The mission of every teacher and learners at all levels should be to help young minds discover roots running underground contrary and remote things cohere and flower out from one stem. Learning through games, exploring, investigation and self discovery.
To the young mind everything is individual, stands by itself. By and by, it finds how to join two things and see in them one nature; then three, then three thousand…discovering roots running underground whereby contrary and remote things cohere and flower out from one stem…
The astronomer discovers that geometry, a pure abstraction of the human mind, is the measure of planetary motion. The chemist finds proportions and intelligible method throughout matter, and science is nothing but the finding of analogy, identity, in the most remote parts.
This mission can be realized, in part, by all stakeholders (teachers/educators, students/learners, students and parents) through curriculum integration. This can be accomplished, utilizing the models that will be described below.
Integration can take many forms. In order to better understand the forms that integration may take, it is necessary to gain a solid foundation in the design of various integrated curriculum.
Fogarty (1991) describes three basic forms of integrating the curriculum. Contained within these three forms are ten models.
Curriculum integration can be categorized into three main Forms.
- Within single disciplines – Models include; fragmented, connected and nested.
2. Across several disciplines – Models include; sequence, shared, webbed, threaded and integrated.
3. Within and across learners – Models include; immersed and network.
Integration forms and models; Adapted from the original work of Robin Fogarty [Fogarty, R. (1991)