COURSE OUTLINE FOR

INTEGRATIVE METHOD IN TEACHING SOCIAL SCIENCE

DISCIPLINE IN BASIC EDUCATION
FIRST SEMESTER 2023-2024

INSTITUTIONAL PHILOSOPHY
True education restores the lost image of the Creator God in humanity through the harmonious
development of the whole person.

INSTITUTIONAL VISION
Preparing students to reach their full potential in meeting the challenges of life and qualifying
them for Christ’s soon return.

INSTITUTIONAL MISSION
A Christ-centered institution of learning providing balanced education of excellent instruction,
integrated work experiences, biblical values community-related outreach anchored in the
principle of love to God and to humanity.

PROGRAM VISION
A center of Teacher Education produces graduates who have reached their full potential in
meeting the challenges of professionalism and preparing their students for the imminent return
of our Lord and Savior Jesus Christ.

PROGRAM MISSION
Teacher education exists to prepare future mentors of basic education with balanced instruction
immersed in biblical values’ formation and preparing their students for the imminent return of
our Lord and Savior Jesus Christ.

INFORMATION ABOUT THE TEACHER

Instructor's Name : Veniecris G. Cadiz

Degree/s : BSED- Social Science, Master of Arts in Education- Elementary
and Secondary Education
Academic Rank : Assistant Professor
Office Designation : Social Science Coordinator
Office Address : College Faculty Room
Consultation Hours : 4:15-5:15 M-TH
Phone Number (s) :
Email Address : maamvhen@gmail.com
INFORMATION ABOUT THE COURSE
Course Title : Integrative Method in Teaching Social Science Discipline in Basic
Education
Pre-requisite Subject :
Course Code : SPSS 341
Course Credit :
Contact Hours/semester : 54 hours
Class Schedule : 8:00-9:00 T & TH, 9:00-10:00 - F
Group Chat :
Course Objectives:
1 Demonstrate an understanding of research-based knowledge, basic concepts and
practice of integrative teaching;
2 Demonstrate connecting skills and knowledge from multiple sources and experiences;
understanding issues and utilizing diverse and even opposing perspectives towards
differentiated teaching to suit diverse learners; needs and backgrounds; and
3 Prepare developmentally sequenced teaching and learning processes in teaching
Social Science.

Course Contents:
Time Topics Suggested Resource Materials
Allotment Teaching-
Learning
Activities
August 22 NELAC’s PVMC Recitation PVM PowerPoint,
Class Orientation, Course Course Outline
Outline Distribution
• August 23-25 I. Curriculum Integration • Lecture- • PowerPoint
A. What is an Integrated discussion Presentation
• August 28- Curriculum?
September 01 • Cooperative • Links:
B. Spectrum of Integrated learning What is integrated
• September 4- Curriculum Curriculum:
8 1. The Traditional • Brainstorming https://www.slideshare.
organization of classroom net/IqraShah3/integrat
•September instruction • Library ed-curriculum-
11-15 2. The Theme is one Research 48294090
discipline
3. The study of two or more Video Clip: What is
core learning areas integrated Curriculum:
. Teachers collaborating on a https://study.com/learn
common theme /lesson/integrated-
5. Common theme chosen by curriculum-benefits-
a team of teachers examples.html

C. Theories Supporting
Curriculum Integration
• Experimental Learning
• Multiple Intelligence
• Constructivism

D. Principles in Integrating
Big Ideas and Strategies

E. Common Elements of an
Integrated Curriculum
F. Planning Integrated
Instruction
 II. Curriculum Integration in • Lecture- • PowerPoint
• September Makabayan discussion Presentation
18-22
A. Elementary • Experiential •Different Sample of
• September MAKABAYAN learning Lesson Plans
25-26 B. Secondary MAKABAYAN
C. Modes of Integrative
Teaching
• Content-Based Instruction
• Focusing Inquiry
• Generic Competency Model
• Thematic Teaching
September 27- PRE- LIM EXAM
28
• October 2-6 III. Thematic Teaching in • Simulation • PowerPoint
Basic Education Presentation
• October 9-13 • Planning Instruction • Cooperative
• Integrated Multidisciplinary Learning
• October 16- Thematic Unit
17 • Integrated Interdisciplinary
Thematic Unit
• Interdisciplinary Teaching
Teams
October 18-19 MIDTERM EXAM
• October 23- IV. Components in • Cooperative • PowerPoint
27 Designing Integrated learning Presentation
Thematic Units
•October 30- A. Classification of • Library •Samples of Graphic
November 01 Instructional Objectives Research Organizers
B. Preparing Instructional
Objectives • Lecture-
C. Choosing Themes discussion
D. Organizing Bodies of
Knowledge
E. Teaching Approaches
F. Graphic Organizers
G. Study Skills
H. Integrating Values
• November 6- V. Teaching Models, • Experiential • PowerPoint
10 Instructional Strategies and Learning Presentation
Graphic Organizers
• November • Brainstorming •Samples of Graphic
13-14 A. Teaching Models Organizers
• Discovery Learning • Simulation
• November • Inquiry Learning
20-24 • Problem Based Learning • Workshop
• Cooperative Learning
• Decision Making
• ACES Teaching Approach
 B. Instructional Strategies/
Presentation Techniques
• Lecture
• Round Table Discussion
• Panel Discussion
• Brainstorming
• Role Playing
• Social Drama Strategy
C. Designing Graphic
Organizers
• Concept Map
• Concept Cluster
• Wheel Map
• Cycle Graph
• Fact Starring
• Discussion Web
• Bubble Tree
• Ladder Web
November 15- PRE- FINAL EXAM
16
Week 15-16 VI. Activities in • Cooperative • PowerPoint
Interdisciplinary Teaching learning Presentation
• November
27- December A. Quick and Easy • Experiential
01 1. News Analysis Learning
2. Historical Pen Pal
• December 4- 3. Math Gym
8 B. Class Long Exercises
4. World Traveler
5. Leaning Tower
6. Incentives
C. Interdisciplinary Unit
Examples
7. Field Study
December 11- VII. Strategies/Approaches • Lecture- • PowerPoint
12 • Active Learning Strategies discussion Presentation
• Experiential Learning
Activities • Experiential
• Project Based Learning Learning
• Inquiry Based Learning
• Adaptive Learning
December 13- FINAL EXAM
14
Grading System:
A 98-100 4.00
A- 95-97 3.75
B+ 92-94 3.50
B 89-91 3.25
B- 86-88 3.00
C+ 83-85 2.75
C 80-82 2.50
C- 77-79 2.25
D 75-76 2.00
F 74 and below 0.00

Grading Criteria and Weight Equivalent

Examinations (Pre-Lim, Midterm, Pre-Final, Final Demo) - 40%
Continuous Assessment
Attendance/Recitation/Oral and Written Presentation - 20%
Demonstration Teaching - 15%
Final Lesson Plan/Portfolio - 25%
100%
Formula: (Raw Score/ Perfect Score) x 70+30

Requirements Description Deadline

Pre Lim, Midterm, Pre Final Refer to the College
Examinations Calendar of Events
Attendance, Recitation, Daily participation in class Every meeting,
Oral and written discussion Assessment after class
Presentations, Quizzes Quiz after the lesson discussion.
Lesson Plan Create a lesson plan applying September 25-26
integrative teaching in their
MAKABAYAN lessons and
using one of the various
teaching models
Demonstration Teaching Demonstrate teachings on December 4-8
Thematic teachings and
Integrate activities in their
teachings.
Portfolio Create a portfolio At end of the this course
showcasing their significant
experiences of their first
teaching demonstration
highlighting lesson
preparation and
implementing teaching
strategies
Course Policies:
1. Attendance. Students are expected to attend all lectures regularly. Going in and
out of the class during the session is discouraged. A student who incurs absences
of more than 20% of the total contact hours during the semester shall fall and earn
no credit for the course.
2. Punctuality. Classes should start on time, so students are expected to enter the
class as scheduled.
3. Dress Code. College students are expected to be neat in coming to or in attending
every class session.
4. ID. Students must wear their ID while in school.
5. Proper grooming. Neatness and proper grooming must be observed in class.
6. Assignments, homework, activity work, and Research Work – These will be
submitted on or before the set deadlines in the classroom or instructor’s office but
not at home.
7. No cheating in any form is allowed. If a student is caught cheating, his/her
paper/requirements will not be accepted or graded.
8. Examination Time. It is important that students must take the exams during
specified schedules. No make-up exams are allowed unless due for valid reasons.
9. Ethics. The students are expected to exhibit proper decorum and deportment in
class.

References:

Bakken, J. P. (2012). Response to intervention in the core content areas: A practical

approach for educators. Waco: Prufrock Press, 1st Edition Blackshields, D. (2014).
Integrative learning: International research and practice. New York: Routledge, 1st Edition
Canter, L. & Canter, M. (2001). Assertive discipline: Positive behavior management for
today’s classroom. Los Angeles: Canter & Associates.
Cavigliole, O. and Harris I. (2003). Thinking visually: Step-by-step exercises that promote
visual, auditory, and kinesthetic learning. New York: Pembrooke.
D'Andrea, V. & Gosling, D. (2005). Improving teaching and learning in higher education: A
whole institution approach: A whole institute approach. London: Open University Press, 1st
Edition
Garmston, R. (2005). The presenters fieldbook: A practical guide. Norwood, MA:
Christopher-Gordon. 2nd Edition
Kauchak, D. and Eggen, P. (2005). Introduction to teaching: Becoming a professional.
Upper Saddle River, NJ: Pearson Prentice Hall, 2nd Edition
Kitsantas, A. and Dabbagh, N. (2010). Learning to learn with integrative learning
technologies. Charlotte: Information Age Publishing, 1st Edition
Marzano, R. J. (2003). Classroom management that works: Research-based strategies for
every teacher. Alexandria, VA.: Association for Supervision and Curriculum Development
Moore, R. A. (2004). Classroom research for teachers: A practical guide. Norwood, MA:
Christopher-Gordon
Roberts, P. L. and Kellough, R. D. (2008). A guide for developing interdisciplinary thematic
units. Columbus: Pearson, 4th Edition Soven, Margot et. al. (2012). Linked courses for
general education and integrative learning: A guide for faculty and administrators. Sterling:
Stylus Publishing, 1st Edition
 Spector, J. M. (2015). Foundations of educational technology: integrative approaches and
interdisciplinary perspectives (Interdisciplinary Approaches to Educational Technology).
New York: Routledge, 2nd Edition
Wellman, D. K. (2018). Vibrant learning: An integrative approach to teaching content area
disciplines. Lanham, MA: Rowman & Littlefield

Web Links:
https://www.slideshare.net/AngelDixcee26/building-bridges-across-disciplines-in-basic-
education
Original Course Outline Prepared by: Veniecris G. Cadiz for First Semester AY 2023-2024

Checked by:

VENIECRIS G. CADIZ, MAEd.

Subject Coordinator
Date: ______________________

Reviewed by:

JUVY JANE P. SALES, Ph.D.

Department Head
Date: ______________________

Noted by:

JUVY JANE P. SALES, Ph.D.

Dean of Arts and Education
Date: ______________________

Approved by:

VERGILIO D. QUIMBA JR. Ph.D.

Dean for Academics

Date: ______________________