So, really, the difference in an integrated approach is that there is not only one way to progress through material towards understanding. By keeping the standards and objectives in view but allowing students to make choices in flow and connection, it helps to build understanding more effectively as they perceive through their own schema of understanding.
A 2004 book by Susan M. Drake and Rebecca C. Burns uses the idea of integration around themes, as we discussed previously. Consider their diagram:
Themes can provide a variety of approaches and choices for students and pull together various different subject areas in their pursuit. New and newer technology provides this level of integration and we have for some time realized that this has changed how users think. Current students do not think linearly and haven’t for some time. They think in an integrated and “hyperlinked” fashion – our instructional designs, therefore, should build on this reality.
In an article I wrote for Campus Technology, I suggested:
Additionally, the technology of the internet and its webbed links changed how content was organized and delivered — and altered how content could be processed by students.
How does this impact the courses you teach?
TIP: Integrated instruction simply provides more options through the material being covered.
Coming up next, “This sounds too abstract to me!” Stay tuned...