Republic of the Philippines

UNIVERSITY OF THE EASTERN PHILIPPINES

University Town, N. Samar

COLLEGE OF EDUCATION

Study

Guide In

Major 19

Building Bridges

Across the Social Science

Discipline

VERONICA A. PICZON, N, PhD

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 TABLE OF CONTENTS

PREFACE i

Unit I CURRICULUM INTEGRATION 1 

Introduction 1

Objectives 1

Integration in Basic Education 2

Spectrum of Integrated Curriculum 2

Unit II CURRICULUM INTEGRATION IN MAKABAYAN 7 

Introduction 7

Objectives 7
Modes of Integrative teaching 8

Summary 8

Unit III THEMATIC TEACHING IN BASIC EDUCATION 10 

Introduction 10

Objectives 10

Thematic Teaching 11

Thematic Units 11

Unit IV COMPONENTS IN DESIGNING INTEGRATED

THEMATIC UNITS 14

Introduction 14

Objectives 14

Instructional Objectives 15

Classification of Instructional Objectives 15

Teaching Approaches 17

Graphic Organizers 17

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 Integrating Values 18

Assessment and Evaluation 18

Summary 18

Unit V WIDELY APPLICABLE TEACHING

MODELS, INSTRUCTIONAL STRATEGIES,

AND GRAPHIC ORGANIZERS 20

Introduction 20

Objectives 20

Teaching Models 21

Designing Graphic Organizers 23

Summary 24

Unit VI AUTHENTIC ASSESSMENT 26 

Introduction 26

Objectives 26

What is Assessment? 27

What is Authentic Assessment? 27

Guidelines in Using Portfolios for Assessment 27

Unit VII PLANNING MULTIDISCIPLINARY

AND INTERDISCIPLINARY THEMATIC UNITS 30

Introduction 30

Objectives 30

Thematic Teaching 31

Thematic Units 31

Approaches in Curriculum Construction 31

Summary 33

REFERENCES 35

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 PREFACE

Integrative teaching and learning highlights the 2002 DepEd Basic Education
Curriculum (BEC). This educational reform is holistic. It addresses multifaceted
 programs such as curriculum revisions, materials production, and teacher training in
all levels of instruction-elementary, secondary, and tertiary. Apparently, the success
of this program largely depends on an integrated curriculum which could be applied
on the five learning areas in basic education, namely,  English, Filipino, Mathematics,
Science,  and  Makabayan.An integrated curriculum is the touchstone of integrative
teaching and learning. It is an educational approach that cuts across and draws content
from multiple disciplines/learning areas for learning and instruction. The process of
integration both in planning the curriculum and in integrative teaching and learning is
facilitated by training teachers to engage in a variety of activities to enable them to
 build bridges or to establish linkages across disciplines or learning areas. This can be
a reality by training teachers in preparing integrated thematic units. Thematic
instruction starts with the choice of a themewhich will serve as the umbrella in the
unfolding of the content of the unit of study. With a themeagreed upon by a team of
teachers, they can already start drawing concepts form multiple disciplines, organize
the content, formulate multiple objectives, employ appropriate teaching models and
instructional techniques, and prepare authentic assessment and evaluation instruments
addressing the chosen theme. Truly, building bridges across disciplines or learning
areas can be easily be achieved by using integrated thematic units of study. The
 process is gradually presented and it leads to effective instruction as a result of proper
 planning.

Planning instruction in building bridges across disciplines or learning areas

is the essence of this sourcebook for teachers entitled Building Bridges Across
Disciplines in Basic Education. This sourcebook will help the supervisors in
conducting training programs for teachers, the classroom teachers in planning
instruction, and the student teachers in the training universities and colleges.

THE AUTHOR

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 UNIT I

CURRICULUM

INTEGRATION

...........................................................

INTRODUCTION

Highlighting the 2002 Basic Education Curriculum (BEC) is

curriculum integration, the touchstone for integrative teaching and
learning. Through curriculum integration knowledge can be connected
or linked with other fields of knowledge. It allows students to build
 bridges across learning areas (subjects) in the elementary and
secondary schools and apply knowledge to new learning situations.
This happen when the source of the curriculum are issues, events, and

concerns that have applications in everyday living.

OBJECTIVES

At the end of this unit, the students shall be able to:

1. explain the significance of curriculum integration in planning;

2. compare the levels of integration used by teachers to enhance

learning;

3. discuss the learning theories supporting curriculum integration;

4. discuss the principles in integrating big ideas and strategies as

applied in curriculum integration;

5. explain the common elements of an integrated curriculum and how

each one applies to instruction;

6. present the sequential steps in planning an integrated curriculum;

7. understand the significance of curriculum integration in the DepEd

2002 BEC.

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INTEGRATED CURRICULUM

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

disciplines. It consist 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 ( Beane, 1992)

c. An integrated curriculum  is a way of teaching and a way of planning and

organizing the instructional program. This is an antithesis of the traditional, disparate,
subject-matter oriented teaching and curriculum designation (Kellough, 2003)

INTEGRATION IN BASIC EDUCATION

What is integration? How does it apply to teaching?

To integrate is to make up, combine, or complete to produce a whole or a

larger unit as parts do. To Johnson and Johnson (1998), integration is the process of
linking new information to prior learning, and linking different parts of learning to
each other.

SPECTRUM OF INTEGRATED CURRICULUM

Kellough (1996) advocates to teachers five levels of curriculum integration:

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 sequence which uses a topic outline format.

Level 2: Curriculum Integration. This is thematic teaching done by a solo

teacher. In this level, the themes in one discipline are not necessarily planned to
correspond with the themes in another.

Level 3: Curriculum Integration. This is the multidisciplinary level of integration.

It is at this level of integration when the class is studying two or more core learning

areas or subjects around a common theme.

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Level 4: Curriculum Integration. This is the interdisciplinary level of integration.
It is at this level when discipline boundaries begin to disappear as teachers address a
common theme either teaching alone or with other teachers.

Level 5: Curriculum Integration. This is the integrated thematic approach, the

highes level of integration. In this level, the content and discipline boundaries are
 blurred during the teaching-learning process.

THEORIES SUPPORTING CURRICULUM INTEGRATION

1. Experiential Learning. Carl Rogers, the proponent of this theory, believes that all
individual have a natural propensity to learn. This theory has a common place in the
classroom when teachers address the needs and wants of the learners particularly in
 planning instruction. Likewise, John Dewey (1938) posits that school learning should
 be experiential because students learn from what they experience.

2. Multiple Intelligences. Howard Gardner, the proponent of this theory, affirms

that there are more kinds of intelligence that what we thought before.

   Linguistic Intelligence- the ability to use words effectively both orally

and in writing
   Logical-mathematical Intelligence- the ability to use numbers
effectively
  Spatial Intelligence- the ability to perceive and to graphically represent
the visual-spatial intelliegence
   Bodily-kinesthetic Intelligence- the ability to use one’s whole body to
express ideas and feelings
   Musical Intelligence- the ability to discriminate, transform, and express
musical forms
   Interpersonal Intelligence- the ability to perceive the moods,
intentions, and feelings of others
   Intrapersonal Intelligence- the ability to act on the basis of
accurate self-knowledge
   Naturalistic Intelligence- the ability to appreciate the subtle
distinctions of nature and the outdoors
   Existential Intelligence- the ability to see humankind in relation to the
 big picture of all existence

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3. Constructivism. This theory expounds that development and learning occur
through constructive process and that knowledge is constructed from experience.
Students in the constructivist classroom engage in problem solving, decision-making,
and cooperative activities utilizing interactive activities to learn integrated bodies of
knowledge.

COMMON ELEMENTS OF AN INTEGRATED CURRICULUM

1. A combination of subjects or learning areas

2. An emphasis on projects

3. Relationships among concepts

4. Thematic unit as organizing principles

5. Sources that go beyond textbooks

6. Flexible schedules

7. Flexible student grouping

PLANNING INTEGRATED INSTRUCTION

1. Draw content of instruction in basic education from the learning competencies.

2. Identify a theme drawn from a core discipline.

3. Identify the related disciplines or learning areas that can help unfold the chosen
theme into instruction.

4. Collaborate with the teachers teaching identified learning area addressing the
chosen theme.

5. Look for appropriate reading materials.

6. Use an approach to instruction that will facilitate integrative teaching-learning in

the classroom.

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 SUMMARY

As a result of integrated instruction that is anchored on an integrated

curriculum, the students shall discover that knowledge overlaps and intertwines. They
are able to connect academic subjects with one another and apply them to real world
situations. Furthermore, students are able to discover meanings, retain lessons, and
improve their intelligence. More importantly, teachers are likewise able to bring
disparate subjects into a meaningful whole and connect them to students’ lives.
(Johnson and Johnson, 1998)

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 Learning Task

Answer the following questions.

1. What is an integrated curriculum?

2. How does an integrated curriculum differ from the unidisciplinary curriculum of

regular courses?

3. What is integration?

4. How is curriculum integration undertaken?

5. What are the results of curriculum integration?

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 UNIT II

CURRICULUM
INTEGRATION IN
MAKABAYAN

......................... ..........................

INTRODUCTION

Makabayan, the fifth learning area in basic education, has learning

components that are interdisciplinary in nature. Social Studiesdraws content
from the social sciences, humanities, and related disciplines. Values Education draws
content from religions, beliefs, norms, and work etics. Technology and
 Livelihood Education  addresses lessons in home economics, industrial arts,
agriculture, fisheries, and entrepreneurship. MAPEH draws content form
music, art, physical education, and health. The interdisciplinary nature of
 Makabayan makes it the touchstone for integration in the basic education.

OBJECTIVES

At the end of this unit, the students shall be able to:

1. know the significance of the 2002 Basic Education Curriculum;

2. realize the significance of Makabayan as a learning area in the

elementary and secondary curricula;

3. explain the roles of the Makabayan teaching team in the school-

 based level;

4. discuss the processes regarding curriculum integration in basic

education;

5. explain the modes of integrative teaching applicable to Makabayan;

6. match learning activities with the content and processes in a given

lesson or unit of study; and

7. demonstrate the processes involved in building bridges across the

Makabayan learning components.

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MODES OF INTEGRATIVE TEACHING 

1. Content-Based Instruction (CBI).  This refers to the integration of content

learning with language teaching aims. This approach aims at developing the
learners’ academic language skills.

2. Focusing Inquiry. Inquiry teaching is an interdisciplary approach that uses

questions to organize learning. The teacher guides learners to discover answers to

questions, whether or not answers pre-exist.

3. Generic Competency Model. In this model, learners are enrolled in three to four
linked courses. The links between the courses rest essentially on “general
competencies.” 

4. Thematic Teaching. Thematic themes organize learning around ideas. Likewise,

the theme helps the learners see the meaningful connections across disciplines or skill
areas.

SUMMARY

Makabayan, the fifth learning area (subject) in basic education, has rich
sources for its content materials considering that its learning components (Social
Studies; Values Education; Technology and Livelihood Education; Music, Art,
Physical Education, and Health) draw content knowledge for the social sciences,
natural sciences, humanities and other related fields of learning. Indeed, Makabayan
 provides experiences for integrative and interactive learning.

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 Learning Task

Answer the following:

1. What is Makabayan? What is the significance of Makabayan to the learners?

2. Who are the members of the Makabayan team on the school-based level?

3. What are learning competencies? How do the learning competencies help teacher

in planning instruction?

4. What are the modes of integrative teaching in basic education?

5. Discuss why Makabayan is the touchstone for integrative teaching and learning.

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 UNIT III 

THEMATIC TEACHING IN
BASIC EDUCATION

....................................................

INTRODUCTION

The effective implementation of the integrated curriculum is anchored on the

 preparation of thematic units of instruction. Thematic teaching is the general
feature of an integrated curriculum. Thematic units are created by teachers
around a central idea or theme which serves as the umbrella in a particular unit
of study. In the unfolding of thematic units of instruction, the individual
interests and abilities of students are developed and a climate of teamwork and
support is fostered.

OBJECTIVES

At the end of this unit, the students shall be able to:

1. explain the significance of thematic teaching in planning instruction;

2. discuss the guidelines in choosing a theme for study;

3. compare the multidisciplinary themantic unit and the integrated

interdisciplinary thematic unit; and

4. follow the syntax in planning and developing integrated

multidisciplinary thematic unit and integrated interdisciplinary
thematic unit of instruction.

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THEMATIC TEACHING

Thematic teaching starts with the identification of a theme. A theme is the

topic of interest that provides the core for core activities. Themes could be developed
in reading, language, music, physical education, and art. Moreover, the dynamics of
interactive teaching can produce themes that are meaningful, interesting and cohesive.

THEMATIC UNITS

Thematic means that the same topic is used to developed the teaching plan for
each of the different subjects in which students are enrolled.

1. Integrated Multidisciplinary Thematic Unit. This is a modification of the

unidisciplinary teaching unit which addresses a single discipline. This attempts to
combine two or more disciplines into one single approach.

2. Integrated Interdisciplinary Thematic Unit. Kellough (2003) explains that the

interdisciplinary unit is a tool used to link the learning experiences of students in

many ways to engage them fully in the learning process.

Friegberg (2000) points that interdisciplinary units can help achieve the
following objectives:

1. Emphasize that the process of learning is sometimes best pursued as an

interconnected whole rather than as a series of specific subjects.

2. Encourage students to work cooperatively in partnership and in small

groups that focus on the social values of learning.

3. Teach students to be independent problem solvers and thinkers.

4. Assist students to develop their own individual interests and learning styles.

5. Help students find out what they need to know and what they need to learn
rather than always expecting the teacher to give it to them.

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 SUMMARY

Integrated multidisciplinary and interdisciplinary thematic units are new forms

of instructional organization found in many schools today. This approach attempts to
integrate subject areas to enable the learners to apply the content and skills of various
disciplines of knowledge to their work. The beginning point of an interdisciplinary
approach to teaching is for one or more teachers to share their expectations for student
learning and to find a theme that can serve as a medium (McNeil and Wiles, 1990).

Choosing a common theme with knowledge content drawn from two or more
disciplines starts the planning of integrated units of study. This enables the curriculum
writers and teachers to build bridges across disciplines or learning area ( subjects) in
 basic education to facilitate integrative teaching and interactive learning.

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 LEARNING TASK  

Answer the questions below.

1. What are themes? Give examples.

2. What are thematic units?

3. What are the kinds of thematic units?

4. What objectives are addresses by integrated interdisciplinary thematic units in the

unfolding of the unit of study in the classroom?

5. What should be taken into consideration when choosing a theme?

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 UNIT IV

COMPONENTS IN DESIGNING
INTEGRATED THEMATIC
UNITS

....................................................

INTRODUCTION

Preparing thematic units of instruction entails a number of components that

ought to be addressed by a solo teacher or an interdisciplinary teaching team
to ensure effective instruction. Teachers must be equipped with the knowledge
and skills needed in planning thematic units such as preparing instructional
objectives, choosing themes, organizing content, selecting appropriate
strategies, as well as applicable evaluation and assessment tools. These are the
components in designing integrated thematic units of instruction.

OBJECTIVES

At the end of this unit, the student shall be able to:  

1.   Formulate instructional objectives in the three learning domains-

cognitive, affective, and psychomotor; 
2.   discuss the logical procedure in formulating a theme for a lesson or
unit of study;
3.   organize the content of instruction drawn from the multiple disciplines
or learning areas;
4.   identify the appropriate teaching models and instructional
strategies;design graphic organizers for a given lesson;
5.   develop the study skills needed for each activity;
6.   identify the values that could be internalized during the development
of the lesson;
7.   identify appropriate learning activities for each phase of instruction;
and
8.   match objectives with assessment and evaluation tools.

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INSTRUCTIONAL OBJECTIVES

Instructional objectives are statements that describe what learners shall be able
to do upon completion of a given learning experience. In preparing thematic units of
study teachers are advised to write objectives in three learning domains: cognitive,
affective and psychomotor. 

CLASSIFICATION OF INSTRUCTIONAL OBJECTIVES

1. Cognitive Domain. This refers to the intellectual operation from the lowest level
of simple recall of information to complex, high-level thinking process.

a. Knowledge Choose Describe List

recognizing and Complete Identify State
recalling Cite Indicate Select
information Define Label Recall
Match  Name Outline
 b. Comprehension Change Distinguish Generate
understanding Classify Infer Retell
the meaning of Defend Interpret Summarize
information Describe Expand Translate
Discuss Explain Recognize
c. Application using Apply Discover Use
information Calculate Exhibit Solve
Compute Manipulate Predict
Demonstrate Modify Plan
Develop Operate Demonstrate
d. Analysis  Analyze Contrast Separate
dissecting Arrange Debate Continue
information into Categorize Differentiate Discriminate
its components Classify Discover Relate
to comprehend Compare Group Illustrate
their relationship
e. Synthesis  Arrange Constitute Invent
 putting components Assemble Create Modify
together to generate Combine Develop Organize
new ideas. Compile Devise Synthesize
Compose Write
d. Evaluation  Appraise Criticize Discriminate
 judging the worth of an Argue Decide Evaluate
idea, information or Assess Compare Validate
opinion. Consider Conclude Summarize
Contrast Consider Interpret

2. Affective Domain. The affective domain hierarchy includes from the least
internalized to the most internalized.

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 a.Receiving  Ask Identify Use
 being aware of the Choose Locate Select
affective stimulus and Describe  Name Reply
 beginning tohave Give Point to Recognize
favourable feelings Hold Recall Distinguish
toward it
b. Responding.  Answer Comply Write
Taking an interest in the Applaud Describe Report
stimulus and viewing it Approve Greet Recite
favourably Assist Help Practice
Command Label Play
c.Valuing  Argue Write Select
showing a tentative Assist Work Report
 belief on the value of Follow Support Protest
the affective stimulus Form Study Propose
and becoming Initiate Share Justify
committed to it
d. Organizing  Adhere Compare Form
 placing values with a Alter Defend Generate
system of dominant and Arrange Define Identify
supporting values Balance Discuss Modify
Combine Explain Order
e. Internalizing demonstra Act Perform Qualify
consistent beliefs and Complete Verify Question
 behaviors that have Play Solve Propose
 become a way of life Influence Serve Practice
Modify Revise Modify

3. Psychomotor Domain. The hierarchy in the psychomotor domain ranges from

simple gross locomotor control to the most creative and inventive behaviors.

a. Naming Adjust Jump Grasp

involves gross motor Carry Locate Walk

b. cMooarndiipnualtai AsCslem COobnt Turn

otinng involves anble naeinct
fine motors Build Play
coordination Describe
Calibrate Thread
c. Communicating Write
Analyze Draw
involves the Ask explain
communication of
ideas and feelings

d. Creating Create Design Invent

the highest level of this
domain

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PREPARING INSTRUCTIONAL OBJECTIVES

Kellough (2003) advocates the ABCDs of writing objectives using four

components, namely, audience (A), behaviour (B), condition (C), and degree or level
of expected performance (D).

CHOOSING THEMES

Themes are important in planning a thematic unit of study. These serve as the
core  in undertaking group activities. Further, themes serve as reference points in
conceptualizing, analizing, synthesizing, and consolidating learning experiences for a
given unit.

When selecting themes that are drawn from a given discipline or learning area,
teachers should consider the interest of the students and the broad scope of the lesson
to enable the planners to further subdivided a given topic into smaller subtopics for
further investigation.

TEACHING APPROACHES

These teaching models are larger than a particular strategy, method, or tactic

and are supported by theories of instruction. Each of these teaching models follows
syntax in the unfolding of the unit.

Teaching strategies  are the means, techniques, or procedures used in

 presenting data collected reflecting interactive aspects of teaching.

GRAPHIC ORGANIZER
Graphic organizers  are also called learning organizer. Teachers use them
when presenting the scope of the lesson, in giving lectures, and during closure.
Students use them in presenting an individual or group report and even in formulating
generalizations. Further graphic organizers help sustain the interest of the students
during the teaching and learning process.

STUDY SKILLS

Study skills  are competencies associated with acquiring, recording,

organizing, synthesizing, remembering, and using information and ideas found in
schools (Devine, 1981).

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INTEGRATING VALUES

Values are standards or criteria that we use in making judgements about

whether something is positive or negative, good or bad, pleasing or displeasing. To
Savage and Armstrong (1987), values are bedrock beliefs that gives direction to a
 person’s life.

ASSESSMENT AND EVALUATION

Assessment is the process of interpreting information about the students in

order to plan instruction and evaluation achievement.

Evaluation  is the process of making judgement about the quality of

 performance.

SUMMARY

Teachers who are equipped with the content knowledge, teaching and study
skills, as well as teachable values are in the best position to plan thematic units of
study. They are skillful in writing objectives in the three learning domains-cognitive ,
affective, and psychomotor. Likewise, they are familiar with the process of organizing

the content of instruction and skilful in presenting lessons logically. More

importantly, they have the ability to utilize different and appropriate teaching
approaches to insure integrative and interactive learning. In all learning activities,
attempts are made to integrate values which provide direction in applying leanings in
real life situations. 

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 LEARNING TASK  

Answer the questions below.

1.   What are the instructional objectives? How are they classified? Give
examples for each level.

2.   What guidelines should be followed in writing instructional objectives?

3.   What are themes? What should we remember when choosing themes? Give
examples.

4.   How should we organize the content of instruction for a given lesson or unit of
study?

5.   What are teaching approaches?

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 UNIT V

WIDELY APPLICALE TEACHING

MODELS, INSTRUCTIONAL
STRATEGIES, AND GRAPHIC
ORGANIZERS

...........................................................

INTRODUCTION

Teaching models are ideal processes of instruction. These have established

 patterns that are worth doing in the classroom. By and large, teaching models
are anchored on certain theories of learning and instruction with
accompanying syntax-the logical phases of instruction of a particular teaching
model-that guide teachers in the unfolding of lessons. Enhancing the teaching
models are the different instructional strategies which enliven the conduct of
the lesson or unit of study. Likewise, the utilization of graphic organizers
makes instruction more interesting and meaningful. Presented in this unit are
the widely applicable teaching models, instructional strategies, and graphic
organizers.

0BJECTIVES

At the end of this unit, the student shall be able to:

1.   Discuss the importance of utilizing different teaching models in

 planning instruction;
2.   Identify the instructional strategies/techniques that will match the
objectives and content of instruction;
3.   Utilize appropriate graphic organizers to enhance instruction in the
classroom and; and
4.   Prepare assessment and evaluation tools for a particular lesson or unit
of study.

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TEACHING MODELS

Teaching models are largerthan a particular strategy, method, or tactic.

Further, teaching models are patterns or plans that are used to shape a course, to select
instructional materials, and to guide teacher’s actions.

A.   Discovery Learning. This teaching model is based on the idea that content is

not given to learners in finished form. Rather, it is discovered by learners

 before they can internalize it. 

B.   Inquiring Learning. This is commonly known as the inquiry process which

is apparently the application of scientific method to teaching. 

C.   Problem-based Learning (PBL). Theessence of this model consists of

 presenting students authentic and meaningful problem situations to serve as
springboard for investigation. 

D.   Cooperative Learning. This is the procedure whereby learners work together

in small groups and are rewarded for their collective accomplishments. Simply
 put, this model teaches students of cooperation and collaboration. 

E.   Decision Making. This is an intellectual process that requires students to

select best alternative choice on a set of conditions or circumstances.
Moreover, decision making involves the making of intelligent choices by
identifying objectives and alternative ways of achieving them. 

F.   ACES Teaching Approach. This approach follow a logical sequencing of

learning activities from the setting activity to the closing activity as shown
 below: 

Phase I: Activity
Phase II: Analysis
Phase III: Abstraction
Phase IV: Application

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 SYNTAX FOR TEACHING MODELS 

Discovery Learning  Inquiry Learning 

1.   Selecting the problem 1.  Establishing a form for inquiry

2.   Proposing possible solutions 2.  Formulating hypothesis
3.  Collecting data 3.   Gathering data
4.   Analysing and interpreting data 4.   Testing hypothesis
5.   Testing conclusions  5.   Formulating hypothesis 

Cooperative Learning: Group

Problem-based Learning Investigation (GI)

1.   Orienting students to the problem 1. Identification of topics

2.  Organizing students for study
3.   Assisting independent and group
investigation
4.   Presenting exhibits
5.   Analysing and evaluating the
 problem-based process
2. Formation of learning process
3. Investigation of topics
4. Preparation of presentation
5. Presentation to the whole class

Decision making ACES Teaching Approach

1.   Defining the problem 1. Activities

2.  Setting the standards 2. Analysis
3.  Making proposals 3. Abstraction
4.   Studying the consequences of 4. Application
each proposals
5.   Making decisions based on the
 proposals 

INSTRUCTIONAL STRATEGIES/PRESENTATION
TECHNIQUES

Instructional strategies or presentation techniquesare usually built-in within

a given teaching model during the different phases of instruction particularly in
sharing information about the lesson proper. Simply put, instructional strategies are
the very means used in presenting the knowledge content to the students.

A.   Lecture. Lectures are used when introducing s topic, defining an issue,

 presenting a dilemma, explaining a process, and in summarizing key points.

B.   Roundtable Discussion. Roundtable discussion can be used in the classroom

 by having a group of students discuss a problem before the class or by

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 dividing the class into several discussion groups that function without an
audience (Parker and Jarolimek 1997).

C.   Panel Discussion.  A panel discussion is similar to roundtable discussion in

many respects, but there are some differences. The procedure however is more
formal than that of the roundtable discussion. Panel are usually more audience-
oriented than the roundtable discussion, and frequently, some
 provision is made for audience questions and participation at the end of the
 panel’s presentation. 

D.   Brainstorming. This strategyor techniques is often used by teachers in

analyzing an issue, an event, or a problem that calls for a solution.
Brainstorming stimulates the students’ creative and problem-solving skills.

E.   Role Playing.This strategy or technique helps understand the perspective of

others. It enables students to identify with others in a variety of situations.

F.   Sociodrama.  This is the strategy or technique used in summarizing or

communicating highlights of learning experiences through pantomime, skits,

and dramatization.

DESIGNING GRAPHIC ORGANIZERS

Graphic organizers  are essential tools of learning. These are visual

representation of knowledge that are conceptualized, developed, and utilized to ensure
effective instruction.

1.   Concept map. Concept maps help in organizing categories of concepts and

establishing relationships between and among them. 

2.   Concept cluster. Used to illustrate a major concept together with its

subconcepts to show the coverage of a given lesson or unit of study. 

3.   Wheel map. Used to show the divisions of a lesson into subtopics to facilitate
individuals or group investigation in the classroom. 

4.   Cycle graph. Used to present a series of connected events that occur in

sequence and produce a repeated result. 

5.   Factstorming web. Used to factstorm the subconcepts under a major concept

to show the coverage of the lesson or unit of study.

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 6.   Discussion web. Used in addressing issues that are not resolved or for which
there are balanced pro and con arguments. 

7.   Bubble tree web. Used to present relationships among concepts. 

8.   Ladder web. Used to answer questions that call for answers in

enumeration. 9.  Semantic web. Used when the core question call for four (4)

answers. 10. Venn diagram. Used to compare two sets of ideas or two

concepts.  

11. Flow chart. Used to show the flow of ideas, events or stages/phases in

 processing an activity.

SUMMARY

Equipping teachers with the knowledge, skills, and values in planning

instruction utilizing varied teaching models with accompanying presentation
strategies or techniques should be given priority in planning units of instruction.
Teachers who have the competencies in choosing appropriate models, presentation
strategies, graphic organizers, as well as assessment and evaluation tools are in the
 best position to participate in curriculum planning.

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 LEARNING TASK  

Answer the questions below. 

1.   What are teaching models? Of what importance are teaching models in

instruction?

2.   What are presentation strategies? How do these strategies enhance the

unfolding of the teaching model?

3.   What are the suggested teaching models that easily lend to integrative teaching
and learning?

4.   What are graphic organizers? Of what significance are graphic organizers in

instruction

5.   What are the different kinds of graphic organizers? Tell the class when to use
each one.

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 UNIT VI

AUTHENTIC ASSESSMENT

.......................... .........................

INTRODUCTION

Authentic assessment is sometimes called alternative assessment  or

 performance assessment . This refers to the assessment of learning which
cannot be measured effectively in the traditional paper and pencil tests. In
more cases, students respond positively to authentic assessment because it
helps them to understand where they are strong and where they are weak. With
the use of authentic assessment, students are gradually guided in producing
quality products. It is usually accompanies by scoring rubrics to measure
 performance-based tasks and portfolios. Authentic assessment makes the
students realize the significance of learning by doing.

OBJECTIVES

At the end of the unit, the students shall be able to:

1.   Discuss the significance of assessment in planning instruction;

2.   Explain how authentic assessment enhances the teaching-learning
 process;
3.   Compare the kinds of authentic assessment and identify the skills
required in preparing each one;
4.   Prepare an assessment instrument in which students will be able to
succeed;
5.   Present authentic assessment for performance-based tasks and portfolio
assignment; and
6.   Explain the significance of in performance-based tasks and portfolio
assessments.

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WHAT IS ASSESSMENT?

Assessment  is systematic process of getting information about student

 performance. It is an ongoing process of gathering and analyzing evidence of what
students know and what they do not know. Group discussion, observation, anecdotal
records, asking questions, and demonstrations are example of assessments.

WHAT IS AUTHENTIC ASSESSMENT?

Authentic assessment is sometimes called alternative assessment or

 performance assessment.

Authentic assessment utilizes two instruments to evaluate the teaching-

learning process like:

1.   Performance-based Assessments.  These are authentic assessments that

measure skills and understanding by directly measuring student performance
in a natural setting
2.   Portfolio Assessment. A portfolio is a collection of students’ school work that
can be used to documents achievement overtime.

GUIDELINES IN USING PORTFOLIOS FOR ASSESSMENT

1.   The portfolio should not be graded or compared in any way with those of
other students
2.   Determine what materials should be kept in the portfolio and announce
clearly when, how and by what criteria portfolios will be reviewed.
3.   Contents off the portfolio should reflect grade level goals, learning
standards, and target objectives.
4.   Everything that goes into the portfolios should be dated by the students.
5.  Portfolio maintenance should be the students’ res ponsibility.
6.   Portfolios should not leave the classroom.
7.   Students should be encouraged to personalize their portfolios.

RATING SCALES

Rating scales is sometimes called scoring rubrics or scoring guide. These are

called assessment guides. These are statements that describe different levels of
accomplishments for a specific outcome. Scoring rubrics are applicable in
assigning marks to evaluate essay tests, portfolios, and other learning activities
usually referred to as performance tests.

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 SUMMARY

In response to the criticism to the traditional assessment formats, which focus

on knowledge and recall of information and providing little insights into the way
learners are thinking, educators over the years came out with an alternative
solution- the authentic assessments. These are carried out by utilizing the
 performance-based task assessment and the portfolio assessment. Performance-
 based assessments are authentic assessments that measure skills and
understanding by directly measuring student performance in a natural setting. On
the other hand, portfolio assessment utilizes portfolio which allow students to get
involved in designing, collecting, and evaluating, work and progress. Both
authentic assessments reflect learning progress.

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 LEARNING TASK

Answer the questions below.

1.   What is assessment? Of what importance is assessment to instruction?

2.   What is authentic assessment? How does it make the teaching-learning process

effective and meaningful?

3.   What is performance-based assessment? How does it compare with the

traditional assessment?

4.   What are portfolios? How are portfolios used in assessment?

5.   What are scoring rubrics? What are the scoring rubrics that teachers use in the
classroom? Give examples.

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 UNIT VII

PLANNING MULTIDISCIPLINARY AND

INTERDISCIPLINARY THEMATIC
UNITS

....................................................

INTODUCTION

Planning units of instruction is one of the major tasks of curriculum writers

and teachers. Great consideration should be taken into account in planning
instruction particularly in the choice of the content of instruction, the theme or
central idea, the approaches in the development of the unit, the appropriate
tools for assessment and evaluation. Two approaches which address unit
 presentation are presented in this unit, namely, multidisciplinary and
interdisciplinary thematic approaches.

OBJECTIVES

At the end of the unit, the students shall be able to:

1.   Explain the significance of thematic teaching in basic education;

2.  Discuss the processes in developing thematic units; and

3.  Compare the syntax of multidisciplinary and interdisciplinary thematic

units.

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THEMATIC TEACHING

Thematic teaching starts with identification of a theme- the topic of interest

that provides the core for group activities.

Thematic teaching leads to a curricular organizational plan that provides focus

and framework to enable students to tackle complex issues in the classroom.
According to Stice (1995), thematic teaching addresses the following educational
goals:

1.   To reflect how students naturally learn;

2.   To depict the way information about the world is structured;
3.   To help students explore and discover how knowledge is structured and how
 bodies of knowledge are interrelated;
4.   To help students become independent learners; and
5.   To stretch students minds as they grapple with important issues, ideas and
questions.

THEMATIC UNITS

Thematic units are units of instruction that address a central theme.These

refer to sharing a common idea drawn from various disciplines for content,
instruction, materials, and evaluation.

Kellough (2003) suggests the following components of a unit in planning

instruction:

1.  Topics. These are the subjects drawn from a textbook or a curriculum guide.
2.  Goals and objectives. These are the lists of learning intentions in broad and
specific terms.
3.   Content Outline. This is an outline of the materials to be covered.
4.    Learning Activities. These include teacher and student activities comprising

introductory, developmental, and culminating activities.

5.    Resources and Materials. These include the list of materials to be selected and
 prepared for the unit.
6.    Evaluation. This includes an outline of evaluation procedures.

APPROSCHES IN CURRICULUM CONSTRUCTION

1.   Multidisciplinary Approach. When teachers attempt to combine two or

more disciplinary into one instructional approach, they are using the
multidisciplinary approach.
2.   Interdisciplinary approach. When teacherpurposely draw knowledge.
Perspectives, and methods from more than one discipline together to examine

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 a central theme, problem, person, or event, they are using the interdisciplinary
thematic approach.

PLANNING SEQUENCE IN UNIT DEVELOPMENT

Presented below are the planning sequence for thematic units of instruction.
I.   Overview of the Unit
1.   Presenting the knowledge content
2.   Selecting a unifying theme or concept
3.  Stating the skills to be developed

II.   Objectives
1.   Presenting instruction objectives
a.  Cognitive
 b.  Affective
c.  Psychomotor
 
2. Matching objectives with knowledge content

III.   Content
1.   Identifying the core discipline
2.   Establishing connections/linkages with other disciplines
3.  Establishing connections/linkages with other disciplines
4.  Preparing content outline (drawn from different disciplines)
5.  Making readings available
6.  Presenting materials about the unit of study

IV.   Procedure
1.   Reviewing previous unit of study

2.   Presenting the new unit of study

3.  Unlocking of difficulties
4.   Presenting relevant materials about the unit.
5.   Choosing appropriate teaching models/strategies
6.  Using graphic organizers
7.   Listing individual/group activities
8.   Developing prototypes in the form of flowcharts that clearly determine
how students will move
9.   Selecting and/or developing criteria on evaluation
10.  Guiding students in learning tasks

V.   Evaluation
1.   Using formal evaluation
  Teacher-made tests

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 2.   Using informal evaluation
  Checklists
  Performance-based assessment
  Portfolio assessment

SUMMARY

Designing thematic units could be done in two ways, namely,

multidisciplinary and interdisciplinary approaches to instruction. When teachers
attempt to combine two or more disciplines into one instructional approach using
related topics and still retaining the identity of each discipline, they ate using the
multidisciplinary approach. When teachers purposely draw knowledge, perspectives,
and methods from more than one discipline together to address a theme, problem,
 person, or event and when disciplinal boundaries start to dissolve, they are using the
interdisciplinary approach.

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 LEARNING TASK

Answer the questions below.

1.   What is the thematic teaching? When does it start?

2.   What significance of thematic teaching in the teaching-learning process?

3.   What are the educational goals that thematic-teaching address?

4.   What are the thematic curricular approaches to instruction? How do they

differ?

5.   What is thematic unit?

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