The seond step is ‘awareness’
As with ‘isolation’, theteaching is subject-based. Some mechanisms are in place, however, whereby the teacher in one subject ismade aware of what is covered in other subjects in thecurriculum. This can be achieved through appropriatedocumentation and communication about the aims andobjectives of each course and the content and topicscovered 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 themeor topic selected for this purpose, but the field ofknowledge 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 othersubjects or disciplines. Each discipline looks, from theperspective of their own discipline, at the curriculumcontent 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 differentcourses, or different parts of the same course, consulteach other and communicate about their courses. Theconsultation process takes place through informal discussions between teachers or through more formalcurriculum 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 beenused by Fogarty to describe an integrated approach where the teacher targets, within a subject-basedcourse, skills relating to other subjects. Content drawnfrom different subjects in the curriculum may be usedto enrich the teaching of one subject. The term ‘infusion’ has also been applied to this stage of integrationwhere teachers ‘analyse the separate subject’s goals andidentify ways in which these generic skills can be refinedinto existing subjects’.
The 9 step multi -disciplinary:
A multidisciplinary approach brings together a numberof 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 ofemphasis to themes as a focus for the learning of and tothe commonalties across the disciplines or subjects asthey relate to the theme. Jarvis14 defines interdisciplinary as ‘a study of a phenomenon that involves theuse of two or more academic disciplines simultaneously’.
The seveth step correlation
In the ‘correlation’ step of integration, the emphasisremains on disciplines or subjects with subject-basedcourses taking up most of the curriculum time. Withinthis framework, an integrated teaching session or courseis introduced in addition to the subject-based teaching.This session brings together areas of interest commonto each of the subjects
Harden ladder
the Step 8 Complementary programme
The ‘complementary’ approach has both subject-basedand integrated teaching. The integrated sessions nowrepresent a major feature of the curriculum. Thesesessions are recognized to be, in terms of time, allocatedresources and assessment as important, if not more important, than the subject-based teaching.
The fifth step ;In the ‘correlation’ step of integration, the emphasisremains on disciplines or subjects with subject-basedcourses taking up most of the curriculum time. Withinthis framework, an integrated teaching session or courseis introduced in addition to the subject-based teaching.This session brings together areas of interest commonto each of the subjects.
The sixth step:sharing
Two disciplines may agree to plan and jointly implement a teaching programme. The ‘shared planning andteaching takes place in two disciplines in which overlapping concepts or ideas emerge as organisingelements’.7 The two disciplines which come together tooffer such a programme are usually complementarysubjects and the joint course produced emphasizesshared concepts, skills and attitudes. The focus of thecourse is usually in these shared elements.