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Module 1 Week 1-4 Integrative Methods in Teaching Social Studies in Elem Grades

This document provides an overview of integrative methods in teaching social studies as a discipline in basic education. It discusses key concepts like what an integrated curriculum is, different levels of curriculum integration, and theories that support curriculum integration like experiential learning, multiple intelligences theory, and constructivism. It also outlines common elements of an integrated curriculum, principles for integrating big ideas and strategies, and how to plan integrated instruction. The document includes activity sheets for students to research learning theories, analyze types of intelligence, and take a quiz.

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Maria Elena Viador
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603 views6 pages

Module 1 Week 1-4 Integrative Methods in Teaching Social Studies in Elem Grades

This document provides an overview of integrative methods in teaching social studies as a discipline in basic education. It discusses key concepts like what an integrated curriculum is, different levels of curriculum integration, and theories that support curriculum integration like experiential learning, multiple intelligences theory, and constructivism. It also outlines common elements of an integrated curriculum, principles for integrating big ideas and strategies, and how to plan integrated instruction. The document includes activity sheets for students to research learning theories, analyze types of intelligence, and take a quiz.

Uploaded by

Maria Elena Viador
Copyright
© © All Rights Reserved
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Download as DOCX, PDF, TXT or read online on Scribd
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Northeast Luzon Adventist

College
Mabini, Alicia
COLLEGE DEPARTMENT

INTEGRATIVE METHODS IN
TEACHING SOCIAL STUDIES
DISCIPLINE IN BASIC EDUCATION

NAME: ____________________________
Teacher: MARIA ELENA V. SULIO, LPT
Name of Institution: Northeast Luzon Adventist College Date Last Revised: August 20, 2021
College: Teacher Education Revision Date: August 20, 2021
Subject: INTEGRATIVE METHODS IN SOCIAL STUDIES DISCIPLINE IN BASIC EDUCATION Semester Adopted: First Semester

Vision Mission
A Christ-centered institution of learning providing balanced education of excellent Preparing students to reach their potentials in meeting the challenges of life and
instruction, integrated work experiences, biblical values and community related qualifying them for Christ’s soon return.
outreach anchored in the principle of love to God and to humanity.

College Goals

Program Outcomes: (This course covers the following minimum standards for Teacher Education programs as stipulated in the PSGs)
6.3.5.a. Utilize appropriate various sociocultural and historical materials in explaining current issues.
6.3.5.b. Organize communities towards self-reliance and self-sufficiency.
6.3.5.d. Integrate local and global perspectives in teaching the principle of the common good.
6.3.5.e. Employ principles of sustainable development in teaching and learning.
6.3.5.g. Display the qualities of an innovative teacher who has mastery of the subject matter.
Class Information Instructor's Information
Schedule M-T-Th Instructor's Name Maria Elena V. Sulio

Time 4:15-5:15pm Office Hours M-F


8:00 A.M-5:00 P.M
Venue Online Class CP Number 09352022370
Term 1st Semester E-mail Address mariaelenaviador@gmail.com
2021 - 2022
MODULE 1 WEEK 1-4
LESSON FOR THE MONTH
I. Curriculum Integration

A. What is an Integrated Curriculum?


The concept of an integrated curriculum and its significance to the learners was expounded by educators like Beane (1992), Johnson and Johnson (1998), and Kellough (2003).
a. An integrated curriculum refers to a single course that contains one or more disciplines. It consists 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 multiple areas for learning and instruction. Its purpose is to realistically link various disciplines
into the study and exploration of certain aspects of the world (Beane, 1992)
c. An integrated curriculum is a way of teaching a way of planning and organizing the instructional program. This enables the discrete disciplines of subject matter related to one
another design that matches the developmental needs of the learners to connect to their learning's in ways that are meaningful to their current and past experiences. This is an
antithesis of the traditional, disparate, subject-matter oriented teaching and curriculum designation. (Kellough, 2003)
INTEGRATION IN BASIC EDUCATION
To integrate is to make up, combine, or complete to produce a whole or a larger unit as parts do. Integration is applied in education to facilitate the integrative and interactive
learning process in the classroom. 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
Level 1: 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: In this level the theme is one discipline are not necessary planned to correspond with the themes in another.
Level 3: In this level, the class is studying two or more core learning areas or subjects around a common theme. Level 4: Teacher teaching different subjects collaborate on a
common theme and its content. Level 5: A common theme likewise chosen by a team of teachers. The content and discipline boundaries are blurred during the teaching- learning
process.
Theories Supporting Curriculum Integration
1. Experiential Learning. Carl Roger (2004), the proponent of this theory, believe that all individual has a
natural propensity to learn. John Dewey (1938), posits that school learning should be experiential because
students learn from what they experience.
2. Multiple Intelligences. Howard Gardner, affirms that there are more kind of intelligence that what we
thought before.

The nine categories of intelligences presented by Gardner and Associates 


Linguistic intelligence Spatial Intelligence
Logical-Mathematical Intelligence Bodily-kinesthetic Intelligence
Musical Intelligence Intrapersonal Intelligence Existentialist Intelligence
Interpersonal Intelligence Naturalistic Intelligence

3. Constructivism. This theory expounds that development and learning occur through constructive process and that knowledge is constructed from experience. Constructivist like
John Dewey (1938), Jean Piaget (1960), and Lev Vygotsky 91934) maintain that children learn by actually constructing meaning from their simultaneously embedded experiences.
Teaching in a constructivist mode has a slower pace, uses varied strategies and resource materials, and provides opportunities for the new creation of new ideas.
Principles in Integrating Big Ideas and Strategies to ensure effective instruction. Beane (1992) expounds the significance of the following principles in integrating big ideas and
strategies.
1. Integrate several ideas and strategies.
2. Match content with strategies
3. Integrate relevant concepts.
4. Integrate big ideas across multiple contents of instructions.
5. Provide opportunities to establish connections.
Common Elements of an Integrated Curriculum Listed below are the common elements of an Integrated Curriculum as expounded by Lake (2000)
A combination of subjects or learning areas
 An emphasis on projects
 Relationships among concepts
 Thematic units as organizing principles
 Sources that go beyond textbooks
 Flexible schedules
 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 the 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.
ACTIVITY SHEETS

Activity 1: Directions: Group yourselves in 3 Groups and choose from the 3 theories of learning:
-Experiential Learning
-Multiple Intelligences
-Constructivism
Research and brainstorm with your groupmates and report it to class on our second week of meeting. Select a leader and rapporteur. Each member will be tasked to answer
questions after the reporting.
Your power point presentation must include the following:
Title: (Example: Experiential Learning)
Introduction
What is the Theory of learning all about?
Benefits of applying the learning theory in education
Improved learning outcomes
What are the activities done in the classroom with this type of learning?

Activity 2: Directions: Look and Analyze the picture about the Types of Intelligence. Based from this types of intelligence write a checklist of learning activities and project ideas
for your students in Social Science subjects.
Activity 3: Check your LMS account for our quiz.

Prepared by:

MARIA ELENA V. SULIO


Teacher

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