MO N

T
H2 0 2 1

Mode
Value ls of Int
Using s and De egrating
of In the Dif signing L
tegra fere esson
tion n t Mo s
dels
 C T IVE S
OBJE o f
es a
valu learne
cross ’
rs
to g ra tion nsive to
e o
b e able d in int nd resp
e
s ho u l
d
e u tiliz levant a
n t r e
, s tude o d els a more r signin
g
l e s m e d e
i s mod
u
v a riou o becom c ies in
f t h how ation t ete n ro s s ’
n d o y s is nt o m p s a c
t t he e nt anal mpleme a r ni ng c values. f v alue learners
A e i g o
d ocum riculum wi th le egratin gr a tion nsive to
  from for cur d t inte
f e r a ligne ls of in i n d respo
in es r e e ed n
i s c iplin th at a ent mod e u tiliz levant a
d
e d s ; u t c
s
ome e differ o d els a r m o re r e i gnin
g
ne ng o t h s m e d es
  l earni ns using va riou o becom c ie s in
tify ow t n
Iden ctional
pla
l y sis h entation o m pete .
a c s
instr
u
e n t an implem ea r ning g value
m l in
  o m docu rriculum e d with ntegrat
r fr r cu align els of
i
infe lines fo a r e o d
disc ;
ip
e s that erent m
need
s o u tcom he diff
ng t
  l earni ns using
tify pla
Iden ctional
u
instr 2
M ot iva ti on
m e n ts
d o cu
ic u l um u l um
cu r r ur ri c
s e n t n d c
l l p r e a b i a ill
w i s y l l s w
a c h er la n s , e s . u d e nt
h e te so n p c i p l in t s , st on e.
T s le s s d is m e n re d
a io u o c u s a
such o f v ar
c u l u m d
f v a l u e
id e s r r i o n o
gu t h e cu tegrati
g
Usin e how in
n a l y z
a

3
 IN TE GR ATING
S OF
1. MODEL
VALUES
Thematic Model of
Instruction

Thematic learning (often synonym with thematic instruction) is

an instructional method of teaching in which emphasis is given
on choosing a specific theme for teaching one or many concepts.
It is based on integrating various information and use it to
demonstrate the topic. Pedagogy of thematic learning is based on
its exploration of broad areas in one theme.

4
Basics of Thematic learning

Thematic learning is based on the idea that knowledge acquisition is

efficient among students when they learn in the context of a coherent
and holistic way and when they can associate whatever they learn to
their surrounding and real-life examples. Thematic instruction seeks
to put the cognitive skills such as reading, thinking, memorizing, and
writing in the context of a real-life situation under the broad aim to
allow creative exploration.
5
 Steps of Thematic learning

Under the thematic learning instruction, organization of curriculum

can be based on Macro or Micro theme depending upon the topic to
be covered. Main steps include.
Group Activities and discussion: Group activities and discussion
enable students to participate and reach on a shared perspective of
the theme. This also helps in creative exploration of the subject.

6
 Significance of Thematic Learning

Thematic learning is a newer concept in pedagogy. It is proved to be

a powerful instructional method for integrating various concepts in
curriculum by daily life examples and experiences. Thematic
learning helps in promoting learning with understanding and
discourage rote learning.

7
Thematic teaching

(also known as thematic instruction) is the selecting and

highlighting of a theme through an instructional unit or module,
course, or multiple courses. It is often interdisciplinary, highlighting
the relationship of knowledge across academic disciplines and
everyday life. Themes can be topics or take the form of overarching
questions. Thematic learning is closely related to interdisciplinary or
integrated instruction, topic-, project- or phenomenon-based learning.
 Thematic teaching is commonly associated with elementary
classrooms and middle schools using a team-based approach, but this
pedagogy is equally relevant in secondary schools and with adult 8
learners.
 Under the thematic learning instruction, organization of curriculum

Steps
can be based on a macro or micro theme, depending upon the topic
to be covered.

Choosing a theme

Themes about the particular topic should be of interest to students and

relevant to the curriculum. In some approaches, students choose the
thematic topic. Themes should also be topics of interest to the teacher(s)
because successful thematic instructions often require additional
research and preparation. Interdisciplinary themes related to multiple
academic disciplines such as science, social studies, math,
language/writing, and other courses or subjects can be reinforced in
lessons throughout the school day.
9
Steps
Doing the research

Effective interdisciplinary thematic instruction requires

extensive knowledge and research by the teacher. Without a
broad knowledge base on which to design relevant activities
and lessons, thematic lessons can become randomly
selected activities loosely related to a topic that fail to
demand higher level thinking from students.

10
 Steps
Design an essential
question(s) relevant to the
theme

Essential questions are open-ended, intellectually engaging questions that demand

higher-order thinking. Essential questions focus a thematic inquiry, helping the
teacher chose the most important facts and concepts relative to the theme and
focus planning efforts. Essential questions require students to learn the key facts
and concepts related to the theme as well as analyze and evaluate the importance
and relevance of that information. Good essential questions cannot be answered
with a simple yes/no or true/false; students must discuss, defend, and debate
issues related to the theme. Designing thematic instruction around essential
questions requires that students learn both content and develop critical analysis
skills.
11
 Steps

Designing instructional units and activities that guide

students in answering the essential question

Teachers must choose teaching and learning strategies, activities, classroom

materials, and experiences related to the wider theme and guide students in
answering the essential question. Strategies can be individual or cooperative;
stress various skills such as reading, writing, or presenting.

12
 For thematic learning to be successful among learners, the

Cu r ric u lu m following should be considered

• Thematic learning consists of a curriculum that is unified and dwells on an identified

theme or topic, ideally guided by essential questions.
• The sources are not limited to textbooks. For example, in the social studies or history
classroom, primary source texts and images encourage the development of critical
reading skills. For themes related to current events, analysis of modern media hones
media literacy skills.
• Various teaching and learning methods can be used. Projects, cooperative learning,
active participation, experiential learning are often highlighted.
• Thinking and problem-solving skills, observation, critical reasoning, analysis and
drawing conclusions are key skills in thematic learning.
13
 v an t ag es
Ad
• Students learn better when experiencing knowledge in a larger context. They begin to
see relationships and connections across time, place, and disciplines.
• Learning about wider themes and related concepts and facts more closely resembles
how life is experienced outside of school and the classroom.
• Themes can be chosen that are current and student-centered, incorporating the needs,
interests and perspectives of the students.
• Carefully selecting topics and information related to a theme helps teachers narrow
the overwhelming amount of information of any discipline.
• Thematic instructions align with current popular pedagogies and standards including
place-based education, project-based education, and cooperative learning
14
 v an t ag es
Ad

When thematic instruction takes place along with cooperative learning, the advantages
include the following:
• Thematic cooperative learning activities encourage authentic communication.
• The learner shares one's ideas with others in the group.
• Interaction encourages the values of respect and cooperation, thus building
effective peer learning groups.
• The teacher becomes the facilitator, reduces the role of dispenser of learning.

15
 nt -Base d
2. Conte
nstr uctio n
I
Content-based instruction
(CBI
significant approach in language education (Brinton, Snow, & Wesche, 1989), designed to provide second-
language learners instruction in content and language (hence it is also called content-based language teaching;
CBLT). CBI is considered an empowering approach which encourages learners to learn a language by using it
as a real means of communication from the very first day in class. The idea is to make them become
independent learners so they can continue the learning process even outside the class.
Historically, the word content has changed its meaning in second language teaching. Content used to refer to
the methods of grammar-translation, audio-lingual methodology, and vocabulary or sound patterns in dialog
form.
Recently, content is interpreted as the use of subject matter as a vehicle for second or foreign language
teaching/learning (linguistic immersion).

16
 nt -Base d
2. Conte
nstr uctio n
I
METHODOLOGY

CBI is considered more a philosophy than a methodology. There is no single formula for this type of
instruction but there are certain models of CBI which are used worldwide to achieve a holistic and global
approach to foreign language learning. In essence, CBI implies integration of language learning and content
learning. Hence, in a CBI course the focus of learning is not on learning of a language in isolation, but rather
learning of language through the study of subject matter. A CBI curriculum is based on a subject matter core,
uses authentic language and texts, and is guided by learner needs. This means that the curriculum is based on a
certain subject matter and communicative competence is acquired in the context of learning about certain
topics in that subject area. This falls under the top-down approach to language learning where, unlike the
bottom-up approach, a learner first learns the overall meaning of a text and then attends to the language
features.

17
 nt -Base d
2. Conte
nstr uctio n
I Benefits

1. Learners are exposed to a considerable amount of language through stimulating content. Learners explore
interesting content and are engaged in appropriate language-dependent activities. Languages are not
learned through direct instruction, but rather acquired "naturally" or automatically.
2. CBI supports contextualized learning; learners are taught useful language that is embedded within relevant
discourse contexts rather than presented as isolated language fragments. Hence students make greater
connections with the language and what they already know.
3. Complex information is delivered through real life contexts for the students to grasp easily, thereby
leading to intrinsic motivation.
4. In CBI information is reiterated by strategically delivering information at the right time and through
situations compelling the students to learn out of passion.
5. Greater flexibility and adaptability in the curriculum can be deployed as per the student's interest

18
 nt -Base d
2. Conte
nstr uctio n
I Comparison to other Approaches

The CBI approach is comparable to English for Specific Purposes (ESP), which usually is
for vocational or occupational needs, or to English for Academic Purposes (EAP). The goal
of CBI is to prepare students to acquire the language while using the context of any subject
matter so that students learn the language by using it within that specific context. Rather than
learning a language out of context, it is learned within the context of a specific academic
subject.

19
 nt -Base d
2. Conte
nstr uctio n
I Motivating Students

Keeping students motivated and interested are two important factors underlying content-
based instruction. Motivation and interest are crucial in supporting student success with
challenging, informative activities that support success and which help the student learn
complex skills (Grabe & Stoller, 1997). When students are motivated and interested in the
material they are learning, they make greater connections between topics, elaborations with
learning material and can recall information better (Alexander, Kulikowich, & Jetton, 1994:
Krapp, Hidi, & Renninger, 1992). In short, when a student is intrinsically motivated the
student achieves more. This in turn leads to a perception of success, of gaining positive
attributes which will continue a circular learning pattern of success and interest.
20
 nt -Base d
2. Conte
nstr uctio n Active Student Involvement
I
Because it falls under the more general rubric of communicative language teaching (CLT),
the CBI classroom is learner- rather than teacher-centered (Littlewood, 1981). . Accordingly,
students assume active, social roles in the classroom that involve interactive learning,
negotiation, information gathering and the co-construction of meaning (Lee and VanPatten,
1995). William Glasser's "control theory" exemplifies his attempts to empower students and
give them voice by focusing on their basic, human needs: Unless students are given power,
they may exert what little power they have to thwart learning and achievement through
inappropriate behavior and mediocrity. Thus, it is important for teachers to give students
voice, especially in the current educational climate, which is dominated by standardization
and testing (Simmons and Page, 2010).
21
 l em -B ased
3. Prob
nstr ucti o n
I
PBI is not a new model of instruction. Plato and Socrates required that their students think,
retrieve information for themselves, search for new ideas and debate them in a scholarly
environment. PBI was officially adopted as a pedagogical approach in 1968 at McMaster
University, a Canadian medical school. (Neufeld & Barrows, 1974), because students were
unable to apply their substantial amount of basic scientific knowledge to clinical situations.
While the fundamental approach of problem solving in situated environments has been used
throughout the history of schooling, the term PBI did not appear until the 1970s and was
devised as an alternative approach to medical education. In most medical programs, students
initially take a series of fact intensive courses in biology and anatomy and then participate in a
field experience as a medical resident in a hospital or clinic.
22
 l em -B ased
3. Prob
nstr ucti o n
I
THEORY DESCRIPTION

PBI is a learner-centered educational method. Using this approach, learners are progressively
given more and more responsibility for their own education and become increasingly
independent of the teacher for their education. PBL produces independent learners who can
continue to learn on their own in life and in their chosen careers.

23
 l em -B ased
3. Prob
nstr ucti o n
I MODEL

PBI for inquiry learning has been widely reported as producing desired learning outcomes: students
became responsible for their own learning, developed active inquiry habits, and learned effective research
techniques. Major objectives of PBI:
 
• Engage the problems they face in life and career with initiative and enthusiasm.
• Problem-solve effectively using an integrated, flexible and usable knowledge base.
• Employ effective self-directed learning skills to continue learning as a lifetime habit.
• Continuously monitor and assess the adequacy of their knowledge, problem-solving and self-directed
learning skills.
• Collaborate effectively as a member of a group.
• Learners benefit most from opportunities to solve authentic problems in tutor-led groups which
stimulate study of individually determined “learning issues” followed by application of the information.
24
 l em -B ased
3. Prob
nstr ucti o n PRINCIPLE
I S

Using PBI, learners encounter a problem and attempt to solve it with information they
already possess allowing them to appreciate what they already know. They also identify
what they need to learn to better understand the problem and how to resolve it.
Once they have worked with the problem as far as possible and identified what they need
to learn, the learners engage in self-directed study to research the information needed
finding and using a variety of information resources (books, journals, reports, online
information, and a variety of people with appropriate areas of expertise). In this way
learning is personalized to the needs and learning styles of the individual.

25
 l em -B ased
3. Prob
nstr ucti o n
I ROLE OF THE
LEARNER

PBI emphasizes student-directed learning and use of knowledge stimulated by the

challenge of solving real-world problems in tutor-led small groups.
Students first define or select an ill-structured problem that has no obvious solution. They
develop alternative hypotheses to resolve the problem and discuss and negotiate their
conjectures in a group. Next, they access, evaluate, and utilize data from a variety of
available sources to support or refute their hypotheses. They may alter, develop, or
synthesize hypotheses in light of new information.

26
 l em -B ased
3. Prob
nstr ucti o n
I ROLE OF THE
FACILITATOR

As facilitators, teachers give students control over how they learn and provide support
and structure in the direction of their learning. They help the class create a common
framework of expectations using tools such as general guidelines and timelines. As
cognitive modelers, teachers think aloud about strategies and questions that influence
how students manage the progress of their learning and accomplish group tasks.

27
 l em -B ased
3. Prob
nstr ucti o n
I Theme Based Model

Theme-based learning is a method of education that makes perfect sense. At the same
time, it’s obviously very different to how you and I learned, so it’s natural to compare one
with the other to make sense of it.
Essentially, theme-based learning treats learning very differently from traditional subject-
based learning. Firstly, theme-based learning considers the application of academic skills
as a necessity. Language arts, math and the fine arts are skills that allow us to understand
and express thoughts; they can be applied to any theme regardless of the topic.
Writing, reading, and drawing for the sake of it isn’t something you’ll find in a theme-
based classroom. They are all done for a reason.
28
 l em -B ased
3. Prob
nstr ucti o n
I Benefits of Theme Based Learning

Research into the psychology of learning suggests that learning is a process of integration
.
When students are able to see how certain facts and ideas connect with other subjects, we
are adding meaning to the curriculum.
When those students become able to communicate that meaning, the learning is further
reinforced. This is why theme-based learning is so effective.

29
 l em -B ased
3. Prob
nstr ucti o n
I Higher Intelligence Levels

In order to really understand a topic and apply one’s knowledge to solve real-life
problems, you need to be able to connect knowledge and skills.
Through a theme-based approach, children learn to make connections constantly, thereby
developing a much deeper and broader level of understanding than traditional learning
can compete with.
Critical thinking skills are much more developed, because students regularly explore
ideas, compare and evaluate viewpoints, apply knowledge, and even create new ideas.
In turn, this leads to advanced creative thinking (thinking outside the box) and problem-
solving skills.
30
 l em -B ased
3. Prob
nstr ucti o n
I More Challenging than Other Methods

Forget ‘accelerated learning’ approaches!

When you put learning into context, learning faces the same complexities as
real-life. Numbers become real-life numbers. Language becomes richer and
more challenging. Problems need to be determined and are not prescribed.
Answers are many and varied. Critical thinking and communication are a
must.

31
 l em -B ased
3. Prob
nstr ucti o n
I Knowledge Retention

When students learn through a theme, they are learning in context. This not
only helps students understand what they are learning (and why they are
learning it), but also to attach ideas and skills to specific contexts.
Consequently, this helps students remember what they have learned.
Add to that the use of project-based learning (an extension of theme-based
learning), and you now have artifacts that the students create. Facts, skills
and processes are attached to these artifacts,
leading to greater memory retention
32
 l em -B ased
3. Prob
nstr ucti o n
I Fun
It can seem strange based on our own experiences, but learning done
correctly is fun!

Theme-based learning is so much fun for children! They are learning about
topics that are meaningful and relevant to their own lives. This creates what
is known as ‘intrinsic motivation’; in other words, children learn because
they want to learn, not because they have to learn.

33
 l em -B ased
3. Prob
nstr ucti o n Designing Lessons using the
I Different models of Integration
To be able to design a lesson using the different models of integration, we have to look into the Edukasyon
sa Pagpapakatao (EsP) curriculum guide and identify outcomes aligned with the competencies.

Steps in Designing a Lesson

1. Outlining Learning Objectives
2. Develop the Introduction
3. Plan the specific learning activities (the main body of the lesson)
4. Plan to check for understanding
5. Develop a conclusion and a preview
6. 6. Create a realistic timeline

34
Than
k You!
Rey es
, Jho n
M a rv e
n V.