The document discusses several approaches to integrated teaching and learning: - Integrative teaching treats the curriculum holistically and uses interactive, collaborative, and innovative processes. - Thematic teaching organizes learning around broad ideas and links content from various disciplines under a common theme. - Content-based instruction integrates language learning with subject content, with the language curriculum centered on students' academic needs. - Focusing inquiry takes an interdisciplinary approach using questions to guide student-led investigations and knowledge creation. - The generic competency model links multiple courses through overarching competencies like social, personal, and work skills.

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

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

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

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

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

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

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

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.

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