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The seond step is ‘awareness’

As with ‘isolation’, the​teaching is subject-based. Some mechanisms are in ​place, however, whereby the teacher in one subject is​made aware of what is covered in other subjects in the​curriculum. This can be achieved through appropriate​documentation and communication about the aims and​objectives of each course and the content and topics​covered in lectures and other teaching sessions.

Why integration ?

flaws with the present ystem are :

1-unnecessary repetition .

2-disjointed approach to teaching .

3 disunity and hence the subject as a whole is never grasped .

4-confusion in student mind due to difference in opinion

5-integration aims to giving students holistic instead of a fragmented outlook on his studies

6-the integrative process must occur within the minds of our students ,but the curriculum should be structured to promote that goal

Intergation in eduction

The 11 step trans discipline

The focus with trans-disciplinary integration for learning, however, is not a theme​or topic selected for this purpose, but the field of​knowledge as exemplified in the real world.

the need for greater intergation of subjects in the medical curricuulum has featured predominantly in reportes on medical education .

* integration is represented as a continuum with full integration at one end , discipline - based teaching at the other and with intermediate steps between the two extremes .

Why integration ?

The first step is ‘isolation’. Departments or subject

specialists (represented by squares in the diagram)

organize their teaching without consideration of other​subjects or disciplines. Each discipline looks, from the​perspective of their own discipline, at the curriculum​content in terms of areas to be covered, depth of coverage, sequence and timing. No attention is paid to other,​or related subjects which contribute to the curriculum.

The present system of education follows a building block principle .i this each subjet has its own block of time .usully restricted to one part of the course . the early curriculum are expected to lay foundation for the other subjects which follow .it is left to the students to solve the jigsaw puzzle .

The third step :In harmonization:

teachers responsible for different​courses, or different parts of the same course, consult​each other and communicate about their courses. The​consultation process takes place through informal discussions between teachers or through more formal​curriculum planning committees and meetings

Integration means

to form or blend into a while UNITE . webster dictionary .

integration in education :

as organization of teaching matter to interrelate or unify subjects frquently taught in separate acadimic courcses or departments .

TheNesting’ is the fourth step

of integration. It has been​used by Fogarty to describe an integrated approach where the teacher targets, within a subject-based​course, skills relating to other subjects. Content drawn​from different subjects in the curriculum may be used​to enrich the teaching of one subject. The term ‘infusion’ has also been applied to this stage of integration​where teachers ‘analyse the separate subject’s goals and​identify ways in which these generic skills can be refined​into existing subjects’.

The 9 step multi -disciplinary:

A multidisciplinary approach brings together a number​of subject areas in a single course with themes, prolems, topics or issues as the focus for the students’​learning. The themes selected as the focus in an integrated course may function in different ways.

the 10step inter -discipline

In interdisciplinary integration there is a further shift of​emphasis to themes as a focus for the learning of and to​the commonalties across the disciplines or subjects as​they relate to the theme. Jarvis14 defines interdisciplinary as ‘a study of a phenomenon that involves the​use of two or more academic disciplines simultaneously’.

The seveth step correlation

In the ‘correlation’ step of integration, the emphasis​remains on disciplines or subjects with subject-based​courses taking up most of the curriculum time. Within​this framework, an integrated teaching session or course​is introduced in addition to the subject-based teaching.​This session brings together areas of interest common​to each of the subjects

Harden ladder

the Step 8 Complementary programme

The ‘complementary’ approach has both subject-based​and integrated teaching. The integrated sessions now​represent a major feature of the curriculum. These​sessions are recognized to be, in terms of time, allocated​resources and assessment as important, if not more important, than the subject-based teaching.

The fifth step ;In the ‘correlation’ step of integration, the emphasis​remains on disciplines or subjects with subject-based​courses taking up most of the curriculum time. Within​this framework, an integrated teaching session or course​is introduced in addition to the subject-based teaching.​This session brings together areas of interest common​to each of the subjects.

The sixth step:sharing

Two disciplines may agree to plan and jointly implement a teaching programme. The ‘shared planning and​teaching takes place in two disciplines in which overlapping concepts or ideas emerge as organising​elements’.7 The two disciplines which come together to​offer such a programme are usually complementary​subjects and the joint course produced emphasizes​shared concepts, skills and attitudes. The focus of the​course is usually in these shared elements.

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