 Hello, I welcome you all once again to my channel Explore Education. I am Dr. Reshmi Singh, Assistant Professor, Department of Education, Assistant Nagar Street College, University of Arahabad and this time I am discussing issues over topics or curriculum and this is a very important and recent topic over curriculum that is integrated curriculum or sometimes it has been also called as interdisciplinary curriculum okay and the lecture will be in bilingual mode and it must be useful for you all. So let's start first of all okay history the term integrated curriculum had become meaningful and loosely associated with the progressive movement i.e. in 1930s when John D.V. Sahab must have known that the progressive movement has been in America, so when he was talking about all this, he started talking about the integrated curriculum around him and sometimes he can be considered as a big progressive movement. One of the first proponents for integrated curriculum was John D.V. We also read in the beginning of the curriculum that John D.V. Sahab was already talking about the curriculum. So when he was talking about the curriculum, he also talked about the integrated curriculum. In his book Experience and Education, in his office, his book came Experience and Education, sorry, Anubhav Evam Shiksha, he has talked about this. In this, he referred, what does this book say? Subjects in schools as he said that the subjects that are being studied in the schools are watertight compartments, which means no part of a subject touches any subject. And disconnected from each other. And there is no connection to each other. He was saying this in 1937, about a hundred years ago. Others, in the 1960s, others followed, such as the donor in 1966, in the USA, in the Stenhouse in 1970, in the UK. He also believed that knowledge should not be silenced. That is, knowledge should not be cut off from each other. Many nomenclatures are often used for integrated curriculum approaches and are often classified into three broad categories, multidisciplinary, interdisciplinary, and trans-discipline. There are a lot of names on this and there are three broad categories. These are very common, multi, inter-discipline, and trans-discipline. In the 1970s, where does the integrated curriculum come from? In 1970, two prominent and influential English educators, Paul Hurst and Basil Bernstein, both wrote about curriculum integration and he has written about the same paragraph of Particulum. With Bernstein suggesting an integrated approach that involved the subordination of previously insulated subjects and courses to some relational idea. More recently, the idea of curriculum integration has re-emerged as one of the key themes of 21st century learning. In this context, curriculum integration is most often linked with inquiry learning. The logic here is that in an authentic inquiry context, students need to draw on more than one subject to fully understand the topic. In the early 20s, the topic that students are studying is like a watertight compartment, different from each other. They also call it a stent house. Then, the integrated curriculum comes under three broad categories, multi-disciplinary, interdisciplinary, and trans-disciplinary. After curriculum integration, two prominent English educators Paul Hurst and Basil Bernstein are now linked to 21st century learning. The concept of rational is the combining and coordinating of separate parts and elements into unified whole. The integrated curriculum is a curriculum that goes away with the borders drawn around various subjects and relies on unifying concepts and holistic learning to connect diverse areas of study. Learning this way makes critical connections for students and cuts across subject matter to emphasize key concepts. They aim to accomplish a greater level of critical thinking and understanding in students because the topics when taught together are mutually re-emphasized. The learning context is close in which the information is to be retrieved. The reasoning and purpose underpinning curriculum integration is not an accurate reflection of the way the world really is. And therefore, are artificial and not conducive to the learning required in the 21st century learning. Through CI is therefore considered by many commentators as more authentic than single subject learning. It is more motivating for students especially when coupled with personalized inquiry learning. Because CI draws on more than one subject, it will lead deeper learning. The lines with the current trend of teachers working cooperatively in shared, innovative learning spaces with large groups of students working independently. This is a subject-discipline-based teaching. Multi-discipline-based teaching is a topic you have been studying for many years. And you have integrated it in a great way. So, from here, what is inter-discipline-based teaching? Integration of various degrees among different subject disciplines. Temporal coordination has the lowest degree in inter-discipline, and the highest degree in inter-discipline is the closest. And the best integration, which becomes trans-discipline, has a full degree of integration among all subjects. If there is any subject, it has lost its existence and it has found it in the other subject. So, this is the perfect way of doing it. So, this is the tool for curriculum planning. I liked it, I liked it, I will tell you. So, this is, now you can see. Now, let's take a look at multi-disciplinary, inter-disciplinary, and trans-disciplinary, which is so much talked about. So, multi-disciplinary means that you have to read one topic from the angle of many subjects. That is, the subject is intact in its own place. Which means, no shades are taken from it. A multi-disciplinary curriculum is more integrated. Content instruction and assessment are specific to each discipline. However, the discipline share a common theme or concept, such as water. What, for example, I was giving you. After that, we come to inter-disciplinary. That is, there is a little more integration here. In an inter-disciplinary curriculum, disciplines remain somewhat different. Discipline is at least in its place. But their connections are stronger. But their connections to each other are more. Instead of multi-disciplinary. Boundaries are blurred. Boundaries are getting blurred somewhere. My subjects are organized around a key inter-disciplinary concept. Such as sustainability. If you have sustainability, such a topic, it is read from the point of view of sociology, from the point of view of inflation, from the point of view of political science, from the point of view of economics. Boundaries are getting blurred. And around complex inter-disciplinary skills, such as critical thinking or competencies, such as inter-cultural competence. And the best thing is that it is trans-disciplinary. Teaching moves beyond just teaching across disciplines, using common themes, topics or issues, that thread different courses. In different courses, there is a thread that is going on. Trans-disciplinary requires collaboration between disciplines to create a cohesive curriculum in which students collaborate to solve multi-faceted problems. This is also said that there is a 21st century world. The problem is not so easy that you will find a solution for it. You will have to go through many things. That is why it is said that curriculum integration is completely different for the 21st century. Trans-disciplinary requires innovation, cooperation and intentionality. You have intentionally done it. You have intentionally done it. So, multi-disciplinary topics have come closer. Inter-disciplinary has come closer. Boundaries are getting blurred somewhere. And in trans-disciplinary, boundaries are completely over. And that is how cohesive you have become. Okay. Steps to follow to design curriculum integration. If we want to integrate curriculum, then what steps should we follow? First, create a concept map for the separate subjects in relation to the topic in C. If there are areas of overlap or enrichment possible by asking what are the key subject concepts and subject competencies that you want students to learn in the topic. That is, we should create a concept map and see which topic is similar to what can happen in the future. What are the things that are related to it? Is there any overlapping possible? And create a concept map with such a key subject concept. Then identify any subject competencies associated with the key subject concepts. We have searched for the key subject concepts. Now, we will see if there is any subject competency related to it that you can develop from every topic. Then consider the key content through which the students will learn about the subject concepts and develop subject competencies. Then we will look for content. Then consider the order in which the content will be shared with the students. Then we will decide in which way the content will be shared with the students. How the students will be provided with access to the knowledge. And lastly, consider how you will access the topic to identify. How bringing together the subject is deep and the learning was provided with a cognitive advantage. We will understand that when we studied through many things, then what added advantage or what learning was at a deeper level. How will we access it? Okay, then obviously its advantages are learning takes place better, achieving higher level of objectives, avoiding information overload. There is not a lot of information overload. We can attain such objectives. Learning is good. Learning is interesting and effective. Students are motivated to study. Students are more engaged. This is more authentic. You get complete experience. Students with more flexible thinking patterns are more likely to be successful. Their success is also much greater. Its advantages are like losing subject identity. The subject will lose its identity. Requiring inter-departmental planning. You will have to plan a lot. Many departments are very difficult. And shortage of resources. As usual, we have shortage of resources and faculty too. So it is difficult to do this. This disadvantage is not so easy. If you have even thought that you have to integrate, then there is a concluding statement. Alfred North, Whitehead, writes in his book The Aims of Education, which was published with free press. He thought so many old things. How visionary they are. What is this? The solution which I am arguing to eradicate the federal disconnection of subjects which kills the vitality of a modern curriculum. There is only one subject matter for education and that is life in all its manifestations. He says that I am giving this idea to get rid of the disconnection of subjects. This is fatal. This is a very dangerous thing. That we have disconnected the subjects from each other. What is he doing? He is killing the vitality of our curriculum. He is killing the vitality of our curriculum. He says that there is only one subject matter for education. That is, will there be only one subject in education? What? Life. You read the same. Science, biology, maths, literature, history books, all history books. That is a very good thing. So, this was the integration of curriculum or curriculum integration or transdisciplinary, interdisciplinary, multidisciplinary. How will the curriculum be integrated? Who is the first one to talk? What is the integration ladder? What is the hierarchy? What are the advantages? What are the disadvantages? Why is the integration of curriculum going on with 21st century learning? So, I hope this lecture will be useful for you all. So, thank you and don't forget to like and subscribe my channel, Explore Education. I have done from my side.