Curr Integr Models

8/3/2019 Curr Integr Models

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Curriculum Integration

Curriculum Integration ModelsCurriculum Integration Models


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Objectives: Present ten models of integration inPresent ten models of integration in

teaching and in the curriculumteaching and in the curriculum

Facilitate a workshop on the application ofFacilitate a workshop on the application of

thematic and integrated teachingthematic and integrated teaching


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The traditional curriculum

is fragmentedis fragmented


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What is integration ?

A strategic way ofbringing:A strategic way ofbringing:

subjects/ disciplines andsubjects/ disciplines and

overover--arching concepts andarching concepts and

themes togetherthemes together


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Definition of integration in

curriculum and instruction

A holistic approach to learning by bringingA holistic approach to learning by bringing

together related concepts, contents, and/ortogether related concepts, contents, and/orprocesses through a theme, issue, or aprocesses through a theme, issue, or a

problem (Perkins, 1990)problem (Perkins, 1990)

Spectrum of possibilities from fragmentedSpectrum of possibilities from fragmentedto networked (10 models, Fogarty andto networked (10 models, Fogarty and

Stoehr, 1991)Stoehr, 1991)


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Expected Results of Integration

Deeper understanding of subjectDeeper understanding of subject

matter and problem solvingmatter and problem solvingtransfertransfer

Students build links betweenStudents build links between

topics.topics.


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Ten Design Options

Integration

fragmentedconnected

nested

sequenced

shared

webbed

threadedintegrated

immersed

networked

(Fogarty & Stoehr, 1991)


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Fragmented

Narrow focus on singlediscipline

Example:

Teacher applies this view

in Math, Science, SocialStudies, Language arts or

Sciences, Humanities,

Fine and Practical Arts.

Description:

The traditional model

of separate and distinctdisciplines, which

fragments the subject

area.


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Connected

focuses on interconnections

Example:In Math, the teacher

relates the concept

of fractions todecimals, which in

turn relates to

money

Description:

Within each

subject area, topics

are connected and

are extended to

actual life


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Nested

views multiple dimensions of atopic, or unit

Example:

Teacher designs a unit

to target development

of understanding of

photosynthesis,consensus-making, and

appreciation of plants

Description:

Within each subject,

the teacher targets a

content -specificknowledge/skill,

values, and attitudes


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Sequenced

Example:English teacher

presents a

historical novel

depicting a

particular period

while the History

teacher teaches that

same period.

Topics/units of study

are rearranged and

sequenced tocoincide with one

another. Similar ideas

are taught in concertwhile remaining as

separate subjects


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Shared

Focuses on interconnectionsbetween two disciplines

Example:Science and Math

teachers use data

collection, charting,

and graphing asshared concepts that

can be team-taught.

Description:Shared planning and

teaching take place in two

disciplines in which

overlapping concepts or

ideas emerge as organizing

elements.


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Webbed

broad view of an entireconstellation as one theme,

webbed to the various elements

Example:Teachers select a

topical theme (e.g.,conflict resolution),

and webs it in their

subject areas.

Description:

A fertile theme is webbed

to curriculum contents and

disciplines; subjects use the

theme to sift out

appropriate concepts,

topics, and ideas.


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Threaded

(across disciplines)

Example:Teaching staff

targets prediction in

Reading, Math, and

Science while

Social Studiesteacher targets

forecasting current

events.

The metacurricular

approach threads

thinking skills,social skills,

multiple

intelligences,

technology, and

study skills through

the various

disciplines.


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Integrated Example:In Math, Science,

Social Sciences, Arts,

Communication Arts,

and Practical Arts,teachers look for

patterning models and

approach content

through these patterns

(e.g., argument and

evidence)

An

interdisciplinary

approach thatmatches subjects for

overlaps in topics

and concepts with

some team teaching

in an authentic

integrated model


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ImmersedThe disciplinesbecome an intensely

personal view; content is filtered throughthe students lens of interest and expertise

Example:Student or masterscandidate chooses an

area of expertise and

interest and assumesthe responsibility for

the completion of an

investigation

Description:The disciplines

become completely

immersed from theperspective of the

learner.


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Networked

view which ex

pands learning into abroader spectrum; extendingbeyond

schooling

Example:

Architect, whileusing the Computer

Assisted Design

software, networkswith programmers

and expands his

knowledgebase.

Description:

Learner acquires an

expert's eye; makes internal

connections that lead toexternal networks of

experts in related fields.


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Edukasyon sa

Pagpapalakas ng Katawan

Tema: Magagandang Tanawin at Pook

Pasyalan

Ex. WebbedCurriculum (Gr.I (Makabayan)

Nakaaawit nang maytamang tono tungkol sa

magandang tanawin o

kapaligiran

Napananatilingmalinis ang paligid

Nakabubuo ng disenyo na

binubuo ng ibat ibang

hugis sa pamamagitan ng

finger painting

Naisasagawa ng ibat ibang

bahagi ng katawan ang ibat-

ibang hugis

Edukasyon sa

Kagandahang Asal at

Wastong Pag-uugaliMusika

Sining


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Tema: KATUTUBONGKULTURA

Edukasyon sa Pagpapalakas

ng Katawan

Musika

Napatutunayan na ang mga Pilipino ay may sariling

kultura bago pa man magkaroon ng pakikipag-

ugnayan sa ibang tao

Napahahalagahan ang mga uri

ng himig na matatagpuan sa

mga awit/tugtugin. Natutukoy

ang mataas at mababang tunog

papataas pababa (Awiting Bayan)

Nakatutulong sa paghahanda ng

masustansiya, mura at sapat na

pagkaing katutubo sa lugar para

sa mag-anak

Nagagamit amg mga kilos

di-lokomotor sa pagbibigay

kahulugan sa awit.

Nakikilala ang mga

katutubong sining ng

pook/bayan

Sining

Edukasyong

Pantahan at

Pangkabuhayan

Makabayan IV (Heograpiya/Kasaysayan/Sibika)


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SCIENCE &

HEALTHENGLISH

MATHEMATICSFILIPINO

UNIFYINGT H E M E

(Common to

all areas) SIBIKA atKULTURA;

HEOGRAPIYA,KASAYSAYAN

at SIBIKA

(SK;HKS)

Musika,

sining,

Edukasyon saPagpapalakas

ng Katawan

(MSEP)

Edukasyong

Pantahanan at

Pangkabuhayan

(EPP)

MODEL 3 ACROSSALLLEARNING AREAS


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Sibikaat Kultura

- Ibat-ibang pagdiriwang

panrelihiyon pansibiko

- Mga gawaing kaugnay ng mga pagdiriwang- Mga paniniwala/kaugaliang kaugnay ng

bawat pagdiriwang- Kahalagahan ng pagdaraos ng mga

pagdiriwang- Pagkakaroon ngdebatetungkol sa paksang:

Dapat bao di-dapat ipagdiwang ang pista

Filipino

- Pagkilala ng mga pangngalanat mga uri nito- Pagsulat ng mga ngalan ng pagdiriwang

gamit ng malaking titik- Pagbasa ng kuwento tungkol sa ibat ibang

pagdiriwang- Pagsagot ng mga tanong tungkol sa detalye

ng mga kwentong binasa- Pagsunud-sunod ng mga pangyayari sa

kuwento

Musika

- Pag-awit ngmaykaugnayan sa pagdiriwang PaskoNa Naman Pandangguhan

- Pagsunod sa ritmo ng mga awit- Pagtugtog ng awit Rhythm Band

Pangwakas na Gawain saPagtatapos ng Yunit

- Pagdaraos ng Selebrasyon saSilid Aralan kasama ang mgaMagulang Pagpaplano ng mga gawain

ng bawat pangkat Paghahanda ng iba pang

kailangan Pagsasagawa Pagbibigay-halaga saginawa

KON

SEPT

O:

Ang mga makabuluhangpagdiriwangaynakatutulong

sa pagkakabuklod/pagkakaisa ng mga Pilipino.

P.E.

- Paggalaw ng katawan ayon sa ritmoat diin

Pagmartsa Pag-imbay Pagkandirit

- Laro kaugnay ng pagdiriwang Pagbasag Palayok(Hitting the Pot) Pabitin Hilahan ng lubid Karera sa sako Paglalagay ng buntot sa___

English

- Recite verse/poem on celebrations- Read stories and answerwh questions- Decode new words through structural

analysis using simple prefix anddefinitions

- Picture study showing different celebrations Give 2 or 3 sentences about the picture Give heading/title to pictures/situations

about celebrations Write 2 or 3 sentence paragraph about

the celebrations- Relate experiences about a particular

celebration

Sining

- Pagguhit ng ibat ibang pagdiriwang

- Paggawa ng maskara; headress- Paggawa ng mga banderitas

GMRC

- Paggalang sa mga paniniwala tungkol sapagdiriwang

- Pakikiisa sa mga gawain- Pagsunod sa mga panuto/tuntunin

Mathematics

- Counting- Estimating- Measuring- Comparing- Ordering

SAMPLE THEMATIC MODEL FOR GRADE II

SAMPLE THEMATIC MODEL FOR GRADE II

(A One Week Lesson)--


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/ MonthMakabayan English Science Math Filipino .

June

July

August

February

January

November

September

December

October


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Successful integration

depends on:

Active involvement of teachers inActive involvement of teachers inplanning and implementing anplanning and implementing an

integrated programintegrated program

Appropriate planning time to createAppropriate planning time to createand develop strategiesand develop strategies

Documents

Curr Integr Models