Interdisciplinary teaching refers to the concept of learning a single subject from multiple perspectives. Proven to boost learning outcomes and enthusiasm around learning, interdisciplinary teaching allows students to think critically, identify their own prejudices, accept the unknown and respect ethical quandaries. It also enables students to understand insights from different disciplines, synthesizes information surrounding a topic and, ultimately, offers a more complete understanding of an issue. Interdisciplinary teaching goes beyond multi-disciplinary or cross-disciplinary teaching, which only requires the consideration of different perspectives, and often requires collaboration between multiple educators to properly execute. Source: Interdisciplinary Teaching Definition and Meaning | Top Hat.
Transdisciplinary education is the education that brings integration of different disciplines in a harmonious manner to construct new knowledge and uplift the learner to higher domains of cognitive abilities and sustained knowledge and skills. An approach to curriculum integration that dissolves the boundaries between the conventional disciplines and organizes teaching and learning around the construction of meaning in the context of real-world problems or themes. International bureau of education
An integrated curriculum is described as one that connects different areas of study by cutting across subject-matter lines and emphasizing unifying concepts. Integration focuses on making connections for students, allowing them to engage in relevant, meaningful activities that can be connected to real life. Integrated Curriculum: Definition, Benefits & Examples …. https://naturez-vous.com/integrated-curriculum-definition-benefits-examples/
Defining Integrated Curriculum
What exactly is integrated curriculum? In its simplest conception, it is about making connections. What kind of connections? Across disciplines? To real life? Are the connections skill-based or knowledge-based? source: Meeting Standards Through Integrated Curriculum by Susan M. Drake and Rebecca C. Burns
Deeper Conceptual understanding
While information and facts are crucial to a student’s success, what’s more important—but often underdeveloped because testing does not typically assess this—is the ability to find connections. When we teach for understanding and not memorization, we’re leveling the playing field and equipping students with the skills to succeed in the future. The ability to transfer skills and knowledge will be much more advantageous than information that might become irrelevant, and making this the primary focus will relieve the burden on students to try to memorize information separate from how it can be utilized in a project or real-world setting. Source: Getting Smart
Transfer of learning occurs when the student is motivated by the topic, motivated to learn, has previous knowledge on the subject, and knows how to connect new information to existing information. The learner must then be able to retrieve this information and apply it to new learning. A lot of breaks can happen in this chain, but if we model this formula in our teaching and make it a conscious process for students, then our learners stand a better chance of transferring that learning. Source: Larry Ferlazzo
Curriculum integration is a student-centered approach in which students are invited to join with their teachers to plan learning experiences that address both student concerns and major social issues. In examining these issues, students draw on pertinent content and skills from many subject areas and acquire many of the “common learnings” or life skills essential for all citizens in a democracy.
The arguments The literature on curriculum integration is extensive.
I. Psychological A. Students are more highly motivated and learn better because integrative curriculum relates to their needs, problems, concerns, interests, and aspirations. (Faunce & Bossing, 1951/1958) B. Students learn better because integrative curriculum is more compatible with the way the brain works, thus enhancing the development of higher-order thinking skills. (Caine & Caine, 1991; Hart, 1983) II. Sociological A. Students are better prepared for life in contemporary society because integrative curriculum addresses current social problems in all their real-life complexity. (Van Til, 1976) B. Students learn major concepts and processes of the disciplines through studying carefully designed integrated units. (Erickson, 1998; Jacobs, 1989) III. Philosophical A. Integrative curriculum provides a coherent core of common learnings essential for all citizens in a democracy. (Beane, 1997; Vars, 1969) B. Integrative curriculum provides a meaningful framework for examining values. (Apple & Beane, 1995; Zapf, 1959)
Curriculum integration, in which students are directly involved in planning, conducting, and evaluating their own learning, is a powerful way for middle-level schools to demonstrate that they are “developmentally-responsive.” Source G Vars
The 6 driving features of project-based learning, Krajcik and Shin