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Importance of integration in education
Importance of integration in education
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'Making cognitive connections, within subjects and between subjects...' ( Piaget 1977, Cockburn and Haylock 2008,Rose 2009) is an aspect of cross-curricular learning. Generally speaking, cross-curricular learning is when skills, knowledge and attitudes of a number of disciplines which are applied to a single experience, problem, question, theme or idea. In simple terms, it's also known as a thematic approach. From this point, I'd be exploring the reasons why a thematic approach should be adopted in the classroom and this approach could deliver the four core subjects in the National Curriculum in Key Stage 1. On top of that I'd be exploring the issues raised of adopting a cross-curricular approach and the implications of using a theme-based unit of integrating various subjects within a theme.
By teaching thematically, it would enable me to integrate the four core National Curriculum subjects within a theme. This method of theme based units utilises and builds on children's interests and life experiences, therefore skills and knowledge are developed in meaningful ways.(Kerry. T (2011) Cross-curricular teaching in the primary school, Oxon: Routledge) The Intermediate Program Policy Grades 4 to 10 (1993) suggests that the more students become engaged in how and what they study, the more interested they are in learning. Likewise, Bruner also supports the notion of children to be involved in their own learning process, so that connections could be made through personal discovery and enquiry and not just being passive receivers of information. This clearly highlights the importance of children taking an active role of their learning. Therefore in my approach of delivering the core subjects, it would be necessary for me to collaborate ...
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...thods, as both approaches could be used in conjunctival. The mixture of thematic teaching and disciplinary teaching would enable the successful delivery of the core National curriculum subjects. Not only does theme- based units helps support the learning across many areas of the curriculum, but it enables children to find and make connections with subjects and between subjects. This idea of teaching suggests that skills, knowledge and experiences could be made transferable and the notion of continuity of learning within the school and children's wider life experiences outside school. Very often, the thematic approach tends to lie on children's interests which then in turn branches out like the ripples from the stone thrown in the water. Cross-curricular learning is a creative approach which allows the flexibility for both teachers and children to become creative.
Connected to this theme is the development of a shared, lived experience, where students and teacher are involved in an ongoing negotiation of curriculum. In the first 13 chapters, Paley’s central focus is to develop a learning community within the safety of the classroom. In the second half of her book, Paley illustrates how the combination of these two themes in turn offers an opportunity for what we call an opening up of the definition of curriculum. This review is an analysis of these three themes within the organizational framework of Paley’s book. The theme of children and teachers as co-creators of curriculum is established in the first chapter when Paley says, “Each year I wait to be reawakened by a Reeny … something to ponder deeply and expand upon extravagantly” (p.10). Reeny responds to this call by asserting herself early on as a curriculum leader in Paley’s classroom. Because children themselves are curriculum makers and leaders, curriculum cannot be imposed upon the learner. Ultimately, this opening up of the discussion of what curriculum means is established by Reeny in the last lines of the book when she announces: “But I’m thinking, why don’t you stay and we’ll talk about it. Don’t fly away. See we can keep talking about it, okay?” (p. 99). It is in Reeny’s utterance that we understand—the curriculum conversation must necessarily begin with students’
In this essay I will outline the curricular systems for the 0-5 age group in England and Scotland. I will examine in detail the planning and assessment provisions of these systems which allow early years practitioners to gain insight into children's learning and to aid them in that regard. I will draw comparison between the practices of these two countries where possible, and provide criticism of each.
The goals and operational values of the cross-curricular approach are to help the student develop self-regulating (learning-how-to-learn and metacognition) and lifelong learning skills as well as effective democratic citizenship skills (Alahiotis & Stavlioti, 2006; Stavlioti, p. 61; Koustourakis, 2007 p.133; Vars, 2007, p.7). In order to cope with the modern realities, there is a need to move from the traditional organization of curriculum into discrete subjects/discipline areas offering fragmented knowledge, to a more linked and unified approach to knowledge in a holistic way (Alahiotis & Stavlioti, 2006; Marshall, 2005, p. 229). Conferring with psychology, the child should be treated as a whole entity so this should be reflected in the way children learn (stavlioti, p. 54; Stavlioti megalo, p. 4). Studies have shown that links between the different disciplines and connections with real-life situations enhance brain synapses, so in this way learning is promoted through multiple stimuli that these connections send to neurons (stavlioti megalo, p. 5-6). “According to Piaget (1963), learning occurs when new information is attached to prior knowledge and placed in existing conceptual compartments or schemata” (as cited in Marshall, 2005, p. 229).
As previously mentioned, the EYFS and Te Whariki differ in their curriculum styles. The EYFS is significantly more explicit and detailed in its framework compared with the Te Whariki curriculum, making it clearer for practitioners to follow and to use effectively during practice. There are many additional resources available to EYFS practitioners to assist in the provision of appropriate literacy experiences for children, for instance; a CD rom is included in the EYFS teaching pack showing useful video clips of teachers engaging in effective activities, which can further promote successful teaching in England (DCSF, 2008a). In contrast, however, the Te Whariki curriculum has minimal guidance on how teachers plan and assess their pupils, they are advised to ‘develop their own distinctive...
In this assignment I will justify the place of the following subjects within the primary national curriculum: Geography, History, Physical Education, Religious Education, Drama and Music. The reason I have chosen these subjects is because I have had an experience of them within my teaching placements and within seminars at university. In addition to this, I will analyse the use of cross-curricular learning in primary education and I will aim to explore the benefits and challenges of the approach.
With reference to the secondary curriculum in England, emphasis is placed upon the aims, values and purposes of education. With the implementation of the curriculum, pupils should be given the foundations to develop and apply the knowledge, skills and understanding that will help them become successful learners, confident individuals and responsible citizens; regardless of social background, culture, race, gender, differences in ability and disabilities (QCDA, 2010). In doing so, children will become more aware of, and engaged with, their local, national and international communities; and effectively widen their po...
Marples, R. (2010). What should go on the curriculum? In Bailey, R. (Ed.), The philosophy of education: An introduction (pp 33-47). London: Bloomsbury
In this essay I will be focusing on the learning opportunities that my creative medium term plan offers for the humanities subjects. I will also be analysing ‘interdisciplinary learning’ and reflecting on current theories, readings and pedagogies which have influenced my thought process and chosen lessons. The plan I have created focuses on ‘World Foods’ and is designed as ten sessions which run through one week of school, and will be taught to a year 6 class.
It is appropriate to know that this teaching practice is “multidimensional” because it involves getting new knowledge, performance assessment, techniques of instructing, classroom climate, the content of curriculum, relationship between a teacher and student. There is need for teachers from different disciplines to cooperate in disseminating concepts of a single culture as students play an active role in evaluating their performance (Banks, 2006).
Content area literacy, as with all learning, should directly relate to the students’ lives. When students can relate to a subject, they retain the information better and are more excited to learn. Relating subjects to students’ lives provides them with the desire to participate in the lesson and make connections with previous experiences. Lee (2014) wrote that “culture is the primary medium through which humans learn” (p. 10). Connecting the readings to students’ lives helps them activate their prior knowledge of culture and experience and allows them to transfer it to their learning.
The relevance to the dimension of quality is that it is possible to identify the features of courses that foster a surface or deep approach (Entwistle, 2000). In addition, learning is argued as an activity that combines the aspects of ‘what’ and ‘how’ and, most importantly, how the two aspects are integrated during the learning process. The ‘what’ aspect concerns the activity of learning, and the ‘how’ aspect concerns the structure of a learning task (how learning is done). How the two aspects are merged inform whether students employ a deep approach or a surface approach to learning (Ramsden, 2003). Thus, if learning is focused on the content, e.g. when a text in itself is the object of learning, and the learning task is approached by organizing it into smaller separate parts, a surface approach to learning is adopted. By contrast, if learning is focused on the content, extraction of meaning is the object of learning, and the learning task is approached or managed as a whole, a deep approach to learning is
White, Fred D., and Simone J. Billings. The Well-crafted Argument: Across the Curriculum. Boston, MA: Wadsworth Cengage Learning, 2013. Print.
In most curricular areas the curriculum has become strict rules that need to be adhered to. The constructivist approach brings a new light to a child’s learning experience with the focus being on practical interactive learning. Children often experience this type on learning before they reach primary school. For example when a child encounters a jigsaw they are not just shown on a whiteboard how to finish the jigsaw, the child is guided by an instructor through hands on experience. The child learns techniques to then complete a jigsaw by themselves and will move on to complete more complicated jigsaws with time. Education should not be focused on day to day learning but more focused on life-long learning and experiences. Adopting the constructivist approach in the classroom especially through the subjects of history and geography is essential for children to reach their full learning potential.
Vygotsky’s social constructivism theory (Kearns, 2010) advocates that students play an active participant role in their own learning and I firmly believe that children are not just empty vessels waiting to be filled with just my personal knowledge. Children’s diversity in learning can bring new perceptions to even a well-balanced curriculum; to this end my approach to curriculum planning is flexible and adaptable as children’s needs and abilities are constantly changing (Arthur et al.
Education has transformed immensely from where it first began and needs to continually transform in the future to meet the growing needs and expectations of society. Consequently, teaching and learning are quite different in the 21st century when compared to previous centuries. There are several key factors driving change in education today with the focus on globalisation and social factors, including: Information Communication Technology (ICT), cultural and social inclusion along with changes in the economy, jobs and businesses. Additionally, 21st century learners are expected to ascertain a multitude of qualities and skills in order to succeed in today’s world. Communication, collaboration, global awareness, creativity and problem solving