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Building Bridges Across Disciplines in Basic Education: Dr. Ray Samuel Grecalda, Asc
Building Bridges Across Disciplines in Basic Education: Dr. Ray Samuel Grecalda, Asc
ACROSS
DISCIPLINES IN
BASIC EDUCATION
DR. RAY SAMUEL GRECALDA, ASC
UNIT I
CURRICULUM
INTEGRATION
INTEGRATED CURRICULUM
The concept of an integrated curriculum and its
significance to the learners was expounded by
educators like Beane (1992), Johnson and Johnson
(1998), and Kellough (2003).
Linguistic intelligence
Logical-Mathematical Intelligence
Spatial Intelligence
Bodily-kinesthetic Intelligence
Musical Intelligence
Interpersonal Intelligence
Intrapersonal Intelligence
Naturalistic Intelligence
Existentialist Intelligence
3. Constructivism. This theory expounds that
development and learning occur through
constructive process and that knowledge is
constructed from experience.
Constructivist like John Dewey (1938),
Jean Piaget (1960), and Lev Vygotsky 91934)
maintain that children learn by actually
constructing meaning from their
simultaneously embedded experiences.
Teaching in a constructivist mode has a
slower pace, uses varied strategies and
resource materials, and provides
opportunities for the new creation of new
ideas.
Principles in Integrating Big Ideas
and Strategies
To ensure effective instruction. Beane
(1992) expounds the significance of the
following principles in integrating big ideas
and strategies.
1. Integrate several ideas and strategies.
2. Match content with strategies
3. Integrate relevant concepts.
4. Integrate big ideas across multiple contents
of instructions.
5. Provide opportunities to establish
connections.
Common Elements of an
Integrated Curriculum
Listed below are the common elements of
an Integrated Curriculum as expounded by
Lake (2000)
A combination of subjects or learning areas
An emphasis on projects
Relationships among concepts
Thematic units as organizing principles
Sources that go beyond textbooks
Flexible schedules
Flexible student grouping
Planning Integrated Instruction
1. Draw content of instruction in basic education
from the learning competencies.
2. Identify a theme drawn from a core discipline.
3. Identify the related disciplines or learning areas
that can help unfold the chosen theme into
instruction.
4. Collaborate with the teachers teaching the
identified learning area addressing the chosen
theme.
5. Look for appropriate reading materials.
6. Use an approach to instruction that will
facilitate integrative teaching-learning in the
classroom.
UNIT II
CURRICULUM
INTEGRATION
IN MAKABAYAN
MAKABAYAN
Makabayan, the fifth learning
area in the basic education, has
learning components that are
interdisciplinary in nature. The
interdisciplinary of Makabayan
makes it a touchstone for
integration in basic education.
Makabayan Learning Components
Makabayan provides many opportunities
for integrative and interactive learning.
Elementary Makabayan
• Civics and Culture 1 to 3. The
competencies of Civics and Culture are
clustered around three major values: (1)
national identity and self-esteem; (2)
national unity; and (3) loyalty to the
nation.
Geography, History and Civics 4 to 6.
I. Objectives
The students during the development of the unit shall be
able to:
Discuss clearly the significance of location, size, and shape
of the Philippine territory with the use of globe and maps.
Explain the theories supporting the origin of the Philippine
landforms using an outline map of the Philippine territory.
Present in a chart the geologic events that took place
during the Permian Revolution with the use of an outline.
Discuss the significance of major and minor landforms in
the country’s economic development by citing specific
examples.
Identify distinctly the different landforms of our country on
the Philippine map.
Show understanding of nationhood and nationalism in
Philippine music through discussion of the song text.
Sing the song with appropriate expression.
II. Content.
A. Theme: Landforms in the Philippine
Territory
B. Concepts:
Territory Baseline
Location Origin
Size Theory
Shape Revolution
Doctrine Earth’s processes
C. Content Outline:
E. Materials:
Maps, pictures
Reproduction of a painting by Fernando
Amorsolo
A copy of Noli Me Tangere by Jose Rizal
III. Procedure (ACES Teaching
Approach)
Day 1
A. Activities