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MODULE 4-INTEGRATED-CURRICULUM_094640.pptx
- 2. 1. Discuss theconcept of integrated curriculum. 2. Distinguish the different curriculum integration approaches, methods and types. 3. Identify lessons or course disciplines that may be appropriate for curriculum integration. 4. Draw relevant life lessons and significant values from curriculum integration experiences in class. 5. Analyze research abstract on curriculum integration and its implications on teaching-learning process. 6. Make a lesson plan with thematic integration across related disciplines.
- 3. - Implement, tounite with something else, combination, incorporate
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- 5. - Concern withimproving students achievement seek ways to create rigorous , relevant and engaging curriculum as the way to realized curriculum integration.
- 8. 1. Multidisciplinary 2. Interdisciplinary 3.Transdisciplinary An Integrated curriculum is described as one that connects different areas of study by cutting across subject matter lines and emphasizing, unifying concepts.
- 9. - An approachto curriculum integration which focuses primarily on the different disciplines. Teachers who employ this approach may create standards from the disciplines within a theme.
- 10. When a teachersintegrates sub discipline within subject area, he or she is practicing interdisciplinary approach. MAKABAYAN ARALING PANLIPUNA N TLE MAPEH VALUES EDUCATION
- 11. - Teachers organizeand capsulize the curriculum around common learning across disciplines to emphasize interdisciplinary skills and concepts. In here, the disciplines are identifiable, but they assume less importance than in the multidisciplinary approach.
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- 13. -In the transdisciplinaryapproach to integrate, teachers design a curriculum within the students needs and concerns. Students develop life skills as they apply disciplinary and interdisciplinary skills in a real-life context.
- 14. SUBJECT AREAS Theme andconcepts Life skills Real-world context Career prospects Community Integration Social Problems and Dilemmas Life Experiences Student Questions
- 16. ASPECTS MULTIDISCIPLINARY INTERDISCIPLINARYTRANSDISCIPLINARY ORGANIZING CENTER • Standard of disciplines organized around a theme • Interdisciplinary skills and concepts embedded in disciplinary standards • Real-life context • Student questions CONCEPTUALIZATIN OF KNOWLEDGE • Knowledge best learned through the structure of the discipline • A right answer , one truth • Disciplinary connected by common concepts and skills. • Knowledge considered to be socially constructed • All knowledge interconnected and interdependent • Many right answers • Knowledge considered to be indeterminate and ambiguous ROLE OF DISCIPLINES • Procedures of discipline considered most important Interdisciplinary skills and concepts stressed • Disciplines identified if desired, but real life context emphasized ROLE OF TEACHER • Facilitator • Specialist • Facilitator • Specialist/ Generalist • Coplanar • Colearner • Generalist/ Specialist LEARNING TO KNOW Concepts and essential understanding across disciplines LEARNING TO DO • Disciplinary skills as the focal point of • Interdisciplinary skills included • Interdisciplinary skills included • Disciplinary skills also included • Interdisciplinary skills and disciplinary skills applied in a real life context LEARNING TO BE • Democratic • Character education • Habits of mind • Life skills
- 18. - It engagesstudents in creating knowledge while enhancing their skills in critical thinking, creativity, collaboration, communication, reasoning, synthesis and resilience (Schneiderman, et. al, 1998 in corpus, 2014).
- 19. -It refers tolearning 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. Community-based service activities are paired with structured preparation and student reflection.
- 20. - A popularway 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 a students move through the learning centers to complete the activities, they learn about the concept being studied through the lenses of various disciplines.
- 21. - Some teachersgo beyond sequencing content and plan collaboratively and they do it in 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 a integrated culminating activity.
- 22. - In thismethod, teachers 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.
- 23. FIVE LEVEL OFINTEGRATION CURRICULUM ARE DEFINED AS: 1. Connected/Departmentalized 2. Sequenced/Parallel 3. Complementary/shared units 4. Webbed 5. Integrated Themes
- 24. - This approachis the traditional model of separate and distinct disciplines taught in isolation from each other. Students travel to six or seven subjects a day, each not conceptually connected to other.
- 25. - Topics orunits of study are rearranged and sequenced to coincide with one another. Similar ideas are taught in concert while remaining separate subjects. The content itself does not necessarily change, only the order in which it happens.
- 26. - Related disciplinesare brought together in a formal unit to investigate a theme or issue. Shared planning and teaching take place in two or more disciplines in which overlapping concepts or ideas emerge as organizing elements.
- 27. - Connections orwebs, are made between curriculum contents and disciplines relative to a productive theme; subjects use the theme to sift out appropriate concepts, topics, and ideas sometimes called Interdisciplinary units.
- 28. - Although themesfor study can be, and often are, imposed on students by teachers and others, the most successful integrated themes are generated by students, based on their personal and social concerns.
- 29. Chhabra(2017) posited thatintegrating curriculum in the classroom includes combining different subject areas and then, teaching them in relation to 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.
- 30. 1. It focuseson 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.
- 31. The new literacycan 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.
- 32. INTEGRATION OF NEWLITERACY IN THE K TO 12 CURRICULUM LITERACY SUBJECT AREA OUTCOME STRATEGY ASSESSMENT 1. Multicultural and global literacy Araling Panlipunan Demonstrate respect for cultural diversity • Role playing • Brainstorming • Rubric assessment result • Brainstorming report 2. Social Literacy Edukasyon sa Pagpapakatao Apply ethical and moral standards on given issues and cases • Case analysis • Dilemma analysis • Case report • Narratives 3. Media Literacy English Filipino Use media in communication dissemination and transaction • Media-assisted instruction • E-portfolio • Google clip 4. Financial Literacy Math Solve problems in the context of business and investment aspects • Problem solving • Scores in problem solving drills and exercises TLE Apply effective techniques in budgeting and income generating enterprise • Business simulation and immersion • Business plan and inventory
- 33. 5. Digital/ Cyber Literacy ComputerSubject Examine the computer virus that commonly damages computer networks and systems • Hands-on activity • Experiential learning • Project-based • Computer • Capstone Research Cite ways in resolving plagiarism issues and determine research protocols • Exploratory method • Research output 6. Eco literacy Science Suggest ways on how to protect nature and address climate change • Project-based • Task based • Project portfolio • Participation Log • Learning • Reflection journal 7. Arts and creative literacy MAPEH Create artworks and artistic designs using indigenous materials • Manipulative works • Arts studio workshop method • Project design • Crafts
- 34. INTEGRATING NEW LITERACIESIN THE CURRICULUM S Y N T H E S I S Curriculum integration is the unification of all subjects and experiences. Multidisciplinary approaches focus primarily on the disciplines organized around a theme. In an intradisciplinary approach, teachers integrate sub disciplines within a subject area for the students to understand the connections between the different sub disciplines and their relationship to the real world. In an interdisciplinary integration, teachers organize the curriculum around common learning across identifiable disciplines. In the practice of a transdisciplinary approach, teachers organize curriculum around student questions and concerns while developing skills in a real-life context. Curriculum integration models include project-based, topic-based, theme-based and task-based learning while other types of curriculum integration are called connected, sequenced, shared and webbed. Considering its benefit, there is a need to implement an integrated curriculum model in the classroom to respond to the demands and challenges posed by 21st century education considering its benefits.
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