U LE 4 : I N T E G R AT IN G N E W

M OD
LITERAC IE S IN T H E
CURRICULUM
Y D IANNE V. SIMANGAN
PREPARED B
THE CONCEPT OF INTEGRATED CURRICULUM
IN RETROSPECT, THE INTRODUCTION OF AN INTEGRATED
CURRICULUM GAINED GREATEST SUPPORT IN THE 1960S. BASED
ON THE ESSENTIAL ORGANIZATION OF CONTENT, THE DESIGN
EMPHASIZES THE OF DIVERSE ENTITIES CALLED ACADEMIC
DISCIPLINES CLEARLY DEFINED IN TERMS OF KNOWLEDGE, SKILLS
AND VALUES.
 THUS, 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;
• PROVIDES LEARNERS OPPORTUNITIES TO APPLY SKILLS THEY HAVE
LEARNED;
• ENCOURAGES ACTIVE PARTICIPATION IN RELEVANT REAL-LIFE EXPERIENCES;
• CAPTIVATES, MOTIVATES AND CHALLENGES LEARNERS;
• PROVIDES A DEEPER UNDERSTANDING OF CONTENT;
• OFFERS OPPORTUNITIES FOR MORE SMALL GROUP AND INDUSTRIALIZED
INSTRUCTION; AND
• ACCOMMODATES A VARIETY OF LEARNING STYLES/THEORIES (I.E., SOCIAL
LEARNING THEORY, COOPERATIVE LEARNING, INTRINSIC MOTIVATION, AND SELF-
EFFICACY) AND MULTIPLE INTELLIGENCES.
APPROACHES TO INTEGRATION

•THE ASSOCIATION FOR SUPERVISION AND CURRICULUM

DEVELOPMENT (2004) PRESENTS THREE APPROACHES TO
INTEGRATION AND THESE ARE MULTIDISCIPLINARY,
INTERDISCIPLINARY AND TRANSDISCIPLINARY.
MULTIDISCIPLINARY APPROACH
• DIFFERENT DISCIPLINES

ARALING
PANLIPUNAN

MAPEH MAKABAYAN TLE

VALUES
EDUCATION
 EARTH SCIENCE
BIOLOGY

CHEMISTRY
PHYSICS

SCIENCE
INTERDISCIPLINARY APPROACH

•TEACHERS ORGANIZE AND CAPSULIZE THE

CURRICULUM AROUND COMMON LEARNING
ACROSS DISCIPLINES TO EMPHASIZE
INTERDISCIPLINARY SKILLS AND CONCEPTS.
Skills Content
FILIPINO ARALING
PANLIPUNAN
FILIPINO
TRANSDISCIPLINARY INTEGRATION

• TEACHERS DESIGN A CURRICULUM WITHIN STUDENT NEEDS AND CONCERNS.

• STUDENTS DEVELOP LIKE SKILLS AS THEY APPLY DISCIPLINARY AND
INTERDISCIPLINARY SKILLS IN A REAL-LIFE CONTEXT.

• PROJECT-BASED LEARNING AND NEGOTIATING THE CURRICULUM

 Subject areas

THEME AND CONCEPTS

LIFE SKILLS
REAL-WORLD CONTEXT
CAREER PROSPECTS
COMMUNITY INTEGRATION
SOCIAL PROBLEMS and DILEMMAS
LIFE EXPERIENCES
STUDENT QUESTIONS
INTERCONNECTING THE THREE APPROACHES

•TEACHERS CAN USE ANY OF THE APPROACHES

AT ANY LEVEL OF EDUCATION IN A SINGLE
CLASSROOM OR IN A TEAM APPROACH.
 COMPARING AND CONTRASTING THE THREE
APPROACHES TO INTEGRATION
(ASSOCIATION FOR SUPERVISION AND CURRICULUM DEVELOPMENT, 2004)

ASPECT MULTUDISCIPLINARY INTERDISCIPLINARY TRANSDISCIPLINARY

ORGANIZING • STANDARDS OF THE • INTERDISCIPLINARY • REAL-LIFE
CENTER DISCIPLINES SKILLS AND CONCEPTS CONTEXT
ORGANIZED EMBEDDED IN • STUDENT
AROUND A THEME DISCIPLINARY QUESTIONS
STANDARDS
 ASPECT MULTIDISCIPLINARY INTERDISCIPLINARY TRANSDISCIPLINARY
CONCEPTUALIZ • KNOWLEDGE BEST • DISCIPLINES • ALL KNOWLEDGE
ATION OF LEARNED THROUGH CONNECTED BY INTERCONNECTED
KNOWLEDGE THE STRUCTURE OF COMMON CONCEPTS AND
THE DISCIPLINES AND SKILLS INTERDEPENDENT
• A RIGHT ANSWER • KNOWLEDGE • MANY RIGHT
• ONE TRUTH CONSIDERED TO BE ANSWERS
SOCIALLY • KNOWLEDGE
CONSTRUCTED CONSIDERED TO
• MANY RIGHT ANSWERS BE INTERMINATE
AND AMBIGUOUS
 ASPECT MULTIDISCIPLINARY INTERDISCIPLINARY TRANSDISCIPLINARY
ROLE OF • PROCEDURES OF • INTERDISCIPLINARY • DISCIPLINES
DISCIPLINES DISCIPLINE AKILLS AND CONCEPTS IDENTIFIED IF
CONSIDERED STRESSED DESIRED, BUT
MOST IMPORTANT REAL-LIFE
• DISTINCT SKILLS CONTEXT
AND CONCEPTS OF EMPHASIZED
DISCIPLINE
TAUGHT
ROLE OF • FACILITATOR • FACILITATOR • CO-PLANNER
TEACHER • SPECIALIST • SPECIALIST/GENERALIST • CO-LEARNER
• GENERALIST/
SPECIALIST
 ASPECT MULTIDISCIPLINARY INTERDISCIPLINARY TRANSDISCIPLINARY
STARTING • DISCIPLINARY • INTERDISCIPLINARY • STUDENT
PLACE STANDARDS AND BRIDGE QUESTIONS AND
PROCEDURES • KNOW/DO/BE CONCERNS
• REAL-WORLD
CONTEXT
DEGREE OF • MODERATE • MEDIUM/INTENSE • Paradigm shift
INTEGRATION
ASSESSMENT • DISCIPLINE-BASED • INTERDISCIPLINARY • INTERDISCIPLINA
SKILLS/CONCEPTS RY
STRESSED SKILLS/CONCEPTS
STRESSED
LEARNING TO • CONCEPTS AND ESSENTIAL UNDERSTANDINGS ACROSS DISCIPLINES
KNOW
 ASPECT MULTIDISCIPLINARY INTERDISCIPLINARY TRANSDISCIPLINARY
LEARNING TO • DISCIPLINARY • INTERDISCIPLINARY • INTERDISCIPLINA
DO SKILLS AS THE SKILLS AS THE FOCAL RY SKILLS AND
FOCAL POINT POINT DISCIPLINARY
• INTERDISCIPLINAR • DISCIPLINARY SKILLS SKILLS APPLIED IN
Y SKILLS ALSO ALSO INCLUDED A REAL-LIFE
INCLUDED CONTEXT
LEARNING TO • DEMOCRATIC VALUES
BE • CHARACTER EDUCATION
• HABITS OF MIND
• LIFE SKILLS (E.G., TEAMWORK, SELF-RESPONSIBILITY)
PLANNING • BACKWARD DESIGN
PROCESS • STANDARDS-BASED
• ALIGNMENT OF INSTRUCTION, STANDARDS AND ASSESSMENT
 ASPECT MULTIDISCIPLINARY INTERDISCIPLINARY TRANSDISCIPLINARY
INSTRUCTION • CONSTRUCTIVIST APPROACH
• INQUIRY
• EXPERIENTIAL LEARNING
• PERSONAL RELEVANCE
• STUDENT CHOICE
• DIFFERENTIATED INSTRUCTION
ASSESSMENT • BALANCE OF TRADITIONAL AND AUTHENTIC ASSESSMENTS
• CULMINATING ACTIVITY THAT INTEGRATES DISCIPLINES TAUGHT
PLANNING • BACKWARD DESIGN
PROCESS • STANDARDS-BASED
• ALIGNMENT OF INSTRUCTION, STANDARDS AND ASSESSMENT

(SOURCE: ASSOCIATION FOR SUPERVISION AND CURRICULUM DEVELOPMENT, 2004)

METHODS OF CURRICULUM INTEGRATION

•ANCHORED ON APPROACHES TO
CURRICULUM INTEGRATION, THERE ARE
METHODS THAT ARE PROCESSED AND
DEVISED FOR THIS PURPOSE.
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 CORPUS, 2014). AS SUCH, IT ENTAILS AN OUTPUT WHICH INVOLVES
ACCOMPLISHING A COMPLEX TASK, PERFORMING A PRESENTATION AND PRODUCING A PROJECT, A CRAFT
OR AN ARTIFACT. HERE, STUDENTS START BY DEFINING THE PURPOSE OF CREATING THE END-PRODUCT;
IDENTIFY THE AUDIENCE; DO RESEARCH ON THE TOPIC; DESIGN THE PRODUCT; IMPLEMENT THE DESIGN;
SOLVE THE PROBLEMS THAT ARISE; AND COME UP WITH THE PRODUCT GUIDED BY A PLAN OR A MODEL. IT
USUALLY CULMINATES WITH PRODUCT PRESENTATION, AND PRODUCT EVALUATION WHILE REFLECTING ON
THE ENTIRE PRODUCTION PROCESS (SCHNEUDERMAN, ET. AL, 1998 IN CORPUS, 2014).
IMPLEMENTATION OUTCOME
• AS A RESULT, CURTIS (2002) REVEALED THAT PROJECT-BASED PROGRAMS
SHOW THAT STUDENTS GO FAR BEYOND THE MINIMUM 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 LEARNING THAT ACTIVELY INVOLVES STUDENTS IN A WIDE RANGE OF EXPERIENCES, WHICH
OFTEN BENEFIT THE 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. WHAT IS UNIQUE ABOUT SERVICE LEARNING IS THAT IT OFFERS DIRECT
APPLICATION OF THEORETICAL MODELS. AS SUCH, THE REAL-WORLD APPLICATION OF CLASSROOM
KNOWLEDGE IN A COMMUNITY SETTING ALLOWS STUDENTS TO SYNTHESIZE COURSE MATERIAL IN MORE
MEANINGFUL WAYS. IT IMPOUNDS INTEGRATIVE REFLECTIVE, CONTEXTUALIZED , STRENGTH-BASED,
RECIPROCAL, AND LIFE-LONG LEARNING (CLAVENGER-BRIGHT, ET. AL., 2012)
IMPLEMENTATION OUTCOME
• AS A RESULT, GLENN (2001) FOUND THAT MORE THAN 80 PERCENT OF THE SCHOOLS
THAT INTEGRATE SERVICE LEARNING INTO THE CLASSROOM REPORT AN IMPROVEMENT
IN GRADE POINT AVERAGE OF PARTICIPATING STUDENTS. ON THE OTHER HAND, SUCH
PROGRAMS FOSTER LIFELONG COMMITMENT TO CIVIC PREPARATION, SHARPEN
“PEOPLE SKILLS,” AND PREPARE STUDENTS FOR THE WORK FORCE. 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. IN FACT, LEARNING
CENTERS ALLOW CHILDREN TO ROLE-PLAY IN ORDER 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
 INTEGRATION OF NEW LITERACY IN THE
K TO 12 CURRICULUM
LITERACY SUBJECT AREA OUTCOME STRATEGY ASSESSMENT
OUTPUT
1. MULTICULTURAL ARALING DEMONSTRATE ROLE PLAYING RUBRIC
AND GLOBAL PANLIPUNAN RESPECT FOR ASSESSMENT RESULT
LITERACY CULTURAL DIVERSITY BRAINSTORMING BRAINSTORMING
REPORT
2. SOCIAL LITERACY EDUKASYON SA APPLY ETHICAL AND CASE ANALYSIS CASE REPORT
PAGPAPAKATAO MORAL STANDARDS
ON GIVEN ISSUES DILEMMA ANALYSIS NARRATIVES
AND CASES
3. MEDIA LITERACY ENGLISH USE MEDIA IN MEDIA-ASSISTED E-PORTFOLIO
COMMUNICATION INSTRUCTION
FILIPINO AND DISSEMINATION GOOGLE CLIP
AND TRANSACTION
 INTEGRATION OF NEW LITERACY IN THE
K TO 12 CURRICULUM
LITERACY SUBJECT AREA OUTCOME STRATEGY ASSESSMENT
OUTPUT
4. FINANCIAL MATH SOLVE PROBLEMS IN PROBLEM SOLVING SCORES IN PROBLEM
LITERACY THE CONTEXT OF SOLVING DRILLS
BUSINESS AND
INVESTMENT
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 TO 12 CURRICULUM
LITERACY SUBJECT AREA OUTCOME STRATEGY ASSESSMENT
OUTPUT
5. DIGITAL/CYBER COMPUTER SUBJECT EXAMINE THE HANDS-ON ACTIVITY COMPUTER
LITERACY COMPUTER VIRUS CAPSTONE
THAT COMMONLY EXPERIENTIAL
DAMAGES COMPUTER LEARNING
NETWORKS AND
SYSTEMS
RESEARCH CITE WAYS IN EXPLORATORY RESEARCH OUTPUT
RESOLVING METHOD
PLAGIARISM ISSUES
AND DETERMINE
RESEARCH
PROTOCOLS
 INTEGRATION OF NEW LITERACY IN THE
K TO 12 CURRICULUM
LITERACY SUBJECT AREA OUTCOME STRATEGY ASSESSMENT
OUTPUT
6. ECOLITERACY SCIENCE SUGGEST WAYS ON PROJECT-BASED PROJECT PORTFOLIO
HOW TO PROTECT
NATURE AND TASK-BASED PARTICIPATION LOG
ADDRESS CLIMATE
CHANGE LEARNING
REFLECTION JOURNAL
7. ARTS AND MAPEH CREATE ARTWORKS MANIPULATIVE PROJECT DESIGN
CREATIVE LITERACY AND ARTISTIC WORKS
DESIGNS USING CRAFTS
INDIGENOUS ARTS STUDIO
MATERIALS WORKSHOP METHOD