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Study Guide
In
Major 19
Building Bridges
Across the Social Science
Discipline
1
TABLE OF CONTENTS
PREFACE i
Introduction 1
Objectives 1
Introduction 7
Objectives 7
Summary 8
Introduction 10
Objectives 10
Thematic Teaching 11
Thematic Units 11
THEMATIC UNITS 14
Introduction 14
Objectives 14
Instructional Objectives 15
Teaching Approaches 17
Graphic Organizers 17
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Integrating Values 18
Summary 18
GRAPHIC ORGANIZERS 20
Introduction 20
Objectives 20
Teaching Models 21
Summary 24
Introduction 26
Objectives 26
What is Assessment? 27
Introduction 30
Objectives 30
Thematic Teaching 31
Thematic Units 31
Summary 33
REFERENCES 35
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PREFACE
Integrative teaching and learning highlights the 2002 DepEd Basic Education
Curriculum (BEC). This educational reform is holistic. It addresses multifaceted
programs such as curriculum revisions, materials production, and teacher training in
all levels of instruction-elementary, secondary, and tertiary. Apparently, the success
of this program largely depends on an integrated curriculum which could be applied
on the five learning areas in basic education, namely, English, Filipino, Mathematics,
Science, and Makabayan.An integrated curriculum is the touchstone of integrative
teaching and learning. It is an educational approach that cuts across and draws content
from multiple disciplines/learning areas for learning and instruction. The process of
integration both in planning the curriculum and in integrative teaching and learning is
facilitated by training teachers to engage in a variety of activities to enable them to
build bridges or to establish linkages across disciplines or learning areas. This can be
a reality by training teachers in preparing integrated thematic units. Thematic
instruction starts with the choice of a themewhich will serve as the umbrella in the
unfolding of the content of the unit of study. With a themeagreed upon by a team of
teachers, they can already start drawing concepts form multiple disciplines, organize
the content, formulate multiple objectives, employ appropriate teaching models and
instructional techniques, and prepare authentic assessment and evaluation instruments
addressing the chosen theme. Truly, building bridges across disciplines or learning
areas can be easily be achieved by using integrated thematic units of study. The
process is gradually presented and it leads to effective instruction as a result of proper
planning.
THE AUTHOR
4i
UNIT I
CURRICULUM INTEGRATION
................................... ........................
INTRODUCTION
Highlighting the 2002 Basic Education Curriculum (BEC) is
curriculum integration, the touchstone for integrative teaching and
learning. Through curriculum integration knowledge can be connected
or linked with other fields of knowledge. It allows students to build
bridges across learning areas (subjects) in the elementary and
secondary schools and apply knowledge to new learning situations.
This happen when the source of the curriculum are issues, events, and
concerns that have applications in everyday living.
OBJECTIVES
At the end of this unit, the students shall be able to:
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INTEGRATED CURRICULUM
a. Anintegrated curriculum refers to a single course that contains one or more
disciplines. It consist of one set of objectives and assessment that covers a number of
related disciplines. (Johnson and Johnson, 1998)
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Level 4: Curriculum Integration. This is the interdisciplinary level of integration.
It is at this level when discipline boundaries begin to disappear as teachers address a
common theme either teaching alone or with other teachers.
2. Multiple Intelligences. Howard Gardner, the proponent of this theory, affirms that
there are more kinds of intelligence that what we thought before.
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3. Constructivism. This theory expounds that development and learning occur
through constructive process and that knowledge is constructed from experience.
Students in the constructivist classroom engage in problem solving, decision-making,
and cooperative activities utilizing interactive activities to learn integrated bodies of
knowledge.
2. An emphasis on projects
6. Flexible schedules
3. Identify the related disciplines or learning areas that can help unfold the chosen
theme into instruction.
4. Collaborate with the teachers teaching identified learning area addressing the
chosen theme.
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SUMMARY
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Learning Task
3. What is integration?
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UNIT II
CURRICULUM INTEGRATION
IN MAKABAYAN
......................... ..........................
INTRODUCTION
Makabayan, the fifth learning area in basic education, has learning
components that are interdisciplinary in nature. Social Studiesdraws content
from the social sciences, humanities, and related disciplines. Values Education
draws content from religions, beliefs, norms, and work etics. Technology and
Livelihood Education addresses lessons in home economics, industrial arts,
agriculture, fisheries, and entrepreneurship. MAPEH draws content form
music, art, physical education, and health. The interdisciplinary nature of
Makabayan makes it the touchstone for integration in the basic education.
OBJECTIVES
At the end of this unit, the students shall be able to:
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MODES OF INTEGRATIVE TEACHING
1. Content-Based Instruction (CBI). This refers to the integration of content
learning with language teaching aims. This approach aims at developing the learners’
academic language skills.
3. Generic Competency Model. In this model, learners are enrolled in three to four
linked courses. The links between the courses rest essentially on “general
competencies.”
SUMMARY
Makabayan, the fifth learning area (subject) in basic education, has rich
sources for its content materials considering that its learning components (Social
Studies; Values Education; Technology and Livelihood Education; Music, Art,
Physical Education, and Health) draw content knowledge for the social sciences,
natural sciences, humanities and other related fields of learning. Indeed, Makabayan
provides experiences for integrative and interactive learning.
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Learning Task
2. Who are the members of the Makabayan team on the school-based level?
3. What are learning competencies? How do the learning competencies help teacher
in planning instruction?
5. Discuss why Makabayan is the touchstone for integrative teaching and learning.
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UNIT III
THEMATIC TEACHING IN
BASIC EDUCATION
....................................................
INTRODUCTION
The effective implementation of the integrated curriculum is anchored on the
preparation of thematic units of instruction. Thematic teaching is the general
feature of an integrated curriculum. Thematic units are created by teachers
around a central idea or theme which serves as the umbrella in a particular unit
of study. In the unfolding of thematic units of instruction, the individual
interests and abilities of students are developed and a climate of teamwork and
support is fostered.
OBJECTIVES
At the end of this unit, the students shall be able to:
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THEMATIC TEACHING
Thematic teaching starts with the identification of a theme. A theme is the
topic of interest that provides the core for core activities. Themes could be developed
in reading, language, music, physical education, and art. Moreover, the dynamics of
interactive teaching can produce themes that are meaningful, interesting and cohesive.
THEMATIC UNITS
Thematic means that the same topic is used to developed the teaching plan for
each of the different subjects in which students are enrolled.
Friegberg (2000) points that interdisciplinary units can help achieve the
following objectives:
4. Assist students to develop their own individual interests 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.
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SUMMARY
Choosing a common theme with knowledge content drawn from two or more
disciplines starts the planning of integrated units of study. This enables the curriculum
writers and teachers to build bridges across disciplines or learning area (subjects) in
basic education to facilitate integrative teaching and interactive learning.
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LEARNING TASK
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UNIT IV
COMPONENTS IN DESIGNING
INTEGRATED THEMATIC
UNITS
....................................................
INTRODUCTION
Preparing thematic units of instruction entails a number of components that
ought to be addressed by a solo teacher or an interdisciplinary teaching team
to ensure effective instruction. Teachers must be equipped with the knowledge
and skills needed in planning thematic units such as preparing instructional
objectives, choosing themes, organizing content, selecting appropriate
strategies, as well as applicable evaluation and assessment tools. These are the
components in designing integrated thematic units of instruction.
OBJECTIVES
At the end of this unit, the student shall be able to:
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INSTRUCTIONAL OBJECTIVES
Instructional objectives are statements that describe what learners shall be able
to do upon completion of a given learning experience. In preparing thematic units of
study teachers are advised to write objectives in three learning domains: cognitive,
affective and psychomotor.
2.Affective Domain. The affective domain hierarchy includes from the least
internalized to the most internalized.
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a.Receiving Ask Identify Use
being aware of the Choose Locate Select
affective stimulus and Describe Name Reply
beginning tohave Give Point to Recognize
favourable feelings Hold Recall Distinguish
toward it
b. Responding. Answer Comply Write
Taking an interest in the Applaud Describe Report
stimulus and viewing it Approve Greet Recite
favourably Assist Help Practice
Command Label Play
c.Valuing Argue Write Select
showing a tentative Assist Work Report
belief on the value of Follow Support Protest
the affective stimulus Form Study Propose
and becoming Initiate Share Justify
committed to it
d. Organizing Adhere Compare Form
placing values with a Alter Defend Generate
system of dominant and Arrange Define Identify
supporting values Balance Discuss Modify
Combine Explain Order
e. Internalizing Act Perform Qualify
demonstrating Complete Verify Question
consistent beliefs and Play Solve Propose
behaviors that have Influence Serve Practice
become a way of life Modify Revise Modify
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PREPARING INSTRUCTIONAL OBJECTIVES
Kellough (2003) advocates the ABCDs of writing objectives using four
components, namely, audience (A), behaviour (B), condition (C), and degree or level
of expected performance (D).
CHOOSING THEMES
Themes are important in planning a thematic unit of study. These serve as the
core in undertaking group activities. Further, themes serve as reference points in
conceptualizing, analizing, synthesizing, and consolidating learning experiences for a
given unit.
When selecting themes that are drawn from a given discipline or learning area,
teachers should consider the interest of the students and the broad scope of the lesson
to enable the planners to further subdivided a given topic into smaller subtopics for
further investigation.
TEACHING APPROACHES
These teaching models are larger than a particular strategy, method, or tactic
and are supported by theories of instruction. Each of these teaching models follows
syntax in the unfolding of the unit.
GRAPHIC ORGANIZER
Graphic organizers are also called learning organizer. Teachers use them
when presenting the scope of the lesson, in giving lectures, and during closure.
Students use them in presenting an individual or group report and even in formulating
generalizations. Further graphic organizers help sustain the interest of the students
during the teaching and learning process.
STUDY SKILLS
Study skills are competencies associated with acquiring, recording,
organizing, synthesizing, remembering, and using information and ideas found in
schools (Devine, 1981).
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INTEGRATING VALUES
Values are standards or criteria that we use in making judgements about
whether something is positive or negative, good or bad, pleasing or displeasing. To
Savage and Armstrong (1987), values are bedrock beliefs that gives direction to a
person’s life.
SUMMARY
Teachers who are equipped with the content knowledge, teaching and study
skills, as well as teachable values are in the best position to plan thematic units of
study. They are skillful in writing objectives in the three learning domains-cognitive,
affective, and psychomotor. Likewise, they are familiar with the process of organizing
the content of instruction and skilful in presenting lessons logically. More
importantly, they have the ability to utilize different and appropriate teaching
approaches to insure integrative and interactive learning. In all learning activities,
attempts are made to integrate values which provide direction in applying leanings in
real life situations.
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LEARNING TASK
1. What are the instructional objectives? How are they classified? Give
examples for each level.
3. What are themes? What should we remember when choosing themes? Give
examples.
4. How should we organize the content of instruction for a given lesson or unit of
study?
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UNIT V
WIDELY APPLICALE TEACHING
MODELS, INSTRUCTIONAL
STRATEGIES, AND GRAPHIC
ORGANIZERS
...........................................................
INTRODUCTION
Teaching models are ideal processes of instruction. These have established
patterns that are worth doing in the classroom. By and large, teaching models
are anchored on certain theories of learning and instruction with
accompanying syntax-the logical phases of instruction of a particular teaching
model-that guide teachers in the unfolding of lessons. Enhancing the teaching
models are the different instructional strategies which enliven the conduct of
the lesson or unit of study. Likewise, the utilization of graphic organizers
makes instruction more interesting and meaningful. Presented in this unit are
the widely applicable teaching models, instructional strategies, and graphic
organizers.
0BJECTIVES
At the end of this unit, the student shall be able to:
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TEACHING MODELS
Teaching models are largerthan a particular strategy, method, or tactic.
Further, teaching models are patterns or plans that are used to shape a course, to select
instructional materials, and to guide teacher’s actions.
A. Discovery Learning. This teaching model is based on the idea that content is
not given to learners in finished form. Rather, it is discovered by learners
before they can internalize it.
Phase I: Activity
Phase II: Analysis
Phase III: Abstraction
Phase IV: Application
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SYNTAX FOR TEACHING MODELS
INSTRUCTIONAL STRATEGIES/PRESENTATION
TECHNIQUES
Instructional strategies or presentation techniquesare usually built-in within
a given teaching model during the different phases of instruction particularly in
sharing information about the lesson proper. Simply put, instructional strategies are
the very means used in presenting the knowledge content to the students.
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dividing the class into several discussion groups that function without an
audience (Parker and Jarolimek 1997).
3. Wheel map. Used to show the divisions of a lesson into subtopics to facilitate
individuals or group investigation in the classroom.
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6. Discussion web. Used in addressing issues that are not resolved or for which
there are balanced pro and con arguments.
8. Ladder web. Used to answer questions that call for answers in enumeration.
9. Semantic web. Used when the core question call for four (4) answers.
10. Venn diagram. Used to compare two sets of ideas or two concepts.
11. Flow chart. Used to show the flow of ideas, events or stages/phases in
processing an activity.
SUMMARY
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LEARNING TASK
3. What are the suggested teaching models that easily lend to integrative teaching
and learning?
5. What are the different kinds of graphic organizers? Tell the class when to use
each one.
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UNIT VI
AUTHENTIC ASSESSMENT
.......................... .........................
INTRODUCTION
Authentic assessment is sometimes called alternative assessment or
performance assessment. This refers to the assessment of learning which
cannot be measured effectively in the traditional paper and pencil tests. In
more cases, students respond positively to authentic assessment because it
helps them to understand where they are strong and where they are weak. With
the use of authentic assessment, students are gradually guided in producing
quality products. It is usually accompanies by scoring rubrics to measure
performance-based tasks and portfolios. Authentic assessment makes the
students realize the significance of learning by doing.
OBJECTIVES
At the end of the unit, the students shall be able to:
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WHAT IS ASSESSMENT?
Assessment is systematic process of getting information about student
performance. It is an ongoing process of gathering and analyzing evidence of what
students know and what they do not know. Group discussion, observation, anecdotal
records, asking questions, and demonstrations are example of assessments.
RATING SCALES
Rating scales is sometimes called scoring rubrics or scoring guide. These are
called assessment guides. These are statements that describe different levels of
accomplishments for a specific outcome. Scoring rubrics are applicable in
assigning marks to evaluate essay tests, portfolios, and other learning activities
usually referred to as performance tests.
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SUMMARY
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LEARNING TASK
5. What are scoring rubrics? What are the scoring rubrics that teachers use in the
classroom? Give examples.
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UNIT VII
PLANNING MULTIDISCIPLINARY AND
INTERDISCIPLINARY THEMATIC
UNITS
....................................................
INTODUCTION
Planning units of instruction is one of the major tasks of curriculum writers
and teachers. Great consideration should be taken into account in planning
instruction particularly in the choice of the content of instruction, the theme or
central idea, the approaches in the development of the unit, the appropriate
tools for assessment and evaluation. Two approaches which address unit
presentation are presented in this unit, namely, multidisciplinary and
interdisciplinary thematic approaches.
OBJECTIVES
At the end of the unit, the students shall be able to:
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THEMATIC TEACHING
Thematic teaching starts with identification of a theme- the topic of interest
that provides the core for group activities.
THEMATIC UNITS
Thematic units are units of instruction that address a central theme.These
refer to sharing a common idea drawn from various disciplines for content,
instruction, materials, and evaluation.
1. Topics. These are the subjects drawn from a textbook or a curriculum guide.
2. Goals and objectives. These are the lists of learning intentions in broad and
specific terms.
3. Content Outline. This is an outline of the materials to be covered.
4. Learning Activities. These include teacher and student activities comprising
introductory, developmental, and culminating activities.
5. Resources and Materials. These include the list of materials to be selected and
prepared for the unit.
6. Evaluation. This includes an outline of evaluation procedures.
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a central theme, problem, person, or event, they are using the interdisciplinary
thematic approach.
II. Objectives
1. Presenting instruction objectives
a. Cognitive
b. Affective
c. Psychomotor
2. Matching objectives with knowledge content
III. Content
1. Identifying the core discipline
2. Establishing connections/linkages with other disciplines
3. Establishing connections/linkages with other disciplines
4. Preparing content outline (drawn from different disciplines)
5. Making readings available
6. Presenting materials about the unit of study
IV. Procedure
1. Reviewing previous unit of study
2. Presenting the new unit of study
3. Unlocking of difficulties
4. Presenting relevant materials about the unit.
5. Choosing appropriate teaching models/strategies
6. Using graphic organizers
7. Listing individual/group activities
8. Developing prototypes in the form of flowcharts that clearly determine
how students will move
9. Selecting and/or developing criteria on evaluation
10. Guiding students in learning tasks
V. Evaluation
1. Using formal evaluation
Teacher-made tests
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2. Using informal evaluation
Checklists
Performance-based assessment
Portfolio assessment
SUMMARY
Designing thematic units could be done in two ways, namely,
multidisciplinary and interdisciplinary approaches to instruction. When teachers
attempt to combine two or more disciplines into one instructional approach using
related topics and still retaining the identity of each discipline, they ate using the
multidisciplinary approach. When teachers purposely draw knowledge, perspectives,
and methods from more than one discipline together to address a theme, problem,
person, or event and when disciplinal boundaries start to dissolve, they are using the
interdisciplinary approach.
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LEARNING TASK
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...........................................................
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