Components in Designing Integrated Thematic Units PDF

Components in Designing Integrated Thematic Units A. Classification of Instructional Objectives B. Preparing Instructional Objectives C. Choosing Themes D. Organizing Bodies of Knowledge E. Teaching Approaches F. Graphic Organizers G. Study Skills H. Integrating Values A. Classification of Intru...

Components in Designing Integrated Thematic Units A. Classification of Instructional Objectives B. Preparing Instructional Objectives C. Choosing Themes D. Organizing Bodies of Knowledge E. Teaching Approaches F. Graphic Organizers G. Study Skills H. Integrating Values A. Classification of Intructional Objectives Instructional Objectives (also known as behavioral objectives or learning objectives ) are statement’s that describe what learner’s shall be able to do upon completion of a given learning experience. These are the objectives formulated by teachers for a particular lesson or unit of study that drive the performance of learner’s. Types of Instructional Objectives 1. Cognitive 2. Affected 3. Psychomotor Cognitive Domain This refers to the intellectual operation from the lowest level of simple recall of information to complex, high-level thinking process. Affective Domain The affective domain hierarchy includes from the least internalized to the most internalized like receiving, responding, valuing, organizing and internalizing. (Krathwohl, Bloom, and Marsh, 1984) Psychomotor Domain The hierarchy in the psychomotor domain ranges from simple gross locomotors control to the most creative and inventive behaviors include. naming, manipulating, communicating, and creating. B. Preparing Instructional Objectives C. Choosing Themes Theme is a topic of interest that provides the core for group activities. The themes are important in planning a thematic unit of study. It helps learners see meaningful connections across disciplines and even in skill learning areas. Themes serve as reference points in conceptualizing, analyzing, synthesizing, and consolidating learning experiences for a given unit. D. Organizing Bodies of Knowledge Organizing bodies of the knowledge drawn from multiple disciplines is the key to effective instruction. These are topics that combine facts, concepts, generalizations, and the relationships among them. In planning thematic units, the content of instruction could be presented this way. E. Teaching Approach It is a set of principles, beliefs, or ideas about the nature of learning, which is translated into the classroom. Example of Teaching Approaches 1. Teacher-Centered Approach 2. Learner-Centered Approach 3. Subject matter Approach 4. Teacher Dominated Approach 5. Interactive Approach 6. Constructivist Approach 7. Banking Approach 8. Integrated Approach 9. Disciplinal Approach 10. Collaborative Approach 11. Individualistic Approach 12. Direct Teaching Approach 13. Indirect, Guided Approach 1.Teacher-Centered Approach- The teacher is perceived to be the only reliable source of information in contrast to the learner-centered approach. 2. Learner-Centered Approach- In which it is premised on the belief that the learner is also an important resource because he/she too knows something and is therefore capable of sharing something. 3. Subject matter Approach- Subject matter gains primacy over that of the learner. 4. Teacher Dominated Approach- In this approach, only the teachers voice is heard he/she is the sole dispenser of information. 5. Interactive Approach- In this approach an interactive classroom will have more student talk and less teacher talk. Students are given the opportunity to interact with teacher and with other student. 6. Constructivist Approach- The students are expected to construct knowledge and meaning out for what they are taught by connecting them to prior experience. 7. Banking Approach- The teacher deposits knowledge into the "empty" minds of students for students to commit to memory. 8. Integrated Approach- It makes the teacher connects what he/she teaches to other lessons of the same subject (interdisciplinary) or connects his/her lessons with other subjects thus making his/her approach interdisciplinary and multidisciplinary. 9. Disciplinal Approach- It limits the teachers to discussing his/her lessons within the boundary of his / her subject. 10. Collaborative Approach- It will welcome group work, teamwork, partnerships, and group discussion. 11. Individualistic Approach- It wants the individual students to work by themselves. 12. Direct Teaching Approach- The teacher directly tells or shows or demonstrates what is to taught. 13. Indirect, Guided Approach- The teacher guides the learners to discover things for himself/ herself. The teacher facilitates the learning process by allowing the learners to be engaged in the learning process with his/her guidance. F. Graphic Organizer -are essential tool of learning. -are collection of effective visual learning resources used in classrooms, colleges, and offices around the world to help assemble ideas. -integrate both text and visuals. This has been scientifically proven to be an effective way of teaching and learning -using them can be extremely useful both teachers and students as they will make lessons more engaging as well as easily comprehensible. -teachers use them when presenting the scope of the lesson, in giving the lectures, and during closure. -students use them in presenting an individual or group report and even in formulating generalizations. Different Types of Graphic Organizer *Circle Map Graphic Organizer *Spider Map Graphic Organizer *Idea Wheel Graphic Organizer *Idea Web Graphic Organizer *Concept Map *Venn Diagram Graphic Organizer *Tree Chart Graphic Organizer*Organization Chart *Sequence of Events Chain Graphic Organizer *Cause and Effect Map Graphic Organizer E. Study Skills Study Skills this is The different abilities that can be developed in order to improve a learner's capacity to learn. Study Skills also is academic skill, or study strategies are approaches applied to learning. Study skills are an array of skills which tackle the process of organizing and taking in new information, retaining information, or dealing with assessments. In other words study skills are the skills you need to enable you to study and learn efficiently - they are an important set of transferable life skills. There are Four Key points about Study Skills 1. You will develop your own personal approach to study and learning in a way that meets your own individual needs. As you develop your study skills you will discover what works for you, and what doesn't. 2. Study skills are not subject specific they are generic and can be used when studying any area. You need to understand the concepts, theories and ideas surrounding your specific subject area. To get the most out of your studies, however, you'll want to develop your study skills. 3. You need to practice and develop your study skills. This will increase your awareness of how you study and you'll become more confident. Once mastered, study skills will be beneficial throughout your life. 4. Study skills are not just for students. Study skills are transferable - you will take them with you beyond your H. Integrating Values Values are integrated today in all learning areas in the elementary and secondary schools. Values are the standards or criteria that we use in making judgments about whether something is positive or negative, good or bad, pleasing or displeasing. A channel of values development through the teaching-learning activities in the different learning areas. Values integration in all subject areas is a vital component of learning. We define learning as a behavioral change of a person by acquiring new knowledge that we may encounter in our daily life.  THANK YOU CANTA, ROSHELLE LORENO, KENNETH