Restructuring a Middle School Curriculum

There are several models for integration that can dramatically change the ways in which the content areas are associated (Musslewhite, 2000). .
             The case study begs several questions. What is at the core of their curriculum? What are the objectives of integrating specific themes? Will specific disciplines be linked or will there be an attempt to link all four core disciplines? These questions are important considerations as the curriculum development moves from the theoretical to the practical. Research indicates they are using a webbed model for their integration, but I would use a sequenced model, where a particular theme or topic is taught in two subject areas at the same time, might be more effective. For example, students might study the autobiography of Joseph Plumb Martin in English while learning about the American Revolution in History class (Musslewhite, 2000). This would allow individual subject area teachers to address specific issues to the discipline along the same theme, creating more connection and relevance for the students.
             The case study of Great Meadows mentioned that teachers were overwhelmingly positive regarding the new approach, but did not address aptitude as well as attitude. Although teachers might be excited and initially supportive of the change, there is a question regarding the plan for addressing the issues that inevitably come up when people work in groups across time (Loepp, 1999). In order for this initiative to work smoothly, teachers need to change their core principles regarding their teaching approach from didactic to constructivist. They also need to take professional development time to understand how their discipline can connect to other disciplines and develop knowledge they may not have, change assessment strategies and somehow prepare students for high stakes testing at the same time (Loepp, 1999). .
             Implementing this kind of change requires some measure of creativity among the teachers, something some may not necessarily have, in order to vary assessments and develop instructional strategies to address cross-disciplinary concepts and ideas (Vars, 2001).