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Integrative Methods in Teaching Activity 1-4

This document discusses curriculum integration in education. It defines an integrated curriculum as connecting different subject matters and relating them to students' experiences. It then outlines a spectrum of integration from traditional single-subject teaching to fully integrated themes across multiple subjects. Several learning theories that support integration are provided, including experiential learning, multiple intelligences theory, and constructivism. Principles for effective integration include matching content with strategies, integrating concepts across subjects, and providing connections. Common elements of an integrated curriculum are cross-subject projects, thematic units, and flexible scheduling. Finally, steps for planning integrated instruction are outlined.

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Jun Mark Balasico Yabo
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2K views2 pages

Integrative Methods in Teaching Activity 1-4

This document discusses curriculum integration in education. It defines an integrated curriculum as connecting different subject matters and relating them to students' experiences. It then outlines a spectrum of integration from traditional single-subject teaching to fully integrated themes across multiple subjects. Several learning theories that support integration are provided, including experiential learning, multiple intelligences theory, and constructivism. Principles for effective integration include matching content with strategies, integrating concepts across subjects, and providing connections. Common elements of an integrated curriculum are cross-subject projects, thematic units, and flexible scheduling. Finally, steps for planning integrated instruction are outlined.

Uploaded by

Jun Mark Balasico Yabo
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOCX, PDF, TXT or read online on Scribd
  • Theories Supporting Curriculum
  • Introduction to Integrative Curriculum
  • Constructionism
  • Planning Effective Instruction
  • Principles and Practices in Curriculum
  • Common Elements in Curriculum Design

LEYTE COLLEGES

Paterno Street
Tacloban City
325-2432

Towards relevant education for all

ED103 INTEGRATIVE METHODS IN TEACHING


WEEK 1 & 4 ACTIVITY
Name: JUN MARK B. YABO Year Level: BSED-III

1. What is an Integrated Curriculum ?

An integrated curriculum is a way of teaching a way of planning and organizing the instructional
program. This enables the discrete disciplines of subject matter related to one another design that
matches the developmental needs of the learners to connect to their learning's 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)

2. Discuss the Spectrum of Integrated Curriculum:


SPECTRUM OF INTEGRATED CURRICULUM

Level 1: This is the traditional organization of curriculum and classroom instruction. In this level the
teachers plan and arrange the subject through a specific scope and sequence which uses a topic outline
format.

Level 2: In this level the theme is one discipline are not necessary planned to correspond with the
themes in another.

Level 3: In this level, the class is studying two or more core learning areas or subjects around a common
theme.

Level 4: Teacher teaching different subjects collaborate on a common theme and its content.

Level 5: A common theme likewise chosen by a team of teachers. The content and discipline boundaries
are blurred during the teaching- learning process.

3. Theories Supporting Curriculum Integration


1. Experiential Learning. Carl Roger (2004), the proponent of this theory, believe that all individual
have a natural propensity to learn. John Dewey (1938), posits that school learning should be
experiential because students learn from what they experience.
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
 Linguistic intelligence
 Logical-Mathematical Intelligence
 Spatial Intelligence
 Bodily-kinesthetic Intelligence
 Musical Intelligence
 Interpersonal Intelligence
 Intrapersonal Intelligence
 Naturalistic Intelligence
 Existentialist Intelligence
3. Constructivism. This theory expounds that development and learning occur through
constructive process and that knowledge is constructed from experience. 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.
4. Principles in Integrating Big Ideas and Strategies
To ensure effective instruction. Beane (1992) expounds the significance of the following
principles in integrating big ideas and strategies.
1. Integrate several ideas and strategies.
2. Match content with strategies
3. Integrate relevant concepts.
4. Integrate big ideas across multiple contents of instructions.
5. Provide opportunities to establish connections.
5. 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
6. 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.

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