The following guiding principles in selecting activities and experiences for

learning are:

1. The activities and experiences must be based on the real needs of the pupils and
the people of community.
2. The activities and experiences must have elements similar to those found in the
situations of everyday living, and centered in actual problems and opportunities of
modern life.
3. The activities and experiences must offer, for each pupil to use, and everincreasing
various resources for learning. The human and physical resources and the
institutions are vital resources.
4. The activities and experiences must be concerned with the improvement of living
and learning conditions in the schools and the community.
5. The activities and experiences must be those in which pupils can operate
successfully in the process, individual abilities, interests, and habits.
6. The activities and experiences must provide opportunities for children or students
of different age level to work together, and also for children and adults.
7. The activities and experiences must be selected and organized by the pupils, the
teachers, supervisors, and administrators, through the cooperative process.
 TECHNIQUES OF SUBJECT-MATTER INTEGRATION

INTEGRATION
• A general principle in curriculum organization.
• It was advanced by the committee of the American Association of School
Administration in 1934.
• Is defined ‘’the attainment of educational values by bringing together and
unifying the process and outcomes of education’’.
• A unification of subject matter from several related subjects to form a
generalized course.

The different techniques of subject matter integration and organizational

1. Experience-centered approach
• Closely related to child-centered method of organization.
• It consists of a wide variety of purposeful activities based on child’s
interests, abilities, and purposes.
 • Emphasis is upon understanding through use for immediate growth
and development.
2. Life-centered approach
• Made up of problems and projects based directly upon social
environment or of subject which contribute to participation in, or the
improvement of social environment.
• The chief integration of learning is social in nature and is facilitated
through the use of related subjects, projects, field trips, extension
activities, cases, internships, and the so-called practical subjects.
• Concerned with the improvement of living and learning conditions in
the school and in the community.
3. The core approach
• A method of which begins with a common area for all students or
pupils, and from that focal point it spreads out into individual
interest areas.
• Emphasizes a core of social values.
• The core is related functionally to the present and future life
activities of the pupil.
4. Correlated or integrated approach
• Is to organize functional relationship among subject areas.
 • Involve the synthesis of subject-matters from various subjects in one
field into a large whole, such as correlation of history and geography,
history and political science.
• Correlated subject-matter is frequently called integrated course of
study or integrated curriculum.
• Integrated course means unification of subject-matter from several
related subjects to form a more generalized subject.
5. Fused approached
• A single course replaces several related courses, biology for example,
is a fusion of botany and zoology.
• Is an attempt to bring about integration among related fields to form
a more generalized course.
• The success of this approach rests upon the training of the teachers
who are working with it.
The committee of the American Association of School Administrators
recommended the ff.
1. Organization of a learning environment which includes a variety of real -
life problems.
2. Organization of teaching units around life-carrier themes or functional
centers of interest.
3. Increase in the number and quality of lines of participation in the
community life.
4. Fusion of subjects at appropriate grade levels for purposes of more ready
and extensive application.
5. Guidance both individual and group, concerned with the child’s whole
development and adjustment.
6. Flexibility of time allotment and teaching schedules.

SHUKRAN!!!!
KAREN R. PAGUIMANAN
(Group-4)-(Part 3- reporter)