THEMATIC

TEACHING IN
BASIC
EDUCATION

THEMATI
C

Thematic teaching starts with the identification

of a THEME the underlying concept that allows
for the structure and organization of specific
content across disciplines.
The THEME is the topic of interest that provides
the core for group activities.
It helps learners see meaningful connections
across disciplines or learning areas (SUBJECTS).
More importantly, THEMES provide relevance
for the learners by drawing together concepts
under one umbrella.

Lessons could be studied thematically

in social studies, e.g., environmental
hazards, wars and conflicts, human
rights violation, economic progress and
the like.
These themes could be developed also
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 develop the teaching plan
(CONTENT AND INSTRUCTION) for each of
the
different
subjects
in
which
students are enrolled.
Presented in this unit are two
models in presenting thematic units:
1. the
thematic
2. the
thematic

integrated multidisciplinary
unit
integrates interdisciplinary
unit

Both approaches use the following

steps
in
planning
instruction
(Kellough, 2003):
Select a suitable topic or theme
Select goals of the unit
Select suitable specific learning
objectives
Detail
the
instructional
procedures
Plan
for
preassessment
and
assessment of student learning
Provide for the materials for
instruction

INTEGRATED
MULTIDISCIPLINARY
THEMATIC UNIT

This is a modification of the unidisciplinary

teaching unit which addresses a single
discipline.
This attempts to combine two ore more
disciplines into one single approach.
Likewise, it draws
multiple disciplines.

related

topics

from

For examples, when geography is considered

a core, related topics could be drawn from
other disciplines to supplement the content of
the core.
In

the

process,

however,

the

disciplinal

Topography
of the
Cordillera
Administrativ
e Region
(Geography)
CORE

Ethnic
Communities in
CAR
(Anthropology)
Governance of CAR
(Political Science)
Livelihood of the People
in CAR
(Economics)

INTEGRATED
INTERDISCIPLINARY
THEMATIC UNIT

This unit gives a sense of

cohesiveness and structure
to student learning and
avoid
the
piecemeal
approach
that
might
otherwise unfold.
Kellough (2003) explains
that the interdisciplinary

Friegberg
(2000)
points
that
interdisciplinary units can help achieve
the following objectives:
Emphasize that the process of learning
is learning sometimes best pursued as an
interconnected whole rather than as a
series of specific subjects.
Encourage
students
to
work
cooperatively in partnership and in small
groups that focus on the social values of
learning.
Teach

students

to

be

independent

INTERDISCIP
LINARY
TEACHING
TEAMS

Comprising
the
interdisciplinary
teaching
team on the school-based
level could be two to five
teachers
from
different
subject
areas
working
together to plan of study.
Makabayan
interdisciplinary

and

is
its