Multiple Models of Integrated
Learning:
Conception, Effectiveness, & Creativity
Yin Cheong CHENG 鄭燕祥
President, Asia-Pacific Educational Research Association
Director, CIRD, Hong Kong Institute of Education
Conference on Integrated Learning: Research & Classroom Practice
HKIEd, 14 Dec 2007.
1
2
After 20 years……
„ In facing globalization, do we
worry that our graduates will be
unable to find an appropriate job
locally or regionally and have to
retire at the age of 30s to 40s?
z Yes? No?
3
After 20 years…………
„ In facing challenges of competitions,
can our graduates have the multiple
thinking ability and creativity to
achieve maximum opportunities and
enjoy sustainable future development?
z How can they achieve these abilities?
Integrated Learning or 通識?
4
Implications from H Levin (1997) :
High Value-added Competence
1. Initiative
7. Problem Solving
2. Cooperative
8. Decision making
3. Team work
9. Achieving & Using
Information
4. Peer Training
10. Planning
5. Assessment &
Evaluation
11. Learning Ability
6. Reasoning
12. Multi-cultural
Ability
5
Implications from H Levin (1997) :
High Value-added Competence
1. Initiative
7. Problem Solving
„High level ability、Meta2. Cooperative
8. Decision making
cognition ability
3. Team work
„Mainly not
9. Achieving & Using
from text
books
Information
4.„Achieved
Peer Training from10.
Planning
action
learning
all round&experiences
5.&Assessment
11. Learning Ability
Evaluation
6. Reasoning
12. Multi-cultural
Ability
6
Action
Learning?
What is
7
Action Learning Cycle
Develop Sustainable
Abilities: Multiple
Thinking & Creativity
High Order
Learning
1. Mind-set
7. Feedback
2. Plan
6. Feedback
Low Order
Learnig
Develop
Technical
Skills
5. Outcome
3. Action
4. Monitor
Action Learning Cycle
Develop Sustainable
Abilities: Multiple
Thinking & Creativity
„How to facilitate
High Order
achieve
Learning students to
1. Mind-set
sustainable high-order
7. Feedback
learning & develop deep- 2. Plan
Low Order
level multiple
thinking
6. Feedback
Learnig
Develop
Technical
ability?
Skills
5. Outcome
„Integrated Learning?
3. Action
4. Monitor
9
Multiple Developments in Globalization
„ Technological
Development
„ Economic Development
„ Social Development
„ Political Development
„ Cultural Development
„ Learning Development
10
Multiple Developments & Contextualized
Multiple Intelligences (CMI)
z Technological
Person
„Technological
Intelligence
z Economic
Person
„Economic
Intelligence
z Social Person
„Social
Intelligence
z Political
Person
z Cultural
Person
z Learning
Person
„Political
Intelligence
„Cultural
Intelligence
„Learning
Intelligence
Multiple &
Sustainable
Effectiveness
for Multiple
Developments
in New Era
Challenges
from Changing
Environment
11
Pentagon Theory of Learning
for Development of CMI & Creativity
Technological
Intelligence
Economic
Intelligence
Political
Intelligence
Learning
Intelligence
Intelligence/
Thinking
Transfer
Social
Intelligence
Cultural
Intelligence
„遷想妙得
z饒宗頤
z馬彥遠
13
Challenges to Our Education:
How well can we facilitate student’s
learning to
„ Develop CMI/ CMT?
„ Perform Intelligence/ Thinking
Transfer?Æ Creativity
Challenges to Our Education:
How well can we facilitate student’s
„Can integrated learning
learning to
create optimal opportunity
to promote
„ Develop
CMI/ CMT
CMT?and
Thinking Transfer?
„ Perform Intelligence/ Thinking
„What kind
of integrated
Transfer?Æ
Creativity
learning would be effective?
15
Vertical Thinking in Learning
Within One Subject/ Domain
Intelligence
(e.g. technological)
Higher
Order
Learning
•Meta-understanding
•Theorizing
Knowledge
•Predicting Thinking
Downward
•Applying
(e.g. technological)
•Conceptualizing
•Synthesizing
Information
•Analyzing
(e.g. technological)
•Planning
•Experimenting
Thinking
Upward
Data
Lower
Order
Learning
•Describing
•Classifying
(e.g. technological)
•Informing
•Discovering
•Measuring
•Observing
Action Learning
16
Levels of Thinking in Multiple Contexts
Application of
Intelligence &
Knowledge in
Action:
Deepening
Thinking
Deep Learning & Thinking
in Action
To provide a
rationale
To predict & explain
relationship
Multiple
Intelligence
Multiple
Knowledge
To convert knowledge as
internalized meta-recognition &
mindset
To draw out higher consistent & reliab
understanding fr. linked information
Multiple Information
To make sense
from reality
Multiple Data
To inform
& plan
To draw out meaning
from analysis of data
Of action
(Technological, Economic, Social, Political, Cultural, Learning)
Action in Contexts
To monitor
& assess
17
Levels of Thinking in Multiple Contexts
Application of
Intelligence &
Knowledge in
Action:
Deepening
Thinking
Deep Learning & Thinking
„Are our existing designs
in Actionof
“integratedMultiple
learning”
To provide a toIntelligence
effective
such students’
To convert knowledge as
rationale
internalized meta-recognition &
mindset
high-level learning
Multiple and
Knowledge
To predict
& explain
thinking
?
To draw out fr. linked information
relationship
Multiple Information
higher consistent & reliable
understanding
„What is integrated learning ?To draw out meaning
To make sense
from reality
„What
nature
of
integration?
(Technological, Economic, Social, Political, Cultural, Learning)
Multiple Data
To inform
& plan
Action in Contexts
from analysis of data
Of action
To monitor
& assess
18
Basic Types of Integrated Learning
A. Content Types of Integration
1. Subject Integration
2. Domain Integration
B. Pedagogical Types of Integration
3. Method Integration
4. Cognitive Integration.
19
1. Subject Integration Type
Integrating the subject/ disciplinary content in learning
e.g.
„Integrated Sciences (integrating Physics,
Chemistry, Biology, etc.)
„Integrated Social Sciences (integrating
Geography, Sociology, Economics, Political Science,
etc.)
„Integrated Humanities (integrating Arts,
Philosophy, History, Anthropology, etc…)
20
2. Domain Integration Type
Integrating different domains of knowledge or disciplines in
learning
e.g.
„Multi-cultural Studies
„Multi-domain Studies
Educational
Technological
Integration
Economical
Domain
Cultural
Social
Domain
Political
Domain
21
3. Method Integration Type
Integrating various methods in learning
e.g. Learning by
„Project Learning
„ Reading
„ Listening
„ Performing
„ Discussing
Integration
„ Simulating
of„some
forms
Assessing
„ Experiencing
„ Questioning
„ etc.
„Group Learning
„Self-regulared
Learning
Integration of
„Problem-based
Some forms
Learning
„Online Learning
„Hybrid Learning
„Face-face
Learning, etc.
22
4. Cognitive Integration Type
Integrating different cognitive activities in learning
„ Observing
zTheorizing
„ Measuring
zPredicting
„ Classifying
zApplying
„ Describing
zPlanning
„ Analyzing Integration of
zExperimenting
cognitive activities
„ Synthesizing
zInforming
„ Conceptualizing
zDiscovering
„ Meta-understanding
zEtc.
„ Etc.
23
Integration, Complexity &
Effectieveness in Learning ?
„Principle 1:
zMore integration in content or
pedagogy Æ
zMore exposure & more complexity in
learning
24
Integration, Complexity &
Effectiveness in Learning ?
„Principle 2:
zMore exposure & more complexity in
learning Æ
zMore demanding for & challenging to
students’ limited ability, effort & time
„May not result in learning more and
deeper, depending on various factors
25
Traditional Learning: Vertical Cognitive Integration
in Separated Subject Learning
Cognitive Activities
zMetaunderstanding
Intelligence
Intelligence
Intelligence
Knowledge
Knowledge
Knowledge
Information
Information
Information
Data
Data
Data
Geography
Economics
Mathematics
zConceptualizing
zSynthesizing
zAnalyzing
zDescribing
zClassifying
zMeasuring
zObserving
26
Traditional Learning: Vertical Cognitive Integration
in Separated Subject Learning
Strength:
Cognitive Activities
zMetaIntelligence Intelligence
understanding
„Good to promote vertical
Intelligence
cognitive
zConceptualizing
integration or vertical
Knowledge
Knowledge
Knowledge
thinking
in
each
subject
area
zSynthesizing
zAnalyzing
Weakness:
zDescribing
Information
Information
Information
„Lack
of
opportunity
to
benefit
zClassifying
from knowledge
transfer from one
Data
Data
Data
zMeasuring
subject to other
zObserving
Geography
Economics
Mathematics
27
High Level vs Low Level
Horizontal Subject Integration
zMetaunderstanding
zConceptualizing
zSynthesizing
Intelligence
Intelligence
Intelligence
High Level Integration
Knowledge
Knowledge
Knowledge
Information
Information
Information
zAnalyzing
zDescribing
zClassifying
zMeasuring
Low
Level
Integration
Data
Data
Data
Economics
Mathematics
zObserving
Geography
28
Level of Cognitive Integration &
Subject Integration in Learning?
„ Principle 3:
Given the complexity & difficulty in subject
integration & the limited time & ability,
ÆThere is a tendency that both students and
teachers adopt low level of cognitive
integration involving mainly data &
information
ÆResult in low level learning and thinking
ÆEducation Bubbles in integrated learning
29
How to raise the cognitive level of
Horizontal Subject Integration ?
zMetaIntelligence Intelligence Intelligence
understanding
„Given the complexity in subject
zConceptualizing
integration,
zSynthesizing
Knowledge
Knowledge
Knowledge
„In fact, it is not easy to raise
zAnalyzing
the cognitive integration from
Information Information Information
zDescribing
the lower level to the
higher level
of knowledge and intellegence.
zClassifying
zMeasuring
Subject
Integration
Data
Data
Data
Economics
Mathematics
„How can we do that?
zObserving
e.g. Geography
30
How to maximize both Vertical Cognitive
Integration & Horizontal Subject Integration ?
zMetaunderstanding
zConceptualizing
zSynthesizing
zAnalyzing
zDescribing
Intelligence
Intelligence
Intelligence
Integrated projects
„To integrate subject content &
Knowledge
Knowledge
Knowledge
benefit from
transfer of thinking
and knowledge from one domain
to others
Information
Information
Information
Data
Data
Data
Geography
Economics
Mathematics
zClassifying
zMeasuring
zObserving
31
„What implications for development
of integrated learning in Hong
Kong and international community?
32
4 Models of Integration in Learning
Content Integration
(Subject/Domain Types)
Model II: Content IntegrationPedagogy Separation
II
„High integration in content
„Low integration in pedagogy
zMaximized exposure in content
zHigh complexity in content but low
complexity in pedagogy
Model I: Total Integration
I
„High integration in content
„High integration in pedagogy
zMaximized exposure in content and
pedagogy
zHighest complexity in learning
Pedagogical
Separation
Pedagogical
Integration
(Method/
Separation-Cognitive Types)
Model IV: Total Separation
(Traditional)
Model III: Content
Pedagogy Integration (Traditional)
„Low integration in content
„Low integration in pedagogy
zLimited exposure in content &
pedagogy
zSeparated & fragmented learning
zLowest complexity in learning
IV
„Low integration in content
„High integration in pedagogy
z Maximized exposure in pedagogy
z High complexity in pedagogy but
low complexity in content
Content Separation
III
33
4 Models of Integration in Learning
Content Integration
(Subject/Domain Types)
Model II: Content IntegrationPedagogy Separation
Model I: Total Integration
„Highits
integration
in content
I
II
„Each
Model
has
own
„High integration in content
„High integration in pedagogy
strengths, weaknesses,
& in content and
zMaximized exposure
pedagogy
significance. zHighest complexity in learning
„Low integration in pedagogy
zMaximized exposure in content
zHigh complexity in content but low
complexity in pedagogy
Pedagogical
Separation
„Its effectiveness depends
Model IV: Total Separation
(Traditional) on the purposes, time frames
& contexts of learning
„Low integration in content
„Low integration in content
IV
Pedagogical
Integration
(Method/
Model III: Content SeparationCognitive Types)
Pedagogy Integration (Traditional)
„Low integration in pedagogy
zLimited exposure in content &
pedagogy
zSeparated & fragmented learning
zLowest complexity in learning
III
„High integration in pedagogy
z Maximized exposure in pedagogy
z High complexity in pedagogy but
low complexity in content
Content Separation
34
4 Models of Integration in Learning
Content Integration
(Subject/Domain Types)
Model II: Content IntegrationPedagogy Separation
II
„High integration in content
„Low integration in pedagogy
zMaximized exposure in content
zHigh complexity in content but low
complexity in pedagogy
Pedagogical
Separation
Model I: Total Integration
I
„High integration in content
„High integration in pedagogy
zMaximized exposure in content and
pedagogy
zHighest complexity in learning
Pedagogical
Integration
(Method/
Model III: Content SeparationCognitive Types)
Pedagogy Integration (Traditional)
Situation of
Integrated
„Low integration in content
„Low integration in content
„High integration
in pedagogy
„Low integration
IV in pedagogy Learning
III
in
HK
z Maximized exposure in pedagogy
Model IV: Total Separation
(Traditional)
zLimited exposure in content &
pedagogy
zSeparated & fragmented learning
zLowest complexity in learning
z High complexity in pedagogy but
low complexity in content
Content Separation
35
„What implications for
understanding the relationship
between Integrated Learning and
Development of Creativity?
36
Creativity
in Integrated Learning
• as ability to create new
data, new information,
new knowledge or/and
new intelligence in
integrated learning
37
Hierarchy of Creativity
in Integrated Learning
•
Create New
Intelligence
4th Order
•
Create New
Knowledge
3rd Order
•
•
Creativity in
Create New 2nd Order Thinking
Information
Create New
Data
Integrated
Learning
1st Order
38
•Ways to
enhancing
creativity in
integrated
learning?
39
1. Creativity in Integrated Subject Learning
(e.g. Economics)
Creativity in Thinking
(e.g. Technology)
Intelligence
Intelligence
Knowledge
Intelligence
Knowledge
Knowledge
Information
Information
Information
Data
Data
data
Integrated Learning across two subject domains
40
2.
Creativity in Integrated Project Learning
(e.g. aims at development of social thinking and intelligence)
Technology
Economic
Social
Political
Cultural
Learning
Vertical Cognitive Integration
Intelligence
Knowledge
Information
Data
Integrated Learning across 4 Subject domains
41
3. Creativity by Transfer in Integrated Learning
(e.g. Technology)
(e.g. Economics)
Intelligence
Intelligence Transfer
New
Intelligence
Knowledge Transfer
New
Knowledge
Information Transfer
New
Information
Knowledge
Information
Data
Data Transfer
Integrated Learning
New Data
42
„I hope, our schools
would facilitate their
students successfully
in integrated learning.
„All our students can
become high-order
active learners to
pursue life-long
developments in future
Acknowledgment:
•
This is one of the reports from a research project on school-based
management and paradigm shift in education in Hong Kong schools. The
research team would like to acknowledge the support of the Competitive
Earmarked Research Grant awarded by the Research Grants Council of
University Grants Committee of the Hong Kong SAR Government to their
research project (HKIEd8003/03H) that contributed to development of this
presentation.
• Reference: Cheng, Y.C. (2005). New Paradigm for
Reengineering Education: Globalization. Localization
& Individualization. Dordrecht, The Netherlands:
Springer
44