Integration best occurs in bits and pieces. The integrated curriculum models at this link are theories:

Virginia Tech Archive - Models of Integrated Curriculum

They are models for integration still to be tried and tested. Educators are very focused on their own content, and many don't seem to be interested in integration. Time is a premium, requirements are numerous, and most academic curricula are written in departmental isolation. Do arts educators have any specific ideas to enhance the science curriculum? Can ideas from math teachers do anything to reinforce health or physical education lessons? What can world language teachers offer to an economics class? The answer to these and many other possible questions is "bits and pieces"!
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We Can Do It!

Teachers of just about any subject can offer ideas to enhance and reinforce the content of any other class. Devising new ways to integrate our lessons is simply a matter of communication. Total integration is very difficult because the diverse tools, information, and content pose an awesome intellectual challenge for educators. We can't be experts in every academic field! In fact, most of us would never be very comfortable with such an eclectic scheme of work! But WE CAN share "bits and pieces"! Speak with your colleagues and make an effort to find common ground; find your Integration Flashpoints.

Integration Flashpoints

Integration Flashpoints are the common content between two academic subjects. Sometimes these are rather obvious (i.e. physical education and nutrition). Integration Flashpoints are also found in context specific vocabulary with related synonyms. (i.e. acoustics and music; pitch and frequency; dynamics and volume).

These flashpoints can be sparks which lead to integration of small sections of a lesson or task. The use of Integration Flashpoints will capture the interest of students who are seeking a reason to be engaged. What are your ideas for Integration Flashpoints?

Where To Start

A few obvious Integration Flashpoints are found in reading, writing and speaking. These skills are required of human beings in many walks of life each and every day. Students who have been underexposed to these basic communications skills will be at a serious disadvantage. Many educators still treat reading, writing, and oral literacy skills as separate subjects to be taught by other teachers. It is ironic that these very educators are making a living by speaking, reading and writing! Educating our students to communicate in a context appropriate to any situation is vital to their success.
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