Krister Ann M. Jimenez.

BEED-4A

Assignment: Define the following.

1. Integrated Curriculum - An integrated curriculum is described as one that connects different areas of
study by cutting across subject-matter lines and emphasizing unifying concepts. Integration focuses on
making connections for students, allowing them to engage in relevant, meaningful activities that can
be connected to real life. Integration: the unification of all subjects and experiences.

2. s - the act or process or an instance of integrating: such as;

a. incorporation as equals into society or an organization of individuals of different groups (such as

races)
b. coordination of mental processes into a normal effective personality or with the environment
another meaning : - an act or instance of combining into an integral whole.
- an act or instance of integrating a racial, religious, or ethnic group.
- an act or instance of integrating a racial, religious, or ethnic group.
- an act or instance of integrating an organization, place of business, school, etc.
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3. Model of integrative teaching – is a well organized strategy anchored on real life situation that include
learners interest and needs creating a variety of meaningful activities and learning experiences.
ntegrative learning is an approach where the learner brings together prior knowledge and experiences
to support new knowledge and experiences. By doing this, learners draw on their skills and apply them
to new experiences at a more complex level. The concept behind integrative learning is that students
take ownership of their own learning, becoming critical inquiries who are able to make meaningful
connections between different disciplines and utilise critical thinking to real-life problems.

Integrative ladder

a. integrate
b. interconnect
c. make all the pieces fit
d. make the long way learning worthwhile
e. make learning more meaningful
4. Interdisciplinary - studies involves the combining of two or more academic disciplines into one activity
(e.g., a research project). It draws knowledge from several other fields like sociology, anthropology,
psychology, economics etc. It is about creating something by thinking across boundaries.
- This type of study allows the student to learn by making connections between ideas and concepts across
different disciplinary boundaries. Students learning in this way are able to apply the knowledge gained in one
discipline to another different discipline as a way to deepen the learning experience. The most effective
approach to interdisciplinary study enables students to build their own interdisciplinary pathway by choosing
courses which make sense to them. For example, it is not too difficult to find a theme which crosses over
disciplinary boundaries in literature, art and history or science and mathematics. Studying topics thematically
is one way to bring ideas together resulting in more meaningful learning. This can occur by allowing students
to choose their own subjects and their learning is deepened when they reflect on the connections between
what they are learning in different disciplines.

5. Multidisciplinary - combining or involving several academic disciplines or professional

specializations in an approach to a topic or problem. An approach to curriculum integration which
focuses primarily on the different disciplines and the diverse perspectives they bring to illustrate a
topic, theme or issue. A multidisciplinary curriculum is one in which the same topic is studied from the
viewpoint of more than one discipline.

6. Team Teaching - involves a group of instructors working purposefully, regularly, and cooperatively
to help a group of students of any age learn. Teachers together set goals for a course, design a syllabus,
prepare individual lesson plans, teach students, and evaluate the results. All arrangements that include
two or more faculty in some level of collaboration in the planning and delivery of a course.
Types of Team Teaching
Team teaching includes a number of different approaches. Some of the more common are
Interactive team teaching – two faculty members present in front of the class simultaneously.
Rotational format team teaching – faculty alternate teaching the class. This rotational format has a
number of variations depending on the subject matter and the number of faculty involved.
Participant-observer team teaching – all participating faculty are present for all the classes, but only
one is “teaching” at a time. Roles that the other teachers could play as participating observer(s) are
model learner, observer, panel member, or resource (Klein, 1990).
Team coordination – faculty arrange and integrate a curriculum so as to maximize learning and
connections using paired or linked courses, an integrated cluster of independent courses, or freshman
interest groups (McDaniels and Colarulli, 1997). Though not necessarily team teaching per se, this
curriculum-level approach to interdisciplinarity can help to achieve some of the expected gains of team
teaching.
7. Thematic Teaching - (also known as thematic instruction) is the selecting and highlighting of a theme
through an instructional unit or module, course, multiple courses. It is often interdisciplinary,
highlighting the relationship of knowledge across academic disciplines and everyday life.
8. Makabayan - a new learning area that interegrates several subjects with the goal of helping each
Filipino to develop healthy personal and national identity.

 It is said to be a “ laboratory of life” or a practice environment.

 It is the learning area that provides the Filipino learner the quality time to demonstrate
practical knowledge and skills of empathy, vocational efficiency and problem solving in daily
life.
 Love of country serves as unifying principle for the diverse values in this learning area thus it is
called pagkakabayan or makabayan for short.
 provides the balance as it addresses primarily societal needs. This is where the learner can
apply practical knowledge and life skills and demonstrate deeper appreciation of Filipino
culture. Thus, it emphasizes the development of self-reliant and patriotic citizens as well as the
development of critical and creative thinking.
 shallfeature a stronger integration of competencies and values within and across its learning
area component and the tool learning areas. It shall use integrative teaching approaches where
appropriate and relevant for a more holistic learning.
 to develop the personal, social and work special skills of learners especially their interpersonal
skills, empathy with other cultures, vocational efficiency, problem- solving, and decision-making
in daily life, that is, to develop socio-cultural and politico-economic literacy.
 The need to empower Filipinolearners for lifelong learning asthis would allow them to
bestconfront the challenges post bythe changing social forces.
 develop cerebral competence and skills that are basic to literacy, productivity and
entrepreneurship. nurture desirable values that help one come up with appropriate
assessment and judgment.
 provide guidance in the development of a balanced personality. equip learners with essential
training for self-empowerment, leadership, responsible citizenship and intelligent fellowship.
introduce programs/activities that will develop students appreciation for and potentials in
sports.

9. Instructional Objective - are specific, measurable, short-term, observable student behaviors. They
indicate the desirable knowledge, skills, or attitudes to be gained. An instructional objective is the focal
point of a lesson plan
Classification - the act or process of classifying systematic arrangement in groups or categories
according to established criteria
specifically : TAXONOMY
preparation - the action or process of making ready or being made ready for use or consideration.