1.
Session 5
•Principles of Integrated Learning
•Methodologies that Support Integration
•Explore Themes Suitable for Integration
•Creating our own Integration Maps.

2.
Definition of ‘Principles’ and ‘Methodologies’
•Principle – ‘A fundamental truth or
proposition that serves as the
foundation for a system or belief…’
•Methodology – ‘A system of methods
used in a particular area of study or
activity.’

3.
Principles of Integrated Learning
• Cognitive: Brain-based research suggests that learning is more
effective/meaningful when it is integrated – embedded in
connections.
• Administrative: Most efficient use of resources and time. With
integration, you can achieve many curriculum objectives at the
same time.
• Epistemological: Integration transcends artificial distinctions
made between disciplines/bodies of knowledge.
• Ideological: Promotes the idea that Judaism is relevant to all
aspects of students’ lives, and that Jewish lives are enriched by
drawing on worldly wisdom/modernity.
A. Pomson ‘Why Integrate?’ Department of Education, Hebrew University (posted 2016)

4.
Principles of Integrated Learning
• Psychological: Enable children to develop integrated
personalities in which all parts of their school lives are inter-
related.
• Practical: In a knowledge-rich society students are better
empowered by the acquisition of skills than by accumulating
greater quantities of material. Skills transcend subject
matter.
• Theological: God didn’t only create Torah. He created the
world. Separating kodesh and chol diminishes God.
• A. Pomson ‘Why Integrate?’ Department of Education, Hebrew University (posted 2016)

5.
Principles of Integrated Learning
• Learning is enhanced when teachers think
purposefully about curricular planning
• Deepening of student understanding and
transfer of learning
• Creates an authenticity in students’
performance
• J. McTigh, Understanding by Design Guide VA; ASCD (2011)

6.
Methodologies that Support Integration
Understanding Backward Design (UbD) …offers a
planning process and structure to guide curriculum, assessment, and
instruction.
It has 2 key ideas;
1) It focuses on teaching and assessing for understanding and
learning transfer
2) design curriculum “backward” from those ends.
• J. McTigh, Understanding by Design Guide VA; ASCD (2011)

7.
Methodologies that Support Integration
• Stage 1—Identify Desired Results
• What should students know, understand and be able to do?
• What is the ultimate transfer we seek as a result of this unit?
• What enduring understandings are desired?
• What essential questions will be explored in-depth and provide focus
to all learning?
J. McTigh, Understanding by Design Guide VA; ASCD (2011)

8.
Methodologies that Support Integration
• In the first stage of backward design, we consider our
goals…. and review curriculum expectations. This first
stage in the design process calls for clarity about
priorities.
• Learning priorities are established by long-term
performance goals—what it is we want students, in
the end, to be able to do with what they have learned.
The bottom-line goal of education is TRANSFER.
• J. McTigh, Understanding by Design Guide VA; ASCD (2011)

9.
Methodologies that Support Integration
Discipline/Subject/Skill Transfer Goals
Mathematics - Apply mathematical knowledge, skill, and reasoning
to solve real-world problems.
Writing - Effectively write for various audiences to explain (narrative,
expository), entertain (creative), persuade (persuasive), and help
others perform a task (technical)
History - Apply lessons of the past (historical patterns) to current and
future events and issues. Critically appraise historical claims.
Arts - Create and perform an original work in a selected medium to
express ideas or evoke mood and emotion.
• J. McTigh, Understanding by Design Guide VA; ASCD (2011)

10.
Methodologies that Support Integration
• Stage 2—Determine Assessment Evidence
• When someone truly understands they can;
• Can explain concepts, principles, and processes by putting it their
own words, teaching it to others, justifying their answers, and
showing their reasoning.
• Can interpret by making sense of data, text, and experience through
images, analogies, stories, and models.
• Can apply by effectively using and adapting what they know in new
and complex contexts.

11.
Methodologies that Support Integration
• Stage 2 – Determine Assessment Evidence
• Demonstrate perspective by seeing the big picture and recognizing
different points of view.
• Display empathy by perceiving sensitively and walking in someone
else’s shoes.
• Have self-knowledge by showing meta-cognitive awareness, using
productive habits of mind, and reflecting on the meaning of the
learning and experience.

12.
Methodologies that Support Integration
• Stage 3—Plan Learning Experiences and Instruction
• teachers plan the most appropriate lessons and
learning activities to address the three different
types of goals identified in Stage 1:
a. transfer
b. meaning making
c. acquisition
(T, M, and A)

13.
Methodologies that Support Integration
• ACQUIRE - This goal seeks to help learners acquire factual
information and basic skills.
• MAKE MEANING - This goal seeks to help students construct meaning
(i.e., come to an understanding) of important ideas and processes.
• TRANSFER - This goal seeks to support the learner’s ability to transfer
their learning autonomously and effectively in new situations.

14.
Methodologies that Support Integration
Structural Frame
1.Help teachers understand the school’s goals and philosophy,
particularly as they apply to integration.
2.Assign general-studies teachers parts of the Jewish studies
curriculum and vice versa.
3.Design the schedule in such a way that it is possible for two
teachers to be together in the classroom for at least part of each
day.
4.Set aside time in the schedule for Jewish and general studies
teachers to plan together.
5.Identify opportunities for integration within general studies
disciplines, as well as between general studies and Jewish
studies.

15.
Methodologies that Support Integration
Human Resources Frame
1.Support teachers for taking risks and trying new ways to integrate.
2.Provide supervision and coaching for teachers as they integrate in
their classrooms.
3.Furnish rewards and recognition for teachers who design new ways
to integrate in their classrooms.
4.Involve teachers in identifying new opportunities for integration
within the school.
5.Acknowledge how difficult it is for teachers to change patterns of
teaching learned in certification programs or by teaching in other
schools, and provide support for teachers as they learn to integrate.
6.Locate materials that support teachers’ efforts to integrate, and
where none are available commission teachers to develop them in-
house.

16.
Methodologies that Support Integration
Political Frame
1.Develop consensus within the board, faculty and parent body
about the importance of integration.
2.Educate parents to understand that integration is a powerful
means to help children develop strong Jewish identities, a near-
universal parental concern.
3.Help parents and teachers understand that integration uses the
limited time available in school in an efficient way, to
accomplish multiple goals simultaneously.
4.Provide safe arenas for parents and teachers to express
concerns about the school’s curriculum.

17.
Methodologies that Support Integration
Symbolic Frame
1.Shape public ceremonies (graduation, orientation, etc.) so that they
embody the value of integration.
2.Design report cards and parents conferences so that they make the
importance of integration evident.
3.Give public recognition to teachers who successfully create new and
interesting forms of integration.
4.Tell stories about adults who are exemplars of integration.
5.Express support for integration in public meetings with parents, teachers
and board members.
6.Create symbols that express the school’s commitment to integration and
find opportunities to display these symbols publicly.
7.Encourage public displays (in the hallways, newsletters, etc.), which
exemplify integration.

18.
Methodologies that Support Integration
• Chris Lawrence, a learning consultant and literacy adviser, has
taught students ranging in age from 3 to 22. She studied and
worked in England but also spent five years working for the
Ministry of Education in the Commonwealth of Dominica in the
West Indies, where she guided teachers toward theme-based
teaching and learning, and discovered its ready adaptability to
poorly resourced schools
• Chris says the hardest thing about theme-based learning is
“having the courage to give it a go.” She says it’s natural to
worry, “‘Am I spending enough time on maths in this theme?’
and ‘What if the theme runs away from what I want to do or
impose?’”

19.
Methodologies that Support Integration
She offers five reasons for doing themed-based learning
1. It’s more fun to teach and learn using a theme.
2. It harnesses curiosity to motivate learning
3. Educators transition to being facilitators of learning. A learning manager guides
children while keeping open the opportunity for self-guided discovery.
4. It teaches children how to learn.
5. It draws in the child’s family. “The family, with its own interests and views, can more
easily become involved, thus broadening the spectrum of the whole experience,”

20.
Integration Maps

21.
Suggested Themes Suitable for Integration
• Ancient Greece – Chanukah
• Ancient Egypt – Pesach (Passover)
• Weather – Seasons and the Festivals being celebrated in certain seasons –
Jewish leap year etc
• Literacy and SPAG – Using story from Navi or Modern Jewish History
• Trees and Plants
• Animals including Humans (Year 6 – keeping healthy – Ush’martem Et
Nafshotaychem)
• Uses of Everyday materials
• Light