TRANSFORMATIONS

CURRICULUM INTEGRATION

Curriculum integration is an educational approach that connects different subject areas to promote holistic learning. It emphasizes relationships between disciplines, real-world relevance, and the application of knowledge across contexts. According to Beane (1997), curriculum integration promotes democratic education by engaging students in meaningful, interdisciplinary learning experiences. He advocated for thematic and student-centred learning approaches, where traditional subject boundaries are de-emphasized in favour of real-world connections and problem-solving.

For the teaching of “natural resources”, I chose the multidisciplinary model of curriculum integration. A multidisciplinary model of curriculum integration is an approach where multiple subject areas are taught around a common theme or topic, but each subject maintains its distinct boundaries and methods. In this model, the subjects are coordinated and connected by a central idea, but they are not blended or taught in a fully integrated manner (Drake & Reid, 2018).

My focus for this topic was our local pitch lake which is a prime example of a natural resource. The subject areas included in this curriculum integration are Principles of Business, Geography and Integrated Science. Students were exposed to the pitch lake as a factor of production in Principles of Business, as a local natural resource of South Trinidad in Geography, and as a tar agent replicated through an experiment in Integrated Science.

Firstly, I contacted my colleagues and explained the requirements of my curriculum integration project. This initial conversation ignited my eagerness to begin this learning journey with my fellow teachers. The geography teacher that helped me was Ms. Ramjohn. During conversations before the class, she guided me on the resources that I would need to achieve our objective of teaching the students about mapwork. I printed copies of a map of Trinidad and Ms. Ramjohn showed me the key elements of the map. We decided that she will accompany me to class, which lent for a different dynamic in proceeding with this topic.

Another aspect of integrating different curriculums into this lesson was to introduce the students to an experiment using homemade ingredients to replicate the tar agent. For this, I spoke to one of the Science teachers on staff, Ms. Sukhu, who demonstrated the steps to achieve the goal. I met Ms. Sukhu in the Biology laboratory, where she supplied me with a beaker and stirrer to conduct the experiment. She also provided me with guidelines and measurements to be successful in this activity. Ms. Sukhu was unable to attend the scheduled class but offered proper insights into conducting the experiment.

Upon arriving to the classroom, I introduced the learning objectives to the class and recapped the previous knowledge they would have possessed about the topic. I then proceeded to let them know that Ms. Ramjohn will be conducting an in-class activity with them. Ms. Ramjohn arrived a few minutes later and began to engage the students in discussions about the cardinal points as well as the key elements of a map. Students were able to identify where La Brea was located in relation to San Fernando, where our school is situated.

By understanding where one of our natural resources are located, my students were able to appreciate the logistical and economic challenges associated with extraction, transportation, and trade. Further, knowing cardinal points (north, south, east, and west) and how to locate places will help students develop a strong sense of direction and position. This foundational skill can improve their ability to navigate spaces, whether reading a map or moving through real-world environments. By learning to locate places using maps, my students were exposed to problem-solving as they interpreted symbols, scale, and orientation. This encouraged critical-thinking and analytical skills, as they need to use logic to understand distances, proximity, and geographic positioning.

After Ms. Ramjohn executed her part in the lesson, I began to identify the next activity which would be to conduct a science experiment, replicating the chemical structure of tar. Students were invited to join me at the teacher’s desk in an orderly fashion and witness the steps to create the replica of tar. Science-based experiments within business studies help students make data-driven decisions, develop problem-solving skills, and gain a deeper appreciation for the complexities of natural resource management. I followed Ms. Sukhu’s guidelines of the measurements and instruments to be used in the experiment. Students eagerly volunteered to assist which helped the process run smoothly. The ingredients were added to the beaker and stirred which eventually led to a substance resembling tar. Students were amazed as well as intrigued by the outcome and continued to ask questions which allowed the experiment to be a hands-on learning experience.

This model supports differentiated instruction, as it allows students to approach a central theme in ways that align with their strengths and interests. Such flexibility accommodates diverse learning needs and styles. By presenting topics in a context that spans different fields, students see the real-world applications of their learning.

Adopting a multidisciplinary model of curriculum integration offers a powerful approach to preparing students for an interconnected world. By blending disciplines around relevant themes, students develop critical thinking and collaboration skills that are essential for academic and professional success. This model not only fosters deeper engagement and motivation but also supports different learning styles, allowing students to explore topics in ways that resonate with their strengths and interests.

Ultimately, a multidisciplinary curriculum equips students to approach complex, real-world challenges with a well-rounded, adaptable mindset, positioning them for meaningful contributions to society.

Reflecting on curriculum integration, I see its transformative potential in the classroom. By blending subjects, I noticed students engage more deeply, connecting concepts across disciplines in meaningful ways. While integration demands careful planning, the payoff – students who think holistically and are excited to learn – is invaluable. I feel encouraged to continue refining this model, creating learning experiences that are relevant and empowering for every student.

PICS!

AGENT OF CHANGE

Teachers are motivated to become agents of change by a deep commitment to encouraging an environment where all students can thrive. This motivation stems from a desire to address the inequalities and limitations within the education system. As a teacher, I can see, firsthand, the diverse needs of my students. This insight inspires me to push for changes that make education more inclusive, accessible, and relevant. By championing new teaching methods, inclusive curricula, and innovative assessment strategies, I aim to empower students and prepare them for a rapidly evolving world.

The drive to be an agent of change is fuelled by a sense of responsibility to ensure that education remains engaging and meaningful. I understand that traditional methods may not always meet the needs of today’s learners. Therefore, I continuously seek to implement changes that make learning more active, collaborative, and reflective of real-world skills. My motivation lies not only in helping students succeed but also in making a lasting impact on the educational landscape, inspiring others to do the same.

Recently, I organized to carry twenty (20) students to a career fair at the Centre of Excellence, Macoya, Trinidad. Students were able to practice essential skills, such as networking, communication, and confidence-building. They learned to introduce themselves, ask meaningful questions, and gather information, which are valuable skills for both academic and career settings.

The Postgraduate Diploma in Education programme has taught me multiple ways to influence teaching and learning at my school. One way is integrating technology. Technology provides me with tools to create more engaging and interactive lessons. By gaining the knowledge to use digital resources through the programme, my students enjoy access to multimedia content, virtual simulations, and collaborative platforms that make learning dynamic and relevant. I have also learnt to use technology as an efficient way to track student progress and personalize instruction.

The PGDipEd programme has also taught me diverse ways to administer my lessons. By learning about differentiated instruction, I recognized that students have varied backgrounds, strengths, and learning needs. This allowed me to adjust my strategies to ensure that each student is supported and challenged appropriately. This approach fosters a more inclusive classroom environment where all students have the opportunity to succeed.

Another way in which the PGDipEd programme has helped me is by being aware of the importance of reflection. I have taken up the practice to reflect on my methods to adapt and refine my strategies for maximum effectiveness. Additionally, students who exercise reflection develop metacognitive skills that help them become self-aware learners. By incorporating these approaches, I am able to create a holistic framework that motivates students, personalizes the learning experience, and promotes continuous growth for both students and teacher.