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City of Bacolod

College of Education

Course Name : EDUC 122 Revision Date : April 14, 2014

Descriptive Title : INTEGRATIVE TEACHING STRATEGIES Effectivity : S.Y. 2014-2015

Credit Units : 1 unit

Course Description : This course aims to develop among prospective teacher the skills and competence to teach integrative method o meet the wide range
of possibilities that information and communication technology can offer.

The 2001 Basic Education Curriculum was restricted purposely for teacher to make use of their innovative, interdisciplinary and integrative modes of
instructional delivery.

Integration works best when teachers of different disciplines plan and teach together, thus collaborative teaching is strongly recommended in the
2002 curriculum. Prospective teachers are therefore encouraged to use their initiative, creativity and their integration competencies within and across
different learning areas.

General Objectives : At the end of the course, prospective teachers are expected to:

1. Store up adequate concepts and information needed in the different learning areas that will facilitate the integration of these disciplines into the
teaching – learning process in the classroom.

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 2. Write lesson plans using the mode of integration across different subjects that will promote more reciprocal integration between students and
teachers, between students themselves (cooperative learning) between students and instructional materials, between students and multi – media
resources and between teachers of different disciplines.
3. Implement the cooperative learning skills and lesson planning and demonstrate integrative teaching competently.

PRELIM
ACTIVITIES AND
TIME
LEARNING OBJECTIVES CONTENTS NCBTS INSTRUCTIONAL EVALUATION
TABLE
MATERIALS

At the end of the unit, the students are I. Orientation & Overview of Domain 2: The Learning Lecture – Discussion 2 hours Cloze Test on School’s
expected to: the Course Environment Vision, Mission and Alma
Mater Song
 Recite and discuss the Vision, Mission A. WNU Vision, Mission and  Communicates higher learning Reference: Student’s Handbook,
and Objectives of WNU and of the Objectives expectations to each learner.
College of Education. B. Vision, Mission and Objectives
of the College of Education  Establishes and maintain Self-introduction / Introducing
 Familiarize themselves with the rules C. Rules and Regulations consistent standards of others Oral introduction of self (2
and regulations of WNU. D. Grading System and Course learners’ behavior. minutes presentation)
Requirements
 Get acquainted with classmates and E. Getting Acquainted and Self-
school officials. Introduction Reaction Paper

1. Discuss the 2002 Basic Education

Curriculum. II. Introduction and Definition of Domain 1: Social Regard for Resource Speaker
Terms Learning 2 hours Short Quiz

A. The 2002 Basic Education  Teacher’s actions demonstrate Power Point

Curriculum value for learning. Presentation
1. Executive summary of former
Secretary of Education, Raul  Demonstrates that learning is Prelim Examination
Roco of different kinds and from Open Forum
2. Vision and Mission for the different sources.
Filipino Learner
3. Rationale for Curriculum
Reform
4. Philosophy of the 2002
Curriculum

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MIDTERM
ACTIVITES AND
TIME
LEARNING OBJECTIVES CONTENTS NCBTS INSRUCTIONAL EVALUATION
TABLE
MATERIALS

2. Define Integrative Teaching B. Definition of Integrative Domain 4: Curriculum Lecture – Discussion 2 hours Fill in the chart on Collecting
Teaching Classroom Examples
3. Enumerate and reflect on the  Demonstrates mastery of the
multiple intelligences and learning C. Advantages of Integrative subject
style. Teaching
 Communicates clear learning
4. Brainstorm on the four (4) modes of D. Three – level strategies goals for the lessons that are
Integrative Teaching. appropriate for learners Graded Group Discussion
E. Integrated Teaching, Learning Small group Discussion
5. Analyze the effective use of each Style  Selects teaching methods,
mode in reaction to a particular  Multiple intelligence learning activities and
learning area.  Based Instructional instructional materials or Brainstorming
Strategies resources appropriate to Synthesis of the topics Discuss
learners and aligned to
III. Modes of Integrative objectives of the lesson. Reporting 2 hours
Teaching
 Recognizes general learning
1. Thematic Teaching processes as well as unique Long Quiz
2. Focusing Inquiry process of individual
3. Generic - Competency Model learners.
4. Content – Based instruction

Midterm Examination

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SEMI-FINAL
ACTIVITES AND
TIME
LEARNING OBJECTIVES CONTENTS NCBTS INSRUCTIONAL EVALUATION
TABLE
MATERIALS

6. Critic on the sample Lesson Plan IV. Sample Lesson Plan in Domain 5 – Planning, Assessing Sample Lesson Plans 46 hours Criteria for Critiquing:
using the four (4) modes of Teaching & Reporting a. On the approach
integration. used
1. Integration of English and  Develops and utilizes b. On the content and
Science (Content – Based creative and appropriate Lesson Dev’t
instruction) instructional plan. Critiquing of the prepared
2. Integration of Filipino and Lesson Plan
Sibika and Kultura  Develops and uses a variety
3. Thematic Model of appropriate assessment
4. Lesson Plan in English – strategies to monitor and
Secondary evaluate learning.
5. Banghay – Aralin sa Pagtuturo
ng Filipino 2
FINAL

7. Write Lesson Plan on Integrative V. Lesson Planning Domain 5 – Planning, Assessing Writing of Lesson Plans 2 hours Rubrics on Lesson Planning
Learning in the classroom & Reporting
1. Sample of Integrated Lesson in Compiled Lesson Plans
Reading Grade 3 Develops and utilizes creative and
2. Sample Integrated lesson in appropriate
Reading Grade 4
3. Sample Integrated lesson in
Grade 5
4. Sample Integrated lesson in
Grade 6
8. Demonstrate how a reading lesson Rubrics on Demonstration
can be integrated in other learning VI. Demonstration Teaching Domain 4 - Curriculum Teaching Demonstration 4 hours Lesson
areas such as: Social Studies,
Science, Art, and Music.  Demonstrates mastery of the
subject instructional plan.

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TEXTBOOKS:
o Ellis, Edwin S. Feldman, Kevin. Handbook of Cooperative Methods. USA: Greenwood Press, c. 2008
o Francisco M. Zulueta. Principles and Methods of Teaching, Mandaluyong City, National Book Store, 2006
o Salandanan, Gloria, Corpus & Rigor. Principles of Teaching 2, Quezon City, Lorimar Publishing, Inc., c. 2006

REFERENCES:
 Brenda Corpus and Gloria Salandaman, Principles of Teaching 2, Quezon City, Lorimar Publishing Inc., 2006
 Salandanan, Gloria, Teaching and the Teacher, Quezon City, Lorimar Publishing Inc., 2005
 Salandanan, Gloria & Corpuz, Brenad B. Principles and Strategies of Teaching, Metro Manila: Andriana Printing Co. Inc. 2003
 Schmuck, Richard A. Group Process in the Classroom, 8/e. Boston: MC Graw-hill
 Swainston, Tony. Effective Teacher: A Reflective Resource for Enhancing Practice, Stafford: Network Educational Press, 2002
 Project Q-Learn (School-Based Learning Cells) for Teachers Book 1 English, 2007
 Project Q-Learn (School-Based Learning Cells) for Teachers Book 2 Mathematics, 2007
 Project Q-Learn (School-Based Learning Cells) for Teachers Book 3 Science, 2007
 Project Q-Learn (School-Based Learning Cells) for Teachers Book 4 Makabayan, 2007

ELECTRONIC REFERENCES:

http://www.kagan.up.ac.za/cats/learner/cooplrn/cl.html

http://www.id.ucsb.edu/IC/resources/integ-L/strategies.html

http://www.ourworld.compuserve.com

http://www.sas.upenn.edu

Revised by: Checked and Verified by: Recommending Approval: Approved by:

ANTONETTE A. ANG, M.A.Ed. DR. MA. LENI C. FRANCISCO DR. OPHELIA M. DUAYAN DR. NONY A. DESCUTIDO
Instructor Dean, College of Education Academic Director, SPS Chair, Academic Management Committee
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