UNIT IV

COMPONENTS IN DESIGNING INTEGRATED THEMATIC UNITS

Instructional Objectives- are statements that describe what learners shall be able to do upon completion of a
given learning experience. These are the objectives formulated by teachers for a particular lesson or unit of
study that drive the performance of learners. Essentially, instructional objectives are the actual behaviors that
the learners are expected to accomplish.
Classification of Instructional Objectives
Cognitive Domain- This refers to the intellectual operation from the lowest level of simple recall of
information to complex, high-level thinking process. The six levels of cognitive objectives in Bloom’s
taxonomy include knowledge, comprehension, application, analysis, synthesis, and evaluation.
Affective Domain- The affective domain hierarchy includes from the least internalized to the most internalized
like receiving, responding, valuing, organizing, and internalizing (Krathwohl, Bloom, and marsh, 1984).
Psychomotor Domain- The hierarchy in the psychomotor domain ranges from simple gross locomotor control
to the most creative and inventive behaviors include naming, manipulating, communicating, and creating.
Preparing Instructional Objectives
Kellough (2003) advocates the ABCDs of writing objectives using four components, namely, audience
(A), behavior (B), condition (C), and degree or level expected performance (D).
A= refers to the audience (students) for whom the objective is intended.
B= refer to the expected behavior or performance that should be written with verbs that are measurable.
C= refers to the condition or setting in which the behavior will be demonstrated by the student and observed by
the teacher.
D= refers to the degree or level of expected performance.

Choosing Themes
Themes are important in planning a thematic unit of study. These serve as the core in undertaking group
activities. With the use of themes students see meaningful connections across disciplines and even in skill
learning areas. Further, themes serve as reference points in conceptualizing, analyzing, synthesizing, and
consolidating learning experiences for a given unit.
When selecting themes that are drawn from a given discipline or learning area, teachers should consider
the interest of the students and the broad scope of the lesson to enable the planners to further subdivide a given
topic into smaller subtopics for further investigation.
Be guided by the questions below in selecting a theme for a unit of study (Kellough, 2003).
A. Is the theme within the realm of understanding and experience of the teachers involved?
B. Will the theme be of interest to all members of the teaching team?
C. Are there sufficient materials and resources to supply the needed information?
D. Does the theme lend itself to active learning experiences?
E. Can the theme lead to a unit of proper duration; that is, not to short and not to long?
F. Is the theme helpful, worthwhile, and pertinent to the instructional objectives?
G. Is the theme one with which teachers are not already so familiar that they cannot share in the excitement of
the learning?
H. Will the theme be of interest to students and will it motivate them to do their best?
Organizing Bodies of Knowledge
Organizing bodies of the knowledge drawn from multiple disciplines is the key to effective instruction.
These are topics that combine facts, concepts, generalizations, and the relationships among them. In planning
thematic units, the content of instruction could be presented this way.

Teaching Approaches
 Integrative teaching and learning require particular teaching models for its effectively. These teaching models
are larger than a particular strategy, method, or tactic and are supported by theories of instruction.
 Teaching Strategies are the means techniques, or procedures used in presenting data collected reflecting
interactive aspects of teaching.

Graphic Organizers
Graphic Organizers are also called learning organizers. Teachers use them when presenting the scope of
the lesson, in giving the lectures, and during closure. Students use them in presenting an individual or group
report and even in formulating generalizations.

Study Skills
Study Skills, which are important in planning instruction, are teachable. By and large, study skills are
competencies associated with acquiring, recording, organizing, synthesizing, remembering, and using
information and ideas found in schools (Divine, 1981).

Integrating Values
Values are integrated today in all learning areas in the elementary and secondary schools. Values are the
standards or criteria that we use in making judgments about whether something is positive or negative, good or
bad, pleasing or displeasing.

Assessment and Evaluation

Assessment is the ongoing process of gathering and analyzing evidence of what students know and what
they do not know. (Burke, 1993)
Evaluation is the process of interpreting the evidence and making judgments and decisions based on the
evidence. It is the process of making judgment about the quality of performance.

UNIT V
Widely Applicable Teaching Models, instructional Strategies, and Graphic Organizers

Teaching Models
Teaching Models are larger than a particular strategy method, or tactic. These are broad overall
approaches to instruction that do not only help teachers in planning instruction, but also guide them in acquiring
information, developing skills, internalizing values, and engaging in other forms of learning activities.

Teaching models (Joyce and Weil, 2004)

Teaching Model are patterns or plans that are used to shape a course, to select instructional materials,
and to guide teacher actions.

A. Discovery Learning. This teaching model is based on the idea that content is not given to learners in learners
in finished form.
B. Inquiry Learning. This is commonly known as the inquiry process which is apparently the application of
scientific method to teaching.
C. Problem-based Learning (PBL). The essence of this model consists of presenting students authentic and
meaningful problem situations to serve as springboards for investigation
D. Cooperative Learning. This is the procedure whereby learners work together in small groups and are
rewarded for their collective accomplishments. The key characteristics or attributes of cooperative learning are
the ways the groups or teams are made up.
E. Decision-making. This is an intellectual process that requires students to select the best alternative choice on
a set of conditions or circumstances.
F. ACES Teaching Approach. The ACES teaching Approach (Four As) follows a logical sequencing of
learning activities from the mood-setting activity to the closing activity. (Activity, Analysis, Abstraction,
Application)

INSTRUCTIONAL STRATEGIES/PRESENTATION TECHNIQUES

Instructional Strategies are the means, techniques or procedures used in presenting data interactive
aspects of teaching.
A. Lectures are used when introducing a topic, defining an issue, presenting a dilemma, explaining a process,
and in summarizing key points.
B. A roundtable discussion usually involves a small number of students, perhaps no fewer than 3 and no more
than 8.
C. A panel discussion is similar to roundtable discussion in many aspects, but there are some differences.
D. A brainstorming technique is often used by teacher in analyzing an issue, an event or problem that calls for a
solution.
E. A role playing technique helps students understand the perspective of others.
F. Socio-drama strategy used in summarizing highlights of learning experience through pantomime, skits, and
dramatization.

DESIGHNING GRAPHIC ORGNIZERS

Graphic organizers are essential tool of learning. These are forms of visual representations that help both
teacher and students in teaching learning process.

1. A concept map define a concept or illustrate an idea drawn from a given lesson.
2. A concept cluster illustrate a major concept together with its sub-concepts to show the coverage of a given
lesson or a given study.
3. A wheel map show the division of a lesson into sup-topics to facilitate individual or group investigation in the
classroom.
4. A cycle graph presents a series of connected events that occur in sequence and procedure a repeated result.
5. A fact storming web fact storm the sub concepts under major concepts to show the coverage of the lesson.
6. A discussion web helps students organize arguments or evidence in connection with the given lesson.
7. A bubble tree web represents relationship among concepts.
8. A ladder web answer questions than call for answers in enumerations.
9. A semantic web response to the core questions are web strands.
10. A Venn diagram compares two sets of ideas or concepts.
11. A flow chart show a flow of a big ideas.

MEASUREMENT OF LEARNING: ASESSMENT AND EVALUATION

Assessment is the ongoing process of gathering and analyzing of what students know and do not know.
Evaluation is the process of interpreting the evidence and making judgments.
 UNIT VI
AUTHENTIC ASSESSMENT
 Assessment is a systematic process of getting information about student performance.
 Assessment (Burke, 1993) is of great importance in teaching-learning process because it sets standards which
sets serve as the basis in evaluating the learning.
 Authentic Assessment is likewise called alternative assessment or performance assessment.

Authentic Assessment utilizes two instruments to evaluate the teaching learning process like:
1. Performance based test assessments. These are authentic assessments that measure skills and understanding
by directly measuring students’ performance in a natural setting (Kauchak and Eggen, 1998).
2. Portfolio Assessment. This is the second form of authentic assessment.

Guidelines in Using Portfolio for Assessment

1. The portfolio should not be graded or compared in any way with those of other students.
2. Determine what materials should be kept in the portfolio and announce clearly when, how, and by what
criteria portfolios will be reviewed.
3. Contents of the portfolio should reflect grade level goals, learning standards, and target objectives.
4. Everything that goes into the portfolios should be dated by the students.
5. Portfolio maintenance should be the students’ responsibility.
6. Portfolio should not leave the classroom.
7. Students should be encouraged to personalize their portfolios.

Rating Scales
Both performance-based tasks portfolios are commonly used for student self-assessment and for
showing progress of learning as a result of instruction.

UNIT VII
PLANNING MULTIDISCILPLINARY AND INTERDISCIPLINARY THEMATICS UNITS

THEMATIC TEACHING
Highlighting the 2002 Basic Education Curriculum (BEC) is integration with thematic teaching as one
of its mode of delivery of instruction.

THEMATIC UNIT
Thematic unit are units of instruction that address a central theme. Kellough (2003) suggest the
following components of a units that lead to the development of the integrated study.

1. Topics. These are the subjects drawn from a textbook or curriculum guide.
2. Goals and Objectives. These are the lists of learning intentions in broad and specific terms.
3. Content outline. This is an outline of the materials to be covered.
4. Learning Activities. These include teacher and student activities comprising introductory, developmental, and
culminating activities.
5. Resources and Materials. These include the list of materials to be selected and prepared for the unit.
6. Evaluation. This includes an outline of evaluation procedures.
Approaches in Curriculum Construction
1. Multidisciplinary Approach. When teachers attempt to combine two or more disciplines into one instructional
approach, they are using the multidisciplinary approach.
2. Interdisciplinary Approach. When teachers purposely draw knowledge, perspectives, and methods from more
than one disciplinary together to examine a central theme, problem, person, or event, they are using the
interdisciplinary thematic approach.

Planning Sequence in Unit Development

I. Overview of the Unit
1. Presenting the knowledge content
2. Selecting a unifying theme or concept
3. Stating the skills to be developed
II. Objectives
1. Presenting instructional Objectives
a. Cognitive b. Affective c. Psychomotor
III. Content
1. Identifying the theme
2. Identifying the core discipline
3. Establishing the core discipline
4. Preparing content outline
5. Making reading available
6. Presenting materials about the unit of
study.

UNIT IX
A Model Integrated Interdisciplinary Thematic Units

Theme: Landforms in the Philippine Territory (Eight Seasons: Third Year High School)
I. Objectives
 The students during the development of the unit shall be able to:
 Discuss clearly the significance of location, size, and shape of the Philippine territory with the use of
globe and maps.
 Explain the theories supporting the origin of the Philippine landforms using an outline map of the
Philippine territory.
 Present in a chart the geologic events that took place during the Permian Revolution with the use of
an outline.
 Discuss the significance of major and minor landforms in the country’s economic development by
citing specific examples.
 Identify distinctly the different landforms of our country on
the Philippine map.
 Show understanding of nationhood and nationalism in Philippine music through discussion of the
song text.
 Sing the song with appropriate expression
II. Content.
A. Theme: Landforms in the Philippine Territory
B. Concepts:
Territory Size Theory Doctrine Earth’s processes Origin
 Location Shape Revolution Baseline
C. Content Outline:
1. The Philippine Territory
1.1 Location
1.2 Size
1.3 Shape
2. Origin of the Philippine Landforms
2.1 How the Present Landforms Came About
2.2 Theories About the Origin of the Philippine
Landforms
2.3 Outline of the Philippine Archipelago
2.4 Permian Revolution
2.5 Bodies of Water Surrounding the Philippines
3. The Philippine Landforms
3.1 Major Landforms
3.2 Minor Landforms
3.3 Landforms and Economic Development
D. Readings:
Landforms in the Philippines Origin of Philippine Landforms Song: “Philippines, My Philippines
E. Materials:
Maps, pictures
Reproduction of a painting by Fernando Amorsolo
A copy of Noli Me Tangere by Jose Rizal
III. Procedure (ACES Teaching Approach)
A. Activities
B. Analysis (Present to the class the topic of the study)
C. Abstraction
D. Application
E. Evaluation