INTEGRATION OF LEARNING CONCEPTS WITHIN AND ACROSS CURRICULUM TEACHING AREAS Merlie M. Binay-an, EdD Master Teacher II Dupax Del Norte National High School TERMINAL OBJECTIVE: Discuss the necessary insights and skills teachers must acquire in order for them to be able to integrate their lessons within and across other curriculum learning areas; and identify teaching strategies that enhance the literacy and numeracy skills of learners as prescribed by the performance indicators 1 an 2 of the RPMS for Proficient Teachers. ENABLING OBJECTIVES: THE PARTICIPANTS ARE EXPECTED TO: 1. Demonstrate understanding of the concepts of integration of content within and across curriculum learning areas. 2. Be equipped with various strategies in enhancing learners’ numeracy and literacy skills. 3. Plan and present lesson exemplars with concepts integrated with other learning areas, and with strategies enhancing learners’ numeracy and literacy skills. BASES AND THEORIES • Imperative to our profession is our ability to demonstrate accurate, in-depth and broad knowledge of the concepts we deliver in every teaching opportunity. Likewise, our proficiency to make every learning occasion a meaningful way to connect one lesson to another and to the real world is a necessity. (PPST Resource Package, Module 1) GETTING ACQUAINTED • CONTENT KNOWLEDGE Competencies that teachers are expected to master for them to teach efficiently and effectively. GETTING ACQUAINTED • CURRICULUM AREAS Different learning/subject areas taught and learned in the basic education curriculum. GETTING ACQUAINTED • WITHIN CURRICULUM TEACHING AREAS Inclusion of appropriately chosen intradisciplinary topics and enabling learning competencies within the curriculum guide of a specific learning area and grade level GETTING ACQUAINTED • ACROSS CURRICULUM TEACHING AREAS Making meaningful connections and including appropriate interdisciplinary topics and learning competencies cited in the curriculum guide of other learning areas in any grade level. TEACHER SAYS… • …I know the subject matters I teach and the ways I integrate my topics to other subjects. (Teacher is knowledgeable) TEACHER SAYS… …I plan and organize teaching learning strategies to apply my expertise in my subject matter and to integrate my content knowledge of other learning areas. (Teacher is skillful) TEACHER SAYS… …I feel that my learners acquire the content better when I relate my subject matter to their enabling competencies and learning experiences from other disciplines. (Teacher is demonstrative) Let’s ANALYZE TOPIC/CONTENT: DRAFTING TOOLS AND EQUIPMENT Teacher’s Content Knowledge: - Shares and processes definitions, kinds, types, uses, and sample drawings, images, and/or actual tools and equipment. TOPIC/CONTENT: DRAFTING TOOLS AND EQUIPMENT Teacher’s Content Knowledge Integration Within Curriculum Teaching Areas - Facilitates the use of the drafting tools and equipment in measuring different shapes. TOPIC/CONTENT: DRAFTING TOOLS AND EQUIPMENT Teacher’s Content Knowledge Integration Within Curriculum Teaching Areas - Lets the learners cite real-life experiences in practically using the drafting tools and equipment. TOPIC/CONTENT: DRAFTING TOOLS AND EQUIPMENT Teacher’s Content Knowledge Integration Across Curriculum Teaching Areas (Araling Panlipunan) - Utilizes the shapes and symbols used in the flags of the different countries of the world. TOPIC/CONTENT: DRAFTING TOOLS AND EQUIPMENT Teacher’s Content Knowledge Integration Across Curriculum Teaching Areas (Languages) - Discussion on the English and Filipino equivalent of the lines and shapes created using the tools and equipment. TOPIC/CONTENT: DRAFTING TOOLS AND EQUIPMENT Teacher’s Content Knowledge Integration Across Curriculum Teaching Areas (Mathematics) - Using the units of measurement to enhance learners’ MDAS skills. TOPIC/CONTENT: DRAFTING TOOLS AND EQUIPMENT Teacher’s Content Knowledge Integration Across Curriculum Teaching Areas (Araling Panlipunan) PERFORMANCE ACTIVITY Directions: Using different drafting tools and drawing instruments in mechanical drafting, create a flag of any Southeast Asian country that is not presented on the discussion. Base the activity on the rubrics. TOPIC/CONTENT: MGA DISENYO SA KULTURAL NA PAMAYANAN SA MINDANAO Teacher’s Content Knowledge: - Shares and processes design of the cultural community. - Differentiates each design. - Expounds the differences and similarities. TOPIC/CONTENT: MGA DISENYO SA KULTURAL NA PAMAYANAN SA MINDANAO Teacher’s Content Knowledge Integration Within Curriculum Teaching Areas - Uses the globe or map to ascertain the geographical locations of places in Mindanao. TOPIC/CONTENT: MGA DISENYO SA KULTURAL NA PAMAYANAN SA MINDANAO Teacher’s Content Knowledge Integration Within (History) and Across (ICT Skills) Curriculum Teaching Areas - Presents a video clip of different ethnic groups in Mindanao. TOPIC/CONTENT: MGA DISENYO SA KULTURAL NA PAMAYANAN SA MINDANAO Teacher’s Content Knowledge Integration Across Curriculum Teaching Areas (Languages and Literature) - Initiating a group-based role play of each kind of community. TOPIC/CONTENT: MGA DISENYO SA KULTURAL NA PAMAYANAN SA MINDANAO Teacher’s Content Knowledge Integration Within and Across Curriculum Teaching Areas (Arts) - Letting the learners draw, using colors and cotton buds, the different community designs. TOPIC/CONTENT: MGA DISENYO SA KULTURAL NA PAMAYANAN SA MINDANAO Teacher’s Content Knowledge Integration Across Curriculum Teaching Areas (EsP) - asks reflective questions on the values of being a Filipino either living in Mindanao or not. TIPS FOR CLASSROOM OBSERVATIONS • Integration may be done in all the parts of the planned lesson. • Modify the lesson plan in such a way that you create a part where you may elaborate and intensify to the observers the integration and the learning areas you plan to integrate with. (as some observers may not decipher during the actual delivery) TIPS FOR CLASSROOM OBSERVATIONS • Be more creative in planning. • Deliver the lesson in the class as planned. • Give emphasis on the purpose of the integration during the delivery (for students’ and observers’ consumption) • Do not do integration for the SAKE of COMPLIANCE to the indicator. • Integration should be a complementation to and for learning. QUESTIONS? Thank you for listening!
