SUMMARIZE.
CHANGE THE
SOBRANG
TEMPLATE OF
DAMI
THE PPT.
Methods of curriculum
ADD PICTURES
integration HATIIN SA TWO
Group 2
SLIDES KAPAG
HINDI MAKA CATCH NG MASYADONG
ATTENTION ANG PPT MAHABA AND
CONTENT
Objectives
At the end of the lesson, the students should be able to:
a) distinguish the methods of curriculum integration and other
types of curriculum integration;
b) appreciate the curriculum integration in the classroom, the
benefit of the integration model, the new literacies; and
c) demonstrate interest in the lesson by participating actively in
class discussion.
Introduction
In today's educational landscape, there is a
growing emphasis on the importance of
integrating various subjects and disciplines
within the curriculum.
1. Project-Based Learning
It engages students in creating
knowledge while enhancing their skills
in critical thinking, creativity
collaboration, communication,
reasoning, synthesis, and resilience
(Barron and Darling-Hammond, 2008 in
Corpuz, 2014).
Implementation Outcome
As a result, Curtis (2002)
SUMMARIZE.
reveals that project-based
SOBRANG
programs show that students go far beyond the minimum
DAMI
effort, make connections among different subject areas
to answer open-ended questions, retain what they have
learned, apply learning to real-life problems, have fewer
discipline problems, and have lower absenteeism.
Student assessment considered teamwork, critical
thinking skills, problem-solving, and time management.
2. Service Learning.
It refers to learningSUMMARIZE.
that actively involves students in
SOBRANG
a wide range of experiences, which often benefit
DAMI. HATIIN
others and the community, while
SA DALAWANG
also advancing the
goals of a given curriculum.
SLIDES
Community-based service activities paired with
structured preparation and student reflection. What is
unique about service learning is that it offers direct
application theoretical models.
As such, the real-world application of classroom
SUMMARIZE.
SOBRANG
knowledge in a community setting allows students
DAMI/. AYUSIN
to synthesize course material in more meaningful
ways.
It impounds integrative reflective, contextualized,
strength-based, reciprocal, and lifelore learning
(Clavenger-Bright, et al. 2012).
Implementation SUMMARIZE.
Outcome
As a result, Glenn (2001)SOBRANG
found that more than 80 percent of
the schools that integrateDAMI
service learning into the classroom
report an improvement in the grade point average of
participating students. On the other hand, such programs foster
a lifelong commitment to civic participation, sharpen “people
skills, and prepare students for the workforce. Students also
gain a deeper understanding of the course/curricular content, a
broader appreciation of the discipline, and an enhanced sense
of civic responsibility (ASCD 2004
3. Learning Centers/Parallel Disciplines
A popular way to integrate the curriculum is to address
a topic or theme through the lenses of several subject
areas. In an elementary classroom, students often
experience this approach at learning centers.
As students move through the learning centers to
complete the activities, they learn about the concept
being studied through the lenses of various disciplines.
In the higher grades, students usually study
a topic or theme in different classrooms.
This may take the form of parallel
disciplines and teachers sequence their
content to match the content in other
classrooms (ASCD. 2004)
Implementation Outcome
As a result, according to a study by Carnegie Mellon
University (CMU) learning centers in the classroom can
affect the ability to focus and study among young
children. Learning centers allow children to role-play to
understand and make sense of the real world and their
personal experiences in it. Thus, these help children
understand the social world, develop communication
skills, and build relationships.
4. Theme-Based.
Some teachers go beyond sequencing content and
plan collaboratively and they do it in a more
intensive way of working with a theme dubbed as
"theme-based.
Often, three or more subject areas are involved in the
study, and the unit ends with an integrated
culminating activity. Units of several weeks' duration
may emerge from this process, and the whole school
may be involved.
A theme-based unit involving the whole school may be
independent of the regular school schedule,
Other thematic programs may involve teachers across the
same grade, wherein teachers carefully connect the activities
to the standards in each discipline. Over time, they have
developed a long list of possible culminating activities.
They also update their Website continually and use it as a
teaching tool with students. The site offers many interesting
options for those interested in this method of Integration
(ASCD, 2004)
Implementation Outcome
Using theme-based learning, students can exhibit excellent
on-task behavior and work collaboratively 815 Also, students
are engrossed both as presenters and as an audience for the
half-day performance task presentations as they use a wide
range of presentations, such as video, panel, forum, debate,
sculpture, music, etc. They can demonstrate an in-depth
understanding of the topics because of their sustained
interest in various questions. Fewer recess problems
occurred during these two weeks made teachers enjoy the
process and the results.
5. Fusion
In this method, leachers fuse skills, knowledge, or even
attitudes into the regular school curriculum. In some schools,
students learn respect for the environment in every subject
area or some incorporate values across disciplines, Fusion
can involve basic skills.
Many schools emphasize positive work habits in each
subject area, Educators can also fuse technology across the
curriculum with computer skills integrated within every
subject area (ASCD, 2004).
Implementation Outcome
As a result, fusion brings positive gains in student achievement
resulting from integrated instruction in the classroom (Bolack, et
al., 2005; Romance & Vitale, 1992; Campbell and Henning,
2010) In addition, students make connections among disciplines,
values, concepts, content, and life experiences.
Students increased critical thinking skills, self- confidence,
positive attitude, and love for learning manifest their
effectiveness. Shriner, et al. (2010) also found that motivated
teachers and students allow a classroom to be a positive, fun, and
engaging environment in which to learn.
Other Types of Integrated Curriculum
There are different types of an integrated curriculum as mentioned by ASCD (2004)
1. Connected
This happens when topics surrounding disciplines are
connected, which allows students to review and re-
conceptualize ideas within a discipline. However, it has its
shortcomings because the content focus remains in one
discipline.
2. Sequenced
This is observed when similar ideas are
taught together, although in different
subjects, which facilitates learning across
content areas but requires a lot of
communication among teachers of different
disciplines
3. Shared
This is when teachers use their planning to create an
integrated unit between two disciplines. However, in
some ways, this method of integration requires a lot of
communication and collaboration between two
teachers. A teacher presents the structure, format, and
standards in making research while collaborating with
the science teacher, who focuses on the content area of
research that is related to science
4. Webbed
This reflects when a teacher plans to
base the subject areas around a central
theme that will tend students to see the
connection within different subjects.
Doing Curriculum integration in the Classroom
Chhabra (2017) posited that integrating curriculum in the
classroom Includes combining different subject areas and then,
teaching them about a singular theme or an idea. Innovative
teachers and schools prefer integrating the curriculum in their
classrooms as it improves student achievement and leads to an
increase in student standardized scores Placing student
achievement on top priority, an integrated curriculum utilizes the
mentioned three different approaches of integration
Benefits of Integrated Curriculum Model
1. It focuses on basic skills, content, and higher-level thinking
2. It provides a deeper understanding of content.
3. It encourages active participation in relevant real-life
experiences.
4 It provides connections among various curricular disciplines.
5 It accommodates a variety of learning styles, theories, and
multiple intelligences
New Literacy Integration in the K to 12 Curriculum
The new Literacy can be integrated into the K to 12 curriculum
across subject areas as presented in the table below. However,
the integration of new literacy is not limited to the identified
disciplines, the given learning outcomes, suggested strategies,
and assessment In fact, each learning area can integrate as many
new literacies as possible depending on the lesson The nature of
the subject and the objectives or intended outcomes New literacy
integration can take place in as many disciplines as possible
Integration of new literacy in the K to 12
curriculum
Conclusion
Curriculum integration is a holistic approach to
teaching and learning that aims to connect different
subject areas and make learning more meaningful
and relevant for students.
Thank You!
