O’Connor, Kylie, 15236900. EDP410 Assessment 1 Study Period Two 2013
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Your Name
Kylie O’Connor
Course
Bachelor of Education - Primary
Unit details
Unit code
EDP410
Unit name
Integrated Programming
Your Tutor
Gail Hardy
Assessment details
Essay Topic
Teaching Program 1- Rationale
Due date
30/6/13
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2186
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Kylie O’Connor
Date
30/6/13
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O’Connor, Kylie, 15236900. EDP410 Assessment 1 Study Period Two 2013
The Use of Integrated Programming in the Classroom
Introduction
Contemporary learners in the 21st century have specific needs to enable them to become
lifelong learners; it is challenge the teacher will need to address to provide them with relevant,
meaningful experiences in order for this to occur as they will continue to learn as technology
changes around them. Research has shown that students have differing learning styles and
opportunities must be presented to cater to this diversity. This is not just for the students to learn,
and more importantly develop the understanding; but also for the teacher to continue to learn and
develop their ability to engage students in their own learning. This will be done using inquirybased learning as part of integrated learning programs; to accommodate the curriculum
requirements, while incorporating a range of rich tasks as assessment for and of learning.
According to Murdoch and Hornsby (1997, p.1), an effective integrated curriculum has two main
characteristics:

It is inquiry based and “structured according to the principles of inquiry teaching and
learning.” (Murdoch & Hornsby, 1997. p.1)

Is driven by developing understanding, which is the “ultimate goal of teaching and
learning” through “enhancing student understanding” of the world and how it works.
(Murdoch & Hornsby, 1997. p.1)
This has been the basis of the author’s personal philosophy of teaching, however this is
constantly evolving as further knowledge is gained as part of the lifelong learning journey.
Inquiry learning and problem-based learning discussion
Planning of integrate curriculum is time consuming and the beginning of a unit, however
as the unit progresses this becomes easier due to its long term focus, as opposed to week-toweek planning. Murdoch & Hornsby (1997, p.5) recommend planning integrated curriculum as a
collaborative process, although this requires teachers to be able to meet and plan together in
“sustained blocks of time” to expedite the process. Inquiry learning allows for easier integration of
the curriculum, as this form of learning encourages “thinking in order to make meaning.”
(Murdoch, 2005) Students learn to think and make sense of the world around them through
wondering, planning, analysing, creating and reflecting. (Murdoch, 2005) Students use a number
of skills and disciplines to develop their understanding as specified in the Australian Curriculum.
The seven general capabilities which “encompass the knowledge, skills, behaviours and
dispositions that, together with curriculum content in each learning area and the cross-curriculum
priorities, will assist students to live and work successfully in the twenty-first century.” (Australian
Curriculum, Assessment and Reporting Authority [ACARA], 2013a).
There are a number of models that apply Inquiry and problem-based learning, one such
being the 5E model which may normally be applied to the Science curriculum, however may also
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be applied within a lesson or series of lessons. The 5E model is exactly what it states; ‘five
distinct but interconnected phases’ for developing student understanding. (Dawson & Venville,
2007. p.116)These five phases are ‘Engage; Explore; Explain; Elaborate and Evaluate’. (Dawson
& Venville, 2007. p.116)This model is effective as it allows the teacher to develop lessons which
caters to students of all learning abilities. The teacher captures the students’ interest through a
thought-provoking activity or question which guides further lessons as students develop their
understanding and apply this new knowledge. Problem-based models such as this encourage
students to self-evaluate their gained knowledge as well as the teacher assessing their learning.
(Dawson & Venville, 2007. p.116)
The Big 6 is a problem-solving approach to learning as developed by Michael B.
Eisenberg and Robert E. Berkowitz. It has six steps that focus on problem-solving across the
curriculum and may be applied to any subject and all ages. The six steps are; ‘Task definition
Information seeking strategies, Location and access, Use of information, Synthesis and
Evaluation’. (Big 6, 2013) The Big 6 is a literacy process using information literacy and
communication processes, or ICT skills as stated in the Australian Curriculum, to help students
and teachers solve problems or make decisions by using information. (Big 6, 2013) The Big 6 has
been deemed to be too overwhelming for younger students, so has been modified to the Super 3
of Plan, Do and Review to meet their needs. (Big 6, 2013) The Big 6 and Super 3 process is
essential for the 21st century learner as it will form a solid foundation of literacy and technology
skills that will enable them to move forward and continue to learn in the future. (Big 6, 2013)
Wilson and Wing Jan’s (2003) model for learning is inquiry based and has six basic
stages; Tuning In; Finding Out, Sorting out, Going Further, Reflection and Action. The purpose of
each of these stages is to “provide guidelines for selecting appropriate activities” for students to
be engaged in their learning. (Wilson & Wing Jan, 2003) Activities in some stages may need to
be repeated or further activities in order for students to make meaning due to the individual
learning styles children display. In this model students are “aware of the purpose of their learning”
and they are encouraged to pose questions as they develop their understanding. (Murdoch &
Hornsby, 1997. p.7)
Questioning in inquiry
Questioning in inquiry is important for students to develop their understanding. Through
questioning, the teacher will discover what the students know and what they need to know, as
well as what interests them. This questioning will assist in the planning process as the teacher
will be able to plan lessons that are engaging and specific to the needs of the class.
There are a number of models that apply questioning in inquiry, with the most recognised
Bloom’s Taxonomy; originally developed by Benjamin Bloom in the 1950s. This was re-visited by
Lorin Anderson in the 1990s and the wording revised to ensure relevance to the changing needs
of students. Bloom’s Revised Taxonomy provides six levels to organise thinking skills from basic
O’Connor, Kylie, 15236900. EDP410 Assessment 1 Study Period Two 2013
to higher order levels of thinking. (Tarlinton, 2003) The new terms for the Taxonomy are: creating,
evaluating, analysing, applying, understanding and remembering; these terms are verbs and
reflect the active role students now play in their learning journey as opposed to being passive
learners. (Tarlinton, 2003)
Based on the work of James Moffett describing ‘oral language as the essential link for
understanding, thinking and literacy’; Marion Blank’s levels of questioning are developed
predominately for pre-schoolers.(Wise Words Australia, 2012) The four levels may also be
applied effectively with older children indicating ‘delayed or disordered language’ when applied to
the planning of integrated curriculums. (Wise Words Australia, 2012) Blank’s Levels of
Questioning focus on perception for inquiry learning; Level 1 – matching perception processes;
Level 2 – Selective analysis of perception; Level 3 – Reordering perception; and Level 4 –
Reasoning about perception. (Wise Words Australia, 2012) This model requires the teacher to
recognise the student’s level of understanding and address questions to this level, simplifying as
necessary. Information should be restated, varying each time to allow the child opportunities to
process and understand the information heard before moving on to the next level. (Wise Words
Australia, 2012)
Edward de Bono developed the ‘Six Thinking Hats’ tool as a tool for moving beyond
habitual thinking styles to allow people to look at situations from a different perspective.
Questioning in this manner is a skill for life and this tool is suitable for students to use well into
their adult years in many life experiences. The ‘Six Thinking Hats’ process is colour guided for
different styles of thinking about problems and solutions, as students move towards higher order
thinking. ‘White Hat thinking’ covers information; while the ‘Red Hat’ covers intuition, feeling and
emotion; ‘Black Hat’ covers discernment and judgement; ‘Yellow Hat’ refers to optimistic, logical
positive feeling to find value in occurrences; ‘Green Hat’ cover creativity and interests; and finally
the ‘Blue Hat’ is concerned with meta-cognition or the overview of the subject. (MindTools Ltd,
2013) This model develops student understanding the teacher encourages them to look at the
topic from a different perspective; because it is outside their normal thinking ability it may be
difficult and cannot be used all the time.
The interactive model of learning as developed by Faire & Cosgrove (1988), is one again
recommended for Science curriculum but may be applied across an integrated program, and
revolves around the questions of students. (Dawson & Venville, 2007. p.117) There are seven
stages to this model and they are; ‘Preparation, Before views, Exploratory activities, Student
questions, Investigations, After views and Reflections’. (Dawson & Venville, 2007. p.117) This
model encourages full student participation in the learning process of a specified topic and
activities provide scope and opportunity for further questioning and stimulation. The reflection
process allows the students to suggest what their findings are and any information that may still
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be determined. (Dawson & Venville, 2007. p.117) This model provides opportunity for group and
collaborative work, building further life skills in their learning journey; while providing the teacher
with opportunity for formative assessment and adjusting further lessons to suit student
requirements.
Use of integrated learning tasks
The Australian Curriculum is outcomes-based, however when planning the focus should
be on the content to be taught rather than the intended outcome. Modern classrooms have a vast
range of differences between learning styles and abilities, gender and religion, as well as
students from a multitude of cultural backgrounds, all with very individual learning needs.(Reif &
Heimburge, 2006) The use of integrated learning tasks allows for sustainable education,
providing students with the skills required by them as contemporary learners to thrive in the
modern world. According to Murdoch and Hornsby (1997), the use of integrated learning tasks
following the curriculum will allow for greater cohesion as students and teachers will be able to
make connections; between subjects and being able to apply to life experiences. When the
curriculum is integrated the learner is able to ‘make connections that transcend the boundaries of
subject-specific knowledge’ by actively involving students in their own learning. (Murdoch &
Hornsby, 1997. p.8)
An integrated program allows the teacher to better utilise the time available for learning,
as ‘knowledge, skills, values and actions are integrated towards a common purpose.’ (Murdoch
and Hornsby, 1997. p.7) The important thing to remember when planning integrated units of work
is the focus on significant content, which lends itself to inquiry. While the use of a range of
processes to explore this content will ensure deeper understanding, the use of focus question
with a broad scope for the anticipated outcomes will provide the direction for the integrated
learning program. (Clarke, 2002. p.81) Each learning area is accommodated and the learner
should be given “multiple forms of expression and perception”. (Murdoch & Hornsby. 1997. p.7)
Collaboration between teachers when planning for an integrated unit of work will share a wealth
of knowledge and understanding; which will benefit both the learner and the teacher throughout
the entire program.
Use of rich tasks as assessment for learning and assessment of learning
Rich tasks should be used for students as both an assessment for learning and an
assessment of learning. It is imperative for the teacher to provide more than one opportunity for
students to demonstrate their learning with a variety of assessment options for students.
Essentially in every classroom assessment is ongoing and the teacher should ensure careful
planning for experiences suitable to individual needs, as well as documenting their assessments
to ensure they are able to adapt their program to accommodate any misconceptions that arise.
(Tomlinson, 1999) When choosing rich tasks three criteria are used to judge their value; “focus on
O’Connor, Kylie, 15236900. EDP410 Assessment 1 Study Period Two 2013
learning a discipline, connections to a real-world context and accessibility to students”. (Moulds,
2003. p.76)
The Australian Curriculum allows plenty of scope for rich tasks as assessment for learning
and assessment of learning. A year 3 integrated program on Community and Remembrance asks
the questions “How has our community changed? What features have been lost and what
features have been retained?” (Australian Curriculum, Assessment and Reporting Authority
[ACARA], 2013b) An example of a rich task could be an excursion to local historical landmarks.
Following this, students will research a chosen landmark from those visited, and create a
PowerPoint presentation to present to the class in pairs with an accompanying speech outlining
the changes that have occurred over time around this landmark. Students may also then choose
to predict the changes for the future and how they influence those changes through their actions.
Students could write a letter to their local council suggesting ways to preserve their chosen
landmark or surrounding area. Students may map the local area by “Creating and interpreting
simple grid maps to show position and pathways”. (Australian Curriculum, Assessment and
Reporting Authority [ACARA], 2013c) This program will integrate aspects of English and
Mathematics; as well as Science and Geography.
Conclusion
The use of integrated learning programs in modern classrooms allows teachers to present
students with relevant, meaningful experiences in order for them to develop their understanding
as well as thinking skills. In this manner contemporary learners in the 21st century will develop the
necessary skills for life-long learning through opportunities for learning for their differing learning
styles and needs. The use of inquiry-based integrated programs will allow the teacher to reflect
on their teaching, and continue their own learning how best to meet the needs of their students.
With ongoing assessment and flexibility, teachers will continue to provide rich learning
experiences for students while addressing the requirements of the curriculum.
References
Australian Curriculum, Assessment and Reporting Authority [ACARA]. (2013a). The Australian
Curriculum v5.0 General capabilities - General capabilities in the Australian Curriculum.
Retrieved from
http://www.australiancurriculum.edu.au/GeneralCapabilities/Overview/Generalcapabilities-in-the-Australian-Curriculum
7
Australian Curriculum, Assessment and Reporting Authority [ACARA]. (2013b) The Australian
Curriculum v5.0 History Foundation to Year 10 Curriculum. Retrieved from
http://www.australiancurriculum.edu.au/History/Curriculum/F-10
Australian Curriculum, Assessment and Reporting Authority [ACARA]. (2013c) The Australian
Curriculum v5.0 Mathematics Foundation to Year 10 Curriculum. Retrieved from
http://www.australiancurriculum.edu.au/Mathematics/Curriculum/F-10
Big 6. (2013). The Big 6: Information & Technology Skills for Student Success. Retrieved from
http://big6.com/
Clark, E.T. (2002). Designing and implementing an integrated approach: A student-centered
approach. Brandon, VT: Psychology Press.
Dawson, V. & Venville, G. (2007). The art of teaching primary science. Crows Nest, Australia:
Allen & Unwin.
Hurst, C. (2012) Integrated Progrtamming 410 – Topic 3. [PowerPoint Slides]. Retrieved from
Curtin University https://lms.curtin.edu.au/bbcswebdav/pid-2532938-dt-content-rid7827474_1/xid-7827474_1
Mind Tools Ltd. (2013). Six Thinking Hats. Retrieved from
http://www.mindtools.com/pages/article/newTED_07.htm
Moulds, P. (2003). Rich Tasks. Education leadership. December 2003/January 2004. Association
for Supervision & Curriculum Development. Retrieved from
http://imoberg.com/files/Rich_Tasks_Moulds_P._.pdf
Murdoch, K. (2005). Inquiry learning- journeys through the thinking processes. Retrieved from
http://www.kathmurdoch.com.au/uploads/media/inquirylearning.pdf
Murdoch, K., & Hornsby, D. (1997). Planning curriculum connections: Whole-school planning for
integrated curriculum. Victoria, Australia: Eleanor Curtain Publishing.
Reif., S & Heimburge, J. (2006). How to reach & teach all children in the inclusive classroom:
Practical strategies, lessons and activities (2nd ed). San Francisco, CA: Jossey-Bass
Tarlinton, D. (2003). Bloom’s Revised Taxonomy.[PowerPoint Slides]. Retrieved from Curtin
University https://lms.curtin.edu.au/courses/1/313476-Vice-Chancello180741249/content/_2532938_1/blooms%20pres%20ppt%20doc%201.ppt
Tomlinson, C.A. (1999). The differentiated classroom: responding to the needs of all
learners. Alexandria, Virginia: Association for Supervision and Curriculum Development.
pp. 15-16
Wilson, J., & Wing Jan, L. (2003). Focus on inquiry: A practical approach to integrated curriculum
planning. Carlton: Curriculum Corporation.
Wise Words Australia. (2012). Marion Blank: Blank’s Levels of Questioning. Retrieved from
http://www.wisewordsaustralia.com.au/
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