Subject Integration

Objectives

At the end of the session, the teachers should be able to:

1. Enhance teachers’ knowledge and skills in subject integration
2. Value the importance of subject integration in the development of student’s
performance
3. Design daily lesson log/lesson plan applying the knowledge and skills in
subject integration through demonstration.

Key Understandings

1. The Philippines has placed an educational emphasis on the “holistically

developed Filipino learner”. It focuses on supporting students to develop a
broad set of competencies acknowledged globally which refers to the
knowledge, skills, values, and attitudes that are integral to life in the 21st
century (Care & Luo, 2016). The shift towards integration of subjects will
help students better integrate learnings and strategies from their studies into
the larger world.

2. Subject integration is a strategy of presenting interdisciplinary lessons that

highlight connections between subjects. It may include applying skills and
concepts into real-world practice, presenting contradictory points of view,
explaining and modeling concepts and theories in context.

3. There are four integration approaches: multidisciplinary, in which the

discussion will focus on a particular theme; interdisciplinary, in which the
skills that are taught are applicable in all subject areas so the learning
process can be facilitated, intradisciplinary, in which students find
connections within the subdisciplines and the real world and
transdisciplinary, which is a project-based learning approach that requires
students’ participation and exploration.

4. The central aim of this strategy is to bring together the discipline

perspectives and focus them on the investigation of a target theme, issue,
or problem.

5. Teachers may consider subject integration to moderate the activities to be

accomplished to foster academic ease during this pandemic. Such
integration will be based on the development of reading and writing skills
and numeracy.
 6. Subject integration provides an opportunity for a more relevant, less
fragmented, and stimulating experience for students. It can be fully utilized
using the 5Es.

Materials Time Allotment

Paper Strips
Manila Paper 4 hours
Pentel pen
Scotch Tape
Curriculum Guide
Learning Modules
Laptop
Television
References
DM OUCI-2020-307 SUGGESTED MEASURES TO FOSTER “ACADEMIC EASE”
DURING THE COVID-19 PANDEMIC

DIVISION MEMORANDUM NO. 353, S. 2018 CLARIFICATORY GUIDELINES ON THE

DEVELOPMENT & USE OF MODIFIED/INTEGRATED DLP/DLL. Division of Sagay City

LRMDS CONTEXTUALIZED LEARNER’S MATERIAL

Cookery NC II: Integration of Local Heritage Theme: Silay Local Food and Products Puso
Sang Saging
PROCEDURE

PRELIMINARY ACTIVITY (10 mins)

“MYSTERY BOX CHALLENGE”
1. In this Activity, each participant will draw a piece of paper from a mystery box
containing key words related to subject integration. There are five key words
in the box and other surprise words.
2. After picking the keyword, they will explain its relevance to the topic (Subject
Integration).
3. They will pick the corresponding hexagon card with the same word and paste
it on the board showing connections between the words.
4. They will be given 15-20 seconds to give their explanation.

ACTIVITY

Activity 1(15mins)
“MAKING CONNECTIONS”
1. Participants will pick a color for their groupings. (Groupings must be
composed of teachers from different subject areas)
2. Each group will create a concept model. Sample concept model will be
shown. Template for the activity will also be given.
3. The group members will then brainstorm on common themes across their
subject areas.
4. After which, they will identify the subjects where they can relate the theme
and determine the activities/task suited for their chosen theme.
5. The following guide question will be presented:
• What are your considerations in choosing the subject/s to relate in your
theme?
• How will these subjects reinforce student’s learnings on the topic?
• How were you able to relate this activity using the Concept Model with
subject integration in the new normal?

ANALYSIS (20 min)

Teachers responses to the following questions will be discussed.
1. How did you find the activity? (Answers may vary)
2. What are your considerations in choosing the subject/s to relate in your
theme? (Learning competency, required performance, content of the topic,
activities that can be related to the theme)
3. How will these subjects reinforce student’s learnings on the topic? (Students
will be able to relate their learnings to other subjects, learning will be holistic and
can be applied to real life situations)
4. How were you able to relate this activity using the Concept Model with subject
integration in the new normal? (During this pandemic assessment for several
 learning areas can be integrated in one performance task to lessen students
workload as long as it hits the target competency and skill that needs to be
assessed.)

ABSTRACTION (50 min)

The basic concepts on Subject Integration will be presented in the following
order:

A. LEGAL BASIS
 DepEd Order No. 42, s.2016, Implementing Guidelines of BEC
2002.
 The RPMS-PPST for teachers
Means of Verification (MOV) under the KRA on Content
Knowledge and Pedagogy
 DM OUCI-2020-307 Suggested measures to foster “academic
ease” during the covid-19 pandemic
B. DEFINITION OF INTEGRATION
 To integrate means to coordinate, blend, or bring together separate
parts into a functioning, unified, and harmonious whole.
 According to McNeil (1995), subject integration assists students to
identify the links, not only between ideas and processes within a
single field, but also between ideas and processes, in separate fields,
and in the world outside of school.

C. INTEGRATION WITHIN AND ACROSS SUBJECT AREAS

 It is a strategy of presenting interdisciplinary lessons that highlight
connections between disciplines rather than isolated facts and lectures
 Utilizing an integrative teaching strategy focus not only on the facts and
theories of their discipline, but relate those facts to other, related fields of
study in a more interactive teaching model.
It may also include:
-applying skills and concepts into real-world practice
-presenting contradictory points of view
-explaining and modeling concepts and theories in context.

D. INTEGRATION WITHIN AND ACROSS SUBJECT AREAS

It can be done in various ways as suggested by Drake & Burns in 2008,
namely:
1. Integration (Thematic)
2. Intradisciplinary Integration
3. Interdisciplinary Integration
(Content Based Instruction, Learning Through the Arts,
Integrating Values with the Subject Matter/Content, Integrating Subject
Matter of one Discipline with the Subject Matter of Other Disciplines)
 4. Transdisciplinary integration (Problem Based Learning)

1. MULTIDISCIPLINARY /THEMATIC INTEGRATION

• Thematic integration focusses primarily on the disciplines.
• It is organizing standards (content & performance) from the disciplines
around a theme that provides a broad framework for linking content
and process from a variety of disciplines.

THEMATIC INTEGRATION
• the theme provides coherence
• gives focus to the activities that accompany by the unit
• helps learners see the meaningful connection across disciplines or
skills areas
• and conveys a clear compelling purpose to learners, teachers &
parents.

The following procedures are helpful tips in planning for a thematic integration:

A. Decide on a unit theme that will allow all group members to enter the
integration process. Monthly celebrations and Government Thrusts are
useful sources of themes to use, if they can meet the needs of each group
of learners.

B. Create a concept model about the topics for the lesson, by

subject/learning area around the concept or theme by brainstorming some
of the essential understanding (content standards/performance
standards/competencies) that would be expected to be learned by the
learners.

C. Brainstorm essential questions to facilitate learning of the essential

understandings and list performances and key skills to be emphasized in a
unit of instruction and activities.

D. For each discipline in the integrated unit, write instructional activities in

the DLP to engage learners with essential questions & process.

E. Write the culminating performance to show the depth of learning. Be

ready with the rubrics to assess the performance tasks.

F. Prepare additional types of assessment to track the progress of the

learners throughout the integration process.

2. INTRADISCIPLINARY APPROACH
 Is integration of subdisciplines within a subject area. Students are
expected to understand the connections between the different subdisciplines and
their relationship to the real world.
Example:
1. Integrating reading, writing, and oral communication in language
Integrating history, geography, economics, and government in an
intradisciplinary social studies program

2. Integrating the perspectives of subdisciplines such as biology,

chemistry, physics, and earth/space science to form an integrated
science curriculum.

3. INTERDISCIPLINARY APPROACH
Is organizing the curriculum around common learnings across disciplines
by chunking together the common learnings embedded in the disciplines
to emphasize interdisciplinary skills and concepts. Interdisciplinary
approach includes:

A. Content based instruction (CBI)

- Integration of content learning with language teaching aims.
-Refers to a concurrent study of language and subject matter, with
the form and sequence of a language presentation dictated by the
content material
- The language curriculum is centered on the academic needs and
interests of the learner and crosses the barrier between language
& subject matter courses

Example:
Making wind and rain machines while learning language skills.
This type of integration allows the learners to learn the interdisciplinary
skill of communication (thinking and writing in a structured and coherent
way), while learning the concepts of evaporation, condensation, and
thermal energy.

B. Learning through the Arts

Learning the skills beyond the immediate lesson

Example:
Students learn math and science concepts & skills while singing,
sculpting, painting, and dancing. Artists from the community or subject
experts in Arts must collaborate with teachers to create integrated lessons
that focus on standards.

C. Integrating Values with Subject Matter/Content

 This integration strategy entails the blending together of concepts,
principles, and contents from academic disciplines with context and values
from one or more subject areas to another.

Teachers first identify the concepts to be developed in the lesson; then,

develops the values inherent in the subject.
Values Integration does not mean quoting a value and discussing it. It is
leading the students to see a personal meaning in whatever teachers
teach in the classroom.

4. TRANSDISCIPLINARY INTEGRATION
This involves organizing the curriculum around student questions and
concerns. Students develop life skills as they apply in intradisciplinary and
interdisciplinary in real life contexts.

Project Based Learning is an example of transdisciplinary integration

According to Chard (1998), planning project-based curriculum involves
three steps:

1. Teachers and students select a topic of study based on student

interests, curriculum standards, and local resources.
2. The teacher finds out what the students already know and helps them
TYPES OF SUBJECT INTEGRATION

Multidisciplinary Intradisciplinary Interdisciplinary Integration Transdisciplinary

Integration Integration integration
(Thematic) -Content Based Instruction
-Problem Based
-Learning Through the Arts Learning

-Integrating Values with the Subject

Matter/Content

-Integrating Subject Matter of one

Discipline with the Subject Matter of
Other Disciplines

generate questions to explore. The teacher also provides resources for

students and opportunities to work in the field.
3. Students share their work with others in a culminating activity. Students
display the results of their exploration and review and evaluate the project.

SUMMARY OF THE TYPES OF INTEGRATION

E. HOW TO INTEGRATE
The integration approaches given will serve as options for teachers in choosing
the integration strategy that will fit the subject matter and the competencies that
they will teach.

School Heads, Master Teachers and TA providers must encourage collegial

discussion to develop modified and integrated lessons and improve their
teaching practice.

F. SUBJECT INTEGRATION IN THE NEW NORMAL

According to the Basic Education- Learning Continuity Plan (BE-LCP), teachers
should consider integration to foster academic ease during this pandemic.
Example, during the giving of performance tasks some learning areas do
interdisciplinary integration to assess the common skills across learning areas.

ACTIVITY 2(30mins)
“INTEGRATION IN ACTION”
• Using the same groupings and output in Activity 1, each group will do a short
presentation (role play) on planning and teaching (specific part only) of their
integrated topic in a particular subject.
• They will be given 10 minutes to plan and prepare for your presentation. Then 5
minutes for their presentation.
• The following guide questions will be presented:
1. What did you consider during your planning?
2. How did you come up with your integrated task/activities?
3. How were you able to determine the effectiveness of your integration?

APPLICATION (1hr)
1. Participants will work on their Lesson Plan/Daily Log with Subject Integration
individually.
2. They will select a competency wherein they can integrate in any form
(multidisciplinary, interdisciplinary, intradisciplinary, transdisciplinary) on a
specific topic.
3. Subject Integration can be done in any part of their lesson.
4. Their output will be used for their demonstration teaching.
5. Sample Lesson plans with subject Integration will be shown for reference.
6. After which, presentation of outputs will be conducted.
CLOSING

End up the session with a quotation, “a teacher must be jack of all, and master of one
subject, so that he may meet the challenges of subject integration.”
~Khummar Rafi