INTEGRATING

NEW LITERACIES
IN THE
CURRICULUM
CECILLE ANNE REYES
JOHN MARK REYES
JUDY ANN BRANZUELA
ARIANE NICOLE BONITA
 THE CONCEPT OF INTEGRATED
CURRICULUM

An integrated curriculum…

 Focuses on basic skills, content, and higher-level thinking;

 Encourages lifelong learning;

 Structures learning around themes, big ideas and meaningful

concepts;

 Provides connections among various curricular disciplines;

 THE CONCEPT OF INTEGRATED
CURRICULUM

 Provide learners opportunities to apply skills they have learned;

 Encourages active participation in relevant rea-life experiences;

 Captivates, motivates, and challenges learners;

 Provide a deeper understanding of content; and

 Accommodates a variety of learning style/theories and multiple

 Approaches to
Integration

1.) MULTIDISCIPLINARY
APPROACH

3.)
2.) INTERDISCIPLINARY
TRANSDISCIPLINARY
APPROACH
APPROACH
 1.) MULTIDISCIPLINARY
APPROACH

A Multidisciplinary
approach focuses
primarily on
different disciplines.
 2.) INTERDISCIPLINARY
APPROACH

In this approach to
integration, teachers
organize and capsulize
the curriculum around
common learning
across disciplines to
emphasize
interdisciplinary skills
and concepts.
 3.)
TRANSDISCIPLINARY
APPROACH

In the transdisciplinary
approach to integration,
teachers design a
curriculum within
students needs and
concerns.
INTERCONNECTING THE
THREE APPROACHES

These approaches offer an

excellent fit for standards through
a backward design process as
teachers integrate standard-
based planning with effective
teaching and learning practices.
 Comparing and Contrasting the Three
Approaches to Integration
ASPECT MULTIDISCIPLINARY INTERDISCIPLINARY TRANSDISCIPLINARY

• Standards or the • Interdisciplinary • Real-life context

disciplines skills and concepts • Student questions
Organizing Center organized around a embedded in
theme. disciplinary
standards.
• Knowledge best • Disciplines • All knowledge
learned through the connected by interconnected and
structure of the common concepts interdependent
Conceptualization of disciplines and skills • Many right answers
knowledge • A right answer • Knowledge • Knowledge
• One truth considered to be considered to be
socially constructed indeterminate and
• Many right answers ambiguous
 Comparing and Contrasting the Three
Approaches to Integration

ASPECT MULTIDISCIPLINARY INTERDISCIPLINARY TRANSDISCIPLINARY

• Procedures of • Interdisciplinary • disciplines
discipline skills and concepts identified if desired,
considered most stressed but real life context
Role of disciplines important emphasized.
• Distinct skills and
concepts of
discipline taught

• Facilitator • Facilitator • Co-planner

• specialist • Specialist/generalist • Co-learner
Role of teacher • Generalist/specialist
 Comparing and Contrasting the Three
Approaches to Integration

ASPECT MULTIDISCIPLINARY INTERDISCIPLINARY TRANSDISCIPLINARY

• Disciplinary • Interdisciplinary • Students questions

standard and bridge and concerns
Starting place procedures • Know/do/be • Real-world context

moderate Medium/intense Paradigm shift

Degree of integration
 Comparing and Contrasting the Three
Approaches to Integration

ASPECT MULTIDISCIPLINARY INTERDISCIPLINARY TRANSDISCIPLINARY

• Discipline-based • Interdisciplinary • Interdisciplinary

skills/concept skills/concept
stressed stressed
Assessment

learning to know Concepts and essential understanding across disciplines

 Comparing and Contrasting the Three
Approaches to Integration

ASPECT MULTIDISCIPLINARY INTERDISCIPLINARY TRANSDISCIPLINARY

• Disciplinary skills as • Disciplinary skills as • Interdisciplinary

the focal point the focal point skills and
• Interdisciplinary • Interdisciplinary disciplinary skills
Learning to do skills also included skills also included applied in a real-life
context

• Democratic values
• Character education
learning to be • Habits of mind
• Life skills(teamwork, self responsibility)
 Comparing and Contrasting the Three
Approaches to Integration
ASPECT MULTIDISCIPLINARY INTERDISCIPLINARY TRANSDISCIPLINARY
• Backward design
Planning process • Standard based
• Alignment of instruction, standards and assessment

• Constructive approach
• Inquiry
• Experiential learning
instruction
• Personal relevance
• Student choice
• Differentiated instruction
• Balance of tradition and authentic assessments
Assessment • Culminating activity that integrates disciplines taught
 Methods Of Curriculum
Integration
1.) PROJECT-BASED
2.) SERVICE LEARNING
LEARNING

3.) LEARNING
CENTERS/PARALLEL 4.) THEME-BASED
DISCIPLINES

5.) FUSION
1.) PROJECT-BASED
LEARNING

o It engages students in
creating knowledge while
enhancing their critical
thinking, creativity,
collaboration,
communication,
reasoning, synthesis, and
resilience.
2.) SERVICE LEARNING

o It refers to the learning that

actively involves students
in a wide range of
experiences, which often
benefit others and the
community, while also
advancing the goals of a
given curriculum.
3.) LEARNING CENTERS/PARALLEL
DISCIPLINES

o A popular way to integrate

the curriculum is to address
a topic or theme through
the lenses of several
subject areas.
4.) THEME-BASED

o Some teachers go beyond

sequencing content and
plan collaboratively and
they do it in more intensive
way of working with theme
dubbed as “ theme-based”.
5.) FUSION

o In this method, teachers

fuse skills, knowledge, or
even attitudes into the
regular school curriculum.
 Other types of Integrated
Curriculum

CONNECTED SEQUENCED

SHARED WEBBED
CONNECTED

It allow students
to review and re-
conceptualize
ideas within a
discipline.
SEQUENCED

It facilitates learning
across content
areas, but requires a
lot of communication
among teachers of
different discipline.
SHARED

This methods of
integration requires a lot
of communication and
collaboration between
two teachers.
WEBBED

This reflects when a

teacher plans to base
the subject areas
around a central theme
that will tend students to
see the connections
within different subjects.
Doing curriculum
integration in the
classroom
 Benefits Of Integrated
Curriculum Model
 It focuses on basic skills, content, and
higher-level thinking.
 Provides a deeper understanding of
content.
 Encourages active participation in
relevant real-life experiences.
 Provides connections among various
curricular disciplines.
 Accommodates a variety of learning styles,
theories and ,multiple intelligences.
 Integration of New Literacy in the K-12 Program

Literacy Subject Area Outcome Strategy Assessment

Output
1. Multicultural Araling Demonstrate Role playing Rubric
and global panlipunan respect for brainstorming Assessment
literacy culture diversity result
Brainstorming
report
2. Social literacy Edukasyon sa Apply ethical Case analysis Case report
pagpapakatao and moral Dilemma narratives
standards on analysis
given issues and
cases
 Integration of New Literacy in the K-12 Program
Literacy Subject Area Outcome Strategy Assessment
Output
3.Media literacy English Use media in Media-assisted E-portfolio
Filipino communication instruction Google docs
dissemination and
transaction
4. Financial Math Solve problems in the Problem Scores in problem
literacy context of business solving solving drills and
and investment exercises
aspects
TLE Apply effective Business Business plan and
techniques in simulation and inventory
budgeting and immersion
income generating
enterprise
 Integration of New Literacy in the K-12 Program

Literacy Subject Area Outcome Strategy Assessment

Output
5. digital/cyber Computer subject Examine the Hands-on Computer
literacy computer virus that activity capstone
commonly damages Experiential
computer networks learning
and systems
Research Cite ways in resolving Exploratory Research output
plagiarism issues and method
determine research
protocols
6.Ecoliteracy Science Suggest ways on Project-based Project portfolio
how to protect Task-based Participation log
nature and address Learning
climate change Reflection journal
 Integration of New Literacy in the K-12 Program

Literacy Subject Area Outcome Strategy Assessment

Output

7.Arts and MAPEH Create artworks Manipulative Project design

creative literacy and artistic works crafts
designs using arts studio
indigenous Workshop
materials Method
Thank You !
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