The Extent, Nature and Effectiveness of Planned Approaches in ...

Developed specifically as a model for gifted and talented students, the Integrated Curriculum Model iscomprised of three components: advanced content; high-level process and product work; and intraandinter-disciplinary concept development (Van Tassel-Baska & Brown, 2001). It is a ‘step up’ fromthe core curriculum in its advancement of knowledge and expected levels of excellence and expertisein both learning processes and products. Van Tassel-Baska (1997) believes that these three elementsare “the best approaches to curriculum development and implementation” (p. 128) and describes theirsynthesis in the following ways:1. Disciplines of study are framed through an emphasis on advanced knowledge.2. Higher order thinking and processing are developed.3. Learning experiences are created around major issues, themes and ideas that reoccur in realworld applications and theoretical understandings within and across disciplines.Curriculum integration is not simply an organisational strategy, rather, it is a way of thinking about thepurposes of schooling, the sources of curriculum, and the uses of knowledge (Beane, 1995). Beaneadvocates that the central focus of curriculum integration is the search for self and social meaning. It isbased on a view of learning as the continuous integration of new knowledge and experience. Thedisciplines of knowledge are drawn on in a responsible curriculum integration; they are “clearly notthe enemies of curriculum integration” (p. 622).Potential strengths of integrated curriculum.• Previous research indicates that an integrated curriculum can replace the isolatedcompartmentalised learning experienced by some gifted and talented students (Clark, 1997;Maker, 1983).• An integrated curriculum provides a framework to help students bring together in somemeaningful way the many experiences they encounter both in and out of school (Vars &Rakow, 1993).• It also encourages the natural inclination of gifted and talented students to make connectionsamong abstract ideas while enriching the students’ general education (Vars & Rakow, 1993).• With an integrated curriculum approach, curriculum is co-constructed by the questions andconcerns collaboratively developed by students and teachers (Fraser, 2000; Jenkins, 2002).• Gives gifted and talented students the opportunity to become immersed in a study of personalinterest and to internally integrate information by making connections (Fogarty, 1991).Potential weaknesses of integrated curriculum.• The curriculum integration approach is misunderstood (Beane, 1995).• There is a danger that if curriculum integration is an approach used for all students, gifted andtalented students may still be overlooked in its planning and delivery.Recommendations for effective use of integrated curriculum.• Integrating models and approaches with solid instructional strategies would be moreresponsive to the needs of practitioners (Brighton, 2001).• Use a step-by-step plan for planning differentiated integrated units of study (for example, seeRiley, 1997; Kaplan, 2001; Roberts & Roberts, 2001).• Programming for gifted and talented students, as well as the students with special needs,should be part of the overall integrated curriculum planning, not an add on (Conway, 2001;McAlpine, 1994).87