Teachers throughout the nation are constantly being bombarded by that "just one more thing" being added on to the already overwhelming curriculum responsibilities. The "throw out last year's initiative and embrace the new fad" has initiated a new mentality among some of the more experienced, jaded teachers: "just hang on this too will pass." And it usually does, but the expectations continue to mount. Each time that "one more thing you must teach" is announced, teachers ask, "When? Where can I possibly find one more minute in my day? I don't have enough time as it is to teach everything!"
Education for the real world
are taught individually there really isn't enough time to fit everything
in, but then, the real world doesn't divide our day into math, reading,
science, social studies, physical education, music, art, and recess.
But, the real world does not work in absolutes and individual subjects.
Rarely, does one find the answer to a problem at work by doing one-step
arithmetic or by looking up the definition in a dictionary. Instead,
in the real world, successful people in all walks of life use all
of the tools at their disposal to tackle real world issues. Sometimes
LIFE demands that you save a bird, design a plan with a group of friends,
outrun a bear, draw a map, counsel a co-worker, or decipher directions
in a foreign place.
It is taken for granted, apparently, that in time students will see for themselves how things fit together. Unfortunately, the reality of the situation is that they tend to learn what we teach. If we teach connectedness and integration, they learn that. If we teach separation and discontinuity, that is what they learn.
-A. Humphreys from Interdisciplinary Methods: A Thematic Approach
The world's greatest integrated literature units for terrific children's books.
Learning the whole thing
It has been said, "If the brain were so simple that we could understand it, we would be so simple that we couldn't." Isolating subjects in the curriculum robs the brain of what it does best--integrate and make connections that apply to solving problems. Knowledge of facts and skills, essential foundational ingredients in an integrated curriculum, is best learned in relationship to a WHOLE that gives purpose to the learning.
Ten Reasons to incorporate integrated curriculum in your classroom: