Integrative Teaching Reviewer 2002 Basic Education Curriculum PDF

Integrative Teaching Reviewer Integrated curriculum, thematic or two teachers. They both agreed Preliminary instruction, multidisciplinary on same theme. This is now teaching, integrat...

Integrative Teaching Reviewer Integrated curriculum, thematic or two teachers. They both agreed Preliminary instruction, multidisciplinary on same theme. This is now teaching, integrated studies, Multidisciplinary level of 2002 Basic Education Curriculum interdisciplinary curriculum, or integration. (BEC) is the touchstone for interdisciplinary thematic instruction integrative teaching and learning. Level 4: Curriculum Integration. are all synonymous to each other Teachers in different subjects According to Johnson and and refers to both way of teaching collaborate on common theme. This Johnson 1998, integrative and a way of planning in organizing is multidisciplinary level of curriculum refers to a single course the instructional program. integration. that contains one or more To Johnson and Johnson, disciplines. It is consisting of one set Level 5: Curriculum Integration. A integration is the process of linking of objectives and assessment that common theme was chosen by new information to prior learning, covers a number of related group of teachers. There are no and linking different parts of learning disciplines boundaries on all subjects. This is to each other. the integrated thematic approach, According to Beane 1992, SPECTRUM OF INTEGRATED the highest level of integration. integrated curriculum is an CURRICULUM educational approach that cuts THEORIES SUPPORTING across and draws on multiple Level 1: Curriculum Integration. CURRICULUM INTEGRATION. subject areas for learning and Refers to traditional organization 1. Experiential Learning. Carl instruction to realistically link various of curriculum and classroom Rogers was the proponent of discipline into the study and instruction. This lesson is done by a this theory. This theory has a exploration of certain aspects of solo teacher. common place in the world. Level 2: Curriculum Integration. In classroom when teachers Kellough 2003, stated that it is a this integration, themes are not address the needs and wants way of teaching and way of planning necessarily planned to correspond of the learners particularly in and organizing the instructional with themes in another. Thematic planning instruction. program. This is an antithesis of the teaching is done by a solo teacher. 2. Multiple Intelligences. traditional, disparate, subject-matter Howard Gardner was the Level 3: Curriculum Integration. oriented teaching and curriculum proponent of this theory. He There is a common theme from one designation. proposed 9 categories of  intelligences presented by and learning occur through Lake (2000) himself and Associates constructive processes and 1. A combination of subjects or (1993) that knowledge is a learning areas Linguistic constructed from 2. An emphasis on projects Intelligence – word experiences. Students in the 3. Relationships among smart constructivist classroom concepts Logical- engage in problem solving, 4. Thematic units as organizing mathematical decision-making, and principles intelligence – number cooperative activities utilizing 5. Sources that go beyond smart interactive activities to learn textbooks Spatial Intelligence – integrated bodies of 6. Flexible schedules picture smart knowledge. 7. Flexible student grouping Bodily-kinesthetic PRINCIPLES IN INTEGRATING Intelligence – body PLANNING INTEGRATED BIG IDEAS AND STRATEGIES smart INSTRUCTION Musical Intelligence - Beane (1992) 1. Draw content of instruction in music smart 1. Integrate several ideas and basic education from the Interpersonal strategies learning competencies Intelligence – people 2. Match content with strategies 2. Identify a theme drawn from a smart 3. Integrate relevant concepts core discipline. Intrapersonal 4. Integrate big ideas across 3. Identify the related disciplines Intelligence – self multiple contents of or learning areas that can smart instruction. help unfold the chosen theme Naturalistic 5. Provide opportunities to into instruction. Intelligence – nature establish connections 4. Collaborate with the teachers smart teaching the identified Existentialist COMMON ELEMENTS OF AN learning area addressing the Intelligence – life INTEGRATED CURRICULUM chosen theme. smart 5. Look for appropriate reading 3. Constructivism. This theory materials. expounds that development 6. Use an approach to ELEMENTARY MAKABAYAN democratic system of instruction that will facilitate government and on the rights, Civics and Culture 1 to 3. The integrative teaching-learning duties and responsibilities of competencies of civics and in the classroom. citizens in the Philippine society. culture are clustered around CURRICULUM INTEGRATION three major values: (1) national Home Economics and IN MAKABAYAN identity and self-esteem; (2) Livelihood Education.4-6 national unity; and (3) loyalty to Focuses on the development of Makabayan is considered as the the nation. Civics and Culture 3 desirable work attitudes and fifth learning area in basic addresses the development of basic work skills and habits education. 4 Subjects under work ethics. through learning situations Makabayan are Araling relevant to everyday chores at Panlipunan as its core, Values Geography, History, and Civics home, in school, and in the Education, TLE and MAPEH. 4 to 6 community. The interdisciplinary nature of In grade 4, Geography, history, Makabayan makes it to the Music, Arts, and Physical and civics focuses on the touchstone of integration in basic Education (MAPE 1-6). Enable following; the geographic education. the child to express his features of the Philippines as a imaginations, and ideas through MAKABAYAN LEARNING part of southeast Asia and the music, art, and physical COMPONENTS world, the utilization of our activities. In grade 1-3 MAPE natural resources, and the Makabayan provides many competencies are integrated in relationship of physical opportunities for integrative and civics and culture. geography to local culture. interactive learning. Presented SECONDARY MAKABAYAN below and in the succeeding In grade 5, geography, history pages are the course and civics address the history of Social Studies. Covers the descriptions of elementary and the Philippines from the pre- study of Philippine History and secondary Makabayan (DepEd, historic period down to our Government in First Year, Asian 2002). contemporary time. Studies in Second Year, World History in Third Year, and In grade 6, geography, history Economics in Fourth Year. The and civics focus on our approach is thematic/chronological in history Physical Education. Aims for MODES OF INTEGRATIVE and thematic/topical in the physical and aesthetic TEACHING economics. development of learner through Four modes of integrative selected physical exercises, Values Education. Aims at the teaching are stated in the 2002 games, sports and dance. formation of self-identity and Basic Education Curriculum develops in the learner the Health. Develops the learner’s (BEC), namely content-based knowledge and skills necessary ability to attain and maintain instruction (CBI), focusing for adequate discernment, holistic health and includes inquiry, generic competency analysis, discussion, and education on population, drugs model, and thematic teaching selection of values in real life and safety. (DepEd, 2002). situations. It has to be taught MAKABAYAN TEACHING 1. Content-Based Instruction. through experiential learning TEAMS Integration of content learning approach with integrative with language teaching aims. teaching. Elementary Makabayan It refers to the concurrent Technology and Livelihood - Sibika at Kultura, SK (1-3) study of language and subject Education (TLE). Comprises - Heograpiya, Kasaysayan at matter with the form and home economics, agriculture and Sibika (4-6) sequence of language fisheries, industrial arts, - Edukasyong Pantahanan at presentation dictated by the computer education and Pangkabuhayan, EPP (4-6) content materials. The entrepreneurship. - Music, Art, and Physical Language curriculum is the MAPE (1-6) centered on the academic Music, Arts, Physical - Character Education 1-6 needs and interest of the Education and Health learner and crosses the (MAPEH) Secondary Makabayan barrier between language Music and Arts. Aim to - Araling Panlipunan (I-IV) and subject matter courses. developing the learner’s - Edukasyong Pagpapahalaga Aims to develop academic personal, social, and aesthetic (I-IV) language skills. skills and values. - TLE (I-IV) 2. Focusing Inquiry. It is an - MAPEH (I-IV) interdisciplinary approach that uses questions to  organize learning. It crosses meaningful connections Both approaches use the conventional knowledge across disciplines or skill following steps in planning boundaries. The process of areas. instruction (Kellough,2003) inquiry is the organizer of the THEMATIC TEACHING IN A. Select a suitable topic or instructional design while BASIC EDUCATION theme content is relegated to an B. Select the goals of the unit ancillary place. THEMATIC TEACHING C. Select suitable specific 3. Generic Competency Thematic teaching starts with the learning objectives Model. Learners are enrolled identification of a theme – the D. Detail the instructional into three or four courses. underlying concepts that allows procedures The link between the courses for the structure and organization E. Plan for preassessment and rest essentially on “general of specific content across assessment of student competencies” This course disciplines. A theme is the topic learning assist learners in developing of interest that provides the core F. Provide for the materials of competencies that will for group activities. Themes instruction. transfer readily from one discipline to another. In provide relevance for the 1. Integrated Multidisciplinary Makabayan, for instance, learners by drawing together Thematic Unit. This is a competencies can be concepts under one umbrella. modification of the unidisciplinary clustered into three: personal THEMATIC UNITS teaching unit which addresses a development, social single discipline. This attempts to competencies and Thematic means the same topic combine two or more disciplines into work/special skills. is used to develop the teaching one single approach. 4. Thematic Teaching. plan (content and instruction) for Organize learning around each of the different subjects in 2. Integrated Interdisciplinary ideas. It provides a broad which students are enrolled. Thematic Unit. This unit gives a framework for linking content There are 2 types of presenting sense of cohesiveness and structure and process from a number of thematic units (1) integrated to student learning and avoids the disciplines. The theme multidisciplinary thematic unit piecemeal approach that might provides coherence. Theme and (2) the integrated otherwise unfold. Kellough (2003) helps the learners see the interdisciplinary thematic unit. explains that the interdisciplinary unit is a tool used to link the learning INTEDISCIPLINARY experiences of students in many TEACHING TEAMS ways to engage them fully in the Comprising the interdisciplinary learning process. teaching team on the school- Friegberg (2002) points that based level could be two to five interdisciplinary units can help teachers from different subject achieve the following objectives: areas working together to plan the units of study. Makabayan is 1. Emphasize that the process interdisciplinary and its teaching of learning is sometimes best team includes teachers teaching pursued as an interconnected Social Studies, Values whole rather than as a series Education, TLE and MAPEH. of specific subjects. 2. Encourage students to work According to McNiel and Wiles cooperatively in partnership 1990, the beginning point of an and in small groupds that interdisciplinary approach to focus on the social values of teaching is for one or more learning. teachers to share their 3. Teach students to be expectations for student learning independent problem solvers and to find a theme that can and thinkers. serve as a medium. 4. Assist students to develop their own individual interest and learning styles. 5. Help students find out what they need to know and what they need to learn rather than always expecting the teacher to give it to them.