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Integrative Teaching 
• Works best in the BEC 
• The curriculum is treated in a holistic 
manner 
• The process is interactive, collaborative 
and innovative
Thematic 
Teaching 
Content- 
Based 
Instruction 
Focusing 
Inquiry 
Generic 
Competency 
Model
Thematic Teaching 
• Teaching themes organize learning around 
ideas 
• Provides a broad framework for linking 
content and process from a variety of 
disciplines
Provides coherence 
Gives focus to the 
activities 
THEME 
Helps learners see 
meaningful 
connections 
Links ideas to actions 
and learning to life
Integrated Unit Design 
• Identifies major concept with topics from 
the different subjects webbed around the 
theme 
• Essential understandings & questions are 
clarified 
• Culminate in “performance” that shows 
depth of learning achieved by students
Decide on a unit theme that will allow all 
subject areas to join. 
Identify the major concepts to serve as a 
“common thread” for all the subject 
areas. 
Brainstorm and list generalizations that will be 
derived form the study of the theme.
Write questions that would facilitate the 
understanding and mastery of the 
generalization. 
For each subject area, write instructional 
objectives to be accomplished. 
Identify instructional activities that will 
accomplish the objectives.
Based on the objectives, perform the activities. 
Conduct culminating activity where all subject 
learning areas will be applied. 
Design a scoring guide or rubric to assess the 
performance of the task in the 
culminating activity.
Thematic Teaching 
• May involve the whole school, a 
department, group of teachers 
• Encourages collaboration and cooperation 
among all stakeholders
Teachers 
Stakeholders 
Parents 
School 
Officials 
Students
• Integration of content learning with 
language teaching 
• Concurrent study of language & subject 
matter: 
– the form & sequence of language 
presentation dictated by content material 
CBI
• Language curriculum is centered on the 
academic needs & interests of the learners 
Language Subject matter 
content
Aim of CBI: 
Developing the 
learners academic 
language skills
Focusing Inquiry 
• An interdisciplinary approach that uses 
questions to organize learning 
• Learners become creators of knowledge 
rather than recipients 
• Contents and concepts are given less 
importance than the process of conducting 
an investigation and communicating what 
was learned to others
• Instructional process is built around inquiry 
• Teachers guide the students to discover 
answers to questions 
• Using what learners already know as a 
starting point, they generate questions 
about things they do not know yet 
• They design a method of investigation and 
gather information on their own
1. Frame focusing questions 
• Ask about prior knowledge 
2. Present field of facts 
• Who? What? When? How? 
3. Help learners connect or relate facts 
• Interpret, infer, give meaning 
4. Help learners generate explanatory ideas 
• Generalization 
5. Help learners find answers
Generic Competency Model 
• Learners are enrolled in three to four linked 
or related courses or subject areas 
• The links between the courses rest 
essentially on “generic competencies”
Personal 
Developme 
nt 
MAKABAYAN 
COMPETENCIES 
Work and 
Special 
Skills 
Social 
Competenc 
ies
Decide on the generic competency that will 
allow related competencies from the many 
subjects to enter the integration process. 
 Social, personal, productivity 
Identify the culminating performance 
 What, why, how
Brainstorm the specific skills derived from the 
project that would be expected of the 
learners. 
 Find out if these skills will lead to the 
culminating performance 
Design the scoring guide criteria and standard 
to assess the performance tasks 
 Performance test, portfolio
THIRD ELEMENTARY 
EDUCATION PROGRAM 
(TEEP)
TEEP 
• Flagship project of the Department of 
Education in response to the Social Reform 
Agenda initiatives of the government 
• FOCUS: elementary level 
• GOALS: 
– Improved learning achievement 
– Improve completion rates 
– Access to quality elementary education
TEEP 
• AIM: to build institutional capacity of the 
DepEd to manage change and actively 
involve parents, teachers, community 
leaders as stakeholders for quality education 
• Funded by World Bank and Japan Bank for 
International Cooperation 
• 1996-2005
TEEP Findings 
 There are indicators of improved 
learning achievement and rise of 
completion rates of students. 
 Access to quality elementary 
education have been achieved
TEEP 
• The best practices of the curriculum 
innovations of the pilot divisions would be 
implemented by other divisions all 
throughout the country.
Advocacy 
In-serivce Training 
for Teachers (INSET) 
Social Improvement 
and Innovation 
Facility (SIIF) 
Student Assessment 
(SA) 
Educational 
Management 
Information System 
(EMIS) Procurement 
Monitoring and 
Evaluation 
Principal Empowerment in all Educational Components
Integrative teaching as mode of instructional delivery

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Integrative teaching as mode of instructional delivery

  • 1.
  • 2. Integrative Teaching • Works best in the BEC • The curriculum is treated in a holistic manner • The process is interactive, collaborative and innovative
  • 3. Thematic Teaching Content- Based Instruction Focusing Inquiry Generic Competency Model
  • 4.
  • 5. Thematic Teaching • Teaching themes organize learning around ideas • Provides a broad framework for linking content and process from a variety of disciplines
  • 6. Provides coherence Gives focus to the activities THEME Helps learners see meaningful connections Links ideas to actions and learning to life
  • 7. Integrated Unit Design • Identifies major concept with topics from the different subjects webbed around the theme • Essential understandings & questions are clarified • Culminate in “performance” that shows depth of learning achieved by students
  • 8.
  • 9. Decide on a unit theme that will allow all subject areas to join. Identify the major concepts to serve as a “common thread” for all the subject areas. Brainstorm and list generalizations that will be derived form the study of the theme.
  • 10. Write questions that would facilitate the understanding and mastery of the generalization. For each subject area, write instructional objectives to be accomplished. Identify instructional activities that will accomplish the objectives.
  • 11. Based on the objectives, perform the activities. Conduct culminating activity where all subject learning areas will be applied. Design a scoring guide or rubric to assess the performance of the task in the culminating activity.
  • 12. Thematic Teaching • May involve the whole school, a department, group of teachers • Encourages collaboration and cooperation among all stakeholders
  • 13. Teachers Stakeholders Parents School Officials Students
  • 14.
  • 15. • Integration of content learning with language teaching • Concurrent study of language & subject matter: – the form & sequence of language presentation dictated by content material CBI
  • 16. • Language curriculum is centered on the academic needs & interests of the learners Language Subject matter content
  • 17. Aim of CBI: Developing the learners academic language skills
  • 18.
  • 19. Focusing Inquiry • An interdisciplinary approach that uses questions to organize learning • Learners become creators of knowledge rather than recipients • Contents and concepts are given less importance than the process of conducting an investigation and communicating what was learned to others
  • 20. • Instructional process is built around inquiry • Teachers guide the students to discover answers to questions • Using what learners already know as a starting point, they generate questions about things they do not know yet • They design a method of investigation and gather information on their own
  • 21.
  • 22. 1. Frame focusing questions • Ask about prior knowledge 2. Present field of facts • Who? What? When? How? 3. Help learners connect or relate facts • Interpret, infer, give meaning 4. Help learners generate explanatory ideas • Generalization 5. Help learners find answers
  • 23.
  • 24. Generic Competency Model • Learners are enrolled in three to four linked or related courses or subject areas • The links between the courses rest essentially on “generic competencies”
  • 25. Personal Developme nt MAKABAYAN COMPETENCIES Work and Special Skills Social Competenc ies
  • 26.
  • 27. Decide on the generic competency that will allow related competencies from the many subjects to enter the integration process.  Social, personal, productivity Identify the culminating performance  What, why, how
  • 28. Brainstorm the specific skills derived from the project that would be expected of the learners.  Find out if these skills will lead to the culminating performance Design the scoring guide criteria and standard to assess the performance tasks  Performance test, portfolio
  • 29. THIRD ELEMENTARY EDUCATION PROGRAM (TEEP)
  • 30. TEEP • Flagship project of the Department of Education in response to the Social Reform Agenda initiatives of the government • FOCUS: elementary level • GOALS: – Improved learning achievement – Improve completion rates – Access to quality elementary education
  • 31. TEEP • AIM: to build institutional capacity of the DepEd to manage change and actively involve parents, teachers, community leaders as stakeholders for quality education • Funded by World Bank and Japan Bank for International Cooperation • 1996-2005
  • 32. TEEP Findings  There are indicators of improved learning achievement and rise of completion rates of students.  Access to quality elementary education have been achieved
  • 33. TEEP • The best practices of the curriculum innovations of the pilot divisions would be implemented by other divisions all throughout the country.
  • 34.
  • 35. Advocacy In-serivce Training for Teachers (INSET) Social Improvement and Innovation Facility (SIIF) Student Assessment (SA) Educational Management Information System (EMIS) Procurement Monitoring and Evaluation Principal Empowerment in all Educational Components