DAVAO ORIENTAL STATE COLLEGE OF SCIENCE AND TECHNOLOGY

2019 INSTITUTE OF EDUCATION AND TEACHER TRAINING

Guang-guang, Dahican, 8200 City of Mati, Davao Oriental

INTEGRATIVE TEACHING
EDUC
STRATEGIES 154
EDUC 154: INTEGRATIVE TEACHING STRATEGIES LEARNING TASKS | 2019.
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INSTITUTE TRAINING
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 DAVAO ORIENTAL STATE COLLEGE OF SCIENCE AND TECHNOLOGY
INSTITUTE OF EDUCATION AND TEACHER TRAINING
Guang-guang, Dahican, 8200 City of Mati, Davao Oriental

In Partial Fulfillment of the Requirements for the Course

EDUC 154: Integrative Teaching Strategies

For the Degree

Bachelor of Secondary Education Major in Technology and Livelihood Education

Submitted by:

Mae Jean Foz. Lismoras

Submitted to:

Ms. Ma. Dece Joy J. Decenilla

November 25, 2019

EDUC 154: INTEGRATIVE TEACHING STRATEGIES LEARNING TASKS | 2019.

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 DAVAO ORIENTAL STATE COLLEGE OF SCIENCE AND TECHNOLOGY
INSTITUTE OF EDUCATION AND TEACHER TRAINING
Guang-guang, Dahican, 8200 City of Mati, Davao Oriental

Learning Task 1: Integrated Teaching Strategies (ITS) Defined

This task would allow the learners extract from their repertory the definition of an
integrated teaching and compare ideas to other definitions about the subject matter.

Learning Task 1.1 – Answer each of the following questions concisely in not less than three
(3) sentences. Refer to the attached rubrics for guidance.
1. What is an integrated curriculum?
Integrated Curriculum is a learning process which has the ability to relate and connect
one discipline into another discipline. It break down barriers between disciplines where in
students can relate. It makes learning more meaningful for the students.
2. How does an integrated curriculum differ from the unidisciplinary curriculum of regular
courses?
Integrated curriculum is a general method that can even expand a single knowledge into
more knowledge while unidisciplinary curriculum the learner needs to tackle various
knowledge one by one.
What is integration?
Integration is about linking or relating one knowledge or idea to another with an objective
of generalizing or synthesizing different knowledge into an excellent one that is prior to
learning of the students.
3. How is curriculum integration done?
Curriculum integration is done through combining and linking various knowledge to
produce a complete learning process facilitates by teacher.
4. What are the results of curriculum integration?
Students shall discover or know that knowledge can be related or linked into knowledge
with the idea of not revising its main thought.
5. What are the theories supporting the curriculum integration? Identify them and explain
each one.
The theories that supports curriculum integration are;
A. Experiential Learning - Students are not only learning of what’s inside the four
corners of their classroom but, they can also acquire learning through their personal
life experiences. It is said that learning is more meaningful when the students can
relate to the topic. Students can only relate if they have the experience about the
certain topic.
B. Multiple Intelligences – Students come to classroom as an individual as they are
diverse and possesses different capacities. This theory help teachers and students
understand and develop their abilities. Also, it motivates students where their interest
and strength lies.
C. Constructivism – This theory suggests that learners construct new ideas and form a
new meaning based upon their prior knowledge. Learners incorporate new knowledge
with their prior knowledge.
6. How does curriculum integration improve basic education?
Curriculum integration improves basic education in a sense that it expands the knowledge
of the students in a certain idea or knowledge by relating, linking and integrating this
idea. Also, it gives them the idea on how to relate these knowledge into their lives. It also
promotes cooperative learning in working together where different perspectives are
brought in and allows them to build their knowledge from the perspective of others.

EDUC 154: INTEGRATIVE TEACHING STRATEGIES LEARNING TASKS | 2019.

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 DAVAO ORIENTAL STATE COLLEGE OF SCIENCE AND TECHNOLOGY
INSTITUTE OF EDUCATION AND TEACHER TRAINING
Guang-guang, Dahican, 8200 City of Mati, Davao Oriental

Learning Task 1.2 – Write down two definitions of an integrated curriculum by filling in
the empty boxes below. Acknowledge source(s) of idea(s).

According to Humphreys, Post, Curriculum integration is a

and Ellis (1981) curriculum
integration is “children broadly
explore knowledge in various
subjects related to certain aspects
of their environment”.
student-centred approach in which
CURRICULUM students are invited to join with
INTEGRATION their teachers toplan learning
experiences that address both
student concerns and major social
issues (Vars.1991; Aikin,1942).

Learning Task 1.3 – Write inside the chart below how each of the following learning
theories supports curriculum integration. Cite sources/proponents of ideas.

EXPERIENTIAL LEARNING

This theory supports curriculum integration for the reason that learners
will gain greater retention and better recall with learning by doing,
according to John Dewey.

MULTIPLE INTELLIGENCES

This theory supports curriculum integration for the reason that the
learners inside the classroom are diverse. So, in integrating a topic the
teachers must address the multiple intelligences of the learners
(Howard Gardner 1983)

CONSTRUCTIVISM

According to Lorenzo et al. 2005, in an integrated curriculum the

different fields of knowledge do not stand in isolation but overlap in
such a way that knowledge and skills learnt in one subject can be
transferred to others. In this interconnection allows students to
activate knowledge already acquired, building logical associations
between processes, data, experiments, facts, etc. covered in class,
which become more meaningful for their learning.

EDUC 154: INTEGRATIVE TEACHING STRATEGIES LEARNING TASKS | 2019.

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 DAVAO ORIENTAL STATE COLLEGE OF SCIENCE AND TECHNOLOGY
INSTITUTE OF EDUCATION AND TEACHER TRAINING
Guang-guang, Dahican, 8200 City of Mati, Davao Oriental

Learning Task 1.4 – List down the elements of curriculum integration.

1. A
combination of
subjects or
learning areas.
8.. Flexible
2. An emphasis
student
on projects.
grouping.

Elements of
Curriculum 3. Relationships
7. Flexible
Integration among
schedules.
concepts.

6. Sources that
4. Thematic
go beyond
units.
textbooks.
5. Organizing
principles

EDUC 154: INTEGRATIVE TEACHING STRATEGIES LEARNING TASKS | 2019.

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 DAVAO ORIENTAL STATE COLLEGE OF SCIENCE AND TECHNOLOGY
INSTITUTE OF EDUCATION AND TEACHER TRAINING
Guang-guang, Dahican, 8200 City of Mati, Davao Oriental

Learning Task 1.5 – Synthesize your idea on the elements of curriculum integration.

Curriculum is very important because you cannot build a good education without this.
Curriculum is the one that give a strong foundation to the educational system. It is also a path to
follow to academic success. Through the help of curriculum which serves as a guide, the learner
learns to their teacher but also teacher learn from their student. By using some strategies, and
being updated on what is new. We can enrich the good curriculum in the school.

Learning Task 1.6 – Identify the levels of curriculum integration and write a brief
description on how integration takes place in each level.

Level 1

The teachers make a sequence using topic outline format to avoid

creating a barrier between two different related topics.

Level 2

The theme of the 2 different topic corresponds.

Level 3

The teacher uses single theme of different topic but teaches it in the
different way.

Level 4

The teachers use common theme and its content whereby the
boundaries of each disciplinary disappear as teacher address a common
theme.
Level 5

Teachers create a common theme. The common theme will be used

in building bridges across discipline or subjects.

EDUC 154: INTEGRATIVE TEACHING STRATEGIES LEARNING TASKS | 2019.

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 DAVAO ORIENTAL STATE COLLEGE OF SCIENCE AND TECHNOLOGY
INSTITUTE OF EDUCATION AND TEACHER TRAINING
Guang-guang, Dahican, 8200 City of Mati, Davao Oriental

Learning Task 1.7 – Write your five (5) basic understanding about an integrated
curriculum.

1. 2. 3. 4. 5.

Linking and Prior Students New Every student

combining knowledge combine their information has different
several are integrated new acquired by multiple
knowledge to with new information the students intelligences.
make knowledge. acquired to integrates
learning their prior with their
more knowledge. learning.
meaningful.

Learning Task 1.8 – Identify the nine categories of the multiple intelligences by Howard
Gardner and associates. On the space provided, provide sample situation(s) in which the
particular intelligence can be applied.

Oral and written communication

Linguistic Intelligence skills.

Ability to formulate hypothesis and

Logical-Mathematical solving number problems.

Recognizes maps and good at

Spatial Intelligence
visualization.

Good in dancing and other bodily

Bodily-Kinesthetic
movement activities.

Howard Enjoy singing and playing musical

Gardner’s Musical Intelligence instruments.
Multiple
Intelligences
Good in discussion and social
Theory Interpersonal activities.
intelligence
Self-Evaluation and good in
Intrapersonal reflecting.

Interested in biology and other

Naturalistic Intelligence environmental studies.

Have a strong interest in the world

Existentialist
EDUC 154: INTEGRATIVE TEACHING STRATEGIES
Intelligence and its| 2019.
LEARNING TASKS existence.
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 DAVAO ORIENTAL STATE COLLEGE OF SCIENCE AND TECHNOLOGY
INSTITUTE OF EDUCATION AND TEACHER TRAINING
Guang-guang, Dahican, 8200 City of Mati, Davao Oriental

ANALYTIC RUBRIC FOR RATING

Highest
Content Organization Development Use of Language
Possible Score
Answer is Clear sense of order. Develops each point Uses technical or
appropriate to Begins with a thesis with may specific scientific terminology
the question. or topic sentence. details. Answers appropriately and
5 Content is Supporting points are question completely. correctly. No major
factually correct. presented in a logical grammatical or
progression spelling errors

Answer is May lack a thesis Each point supported Accurate word choice.
appropriate to sentence, but points with some details and No more than 2 major
3 the question. are presented in a evidence. All errors and a few minor
Content may logical progression. important points errors.
have one or two included.
factual errors
Content relates Logic of argument is Sparse details or Ordinary word choice;
peripherally to minimally evidence. Question use of scientific
the question; perceivable. Points only partially terminology avoided.
2 contains presented in a answered Some serious errors
significant seemingly random (but they don’t impair
factual errors. fashion, but all communication).
support argument.
Content Lacks clear Statements are Limited vocabulary;
unrelated to organizational plan. unsupported by any errors impair
question Reader is confused. detail or explanation. communication.
1 Repetitious,
incoherent, illogical
development.

TOTAL RAW SCORE: EQUIVALENT GRADE:

TRANSMUTATED GRADE:

Checked by: Date:

MA. DECE_______________________
JOY J. DECENILLA, LPT __________
IETT FACULTY

TRANSMUTATION

99-100 - 1.00 84-86 - 2.25

96-98 - 1.25 81-83 - 2.50
93-95 - 1.50 78-80 - 2.75
90-92 - 1.75
EDUC 154: INTEGRATIVE TEACHING STRATEGIES 75-77 - 3.00
LEARNING TASKS | 2019.
H 87-89 - 2.00 61-74 - REDO