Unit1(Integrationcurriculum) - Millie Tapia

7/23/2019 Unit1(Integrationcurriculum) - Millie Tapia

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UNIT I

CURRICULUMINTERGRATION


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INTRODUCTION

Highlighting the 2002 Basic EducationCurriculum (BEC) is curriculum integration, thetouchstone for integrative teaching and learning.Through curriculum integration knowledge canbe connected and linked with other fields ofknowledge. It allows students to build bridgesacross learning areas (subjects) is the elementaryand the secondary schools and apply knowledge

to new learning situation. This happens when thesources of the curriculum are issues, events andconcerns that have applications in everydayliving.


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OBJECTIVESAt the end of this unit, the students shall able to:1) explain the significance of curriculum integration inplanning.2) compares the level of integration used by teachers toenhance learning.

3) discuss the learning theories supporting curriculumintegration.4) discuss the principles in integrating big ideas andstrategies as applied in curriculum integration.

5) explain the common elements of an integratedcurriculum and how each one applies to instruction.6) present the sequential steps in planning an integratedcurriculum and7) understand the significance of curriculum integration

in the DepEd 2002 BEC.


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INTEGRATED CURRICULUMThe concept of an integrated curriculum and its significance to the learners was

expounded by the educators like Beane (1992), Johnson and Johnson (1998), and

Kellough (2003), presented below are their perspective about an integrated

curriculum.

a. An integrated curriculum refers to a single course that contains one or more

disciplines. It consists of one set of objectives and 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 onmultiple subject areas for learning and instruction. It purposes is to realistically link

various disciplines into the study and exploration of certain aspects of the world

(Beane, 1992).

c. An integrated curriculum is a way of teaching 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

learner to connect their learnings in ways that are meaningful to their current andpast 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.


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INTEGRATION IN BASIC EDUCATION

What is integration? How does it apply toteaching?To integrate is to make up, combine, or

complete to produce a whole or a larger unitas parts do. Integration is applied toeducation to facilitate the integrative andinteractive learning processes in the

classroom. To Johnson and Johnson (1998),integration is the process of linking newinformation to prior learning, and linking

different parts of learning to each other.


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LEVEL 1: CURRICULUM INTEGRATION: 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 SEQUENCES.

LEVEL 2: CURRICULUM INTEGRATION: IN THIS LEVEL OF INTEGRATION, THE

THEMES IN ONE DISCIPLINE ARE NOT NECESSARILY PLANNED TO CORRESPOND

WITH THE THEMES IN ANOTHER. NEITHER ARE THE TEACHERS EXPECTEDTPTEACH THEM SIMULTANEOUSLY.

LEVEL 3: CURRICULUM INTEGRATION: IT IS AT THIS LEVEL WHEN THE CLASS

IS STUDYING TWO OR MORE CORE LEARNING AREAS OR SUBJECT AROUND A

COMMON THEME.

LEVEL 4: CURRICULUM INTEGRATION: TEACHERS TEACHING DIFFERENT

SUBJECTS COLLABORATE ON A COMMON THEME AND ITS CONTENT. IT IS A THIS

LEVEL WHEN DISCIPLINE BOUNDARIES BEGIN TO DISAPPEAR AS THE TEACHERS

ADDRESS A COMMON THEME.

LEVEL 5: CURRICULUM INTEGRATION: A COMMON THEME IS LIKEWISE CHOSEN

BY A TEAM OF TEACHERS. IN THIS LEVEL OF INTEGRATION THE CONTENT AND

DISCIPLINE BOUNDARIES ARE BLURRED DURING THE TEACHING LEARNING

PROCESS.

SPECTRUM OF INTEGRATED CURRICULUMKellough (1996) advocates to teachers five level of curriculum integration:


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Students in the constructivist classroom engage in problem solvingdecision-making, and cooperative activities utilizing interactiveactivities to learn integrated bodies of knowledge.

Principles in Integrating Big Ideas and Strategies

To ensure effective instruction, Beane (1992) expounds thesignificance f the following principles in integrating big ideas andstrategies.

1. Integrate several ideas and strategies.2. Match content with strategies,

3. Integrate relevant concepts.

4. Integrate big ideas across multiple contents of instruction.

5. Provide opportunities to establish connections.

These principles provide direction to teachers in makingconnections or establishing linkages between two or moredisciplines or learning areas.


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Learning Task 1.1Answer the following questions.1. What is an integrated curriculum?______________________________________________________________________________________________________________________________________________2. How does integrated curriculum differ from unidisciplinary curriculum of regularcourses?

______________________________________________________________________________________________________________________________________________3. What is integration?______________________________________________________________________________________________________________________________________________4. How is curriculum integration undertaken?

______________________________________________________________________________________________________________________________________________5. What are the results of curriculum integration?______________________________________________________________________________________________________________________________________________


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6. What are the theories supporting curriculum integration? Explain each one.______________________________________________________________________________________________________________________________________

7. How does curriculum integration improve basic education?______________________________________________________________________________________________________________________________________

LEARNING TASK 1.2Write below two definitions of an integrated curriculum.1. ____________________________________________________________________

____________________________________________________________________________________________________________________________________________________________________________________________________________

_______________________________________________________________2. ____________________________________________________________________

__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


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LEARNING TASK 1.3

Write inside the chart how each of the following learning theories

supports curriculum integration.

1. Experiential Learning

2. Multiple Intelligence

3. Constructivism


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LEARNING TASK 1.4Answer the question on the ladder web.

What are the common elements of an

integrated curriculum?

1.

2.

3.

4.

5.

6.

7.


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LEARNING TASK 1.5Write a statement about the common elements of an integrated

curriculum.

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

___________________________________________________________________Learning Task 1.6Write inside the chart a brief description on how integration takes place in each level.

LEVEL 1

LEVEL 2

LEVEL 3

LEVEL 4

LEVEL 5

CURRICULUM INTEGRATION


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LEARNING RASK 1.7Write below five (5) basic understanding about an integrated curriculum.

1. ________________________________________________________________________

_________________________________________________________________________________________________________________________________

2. _________________________________________________________________________________________________________________________________________________________________________________________________________

3. _________________________________________________________________________________________________________________________________________________________________________________________________________

4. ________________________________________________________________________

_________________________________________________________________________________________________________________________________

5. _________________________________________________________________________________________________________________________________________________________________________________________________________


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LEARNING TASK 1.8Give examples for each of the nine (9) categories of multiple intelligences of

Howard Gardner and Associates.

1. Linguistic Intelligence

2. Logical- MathematicalIntelligence

3. Spatial Intelligence

4. Bodily- KinestheticIntelligence

5. Musical Intelligence

6. InterpersonalIntelligence

7. Intrapersonal Intelligence

8. Naturalistic Intelligence

9. Existentialist Intelligence

MULTIPLE INTELLIGENCE


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Unit 1 : CURRICULUM

INTERGRATIONPrepared by :

BEEd III- A (General Education)MILLIENOR D. TAPIA

JANILLE P. QUINTOS

YORADYL ARGUILPHILIP CYRILL F. CANDELARIA

Unit1(Integrationcurriculum) - Millie Tapia

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