Thematic teaching starts with the

identification of a THEME the underlying

concept that allows for the structure and
organization of specific content across
disciplines.

The THEME is the topic of interest that

provides the core for group activities.

It helps learners see meaningful connections

across disciplines or learning areas
(SUBJECTS).

More importantly, THEMES provide relevance

for the learners by drawing together concepts
under one umbrella.
Lessons could be studied
thematically in social studies, e.g.,
environmental hazards, wars and
conflicts, human rights violation,
economic progress and the like.

These themes could be developed

also in reading, language, music,
physical education and art.

Moreover the dynamics of

interactive teaching can produce
themes that are meaningful,
interesting and cohesive.
THEMATIC means that the same topic is
used to develop the teaching plan
(CONTENT AND INSTRUCTION) for each of the
different subjects in which students are
enrolled.

Presented in this unit are two models

in presenting thematic units:

1. the integrated multidisciplinary

thematic unit
2. the integrates interdisciplinary
thematic unit
Both approaches use the following
steps in planning instruction (Kellough,
2003):

Select a suitable topic or theme

Select goals of the unit
Select suitable specific learning
objectives
Detail the instructional procedures
Plan for preassessment and
assessment of student learning
Provide for the materials for
instruction
This is a modification of the unidisciplinary teaching unit
which addresses a single discipline.

This attempts to combine two ore more disciplines into one

single approach.

Likewise, it draws related topics from multiple disciplines.

For examples, 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 disciplines identity.
Topography of Ethnic Communities in
the Cordillera CAR (Anthropology)
Administrative Governance of CAR
Region (Political Science)
Livelihood of the People
(Geography) in CAR
(Economics)
CORE
This unit gives a sense of cohesiveness and
structure to student learning and avoid 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:

Emphasize that the process of learning is learning sometimes best pursued as

an interconnected whole rather than as a series of specific subjects.

Encourage students to work cooperatively in partnership and in small groups

that focus on the social values of learning.

Teach students to be independent problem solvers and thinkers.

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

Makabayan is interdisciplinary and its teaching

team includes the teachers teaching Social Studies,
Values Education, Technology and Livelihood
Education, Music, Art, Physical Education and
Health.