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 Table of Contents

CURRICULUM INTEGRATION ......................................................................................................................1

What Is an Integrated Curriculum? ............................................................................................................1
Spectrum of Integrated Curriculum ............................................................................................................1
Theories Supporting Curriculum Integration ............................................................................................2
Principles in Integrating Big Ideas and Strategies .................................................................................3
Common Elements of Integrated Curriculum ..........................................................................................3
Planning Integrated Instruction ...................................................................................................................4

THE K-12 SOCIAL STUDIES CURRICULUM............................................................................................6

THEMATIC TEACHING IN BASIC EDUCATION ......................................................................................9

INTRODUCTION ............................................................................................................................................9
Integrated Multidisciplinary Thematic Unit ...........................................................................................9
Integrated Interdisciplinary Thematic Unit ...........................................................................................9
Interdisciplinary Teaching Teams ..........................................................................................................9

COMPONENTS OF DESIGNING INTEGRATED THEMATIC UNITS .............................................. 11

INTRODUCTION ......................................................................................................................................... 11
Classification of Instructional Objectives ............................................................................................... 11
Preparing Instructional Objectives .......................................................................................................... 13
Choosing Themes ....................................................................................................................................... 13
Organizing Bodies of Knowledge ............................................................................................................ 14
Teaching Approaches ................................................................................................................................ 15
Graphic Organizers ..................................................................................................................................... 15
Study Skills .................................................................................................................................................... 16
Integrating Values........................................................................................................................................ 17
CHAPTER I: CURRICULUM INTEGRATION
What Is an 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).
Presented below are their perspectives about an integrates curriculum:

a. An integrated curriculum refers to a single course that contains one or more

disciplines. It consists of one set of objectives and assessment that covers a number
of related disciplines (Johnson and Johnson, 1998).
b. An integrated curriculum is an educational approach that cuts across and draws on
multiple subject areas for learning and instruction. Its purpose is to realistically like
various disciplines into the study and exploration of certain aspects of the world
(Beane, 1992).
c. An integrated curriculum is a way of teaching and a way of planning and organizing
the instructional program. This enables the discrete discipline of subject matter
related to one another in a design that matches the developmental needs of the
learners to connect their learnings in ways that are meaningful to their current and
past experiences. This is an antithesis of the traditional, disparate, subject-matter
oriented teaching and curriculum designation (Kellough, 2003).

Kellough further elucidated that the term integrated curriculum or any of its synonyms
like thematic instruction, multidisciplinary teaching, integrated studies, interdisciplinary
curriculum, or interdisciplinary thematic instruction refers to both a way of teaching and a way of
planning in organizing the instructional program.
Spectrum of Integrated Curriculum
Kellough (1996) advocates to teachers five levels of curriculum integration:

Level 1: Curriculum Integration. This is the traditional organization of the curriculum

and classroom instruction. In this level the teachers plan and arrange the subject through a
specific scope and sequence which uses a topic outline format. For example, if the topic in
science is “typhoons and floods”, a related topic in social studies could be “cause of natural
calamities”. These two topic need not be studied by students in class at the same time. Usually
the lessons in this level are done by a solo teacher.

Level 2: Curriculum Integration. In this level of integration, the themes in one discipline are
no necessarily planned to correspond with the themes in another. Neither are the teachers expected
to teach them simultaneously. If the class is still studying “typhoons and floods” and “cause of
natural calamities” as topics, “natural calamities” could be the theme or umbrella under which these
two topics could fall. This is thematic teaching done by a solo teacher.

Level 3: Curriculum Integration. It is at this level of integration when the class is studying
two or more core learning areas or subjects around a common theme like “natural calamities” from
one or two teachers. Both teachers agree on a common theme but they address it separately in their
own classrooms more or less usually at the same time. Such being the case,

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students learn the lesson on “natural calamities” not only from one teacher, but also from another or
several teachers addressing a common theme. This is multidisciplinary level of integration.

Level 4: Curriculum Integration. Teachers teaching different subjects collaborate on a

common theme and its content. It is at this level when discipline boundaries begin to disappear
as teachers address a common theme either teaching alone or with other teachers. This is the
interdisciplinary level of integration.

Level 5: Curriculum Integration. A common theme is likewise chosen by a team of

teachers. In this level of integration, the content and discipline boundaries are blurred during the
teaching-learning process. Simply put, the boundaries between or among disciplines are totally
dissolved. Thus, the common theme is used in building bridges across disciplines or subjects.
This is the integrated thematic approach, the highest level of integration.
Theories Supporting Curriculum Integration

Three theories of learning support curriculum integration. These are experiential

learning, multiple intelligences, and constructivism.

• Experiential learning. Carl Rogers, the proponent of this theory, believes that all
individuals have a natural propensity to learn. This theory has a common place in the
classroom when teachers address the needs and wants of the learners particularly in
planning instruction. Moreover, teachers are tasked to facilitate learning by providing
positive climate for learning; classifying the purposes of the learners; preparing
learning resources; balancing the intellectual and emotional components of learning;
and sharing feelings and thoughts with learners (Rogers, 2004). Likewise, John
Dewey (1938) posits that schools learning should be experiential because students
learn from what they experience. These are addressed in integrated teaching,
whereby students are personally involved in the learning experiences.

• Multiple intelligence. Howard Gardner, the proponent of this theory, affirms that
there are more kinds of intelligences than what we thought before. Simply put, there
has been a paradigm shift from the limited concept of an intelligence to an IQ score
to multiple intelligences. The nine categories of intelligences presented by Gardner
and Associates (1993) include:

Linguistic intelligence – the ability to use words effectively both orally and in writing.

Logical-mathematical intelligence – the ability to use numbers effectively.

Spatial intelligence – the ability to perceive and to graphically represent the visual-
spatial world.

Bodily-kinesthetic intelligence – the ability to is one’s whole body to express ideas
and feelings.

Musical intelligence – the ability to discriminate, transform, and express musical
forms.

Interpersonal intelligence – the ability to perceive the moods, intentions and feelings
of others.

Intrapersonal intelligence – the ability to act on the basis of accurate self-knowledge.

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 
Naturalistic intelligence – the ability to appreciate the subtle distinction of nature and
the outdoors.

Existentialist intelligence – the ability to see humankind in the relation to the big
picture of all existence.

This theory supports integrated learning with the use of varied instructions and
learning resources that are tailored to the abilities and capacities of each student in
the classroom considering that intelligence is not a singular or general phenomenon,
of which anyone of us has more or less.

• Constructivism. This theory expounds that development and learning occur through
constructive processes and that knowledge is constructed from experience. To the
constructivists, learning is active, engaging, and interesting. In the constructivist
classroom, the students are given the responsibility to search for their own meaning
through hands-on activities. During the teaching-learning processes, students asks
questions, explore, and discover. Thus, they are able to construct new understanding
and incorporate them into what they already hold in long-term memory.
Constructivist like John Dewey (1938), Jean Piaget (1960), and Lev Vygotsky
(1934) 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 creation of new ideas.
Students in the constructivist classroom engage in problem solving, decision-
making, and cooperative activities utilizing interactive activities to learn integrated
bodies of knowledge.
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 instruction.
5. Provide opportunities to establish connections.

These principles provide direction to teachers in making connections or establishing

linkages between two or more disciplines or learning areas.
Common Elements of Integrated Curriculum
Listed below are the common elements of an integrated curriculum as expounded by Lake
(2000).
1. A combination of subjects or learning areas.
2. An emphasis on projects.
3. Relationships among concepts.

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 4. Thematic units as organizing principles.
5. Sources that go beyond textbooks.
6. Flexible schedules.
7. Flexible student grouping.

Planning Integrated Instruction

The following sequential steps in planning integrated instruction can greatly help
teachers particularly in basic education in preparing units of study.
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.

References:

Garcia, Carlito D. (2005). Principles and Strategies of Teaching: A Skills Approach. Books atbp. Publishing
House, Corp. Aglipay St. Mandaluyong City.

Answer the following questions.

1. What is an integrated curriculum?
2. How does an integrated curriculum differ from the unidisciplinary curriculum of
regular courses?
3. What is integration?
4. How is curriculum integration undertaken?
5. What are the results of curriculum integration?
6. What are the theories supporting curriculum integration? Explain each one.
7. How does curriculum integration improve basic education?
Write below two definitions of an integrated curriculum.
1. ______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

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 2. ______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

Learning Task – IM.1

1. Have a copy of the K-12 Curriculum in Araling Panlipunan (Grade K-10).
2. Read and understand the nature, scope and the goals of the AP Curriculum.
3. Make an outline summary of the topics from Grade 7-10.
4. Choose 5 topics in each grade and apply the principle of Integrated Curriculum.
5. Make a reflection of the importance of Integrated Curriculum as future secondary AP
teacher.

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CHAPTER II: THE K-12 SOCIAL STUDIES CURRICULUM

Deskripsyon

Naging batayan ng K-12 Araling Panlipunan Kurikulum ang mithiin ng “Edukasyon para sa
Lahat 2015” (Education for All 2015) at ang K-12 Philippine Basic Education Curriculum Framework.
Layon ng mga ito na magkaroon ng mga kakayahang kinakailangang sa siglo 21 upang makalinang
ng “functionally literate and developed Filipino.” Kaya naman, tiniyak na ang mga binuong nilalaman,
pamantayang pangnilalalaman at pamantayan sa pagganap sa bawat baitang ay makapag-aambag
sa pagtatamo ng nasabing mithiin. Sa pag-abot ng nasabing mithiin, tunguhin (goal) ng K-12
Kurikulum ng Araling Panlipunan ang makahubog ng mamamayang mapanuri, mapagmuni,
mapanagutan, produktibo, makakalikasan, makabansa at makatao na

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may pambansa at pandaigdigang pananaw at pagpapahalaga sa mga usaping pangkasaysayan
at panlipunan.

Katuwang sa pagkamit ng layuning ito ay ang pagsunod sa teorya sa pagkatuto na

kontruktibismo, magkatuwang na pagkatuto (collaborative learning), at pagkatutong
pangkaranasan at pangkonteksto at ang paggamit ng mga pamaraang tematiko-kronolohikal at
paksain/ konseptuwal, pagsisiyat, intregratibo, interdesiplinaryo at multisiplinaryo. Sa pagkamit
ng nasabing adhikain, mithi ng kurikulum na mahubog ang pag-iisip (thinking), perpekstibo at
pagpapahalagang pangkasaysayan at sa iba pang disiplina ng araling panlipunan ng mag-aaral
sa pamamagitan ng magkasabay na paglinang sa kanilang kaalaman at kasanayang pang-
disiplina.

Mula sa unang baitang hanggang ika-labindalawang baitang, naka-angkla (anchor) ang

mga paksain at pamantayang pang-nilalaman at pamantayan sa pagganap ng bawat yunit sa
pitong tema: I) tao, kapaligiran at lipunan 2)panahon, pagpapatuloy at pagbabago, 3) kutlura,
pananagutan at pagkabansa, 4) karapatan, pananagutan at pagkamamamayan 5)
kapangyarihan, awtoridad at pamamahala, 6)produksyon, distibusyon at pagkonsumo 7) at
ungnayang pangrehiyon at pangmundo Samantala, ang kasanayan sa iba’t-ibang disiplina ng
araling panlipunan tulad pagkamalikhain, mapanuring pag-iisip at matalinong pagpapasya ,
pagsasaliksik/ pagsisiyasat, kasanayang pangkasaysayan at Araling Panlipunan, at
pakikipagtalastasan at pagpapalawak ng pandaigdigan pananaw, ay kasabay na nalilinang
ayon sa kinakailangang pag-unawa at pagkatuto ng mag-aaral sa paraang expanding.

Sa ibang salita, layunin ng pagtuturo ng K-12 Araling Panlipunan na malinang sa mag-

aaral ang pag-unawa sa mga pangunahing kaisipan at isyung pangkasaysayan,
pangheograpiya, pampulitika, ekonomiks at kaugnay na disiplinang panlipunan upang siya ay
makaalam, makagawa, maging ganap at makipamuhay (Pillars of Learning). Binibigyang diin sa
kurikulum ang pag-unawa at hindi pagsasaulo ng mga konsepto at terminolohiya. Bilang
pagpapatunay ng malalim na pag-unawa, ang mag-aaral ay kinakailangang makabuo ng
sariling kahulugan at pagpapakahulugan sa bawat paksang pinag-aaralan at ang pagsasalin
nito sa ibang konteksto lalo na ang aplikasyon nito sa tunay na buhay na may kabuluhan mismo
sa kanya at sa lipunang kanyang ginagalawan.
Batayan ng K to 12 Araling Panlipunan Kurikulum

Naging batayan ng K-12 Araling Panlipunan Kurikulum ang mithiin ng “Edukasyon para
sa Lahat 2015” (Education for All 2015) at ang K-12 Philippine Basic Education Curriculum
Framework. Layon ng mga ito na magkaroon ng mga kakayahang kinakailangang sa siglo 21
upang makalinang ng “functionally literate and developed Filipino.” Nilalayon din ng batayang
edukasyon ang pangmatagalang pagkatuto pagkatapos ng pormal na pag-aaral (lifelong
learning). Ang istratehiya sa pagkamit ng mga pangkalahatang layuning ito ay alinsunod sa
ilang teorya sa pagkatuto na konstruktibismo, magkatuwang na pagkatuto (collaborative
learning), at pagkatutong pangkaranasan at pangkonteksto.
Ang sakop at daloy ng AP kurikulum ay nakabatay sa kahulugan nito:

Ang Araling Panlipunan ay pag-aaral ng mga tao at grupo, komunidad at lipunan, kung
paano sila namuhay at namumuhay, ang kanilang ugnayan at interaksyon sa kapaligiran at sa
isa’t isa, ang kanilang mga paniniwala at kultura, upang makabuo ng pagkakakilanlan bilang

7|Page
Pilipino, tao at miyembro ng lipunan at mundo at maunawaan ang sariling lipunan at ang
daigidig, gamit ang mga kasanayan sa pagsasaliksik, pagsisiyasat, mapanuri at malikhaing pag-
iisip, matalinong pagpapasya, likaskayang paggamit ng pinagkukunang-yaman, at mabisang
komunikasyon. Layunin ng Araling Panlipunan ang paghubog ng mamamayang mapanuri,
mapagmuni, responsable, produktibo, makakalikasan, makabansa, at makatao, na may
pambansa at pandaigdigang pananaw at pagpapahalaga sa mga usapin sa lipunan sa
nakaraan at kasalukuyan, tungo sa pagpanday ng kinabukasan.
Layunin ng AP Kurikulum

Nilalayon ng AP kurikulum na makalinang ng kabataan na may tiyak na pagkakakilanlan

at papel bilang Pilipinong lumalahok sa buhay ng lipunan, bansa at daigdig. Kasabay sa
paglinang ng identidad at kakayanang pansibiko ay ang pag-unawa sa nakaraan at
kasalukuyan at sa ugnayan sa loob ng lipunan, sa pagitan ng lipunan at kalikasan, at sa mundo,
kung paano nagbago at nagbabago ang mga ito, upang makahubog ng indibiduwal at
kolektibong kinabukasan. Upang makamit ang mga layuning ito, mahalagang bigyang diin ang
mga magkakaugnay na kakayahan sa Araling Panlipunan: (i)pagsisiyasat; (ii) pagsusuri at
interpretasyon ng impormasyon; (iii) pananaliksik; (iv) komunikasyon, lalo na ang pagsulat ng
sanaysay; at (v) pagtupad sa mga pamantayang pang-etika.

References:
https://www.deped.gov.ph/wp-content/uploads/2019/01/AP-CG.pdf

Direction:
Pls. refer to K-12 Gabay Pangkurikulum in Araling Panlipunan and answer the question below.
Answer must be encoded.
1. Anu –ano and ibat-ibang tema ng AP Kurikulum?
2. Anu-ano ang ibat-ibang mga kakayahan na kapaloob sa bagong AP Kurikulum?
3. Anu-ano ang mga pamantayan sa programa (core learning area standard)?
4. Anu-ano ang mga pamantayan sa bawat baiting/antas (grade level standards)?
5. Anu-ano and mga saklaw at daloy ng mga asignatura mula Kindergarten hanggang
grade 10?
6. Magbigay ng kaunting reflection hinggil sa pagkakaunawa sa pagkakabuo ng K-12
Curriculum sa Araling Panlipunan.

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CHAPTER 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 interest and abilities of students are developed and a climate of teamwork and
support is fostered.

Integrated Multidisciplinary Thematic Unit. This is a modification of the unidisciplinary

teaching unit which addresses a single discipline. This attempts to combine two or more
disciplines into one single approach. Likewise, it draws related topics from multiple disciplines.
For example, when geography is considered a core, related topics could be drawn from other
disciplines to supplement the content of the core. In the process, however, the disciplinal
boundaries are still retained as well as the discipline’s identity.

Ethnic Communities in
CAR
Topography of the
(Anthropology)
Cordillera
Governance of CAR
Administrative Region
(Political Science)
(Geography)
Livelihood of the
Core
People in CAR
(Economics)

Integrated Interdisciplinary Thematic Unit. This unit gives a sense of cohesiveness

and structure to students learning and avoids the piecemeal approach that might otherwise
unfold. Kellough (2003) explains that the interdisciplinary unit is a tool used to link the learning
experiences of students in many ways to engage them fully in the learning process.

Friegberg (2000) points that interdisciplinary units can help achieve the following
objectives.

1. Emphasize that the process of learning is sometimes best pursued as an

interconnected whole rather than as a series of specific subjects.
2. Encourage students to work cooperatively in partnership an in small groups that
focus on the social values of learning.
3. Teach students to be independent problem solvers and thinkers.
4. Assist students to develop their own individual interests and learning styles.

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.
Interdisciplinary Teaching Teams. Comprising the interdisciplinary teaching team on
the school-based level could be two to five teachers from different subject areas working
together to plan the units of study.

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References:

Garcia, Carlito D. (2005). Principles and Strategies of Teaching: A Skills Approach. Books atbp. Publishing
House, Corp. Aglipay St. Mandaluyong City.

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CHAPTER IV: COMPONENTS OF 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 off instruction.
Classification of Instructional Objectives

1. Cognitive Domain. This refers to the intellectual operation from the lowest level of
simple recall of information to complex, high-level thinking process. The six levels of
cognitive objectives in Bloom’s taxonomy include knowledge, comprehension,
application, analysis synthesis, and evaluation.

a. Knowledge choose describe list

recognizing and recalling complete identify state
information cite indicate select
define label recall
match name outline
b. Comprehension change distinguish generate
understanding the meaning classify infer retell
of information defend interpret summarize
describe expand translate
discuss explain recognize
c. Application apply discover solve
using information calculate exhibit use
compute manipulate predict
demonstrate modify plan
develop operate demonstrate
d. Analysis analyze contrast separate
dissecting information into arrange debate continue
its components to categorize differentiate discriminate
comprehend their classify discover relate
relationship compare group illustrate
e. Synthesis arrange constitute invent
putting components assemble create modify
together to generate new combine develop organize
ideas compile devise synthesize
compose write
f. Evaluation appraise criticize discriminate
judging the worth of an argue decide evaluate
idea, information or opinion assess compare validate
consider conclude summarize
contrast consider interpret

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 2. Affective Domain. The affective domain hierarchy includes from the least
internalized to the most internalized like receiving, responding, valuing, organizing
and internalizing (Kratwohl, Bloom, and Marsh, 1984).

a. Receiving ask identify use

being aware of the affective choose locate select
stimulus and beginning to describe name reply
have favorable feelings hold point to recognize
toward it give recall distinguish
b. Responding answer comply write
taking an interest in the applaud describe report
stimulus and viewing it approve greet recite
favorably assist help practice
command label play
c. Valuing argue comply select
showing tentative belief on assist describe report
the value of the affective follow greet protest
stimulus and becoming form help propose
committed to it initiate label justify
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 consistent complete verify question
beliefs and behaviors that play solve propose
have become a way of life influence serve practice
modify revise modify

3. Psychomotor Domain. The hierarchy in the psychomotor domain range from the
simple gross locomotor control to the most creative and inventive behaviors.
Presented below is Harrow’s taxonomy of the psychomotor domain like meaning,
manipulating, communicating and creating.

a. Meaning adjust jump grasp

Involves gross motor carry locate walk
coordination clean obtain
b. Manipulating assemble connect turn
Involves fine motor build play
coordination calibrate thread
c. Communicating analyze draw describe
Involves the ask explain write
communication of ideas
and feelings
d. Creating create design invent
The highest level of this
domain

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Preparing Instructional Objectives

Kellough (2003) advocates the ABCDs of writing objectives using four components,
namely audience (A), behavior (B), condition (C), and degree or level of expected performance
(D).

A = refers to the audience (student) for whom the objective is intended

B = refers to the expected behavior or performance that should be written with verbs
that are measurable
C = refers to the condition or setting in which the behavior will be demonstrated by
the student and observed by the teacher
D = refers to the degree or level of expected performance

Examples

1. Using the Philippine map, the students will be able to locate accurately the natural
boundaries of the country within two minutes.
2. Reading two editorials on environmental hazards, the students will be able to point
the similarities and differences of the presentation of the written with at least 90
percent accuracy.

Audience (A) Behavior (B) Condition (C) Performance (D)

1. students locate using the within two minutes
Philippine map
2. students point similarities reading two 90 percent
and differences editorials accuracy

Choosing Themes

Themes are important in planning a thematic unit of study. These serve as the core in
undertaking group activities. With the use of themes students see meaningful connections
across disciplines and even in skill learning areas. Further, themes serve as reference points in
conceptualizing, analysing, synthesizing, and consolidating learning experiences for a given
unit. More importantly, themes provide relevance for students in drawing concepts together
under one umbrella.

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 subdivide a given topic into smaller subtopics for further investigation.
Examples

• Conversion of Valleys into Urban Centers

• Development and Progress of the Region
• Prevention of Forest Fire

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 Be guided by the questions below in selecting a theme for a unit of study (Kellough, 2003):

a. Is the theme within the realm of understanding and experience of the teachers
involved?
b. Will the theme be of interest to all members of the teaching team?
c. Are there sufficient materials and resources to supply the needed information?
d. Does the theme lend itself to active learning experiences?
e. Can the theme lead to a unit of proper duration; that is, not too short and not too long?
f. Is the theme helpful, worthwhile, and pertinent to the instructional objectives?
g. Is the theme one which teachers are not already so familiar that they cannot share in
the excitement of the learning?
Will the theme be of interest to students and will it motivate them to do their best?

Organizing Bodies of Knowledge

Organizing bodies of 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.
Theme: Respect for Human Rights
Concepts: human rights social rights
civil rights economic rights
political rights cultural rights

Civil
Rights

Economic Political
Rights Rights

Human
Rights

Cultural Social
Rights Rights

(Concept Cluster)

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 1. Content Outline
a. Civil and Political Rights of Indigenous People
b. Livelihood of the Indigenous People
c. Social and Economic Rights of Indigenous People
d. Protection of the Indigenous People
2. Readings: "Respect for Human Rights"
3. Materials: Pictures, Maps, Charts

Teaching Approaches

Integrative teaching and learning requires particular teaching models for its effectivity.
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 a syntax in the
unfolding of the unit. The more widely used teaching models for integrated learning include,
among others, discovery learning, inquiry learning, cooperative learning, decision-making, and
the ACES teaching model.
While following the syntax of a chosen teaching model, appropriate presentation strategies
can be utilized by each group to present the data collected for a particular topic. Teaching
strategies are the means, techniques, or procedures used in presenting data collected reflecting
interactive aspects of teaching. Typical examples are role playing, simulation, sociodrama,
discussion, brainstorming, K-W-L technique, and group investigation technique, to name a few.

Graphic Organizers

Graphic organizers are also called learning organizers. These organizers can be used
both by the teachers and students. 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. Preparing graphic organizers calls for
critical thinking and creativity on the part of the students to make learning meaningful. Further,
graphic organizers help sustain the interest of the student during the teaching-learning process.
The more widely used graphic organizer are concept map, cluster map, factstorming web,
semantic web, and the like. (See pages 61-67).

Geography Study Space

Concept Map
Geography is the study of space

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 rice

vegrtables corn

AGRICULTURAL
PRODUCTS

watermelon sugarcane

tobacco
`
Cluster Map
Rice, corn, sugarcane, tobacco, watermelon and vegatables are agricultural products.

North

West What are the cardinal directions? East

South

Semantic Web
The four cardinal directions are north, south, west and east.

Study Skills

Study skills, which are important in planning instruction, are teachable. By and large,
study skills are competencies associated with acquiring, recording organizing, synthesizing,
remembering, and using information and ideas found in schools (Divine, 1981).

The essential study skills are the skills related to acquiring information (reading skill) and
finding information; skills related to organizing and using information like thinking skills
(classifying, interpreting, analyzing, summarizing, synthesizing, and evaluating information);
decision-making skills, and metacognitive skills.

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 Arthur Ellis presents below the investigative skills which are utilized in the teaching-
learning process such as:
 observing  analyzing
 recording  synthesizing
 describing  hypothesizing
 differing  inferring
 classifying  predicting
 comparing/contrasting  generalizing
 data gathering  evaluating
 data processing  questioning
 constructing  verifying
 communicating

Integrating Values

Values are integrated today in all learning areas in the elementary and secondary
schools. The peoples of the world share a number of basic values particularly those values that
they hold dearly. 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. To Savage and
Armstrong (1987), values are those bedrock beliefs that give direction to a person's life. These
are convictions so deeply rooted that they prompt individuals to prize them, cherish them, and
act consistently which eventually become patterns in everyday living.
Examples
helpfulness independence pleasure
cheerfulness cleanliness honesty
freedom happiness friendship
salvation mature broadmindedness
self-respect courage responsibility

References:

Garcia, Carlito D. (2005). Principles and Strategies of Teaching: A Skills Approach. Books atbp. Publishing
House, Corp. Aglipay St. Mandaluyong City.

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Learning Task – IM.2
Answer the questions below.
1. What are themes? Give examples.
2. What should be taken into consideration when choosing a theme?
3. What are thematic units?
4. What should be followed when planning thematic units? Give examples.
5. What are the kinds of thematic units?
6. What objectives are addressed by integrated interdisciplinary thematic units in
the unfolding of the unit of study in the classroom?
7. What steps in planning the integrated interdisciplinary thematic units should
be considered by teachers?

Learning Task – IM.3

Complete the chart by choosing themes for the following disciplines.

Disciplines Themes
1. Geography

2. History

3. Political Science

4. Economics

5. Anthropology

6. Sociology

7. Psychology

8. Music

9. Art

10. Health

11. Physical Education

12. Science

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Learning Task – IM.4
Complete the chart by choosing themes for each of the following knowledge contents.

Knowledge Content Themes

1. Products and
Industries

2. Peace and Order

3. Human Rights

4. Environmental
Problems

5. Protection of Territory

6. Conflicts/Wars

Learning Task - IM.5

Choose a theme for a given unit of study. Write inside the chart the reasons you considered in
choosing the theme.
Theme Reason for Choice
1.

2.

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Learning Task – IM.6
Answer the question on the ladder web.

What are the steps in planning and developing

thematic units?
1.

2.

3.

4.

5.

6.

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Learning Task – IM.7

Give the similarities and differences of an integrated multidisciplinary thematic unit

and integrated interdisciplinary thematic unit. Write your answers inside the boxes.
1 2

Integrated Integrated
Multidisciplinary Interdisciplinary
Thematic Unit Thematic Unit

Similarities

1 and 2 = Differences
3 = Similarities

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Learning Task – IM.8

Complete the semantic web by writing themes addressing the core question in the
semantic web. Write the sub concepts to support each theme.

Theme 1

What are the

Theme 4 natural Theme 2
calamities?
(core question)

Theme 3

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Learning Task – IM.9
Answer the questions below.

1. What are the instructional objectives? How are they classified? Give examples for each
level.
2. What guidelines should be followed in writing instructional objectives?
3. What are themes? What should we remember in choosing themes? Gove examples.
4. How should we organize the content of instruction for a given lesson or unit of study?
5. What are teaching approaches?
6. How does a teaching model differ from a teaching strategy? Give examples.
7. What are graphic organizers? When do teachers use graphic organizers? Give
examples.
8. What are study skills? Of what importance ae study are study skills to the teacher?
To the students?
9. What are values? Why should values be integrated I all learning areas (subjects)
in basic education?
10. What are the skills used for –
a. Introductory Activities
b. Developmental Activities
c. Concluding Activities
11. What is assessment? Give examples.
12. What is evaluation? Give examples.

Learning Task – IM.10

Write three (3) instructional objectives in the three learning domains. Be guided by the ABCDs
of writing instructional objectives.
A. Cognitive Domain
1. ___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
2. ___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
3. ___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
B. Affective Domain
1. ___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
2. ___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

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 3. ___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
C. Psychomotor Domain
1. ___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
2. ___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
3. ___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

Learning Task – IM.11

Choose a theme for a given grade/year level. Prepare the content of instruction for it.
A. Theme:
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
B. Concepts: ____________________ _____________________
____________________ _____________________
____________________ _____________________
C. Concept Cluster

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 D. Content Outline
1. ___________________________________________________________________
___________________________________________________________________
2. ___________________________________________________________________
___________________________________________________________________
3. ___________________________________________________________________
___________________________________________________________________
4. ___________________________________________________________________
___________________________________________________________________
5. ___________________________________________________________________
___________________________________________________________________
6. ___________________________________________________________________
___________________________________________________________________
E. Reading/Selection:
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
F. Materials:
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

Learning Task – IM.12

Differentiate teaching models from teaching strategies. Give examples.
1. ______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
2. ______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

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Learning Task – IM.13

Complete the cluster map below with teaching-learning skills that will help equip the teachers in
planning instruction.

Choosing a Theme

Teaching-Learning Skills

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