What is the meaning of integrated curriculum and applied learning?

A multiple pathways approach relies on teachers to increasingly blend academic and technical curriculum in ways that connect theoretical knowledge and real–world applications. Integration can occur in two directions—infusion of academic concepts into technical courses to provide a theoretical foundation, and application of technical skills into academic courses to bring relevance. For example, when a carpentry instructor teaches students how to calculate volume in order to determine how many sacks of cement are needed to lay a foundation of a house, the teacher is reinforcing the geometry standards that students must master. Similarly, when a geometry teacher directs students to study architectural plans to figure out how much sheetrock is needed to line the walls and ceilings of a new home in order to master their understanding of surface area, the teacher makes mathematics more relevant and understandable. Students are able to answer the question, “Why do I need to know this?”

That said, there is no expectation that every academic and technical teacher will integrate 100 percent of the curriculum. Rather, teachers should attempt, in a realistic way, to make connections whenever possible, which may be periodically in their day–to–day lessons or during an end–of–term project. Curricular integration is difficult and time–consuming. It relies on teacher training and a willingness for academic and technical teachers to collaborate.