Brent Midterm


The webbed model often starts with a broad theme, which can eventually lead to opportunities where diversity will flourish among the different disciplines.




There is motivation for selecting high interest themes. This approach is familiar to seasoned teachers. It is straightforward and user-friendly. The webbed model is multi-disciplinary. Lastly, this model encourages teamwork and energizes students and teachers.



Some teachers may find it difficult to select a theme. Another possible disadvantage is that there could be too much time spent on planning activities rather than integrating concepts from the curriculum. Teachers could possibly find themselves changing the curriculum to fit the theme rather than changing or modify the theme.



The Cellular Model consists of each discipline being taught by a different teacher; usually an expert in the field. The classes are sometimes taught in different classes and the students must move from one location to another.



This model can also take a less severe form where the teachers and classroom do not change with every discipline but rather one subject is put away both physically and mentally when the next is brought out.




The Advantages of the Cellular Model


ØThe purity of each discipline (subject) is untainted


ØThe instructor is an expert in their field


ØThe expert may be able to dig deeper into the subject matter


ØActs as a comfort  zone for traditionally minded educators


ØProvides  clearer and more focused view of the learning at hand

Disadvantages of the Cellular Model


ØLearners are left on their own to integrate concepts


ØOverlapping concepts, skills and attitudes are not shown to the student


ØOverlooks recent research on transfer of learning


ØStudents are easily caught in an avalanche of work because of the cumulative effect of multiple teachers not working together




[image]The Connected model focuses
on making explicit connections
within each subject area,
connecting one topic to the
next, connecting one concept to
another, connecting one skill to
a related skill, connecting one
day’s work to the next, or even
connecting one semester to the
1. Seeing the big picture
2. Focused study of one aspect
3. All-encompassing picture rather than narrow
4. Deeper internalization by learners
5. Learners will: review, reconceptualise, edit, and assimilate
ideas gradually over time
1. Teachers are not encouraged to work together
2. Content remains the focus without
stretching concepts and ideas across
other subjects
3. It overlooks opportunity to develop
more global relationships to other subjects
Nested Model


·         In one lesson, the teacher targets multiple skills. For example:


o   Social skills, thinking skills and content specific skills


·         Rich in design and used by skilled teachers


·         Uses natural clusters to teach a variety of skills at once through one activity


·         Gets the most learning out of your lesson


Content Skills— thinking skills—Social skill





·        Enrich and enhance student learning


·        Fertile lessons that lay the groundwork for learning in multiple areas


·        Does not require the added burden of finding time to work and plan with other teachers


·        Extensive integration of curricula






·        May confuse students if the nesting is not executed carefully and if the combinations are superficial or artificial


·        The conceptual priorities of the lesson may become obscure


·        Teacher may not be explicit about the various layers of learning


·        Little actual transfer or application of skills and concepts



What is the shared model?

The shared model creates a focus on elements that are similar between two disciplines


Regular Venn




·         Easy to use.


·         Overlap of concepts between two subjects creates deep learning and understanding.


·         Having teams of two allows for easier planning, compared to four people.


·         Working and planning together could allow for shared learning experiences such as field trips or educational video viewings.




·         A lengthy period of time to properly plan a meaningful unit is needed for this model of integration.


·         Commitment is key from both instructors to follow through the lengthy planning process.


·         Flexibility and compromise is needed from both team members in order for this model to succeed.


Four prong venn Integrated Model


Cross Disciplinary Approach:


·         Integrating a number of disciplines


·         Teachers look for patterns and approach the content through these patterns in all discipline areas


·         this can occur in all four core subjects or any number of disciplines such as arts or technology


-INDUCTIVEapproach to curriculum       integration.


Emerges through conversations and articulation across various disciplines




1.       Learners are introduced to the inter-connectedness and inter-relationships among the various disciplines


2.      Builds understanding across departments and fosters an appreciation of staff knowledge and expertise


3.       If implemented correctly it is the ideal learning environment


4.      Inherent motivational factor as students and ideas gain momentum from class to class


5.      Authentic projects and performances result from deep integration




1.       Difficult to implement fully because of its sophistication


2.      Requires highly skilled staff who are highly knowledgeable in their area of expertise


3.       Works best with scheduled planning blocks and common teaching time, which is a huge restructuring problem


4.      High level of commitment needed


Immersed Integration


The Immersed Model filters all curricular content learning through one microscopic lens.


The individual integrates all data, from every discipline, by funneling the ideas through his or her area of intense interest.


It is real-world integration that naturally occurs as the learner reaches into the topic of interest and starts to find all kinds of marvelous connections.


 The integration is internally and intrinsically accomplished by the learner with little or no extrinsic or outside intervention.




Integration takes place within the learner.


Students are self driven by a desire to understand.


Learners exhibit great discipline.


Related pathways to their interests seem unending.


Students share their knowledge and connections.




There are many models of integration (like
you have learnt!) but what is so much better
about this model? It takes integration to a
whole new level. Not only is this model
interdisciplinary, it integrates real life learning
into students classes as well. While working
in a variety of subjects, they are discovering
information that they will use out and beyond

+model motivates students to
proactively engage in their learning.
+what the students are doing is
relevant to their lives, and what
they want to know.
+students have to be motivated in
their learning for this model to work,
but if they are it can be extremely
– this model can be overwhelming
to some students if they are not
properly supported.
– while using this model it is crucial
to not focus on too many interests
and loose the riches of a couple
certain areas.
– some interests may be easier to
pursue than others with experts.
team analysis and acedemic controversy
good stuff
Johnsons’ 5 Basic Elements
Individual Accountability

Face to Face Interaction

Collaborative Skills


Positive Interdependence

9 Ways To Invoke Positive
1. Goal: One of the most important aspects of working as a group is to have a clear and meaningful task that needs to be accomplished.
2. Role: This means that each student should have an assigned job to preform in the group. This is especially effective when the students are struggling with working together, it provides them with direction.
3. Resource: Students share a resource such as a microscope in science class.
4. Incentive: The most controversial of the methods. It involves giving the students perks for working effectively with one another.
5. Outside Force: This sets up a competitive atmosphere for the group work. The students are competing for a single prize or to reach a certain standard.
6. Environmental: This refers to the structures within the classroom. Teachers need to be cognizant of the most effective ways to set up the classroom for effective group work.
7. Identity: This refers to building team or group spirit. The team can develop a name logo or catch phrase that helps the group to stay cohesive.
8. Sequence: Each task to be carried out by each student has to happen in sequence. The process could be compared to the process of
building a house.
9. Simulation: Using role play to act out thesolution to problems.