Benlac Module 4

INTEGRATING NEW
LITERACIES IN THE
CURRICULUM
MODULE 4
AN INTEGRATED CURRICULUM…
• Focuses on basic skills, content and higher level-thinking;
• Encourages lifelong learning;
• Structures learning around themes, big ideas and meaningful
concepts
• Provides connections among various curricular disciplines
• Provides learners opportunities to apply skills they have learned;
AN INTEGRATED CURRICULUM…
• Encourages active participation in relevant life experiences
• Captivates, motivates and challenges learners
• Provides a deeper understanding of content
• Offers opportunities for more small group and industrialized instruction; and
• Accommodates a variety of learning styles/theories (i.e., social learning
theory, cooperative learning, intrinsic motivation, and self-efficacy) and
multiple intelligences.
APPROACHES TO INTEGRATION
• MULTIDISCIPLINARY APPROACH
• INTERDISCIPLINARY APPROACH
• TRANSDISCIPLINARY APPROACH
MULTIDISCIPLINARY APPROACH
1. MULTICULTURAL LITERACY
2. SOCIAL LITERACY
3. MEDIA LITERACY
4. FINANCIAL LITERACY
5. DIGITAL LITERACY
6. ECOLOGICAL LITERACY
7. CREATIVE LITERACY
1. MULTIDISCIPLINARY APPROACH
• Focuses primarily on different disciplines that
tend to differ in the level of intensity of the
integration effort. The best example is RBEC
(Revised Basic Education Curriculum)
REVISED BASIC
EDUCATION
CURRICULUM
(RBEC) Araling Earth Science
Panlipunan
Biology
Chemistry
MAPEH MAKABAYAN TLE
Physics
Values
SCIENCE
Education
• Through this integration, teachers expect students to
understand the connections between the different
sub-disciplines and their relationship to the real
world. In fact, this approach brings a positive
2. INTERDISCIPLINARY APPROACH
• Teachers organize and capsulize the

curriculum around common learning across
disciplines to emphasize interdisciplinary
skills and concepts. The disciplines are
identifiable, but they assume less importance
than in the multidisciplinary approach.
Content
Skills ARALING
FILIPINO PANLIPUNAN
FILIPINO
• In addition, in using the interdisciplinary integration
approach, there is a need to structure the curriculum
around common learning areas across disciplines.
The purpose is to learn the skills and concepts that
are beyond the immediate lesson.
3. TRANSDISCIPLINARY APPROACH
• In the transdisciplinary approach to integration, teachers

design a curriculum within student needs and concern.
Students develop life skills as they apply disciplinary and
interdisciplinary skills in a real-life context. Two routes
lead to transdisciplinary integration, namely: project
based learning and negotiating the curriculum.
Subject Areas
Content
ARALING PANLIPUNAN
Theme and Concepts
Life Skills
Real-World Context
Career Prospects
Community Integration
Social Problems and
Dilemmas
Life Experiences
Student Questions
• In using the transdisciplinary integration approach,
there is a need to plan out the curriculum around
students needs and concerns. Transdisciplinary
integration is utilized through project-based learning,
which involves allowing the students to make
connections among different subjects by solving
social problems and answering open-ended
questions.
INTERCONNECTING THE THREE
APPROACHES
• These approaches offer an excellent fit for standards through
backward design process as teachers integrate standard-based
planning with effective teaching and learning practices. Thus,
the multidisciplinary, interdisciplinary, and transdisciplinary
perspectives offer different maps to begin the design process.
Teachers can use any of the approaches at any level of
education in a single classroom or in a team approach.
METHODS OF CURRICULUM INTEGRATION
• Project-Based Learning
• Service Learning
• Learning Centers/Parallel Disciplines
• Theme-Based
• Fusion
1. PROJECT-BASED LEARNING
• It engages students in creating knowledge while

enhancing their skills in critical thinking,
creativity, collaboration, communication,
reasoning, synthesis and resilience (Barron and
Darling-Hammond, 2008 in Corpuz, 2014)..
2. SERVICE LEARNING
• Actively involves students in a wide range of

experiences, which often benefit others and the
community, while also advancing the goals of a
given curriculum. Community-based service
activities are paired with structured preparation
and student reflection.
3. LEARNING CENTERS/PARALLEL DISCIPLINES
• A popular way to integrate the curriculum is to

address a topic or theme through the lenses of
several subject areas. In an elementary classroom,
students often experience this approach at
learning centers.
4. THEME-BASED
• Some teachers go beyond sequencing content and

plan collaboratively and they do it in a more
intensive way of working with a theme dubbed as
“theme-based.” Often, three or more subject areas
are involved in the study, and the unit ends with an
integrated culminating activity.
5. FUSION
• Teachers fuse skills, knowledge, or even attitudes

into the regular school curriculum. In some
schools, students learn respect for the
environment in every subject area or some
incorporate values across disciplines. Fusion can
involve basic skills.
OTHER TYPES OF INTEGRATED CURRICULUM
• Connected
• Sequence
• Shared
• Webbed
DOING CURRICULUM INTEGRATION IN THE
CLASSROOM
Chhabra (2017) posited that integrating curriculum

in the classroom includes combining different
subject areas and then, teaching them in relation to
a singular theme or an idea.
BENEFITS OF INTEGRATED CURRICULUM
MODEL
• It focuses on basic skills, content, and higher-level thinking.
• It provides a deeper understanding of content.
• It encourages active participation in relevant real-life experiences.
• It provides connections among various curricular disciplines.
• It accommodates a variety of learning styles, theories and multiple
intelligences.
NEW LITERACY INTEGRATION IN THE K TO 12
CURRICULUM
The new literacy can be integrated into the K to 12

curriculum across subject areas as presented in the
table below. However, the integration of new literacy
is not limited to the identified disciplines, the given
learning outcomes, suggested strategies and
assessment.
INTEGRATION
OF NEW
LITERACY IN
THE K TO 12
CURRICULUM
SUMMARY
The integration of new literacies and the teaching of multiliteracies open new
pedagogical practices that create opportunities for future literacy teaching and
learning. Multiliteracies can also help teachers provide equal access to learning for
all students. Consequently, students can be expected to become more confident
and knowledgeable in their learning through participatory and collaborative
practices as a result of this new literacy integration in the curriculum for teacher
education.
LEARNING REFLECTION
1. Describe your experience in integrating yourself with others.
2. What have you gained from involving yourself with different

integrated groups?
3. What became your challenge in the process of self-integration?
4. How can integration be practiced in class?

5. What course subjects can be integrated? And in what way can this
integration be conducted?
Thanks for listening
PREPARED BY:
CRISTY PATAC
JUSTINE PAGOD

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INTEGRATING NEW

• Teachers organize and capsulize the

• In the transdisciplinary approach to integration, teachers

• It engages students in creating knowledge while

• Actively involves students in a wide range of

• A popular way to integrate the curriculum is to

• Some teachers go beyond sequencing content and

• Teachers fuse skills, knowledge, or even attitudes

Chhabra (2017) posited that integrating curriculum

The new literacy can be integrated into the K to 12

1. Describe your experience in integrating yourself with others.

2. What have you gained from involving yourself with different

3. What became your challenge in the process of self-integration?

4. How can integration be practiced in class?

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