculum approach to education. Their approach being based on brain-based learning and teaching has been assimilated into the entire structure of the school. Each year is focused on a particular theme; students are immersed in technology; classes are multiage; the school has a ‘sister’ school in Japan; a community center offers more than 40 classes to adult learners and students alike; and specialized remediation classes for teachers enable successful inclusion for all students. Teachers are committed to the success of every student (Borgen, 2009).

            There are a many obstacles to overcome before successfully implementing an integrated curriculum, but as the above case illustrates it is entirely possible. High schools come with a ‘special’ set of hurdles since curriculum is so divided by subject matter. However, this does not mean that an affective program could not be created. A major paradigm shift in community thinking is necessary. Vicki Poole (1994) at Ncrel.org offers a comprehensive list of goals along with responsibilities of administrators, teachers, business representatives, community members and parents. Some of the major issues are discussed below:

·      The stigma associated with vocational schooling being blended with academic when developing integrated and applied curriculum. How can our students be adequately prepared for the 21^st century work world without training?

·      Rural communities don’t have the same access to businesses or funding as urban communities. If we can have long distance learning why not long distance business affiliations?

·      Some educators believe more emphasis will be placed skill development and less on academics. If students are expected to effectively communicate and interact with a global community don’t they, in fact, have to be “well rounded”?

·      Teachers more often than not are expected to implement integrated curriculum without adequate training. This is, unfortunately, all to true. However, if the community at large is committed to its students then training would surely follow.

I believe it is time for us to “step out the boxes” we have created. Those students sitting in front of me every day represent my future not just theirs. And from where I stand there is much to be worried about. How can we expect these young people to successfully navigate a world without adequate preparation? 

           

What about assessment tools for integrated curriculum?

            Integrated curriculum certainly involves different evaluative tools, since students are not simply regurgitating memorized information. Instead they are actively involved in project development and research. Howard (2000) offers an excellent inventory of questions to consider relative to teaching and assessment methods. Meaningful evaluation as advocated by Feinstein (2004) “accounts for individual differences in style, attitudes and interests.” A student’s value should not rest solely on their ability to show us “what they don’t know,” which is really what is ascertained from traditional testing methods.

            The difficulty with performance-based activities, those related to integrated curriculum, is the necessity for a rubric that can appropriately addresses various associated components. Regardless of how detailed some of my rubrics have become inevitably there are students who become confused. This has been a source of much frustration. Now that I have gained so much knowledge on how the brain truly learns and the fact that my teenager’s brains are not fully formed I concede to their development and fully engage the nurturing process. Cushman (1994) shares a wonderful list of questions and ideas, developed by Randy Weishart, for Coaching Students to Assess How They Are Doing. Some of these questions and tools have been incorporated into a recent project for my Biology students and is given below.

            There are many great assessment tools and ideas located on the web. A rubric for almost any endeavor can be found and ‘tweaked’ for use. Seeking out the experts around given topics and ideas is always a wise maneuver. Linda Bruce (2001) incorporates a standards-based approach to learning and assessment, whereby students learn to evaluate their work related to specific standards they personally address. Students are encouraged to reflect on their work, its strengths and weaknesses. They are given the opportunity to develop their own performance based activities and the rubrics that go along with them. Embedded in the process is the chance for students to self-correct. I see this process as a genuine component of an integrated curriculum. Its use in the classroom will have far reaching implications for the student entering the 21^st century workplace. These skills are directly aligned with “the most competent, most creative, and most innovative people” (21stcentury.org, 2009) major employers will be seeking.

            Anne Norford, a principal of Brownsville Elementary School in Virginia, presents a guide to establishing effective assessment (2009). Even though Norford is a principal of an elementary school I found some of her ideas applicable at the high school level.

·      Both teachers and administrators should be involved in the process of developing assessment tools.

·      Present tools should be evaluated for quality and fairness.

·      When evaluating teachers include appraisal of their assessment tools. As well, include assessment course work as part of professional development requirements.

·      The assessment program itself should also be evaluated. I would add this should occur on an ongoing basis.

·      Furnish students, parents and other related parties justification for assessment tools and the means by which they are performed.

The major difficulty in attaining the above goals are the varied beliefs and expectations from all parties involved in the process, along with time constraints required for meetings, discussion, and construction. Still, it is worth pursuing on some level. If one school can accomplish the task certainly others have the ability. Ncrel.org offers successful school models throughout its many pages.

One other important concept to address is accountability.  “Give credit for actual learning, rather than doing,” argues Nunley (2001). Students need to be held accountable on a day to day basis. End of chapter tests or finished projects does not necessarily mean the student learned anything. I especially like her follow up technique after students complete an assignment. They must defend their work. Nunley provides a typical narration between student and teacher, comical but so true. When asked what they learned the response is typically, “I don’t know…I just wrote it down…I was just trying to get it done.” These statements and attitude are rampant in classrooms. Certainly making students accountable for their learning is a key for developing life long learning skills. Again, the teenage brain needs molding and nurturing to see the forest. My students were definitely surprised when I began quizzing them not only on a daily basis but throughout the class…the result is no one is failing at this point. I also find students actively going over previous material upon entering the classroom.

 

What about me and my students?

            Through this research I have discovered that integrated curriculum has been a protocol in my classroom for many years, however, it has been called interdisciplinary project based learning. My students and I have experienced much success while at the same time many difficulties. Because of knowledge gained through this research I have gathered more tools to assist my future endeavors. A major caveat is the present school climate. It is impossible to develop an integrated curriculum with other teachers. There is no common planning time; students are not grouped relative to same classes; and there appears to be little to no support for such an endeavor. In truth it would take a tremendous amount of restructuring to implement a ‘real’ integrated curriculum. Our school runs on a block schedule that should be ideal but scheduling does not permit access to integrative development.

These are all complaints which achieve nothing for my students. Being the teacher, I am responsible for their preparation. Therefore, I am the one who needs to inculcate 21^st century skills in a manner that will facilitate my student’s learning. I believe that has been accomplished to a degree in my Health classes. Due to the nature of this course there is more flexibility for developing integrated curriculum. Spring Forest was such an activity.

I am blessed to have a colleague that also teaches Health. We are unable to team teach but collaborate on all lesson plans, ensuring that all 10^th graders have a similar experience. A few years ago we were given the opportunity to work with a group called Spring Forest, who was trying to send aid to an orphanage in Russia. The young children were orphans from parents who had died as a result of the Chernobly incident. They had only the clothes on their backs, one meal of porridge daily, no medical or hygiene supplies and no books, pencils, paper…etc.

This projects stands out as an integrated curriculum. The overall theme was global health issues. After students were put into groups they were given criteria, research (choose a country to investigate), develop a formal presentation and fundraiser activity. Note: Before beginning this process students voted on whether or not they wanted to pursue such a large scale project. Each group was responsible for developing and executing their own fundraiser. They could choose, how, when and where. Of course, this involved a lot of planning, getting permission to use various facilities, advertising their event, organizing several members within a group,  advocacy for community involvement and of course, making money, etc.

This project took a month to unfold. Assessment was an ongoing process. At different intervals specific work had to be completed and evaluated. Students were told their final presentations would be assessed by outside community members who had graciously accepted the task. During presentations students presented research findings using various tools, power point, video, poster boards, skits, stories, etc; followed by a description of their fundraising activity and results. Students were not graded on the amount of money they raised. 

 One hundred and fifty students participated in this project. Creativity for fundraising activities went far beyond anything I had expected. There were mini circus days for the young, car washes, bake sales, bottle collections, ice cream sundaes for after school sports,  flea markets, clothes collections, and an in school band concert. A group of young men were given permission by the principal, at that time, to let students out of their last class for the concert. Students had to pay, of course, in order to attend.

I must share an issue that arose midway through this project. Students were truly given a real life problem and had to decide on a solution. The Russian government had decided that it would not allow any more aid to come into the country. If they didn’t reconsider the Spring Forest group decided they would somehow get supplies to these children. One of my former students was a member of this group and fully realized that she put herself in danger to accomplish the goals of her group. She came to classes and explained the situation.  Students decided to continue with the project, it was worth the “risk.”

Amazingly, all groups followed through in some form for this event. Most grades for presentations were B’s and A’s. No one failed. Students collected over 700 pounds of clothes, 10 boxes of school supplies, 8 boxes of hygiene supplies, 5 boxes of medical supplies and 3 boxes of games. There was one group that decided games would be important for the orphans as well. And students raised over three thousand dollars. This was certainly a successful project; however, it could have been extraordinary as a fully integrated curriculum. As an example other courses could have been orchestrated to be part of the overall theme by doing the following:

·      History: Research and project development relative to politics and the global community when Chernobly occurred.

·      Science: Students study the science of nuclear reactions, issues associated with its use as a power source, including changes that occurred in policy due to the incident. Students develop their own disaster plans and considered other forms of energy production.

·      English: The class produces a magazine. Groups are assigned specific topics to research and report on.

·      Math: Graphs, charts, data collection of many variables associated with the Chernobyl incident.

·      Art: Any form of art that would illustrate global issues related to the incident including pain, suffering and hope.

One year later the group from Spring Forest returned for a surprise assembly. Tenth graders, now eleventh graders were shown how their efforts had affected the orphans in Russia. Pictures were shown and stories shared. This was truly a shining moment for these students.

Now, on the other hand, developing integrated curriculum for my Biology students is a more difficult task. State mandated testing dictates much of what and how I teach. Yet, as I stated earlier it is up to me to find the way. I am the teacher. This has been the task unfolding relative to this research. After much contemplation, and permission from the department head, I found a small way to incorporate an integrated activity. The activity and assessment tools are included in Lessons of Appendix, Biology Project Final.