1. SEMINAR WORKSHOP ON CONTENT, PEDAGOGY &
ASSESSMENT ACROSS ALL LEARNING AREAS
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Judith B. Alba, EPS-I
CID - Learning Resource Management Section
Eulogia Hotel & Restaurant, General Santos City
August 15, 2022
2. Classroom Teaching Integration Approach
Across the Curriculum Align to
21st Century Learner Needs
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Judith B. Alba, EPS-I
CID - Learning Resource Management Section
Eulogia Hotel & Restaurant, General Santos City
August 15, 2022
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Activity 2: Role Playing (Act out)
In classroom B, where the students also study ecology and read
the story about the boy who ran away, They highlight cause-and-
effect relationships and predict the behavior of the system over
time. After the students read the short story, the teacher asks them
to prepare concept maps of the problems the child faces upon
running away from home: how to find food, how to find shelter,
how to feel safe, and so on.
Situation 2
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Pour the Empty Mind
Benefits of integrating skills and content across curriculum
on learner’s learning
Helping students acquire
“higher-order content,” general
ideas such as dependency,
that they can use to order and
illuminate their understanding
of particular topics and
situations.
Enable students to acquire
general skills and strategies
that they can apply widely to
understand situations and
solve problems. We focus on
the potentials of integrating
thinking and learning skills
across the curriculum.
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Know the practical side
The simplicity of the notion of skills-content integration
masks numerous questions about how curriculum and
instruction would actually be organized. Even if there is
agreement about which skills should be taught, decisions
must be made as to who (teachers of which subjects and
grade levels) will teach which of the skills and, more
significantly, how the skill teaching will relate to the content
that students are to learn.
Practical Side of Skills-Content Integration
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Activity: Run - Through Demo Teaching
Do these tasks:
•Choose a subject representative to teach each learning lesson
made
•Demonstrate the lesson plan developed and apply
the integration of content and skill approach in teaching and
learning activities using an appropriate instructional materials.
•Choose 1 member to represent the group to do the demonstration .
Constructive Feedback –giving and other needed technical
assistance may follow for further gained insights on understanding
of applied knowledge content within across curriculum goal..
Credits to the writer Mrs. Genevieve Rama, - LAC Writer
Evaluated by EPS Judith Alba, PIC Roy Tribunalo, Doc Cherwin Macaranas & Doc. Josie Teofila Quijano
(The DepEd Mission To protect and promote the right of every Filipino to quality, equitable, culture-based, and complete basic education where: Students learn in a child-friendly, gender-sensitive, safe, and motivating environment. Teachers facilitate learning and constantly nurture every learner)
In our present education leading 21st century, Integrative curriculum is necessary to align the learners need This curriculum exists recently because it described as one that connects different areas of study by cutting across subject-matter lines and emphasizing unifying concepts.
Integration focuses on making connections for students, allowing them to engage in relevant, meaningful activities that can be connected to real life
INTEGRATION focuses on making connections for students, allowing them to engage in relevant, meaningful activities that can be connected to real life.
Look at this picture. What do you think the teacher is doing?
Can you guess what teaching approach is used? (Activity: Think, Group and Share)
Describe the difference between the two pictures shown.
(Provide clear instructions in doing the activity.) Let each situation (next slides) be done in 3 to 5 minutes in their respective groups.
Read the role playing rubrics and have a member of the group to observe the role playing activity and rate.
Analysis / Processing
Do: Read the processing questions one at a time and internalize the content of the participants responses.
Value the impact of integration skill-content in teaching across curriculum learning areas
Note to the speaker: Highlight the integration approach – thinking and skill approach in teaching being used.
Analysis / Processing
Do: Read the processing questions one at a time and internalize the content of the participants responses.
Value the impact of integration skill-content in teaching across curriculum learning areas
Note to the speaker: Highlight the integration approach – thinking and skill approach in teaching being used.
Abstraction / Inputs
Say: What is integrative curriculum?
Do: Allow the participants share their ideas
Do: Elaborate the definition of integrative curriculum
Do: Comprehensive explanation on the difference between Thinking and Skill integration
Tell me the teaching integration approaches
Say: These examples illustrate the difference between content-oriented integration and skill-oriented integration.
The first approach is “thematic” in nature, aimed at helping students acquire “higher-order content,” general ideas such as dependency, that they can use to order and illuminate their understanding of particular topics and situations.
The second approach is “procedural” in nature, to enable students to acquire general skills and strategies that they can apply widely to understand situations and solve problems. We focus on the potentials of integrating thinking and learning skills across the curriculum
SAY: According the author of article, broadest sense curriculum integration embraces not just the interweaving of subjects (e.g., science and social studies) but of any curriculum elements (e.g., skills and content) that might be taught more effectively in relation to each other than separately. He added that all educators agree that students ought to acquire both skills needed to acquire knowledge and some knowledge itself, there is nowhere near unanimity on how instruction aiming toward these complementary sets of goals should be organized.
Further explain that from a curriculum integration perspective, it makes obvious sense to try to build solid connections between the development of skills and the teaching of content, because the “skills” may be helpful, even essential, to students trying to unlock the content. But there are many obstacles to systematic skills-content integration.
Finally, It conclude that these issues to the fore, it is helpful to contrast a standard view of the relationship between skills and content and a futuristic alternative
SAY: We take a closer look at what is meant by “integrating” skills with content.
The simplicity of the notion of skills-content integration masks numerous questions about how curriculum and instruction would actually be organized. Even if there is agreement about which skills should be taught, decisions must be made as to who (teachers of which subjects and grade levels) will teach which of the skills and, more significantly, how the skill teaching will relate to the content that students are to learn.
SAY: A more egalitarian schema would have each subject responsible for the “lead” teaching of some thinking and learning skills and for the reinforcement and application of others. Thus, while English teachers might continue to assume greater than average responsibility for instruction in reading and writing, science teachers could assume the same degree of responsibility for skills of empirical inquiry, social studies and health teachers for skills in decision making, and math teachers for approaches to problem solving. This hardly sounds revolutionary. What would be different is if, for instance, the social studies curriculum were organized to both “teach” decision-making skills (confident that they would be reinforced in other subjects) and to reinforce skills in reading, writing, empirical inquiry, and problem solving that had been introduced, respectively, in English, science, and mathematics classes. We might call this the “multi-hub” approach.
Another alternative would be simply to identify the skills to be taught along with the subjects and years in which they are to be taught, without making any subject especially responsible for particular skills. While many arrangements are possible, a plan for at least some degree of mutual reinforcement is necessary for a learning skill or strategy to become a well-established, flexible part of the student's cognitive repertoire.
Application
Lesson Planning Activity
Sample Lesson Plan using 4A’s with integration of
content and skill across learning areas strategies
1. Form groups with 10 members in a group to work collaboratively
2. Assign roles (e.g., facilitator, writer, reporter etc.).
3. Do the task assigned to each group:
Group 1 - English
Group 2 - Filipino
Group 3 – Mathematics
Group 4 - Science
Group 5 - - ARPAN/
Group 6 – MTB-MLE
4. Follow specific instructions for each task Finish the task in 15 minutes.
5. Afterwards, present your outputs in 4-6 minutes.
Demo Teaching
1. Choose a subject representative to teach each learning lesson made:
2. Demonstrate the lesson plan developed and apply the integration of content and skill approach in teaching and learning activities using an appropriate instructional materials.
3. Choose 1 member to represent the group to do the run-through demonstration.
Constructive Feedback –giving and other needed technical assistance may follow for further gained insights on understanding of applied knowledge content within across curriculum goal..
Closure
DO: Allow the participants to share their ideas or
reflections from the learning session
