What Is The Connected Model?
While
the major discipline areas remain separate, this curricular model focuses on
making explicit connections within each subject area, connecting one topic to
the next; connecting one concept to another; connecting a skill to a related
skill; connecting one day’s work to the next, or even on semester’s ideas to
the next. The key to this model is the effort to deliberately relate curricula
within the discipline rather than assuming that students will understand the
connections automatically.
Example:
teacher relates the concept of fractions to decimals, which in turn relate to
money, grades, etc.
What Does It Look Like?
Within
the primary/elementary curriculum, for example, a relationship is drawn between
the rock unit and the simple machines unit as students explicitly connect these
while simultaneously seeing them as two distinct science areas: one is Earth
Science and the other is Physical Science-both considered part of the sciences
per se. By labeling for students the broad terms (in this case, Earth Science
and Physical Science), students can begin to define the sciences for themselves
by using these as organizational umbrellas. This becomes a first critical step
in their understanding and conceptualization of the science as a realm of
knowing.
Likewise,
in a junior high or secondary school setting, the Earth Science teacher relates
the Geology unit to the Astronomy unit by associating the evolutionary nature
of each. The similarities between the two units become organizers for students
as they work through both units to see that they can make explicit interrelationships.
What Does It Sound Like?
The
student sees connections between subject areas that have traditionally been
taught separately. Here is the testimony of one former student, Eric J. Lerner:
“I found there was a big difference
between what excited me, trying to understand the universe, and what went on in
our physics classes . . . I was bothered by logical contradiction in some of
the things we were taught . . . Eventually, I reached the point where I could
no longer accept the Second Law of Thermodynamics,” Lerner recalled.
Roughly, that concept holds that
energy levels in a physical system tend to even out. For instance, introduce a
bit of heat into a cold room and it diperses throughout the space, quickly
becoming indistinguishable. “On a large scale, the Second Law of Thermodynamics
seems to reinforce the Big Bang theory,” Lerner explained. “At the moment of
creation, all energy was supposedly concentrated at one point and the universe
highly organized. Ever since, its energy has been dispersing as the universe
degenerates into less and less organized state.”
Eric
goes on to relate the moment when he made the connection:
“Then I grasped that biology
contradicts the Second Law of the Thermodynamics,” Lerner said. “Consider
evolution: living forms have gone from the less complex, like single-cell
creatures, to the more complex, like human being. Why should our planet be an
axception?” I asked myself. That made me realize there is something
fundametally wrong with the Big Bang theory and its conception that the
universe is running down.”
The
teacher can facilitate such connections in students thinking by explicitly
making links between subject areas.
What Are The Advantages?
By
connecting ideas within a discipline, the learner has the advantage of the big
picture as well as a focuses studi of one aspect. In addition, key concepts are
developed over time for internalization by the learner. Connecting ideas within
a discipline permits the learner to review, reconceptualize, edit, and
assimilate ideas gradually and many facilitate transfer.
What Are The Disadvantages?
The
various discipline in this model remain separated and appear unrelated even
though connections are made explicit within the designated discipline. Teacher
are not encouraged to work together in this model, so content remains the focus
without stretching concepts and ideas across other discipline. The concentrated
efforts to integrate within the discipline overlook opportunities to develop more
global relationships to other subjects.
When Is This Connected Model
Useful?
the
connected model is useful as a beginning step toward an integrated curriculum.
Teacher feel confident looking for connections within their own discipline. As
they become adept at relating ideas within the discipline, it becomes easier to
scout for connecting across disciplines. Also, connecting-making can be done
collaboratively within department meetings-which is again, old and familiar
ground that sets a safe climate for change. Starting teacher teams using this
model within the department or grade level can be fruitful strategy to prime
the pump for more complex integration models later on.
(Fogarty, Robin. 1991. The Mindful School: How The Integrate The Curricula. Palatine, Ilinois: IRI/Skylight Publishing, Inc)
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