Highlighting the 2002 Basic Education Curriculum (BEC) is curriculum

integration, the touchstone for integrative teaching and learning. Through

curriculum integration knowledge can be connected or linked with other field of
knowledge. It allows students to build bridges across learning areas (subjects) in
the elementary and secondary schools and apply knowledge to new lerning
situations. this happens when the sources of the curriculum are issues, events,
and concerns that have applications in everyday living.

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 perspective about integrated curriculum.

a. An Integrated Curriculum refers to a single course that contains one or more disciplines. It
consist of one set of objectives nd 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 link various discipline
into the study and exploration of certain aspects of the world (Beane 1992).
c. An Integrated Curriculum is a way of teaching and planning 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.

INTEGRATION IN BASIC EDUCATION

What is integration? How does it apply to teaching?

To integrate is to make up, combine or complete to produce a whole or a larger units as parts
do. Integration is applied in education to facilitate the integrative and interactive learning
processes in the classroom. To Johnson nd Johnson (1998), integration is the process of linking
new information to prior learning, and linking different parts of learning to each other.

SPECTRUM OF INTERATED CURRICULUM

Kellough (1996) advocates to teachers five levels of curriculum integration:

LEVEL 1: This is the traditional organization of curriculum and classroom

instruction. In this levelthe 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 " causes of natural calamities.' These two topics 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: In this level the themes in one discipline are not 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 " causes 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: 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 common theme
but they address it separately in their own classrooms like more or less usally
at the same time. Such being the case, 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 the multidisciplinary level of
integration.

LEVEL 4: 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 in their teaching alone or with
other teachers. This is the interdisciplinary level of integration.

LEVEL 5: A common theme is likewise chosen by a theme 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 discipline or subjects. This id the integrated thematic
approach, the highest approach the highest

Theories Supporting Curriculum Integration

Three theories of learning support curriculum integration. These are Experiential
learning, Multiple Intelligences and Constructivism

1. Experiential Learning.

 Carl Roger (2004), the proponent of this theory, believe that all individual
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.
 John Dewey (1938), posits that school 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.

2. Multiple Intelligences.
Howard Gardner, affirms that there are more kind of intelligence that what we
thought before.

The nine categories of intelligences presented by Gardner and Associates

1. Linguistic intelligence - ability to used words effectively both orally and in

writing.
2. Logical-Mathematical Intelligence - the ability to use numbers effectively
3. Spatial Intelligence- ability to perceive and to graphically represent the
visual-spatial world
4. Bodily-kinesthetic Intelligence - the ability to use one's whole body to
express ideas and feelings
5. Musical Intelligence- ability to discriminate, transform and express
musical forms
6. Interpersonal Intelligence - ability to perceive the moods, intentions, and
feelings of others
7. Intrapersonal Intelligence - ability to act on the basis of accurate self-
knowledge
8. Naturalistic Intelligence - ability to appreciate the subtle distinction of
nature and the outdoors.
 9. Existentialist Intelligence- ability to see human kind in relation to the big
picture of all existence.

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

 This theory expounds that development and learning occur through

constructive process and that knowledge is constructed from experience.
 To the constructivist, 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 process , students ask questions, explore
and discover. Thus their were able to construct new understanding and
incorporate them into what they already hold in their long-terms
memory.
 Constructivist like John Dewey (1938), Jean Piaget (1960), and Lev
Vygotsky 91934) 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 new creation of
new ideas.
 Students in the constructivist classroom engage in problem solving,
decision-making and cooperative activities to learn integrated bodies of
knowledge.
Principles in Integrating Big Ideas and Strategies
Common Elements of an Integrated Curriculum

Listed below are the common elements of an Integrated Curriculum as

expounded by Lake (2000)

 A combination of subjects or learning areas

 An emphasis on projects

 Relationships among concepts

 Thematic units as organizing principles

 Sources that go beyond textbooks

 Flexible schedules

 Flexible student grouping

Planning Integrated Instruction

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.

MAKABAYAN
Makabayan, the fifth learning area in the basic education, has learning components that
are interdisciplinary in nature. The interdisciplinary of Makabayan makes it a touchstone
for integration in basic education.
LEARNING AREAS OF MAKABAYAN

•SOCIAL STUDIES- SOCIAL SCIENCES, HUMANITIES, AND RELATED DISCIPLINES

•VALUES EDUCATION- REGIONS, BELIEFS, NORMS, WORK ETHICS.
•TECHNOLOGY AND LIVELIHOOD EDUCATION- HOME ECONOMICS, INDUSTRIAL
ARTS, AGRICULTURE, FISHERIES, AND ENTREPRENEURSHIP.
•MAPEH- MUSIC, ART, PHYSICAL EDUCATION, HEALTH

MAKABAYAN LEARNING COMPONENTS

•ELEMENTARY MAKABAYAN

CIVICS AND CULTURE 1-3-the major competencies are clustered around three major values.
1. national identity and self-esteem
2. national unity
3. loyalty to the nation

GEOGRAPHY, HISTORY AND CIVICS 4 TO 6

•GRADE 4-GEOGRAPHY, HISTORY AND CIVICS FOCUSED ON THE FOLLOWING: The
geographic features of the Philippines as part of the Southeast Asia and the world, the utilization
of our natural resources, and the relationship of physical geography to local culture.
•GRADE 5- GEOGRAPHY, HISTORY AND CIVICS : Address the history of the Philippines
from the pre-historic period down to our contemporary times.
•GRADE 6- GEOGRAPHY, HISTORY AND CIVICS: Focused on our democratic system of
government and the rights, duties and responsibilities of citizens in Philippine society.

HOME ECONOMICS AND LIVELIHOOD EDUCATION

•GRADE 4-6 : Focuses on the development of desirable work attitudes and basic work skills and
habits through learning situations relevant to everyday chores at home, in school and in the
community.
- learning competencies covers phases of work in elementary agriculture, home economics,
industrial arts, retail trade, computer education, and other entrepreneurship and livelihood skills
designed to develop awareness of and interest in productive work.

Music, Arts, and Physical Education

•GRADE 1-6 : Enable the child to express his feelings, imagination, and ideas through music, art
and physical activities
•- In Grade 1-3, Music Arts and Physical Education competencies are integrated in Civics and
Culture. These components may be used as introduction of the lesson, but if there is a need to
formally teach the elements of music, art and physical education, the teachers may do so.
  SECONDARY MAKABAYAN

Social Studies

•Covers the study of Philippine History and

Government in First Year, Asian Studies in Second Year, World
History in Third
Year and Economics in Fourth Year.

-The approach is thematic/chronological

in the case of history-oriented disciplines and
Thematic/topical in the case of
economics.

Values Education

 Aims at the formation of self-identity and develops in

the learner the knowledge and skills necessary for
adequate discernment, analysis, discussion and selection
of values in real life situations.

Technology and Livelihood Education (TLE)

 This component comprises home economics, agriculture and

fisheries, industrial arts, computer and
entrepreneurship.

Music Art, Physical Education and Health

 Music and Art- aim at developing the learners' personal,

social and aesthetic skills and values. It covers the
styles of music learned experientially through listening,
singing, playing, readingand creating Philippine music
and visual art materials as well as those of other
countries.
  Physical Education- aims for physical and aesthetic
development of the learner through selected physical
exercises, games sports, and dance.
 Health- develops the learner's ability to attain and
maintain holistic health and includes education on
population, drugs and safety.

Makabayan Teaching Teams

Schools principals both in elementary and secondary schools

are tasked to
organized Makabayan teaching teams to handle the following
learning areas
(subjects).
Elementary Makabayan
• Civics and Cultures 1-3 (Sibika at Kultura, SK)
• Geography, History, and Civics 4-6
• Home Economics and Livelihood Education 4-6
• Music, Arts and Physical Education (MAPE) 1-6
•Character Education 1-6

Secondary Makabayan

 Social Studies I-IV (Araling

 Panlipunan)

 Values Education I-IV (Edukasyong
 Pagpapahalaga)
 Technology and Livelihood Education
 (TLE) I-IV
 Music, Art, Physical Education and
 Health (MAPEH) I-IV

Modes of Integrative Teaching

1. Content Based Instruction (CBI).
This refers to the integration of content learning with
language teaching aims. It refers to the concurrent study of
language and subject matter with the form and sequence of
language presentation dictated by the content
materials.
2. Focusing Inquiry. Inquiry teaching is an interdisciplinary
approach that uses questions to organize learning.
3. Generic Competency Model. In this models, the learners are
enrolled in three to four linked courses. The links between
the
courses rest essentially on “general competencies”.
4. Thematic Teaching. Thematic themes organize learning around
ideas. It provide a broad framework for linking content and
process from
a number of disciplines.

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's units of instruction, the individual
interest and abilities of students are developed and climate pf teamwork and
support is fostered.

THEMATIC TEACHING
THEMATIC TEACHING

Thematic teaching starts with the identification of a theme, the

underlying concept that allows for the structure and organization of specific
content across disciplines. A theme is the topic of interest that provides the
core for group activities. It helps learner see meaningful connections
across disciplines or learning areas (subjects). More importantly, themes provide
relevance for the learners by drawing together concept under one umbrella.

THEMATIC UNITS

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 topic are two models in presenting thematic
units: (1) the integrated multidisciplinary thematic unit. And (2) the integrated
interdisciplinary thematic unit.

Both approaches use the following steps in planning instruction (Kellough).

a. Select a suitable topic or theme.

b. Select the goals of the unit.

c. Select suitable specific learning objectives.

d. Detail the instructional procedures.

e. Plan for pre-assessment and assessment of student learning.

f. Provide for the materials of instruction.

1. Integrated Multidisciplinary Thematic Unit.

---This modification of multidisciplinary teaching unit which addresses a single

discipline. This attempts to provide two or more disciplines in one single
approach.

EXAMPLE:

Ethnic Communities in
Cagayan Valley

(Anthropology)

TOPOGRAPHY OF THE
CAGAYAN VALLEY
Governance of Cagayan Valley
(Geography)
(Political Science)
Core

Livelihood of the People in

Cagayan Valley

(Economics)

2. Integrated interdisciplinary Thematic unit.

This unit gives a sense of cohesiveness and structure to student learning

and avoids to piecemeal approach that might otherwise unfold.

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

following objective:
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 and in small groups

that focus on the social value of learning.

3. Teach students to be independent problem solvers and thinkers.

4. Assist students to develop their own individual interests and learning styles.

5. 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 Interdisciplinary Teaching teams on the school-based level

could be two or five teachers from different subject areas working
together to plan the units of study.

Last modified: Tuesday, 9 March 2021, 10:36 AM

◄ QUIZ 1
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Instructional Objectives- are statements that describe what learners shall be able to do
upon completion of a given learning experience. These are the objectives formulated by teachers
for a particular lesson or unit of study that drive the performance of
learners. Essentially, instructional objectives are the actual behaviors that the learners are
expected to accomplish.

 INSTRUCTIONAL OBJECTIVESBook

Instructional Objectives- are statements that describe what learners

shall be able to do upon completion of a given learning experience.
These are the objectives formulated by teachers for a particular
lesson or unit of study that drive the performance of
learners. Essentially, instructional objectives are the actual behaviors
that the learners are expected to accomplish.
In preparing thematic units of study teachers are advised to write
objectives in the three learning domains: cognitive, affective and
psychomotor.

INSTRUCTIONAL OBJECTIVES
Instructional Objectives- are statements that describe what learners shall be
able to do upon completion of a given learning experience. These are the
objectives formulated by teachers for a particular lesson or unit of study
that drive the performance of learners. Essentially, instructional objectives are
the actual behaviors that the learners are expected to accomplish.

In preparing thematic units of study teachers are advised to write objectives in

the three learning domains: cognitive, affective and psychomotor.

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.

Levels of Cognitive Domain

1. Knowledge- Recognizing and recalling information

Examples: choose, complete, cite, define, match, describe, identify, indicate,

label, name, list, state, select, recall, outline

2. Comprehension- understanding the meaning of information

Examples: change, classify, defend, describe , discuss, distinguish, infer,

interpret, expand, explain, generate, retell, summarize, translate, recognize.

3. Application- using information

Examples: apply, calculate, compute, demonstrate, develop, discover, exhibit,

manipulate, modify, operate, use, solve, predict, plan, demonstrate

4. Analysis- dissecting information into its components to comprehend their

relationship

Examples: analyze, arrange, categorize, classify, compare, contrast, debate,

differentiate, discover, group, separate, continue, discriminate, relate, illustrate.

5. Synthesis- putting components together to generate new ideas

examples: arrange, assemble, combine, compile, compose, constitute, create,

develop, devise, write, invent, modify, organize and synthesize

6. Evaluation- Judging the worth of an idea, information or opinion

Examples: appraise, argue, assess, consider, contrast, criticize, decide,

compare, conclude, consider, discriminate, evaluate, validate, summarize and
interpret.
2. Affective Domain- this includes from the least internalized to the most
internalized levels.

Levels of Affective Domain

a. Receiving- being aware of the affective stimulus and beginning to have

favorable feelings toward it.

examples: ask, choose, describe, give hold, identify, locate , name, point to,
recall, use, select, reply, recognize, distinguish

b. Responding- taking an interest in the stimulus and viewing it favorably

examples: answer, applaud, approve, assist, command, comply, describe, greet,

help, label. write, report, recite, practice, play.

c. Valuing- Showing a tentative belief on the value of the affective stimulus and
becoming committed to it

examples: argue, assist, follow, form, initiate, write, work, support, study, share,
select, report, protest, propose, justify

d. Organizing- placing values with a system of dominant and supporting values.

examples: adhere, alter, arrange, balance, combine, compare, defend, define,

discuss, explain, form, generate,, identify, modify, order.

e. Internalizing- demonstrating consistent beliefs and behaviors that have

become a way of life

examples: act, complete, play, influence, modify, perform, verify, solve, serve,
revise, qualify, question, propose, practice, modify.

3. Psychomotor Domain- this domain ranges from simple gross locomotor

control to the most creative and inventive behaviors.

Levels of Psychomotor Domain

a. Naming- involves gross motor coordination

examples: adjust, carry, clean, jump, locate obtain, grasp and walk

b. Manipulating- involves fine motor coordination

examples: assemble, build, calibrate, connect, play, thread, turn

c. Coomunicating- involves the communication of ideas and feelings

examples: analyze, ask, draw, explain, describe, write

d. Creating- the highest level

example: create, design, invent

INSTRUCTIONAL OBJECTIVES
Instructional Objectives- are statements that describe what learners shall be
able to do upon completion of a given learning experience. These are the
objectives formulated by teachers for a particular lesson or unit of study
that drive the performance of learners. Essentially, instructional objectives are
the actual behaviors that the learners are expected to accomplish.

In preparing thematic units of study teachers are advised to write objectives in

the three learning domains: cognitive, affective and psychomotor.

Kellough advocates the ABCDs of writing objectives using four components

namely Audience (A), Behavior (B), Condition (C), and Degree or Level of
performance (D).

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

B= refer 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

Example: Using the Philippine map, the students will be able to locate accurately
the natural boundaries of the country within two minutes.

A- students

B- locate

C- Using the Philippine map

D- within two minutes.

INSTRUCTIONAL OBJECTIVES
Instructional Objectives- are statements that describe what learners shall be
able to do upon completion of a given learning experience. These are the
objectives formulated by teachers for a particular lesson or unit of study
that drive the performance of learners. Essentially, instructional objectives are
the actual behaviors that the learners are expected to accomplish.

In preparing thematic units of study teachers are advised to write objectives in

the three learning domains: cognitive, affective and psychomotor.

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, analyzing,
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 OF CHOOSING THEMES

1. Conversion of Valleys into Urban Areas

2. Development and Progress of the Region
3. Prevention of Forest fire

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 to short and not
to long?

F. Is the theme helpful, worthwhile, and pertinent to the instructional

objectives?

G. Is the theme one with which teachers are not already so familiar that they
cannot share in the excitement of the learning?

H. Will the theme be of interest to students and will it motivate them to do their
best?

Organizing bodies of the 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, civil rights, political rights, social rights, economic
rights,cultural rights.
1. Content Outline
a. Civil and Political Rights of Indigenous People
b. Livelihood of the Indigenous People
c. Social and Economics Rights of Indigenous People
d. Protection of the Indigenous People
2. Readings: Respect for Human Rights
3. Materials: Pictures, Map, charts

Integrative teaching and learning requires particular teaching

models for its effectively. These teaching models are larger than a
particular strategy, method, or tactic and are supported by theories
of instruction.
 Teaching Strategies are the means techniques, or procedures used
in presenting data collected reflecting interactive aspects of
teaching.

Graphic Organizers are also called learning organizers. Teachers use them when
presenting the scope of the lesson, in giving the lectures, and during
closure. Students use them in presenting an individual or group report and even
in formulating generalizations.

EXAMPLES:

1. Concept Map

Geography is the study of space

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

3. Semantic Web

The four cardinal directions are north, south, east and west

 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 skills) 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.
 Values are integrated today in all learning areas in the elementary and
secondary schools. 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.
 ASSESSMENT- is the ongoing process of gathering and analyzing evidence
of what students know and what they do not know
 Examples: group discussion, observations, anecdotal records, asking
questions and demonstrations
 EVALUATION- is the process of interpreting the evidence and making
judgements and decisions based on evidence.
