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Name of Institution: Northeast Luzon Adventist College Date

Integrative Methods in Teaching LastScience
Social Revised:Discipline
August 20,in 2021
Basic Education
College: Teacher Education Revision Date: August 20, 2021
Department: Social Science Semester Adopted: First Semester

Vision Mission
A Christ-centered institution of learning providing balanced education of Preparing students to reach their potentials in meeting the challenges of life and
excellent instruction, integrated work experiences, biblical values and qualifying them for Christ’s soon return.
community related outreach anchored in the principle of love to God and
to humanity.
College Goals

Program Outcomes: (This course covers the following minimum standards for Teacher Education programs as stipulated in the PSGs)
6.3.5.a. Utilize appropriate various sociocultural and historical materials in explaining current issues.
6.3.5.b. Organize communities towards self-reliance and self-sufficiency.
6.3.5.d. Integrate local and global perspectives in teaching the principle of the common good.
6.3.5.e. Employ principles of sustainable development in teaching and learning.
6.3.5.g. Display the qualities of an innovative teacher who has mastery of the subject matter.
Class Information Instructor's Information

Schedule M-T-Th Instructor's Name Maria Elena V. Sulio

Time 4:15-5:15pm Office Hours M-F

8:00 A.M-5:00 P.M

Venue Online Class CP Number 09352022370

Term 1st Semester E-mail Address [email protected]

2021 - 2022

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Course Name Integrative Methods in Teaching Social Science Discipline in Basic Education
Course Credits 3 Units
Corse Descriptions The course guides the students in demonstrating understanding on the basic concepts and practices of integrative teaching which is grounded in disciplines that
value questions, investigations, and a desire to better understand the world and its people. It also leads them to apply connecting skills and knowledge from
multiple sources and experiences and demonstrate understanding issues and utilizing diverse and opposing perspectives.
Contact Hours 3 Hours
Prerequisite None
Course Outcomes At the end of the course, the pre-service teachers should be able to:
A. demonstrate an understanding of research-based knowledge, basic concepts and practice of integrative teaching;
B. demonstrate connecting skills and knowledge from multiple sources and experiences; understanding issues and utilizing
diverse and even opposing perspectives towards differentiated teaching to suit diverse learners; needs and backgrounds;
and
C. prepare developmentally sequenced teaching and learning processes in teaching Social Science.

Alignment of Course Outcome with Summative Assessment Tasks

Course Objectives Summative Assessment Task Details

1. Apply common elements of an integrated curriculum  The students are to create a lesson plan applying integrative teaching
responsive to the learners’ linguistic, cultural, socio-  A Lesson Plan Integrating in their MAKABAYAN lessons. A format will be given to the
the various teaching students and will be checked
economic and religious backgrounds.
models.  using a checklist and rubric.
2. Implement teaching strategies/approaches responsive
to learners’ diverse needs and backgrounds.  Demonstration Teaching
 The students will conduct a demonstration on how they would
3. Create a lesson plan using one of the various teaching
integrate activities into their teaching. The teacher will evaluate their
models and have a demonstration in class. The teacher performance based on a checklist and rubric.
 Peer Demonstration
will evaluate their performance based on a checklist and
rubric.  Midterm and Final  The students are to be paired in groups and conduct a demonstrative
4. Conduct a demonstration on how they would integrate Examinations teaching applying Thematic teaching. They are to be evaluated using a
activities into their teaching. rubric.

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 COURSE OUTLINE AND TIMEFRAME
Course Content/Subject Matter
Week 1-4 A. Curriculum Integration
Week 5-6 B. Curriculum Integration in Makabayan
Week 7-9 C. Thematic Teaching in Basic Education
Week 10-11 D. Components in Designing Integrated Thematic Units
Week 12-14 E. Teaching Models, Instructional Strategies and Graphic Organizers
Week 15-16 F. Activities in Interdisciplinary Teaching
Week 17-18 G. Strategies/Approaches
3 hours Allotted for the Midterm and Final Exams

LEARNING PLAN
Desired Learning Outcomes Course Content/Subject Matter Textbook/References Teaching and Assessment of Tasks Resource Time IFL
(DLO) Learning Activities (ATs) Materials Table
(TLAs)
At the end of these weeks, the I. Curriculum Integration Kauchak, D. and Eggen, P.  Lecture- Students are to form Week Reason for All
preservice teacher (PST) should A. What is an Integrated (2005). Introduction to discussion groups and brainstorm 1-4 Creation
be able to: Curriculum? teaching: Becoming a  Cooperative and discuss their given Laptop Living in
a. demonstrates the ability to B. Spectrum of Integrated professional. Upper Saddle learning topics then later present Harmony
integrate two or more core Curriculum River, NJ: Pearson Prentice  Analyzing their findings to the class. (Integrating
learning areas; 1. The Traditional organization of Hall, 2nd Edition Graphic They will be graded using Cellphone Peace
b. operates as collaborating classroom instruction Organizers a checklist, a rubric and Education in
teachers working on a common 2. The Theme is one discipline Roberts, P. L. and Kellough,  Brainstorming feedback and questions the
theme; 3. The study of two or more core R. D. (2008). A guide for  Library Research from the teacher. Graphic Curriculum)
c. employ theories supporting learning areas developing interdisciplinary Organizers
curriculum integration; 4. Teachers collaborating on a thematic units. Columbus: Collaboration
d. appraises principles in common theme Pearson, 4th Edition
integrating Big Ideas and 5. Common theme chosen by a Soven, Margot et. al. (2012).
Strategies; and team of teachers Linked courses for general
e. applies common elements of C. Theories Supporting Curriculum education and integrative
an integrated curriculum Integration learning: A guide for faculty
responsive to the learners’ • Experiment Al Learning and administrators. Sterling:
linguistic, • Multiple Intelligence Stylus Publishing, 1st Edition
cultural, socio-economic and • Constructivism
religious backgrounds.. D. Principles in Integrating Big Ideas
and Strategies
E. Common Elements of an
Integrated Curriculum
F. Planning Integrated Instruction

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At the end of these weeks, the II. Curriculum Integration in Roberts, P. L. and Kellough,  Lecture- The students are to create Laptop Week Organization
preservice teacher (PST) should Makabayan R. D. (2008). A guide for discussion a lesson plan applying 5-6
be able to: A. Elementary MAKABAYAN developing interdisciplinary  Individual Report integrative teaching in Listening to
a. uses the principles of thematic units. Columbus:  Experiential their MAKABAYAN Cellphone others
B. Secondary MAKABAYAN
integration in MAKABAYAN; Pearson, 4th Edition learning lessons. A format will be
and C. Modes of Integrative Teaching Soven, Margot et. al. (2012). given to the students and Curriculum
b. practice the modes of • Content Based Instruction Linked courses for general will be checked Guide of
integrative teaching. • Focusing Inquiry education and integrative using a checklist and Social Science
• Generic Competency Model learning: A guide for faculty rubric. K-12
• Thematic Teaching and administrators. Sterling:
Stylus Publishing, 1st Edition

At the end of these weeks, the III. Thematic Teaching in Basic Roberts, P. L. and Kellough, • Simulation The students are to be Accomplished Week Being
preservice teacher (PST) should Education R. D. (2008). A guide for By two’s paired in Checklist 7-9 Considerate of
be able to: developing interdisciplinary Formulation of groups and conduct a the Benefits of
a. design a plan of instruction; • Planning Instruction thematic units. Columbus: Lesson Planning demonstrative teaching Power Point Others
and • Integrated Multidisciplinary Thematic Pearson, 4th Edition •Cooperative applying Thematic Presentations
b. explains Multidisciplinary Unit Learning teaching. They are to be Interdependen
Thematic Unit. • Integrated Interdisciplinary Thematic Roberts, P. L. and Kellough, evaluated using a rubric. ce
Unit R. D. (2008). A guide for
• Interdisciplinary Teaching Teams developing interdisciplinary Collaboration
thematic units. Columbus:
Pearson, 4th Edition

Soven, Margot et. al. (2012).

Linked courses for general
education and integrative
learning: A guide for faculty
and administrators. Sterling:
Stylus Publishing, 1st Edition
At the end of these weeks, the IV. Components in Designing Kauchak, D. and Eggen, P. Cooperative learning Students are to form Graphic Week Listening to
preservice teacher (PST) should Integrated Thematic Units (2005). Introduction to • Library Research groups and brainstorm Organizers 10-11 others
be able to: A. Classification of Instructional teaching: Becoming a • Lecture-discussion and discuss their given
a. formulates the instructional Objectives professional. Upper Saddle topics then later present Google
objectives; and B. Preparing Instructional Objectives River, NJ: Pearson Prentice their findings to the class. documents Organizing
b. identifies teaching approaches C. Choosing Themes Hall, 2nd Edition They will be graded using thoughts
to suit learners’ gender, needs, D. Organizing Bodies of Knowledge a checklist, a rubric and Power point
strengths, interests and E. Teaching Approaches Kitsantas, A. and Dabbagh, feedback and questions Presentations
experiences. F. Graphic Organizers N. (2010). Learning to learn from the teacher
G. Study Skills with integrative learning
H. Integrating Values technologies. Charlotte:
Information Age Publishing,
1st Edition

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 Spector, J. M. (2015).
Foundations of educational
technology: integrative
approaches and
interdisciplinary perspectives
(Interdisciplinary Approaches
to Educational Technology).
New York:

At the end of these weeks, the V. Teaching Models, Instructional Marzano, R. J. (2003). The students are to create LMS Listening to
preservice teacher (PST) Strategies and Graphic Organizers Classroom management that a lesson plan using one of others
should be able to: A. Teaching Models works: Research-based •Experiential the various teaching Google Files
a. choose and apply the • Discovery Learning strategies for every teacher. Learning models and have a Week Independence
appropriate teaching model for a • Inquiry Learning Alexandria, VA.: Association demonstration in class. 12-14
given task according to the needs • Problem Based Learning for Supervision and • Lecture-Discussion The teacher will evaluate Formation of
and background of students; and • Cooperative Learning Curriculum Development • Simulation their performance based character
b. categorize the instructional • Decision Making • Workshop (Lesson on a checklist and rubric.
strategies. • ACES Teaching Approach Plan applying the
B. Instructional Strategies/ Spector, J. M. (2015). appropriate teaching
Presentation Techniques Foundations of educational models for a given
• Lecture technology: integrative task according to the
• Round Table Discussion approaches and needs and
• Panel Discussion interdisciplinary perspectives background of
• Brainstorming (Interdisciplinary Approaches students)
• Role Playing to Educational Technology).
• Social Drama Strategy New York:
C. Designing Graphic Organizers
• Concept Map
• Concept Cluster
• Wheel Map
• Cycle Graph
• Fact Starring
• Discussion Web
• Bubble Tree
• Ladder Web
At the end of these weeks, the VI. Activities in Interdisciplinary Canter, L. & Canter, M.  Cooperative The students will conduct Video Clip Week A Reason for
preservice teacher (PST) Teaching (2001). Assertive discipline: learning a demonstration on how 15-16 All Creation
should be able to: A. Quick and Easy Positive behavior  Lecture- they would integrate Multimedia Living in
a. categorizes the activities in 1. News Analysis management for today’s Discussion activities into their Projector Harmony
interdisciplinary teaching; and 2. Historical Pen Pal classroom. Los Angeles:  Experiential teaching. The teacher will
b. prepare developmentally Canter & Associates. Learning evaluate their Computer Developing
3. Math Gym
sequenced activities  Activity Book and performance based on a courage and
B. Class Long Exercises

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 4. World Traveler Cavigliole, O. and Harris I. Portfolio checklist and rubric. bravery
5. Leaning Tower (2003). Thinking visually:  Mock
6. Incentives Step-by-step exercises that Demonstration
promote visual, auditory, and
C. Interdisciplinary Unit Examples
kinesthetic learning. New
7. Field Study York: Pembrooke.
8. All About Weather
9. More Than a “Just” Book
10. Study Free Test Preparation
At the end of these weeks, the VII. Strategies/Approaches Spector, J. M. (2015). Lecture-discussion The students will conduct Metacards Week Developing
preservice teacher (PST) • Active Learning Strategies Foundations of educational a demonstration on how 17-18 courage and
should be able to: • Experiential Learning Activities technology: integrative Individual they would integrate Fishbowl bravery
a. explains the different • Project Based Learning approaches and Demonstration activities into their Container
approaches in teaching; interdisciplinary perspectives Teaching teaching. The teacher will
• Inquiry Based Learning
b. prepares developmentally (Interdisciplinary Approaches evaluate their
sequenced activities; • Adaptive Learning to Educational Technology). performance based on a
c. implement teaching New York: checklist and rubric.
strategies/approaches responsive Routledge, 2nd Edition
to learners’ diverse needs and Wellman, D. K. (2018).
backgrounds Vibrant learning: An
integrative approach to
teaching content area
disciplines. Lanham, MA:
Rowman & Littlefield

Suggested Readings and  Bakken, J. P. (2012). Response to intervention in the core content areas: A practical approach for educators. Waco: Prufrock Press, 1st Edition
References  Blackshields, D. (2014). Integrative learning: International research and practice. New York: Routledge, 1st Edition
 Canter, L. & Canter, M. (2001). Assertive discipline: Positive behavior management for today’s classroom. Los Angeles: Canter & Associates.
Cavigliole, O. and Harris I. (2003). Thinking visually: Step-by-step exercises that promote visual, auditory, and kinesthetic learning. New York:
Pembrooke.
 D'Andrea, V. & Gosling, D. (2005). Improving teaching and learning in higher education: A whole institution approach: A whole institute approach.
London: Open University Press, 1st Edition
 Garmston, R. (2005). The presenters fieldbook: A practical guide. Norwood, MA: Christopher-Gordon. 2nd Edition
 Kauchak, D. and Eggen, P. (2005). Introduction to teaching: Becoming a professional. Upper Saddle River, NJ: Pearson Prentice Hall, 2nd Edition
 Kitsantas, A. and Dabbagh, N. (2010). Learning to learn with integrative learning technologies. Charlotte: Information Age Publishing, 1st Edition
 Marzano, R. J. (2003). Classroom management that works: Research-based strategies for every teacher. Alexandria, VA.: Association for Supervision
and Curriculum Development
 Moore, R. A. (2004). Classroom research for teachers: A practical guide. Norwood, MA: Christopher-Gordon
 Roberts, P. L. and Kellough, R. D. (2008). A guide for developing interdisciplinary thematic units. Columbus: Pearson, 4th Edition

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  Soven, Margot et. al. (2012). Linked courses for general education and integrative learning: A guide for faculty and administrators. Sterling: Stylus
Publishing, 1st Edition
 Spector, J. M. (2015). Foundations of educational technology: integrative approaches and interdisciplinary perspectives (Interdisciplinary Approaches to
Educational Technology). New York:
 Routledge, 2nd Edition
 Wellman, D. K. (2018). Vibrant learning: An integrative approach to teaching content area disciplines. Lanham, MA: Rowman & Littlefield
Course Requirements  A Lesson Plan Integrating the various teaching models.
 Demonstration Teaching
 Laptop/PC/Cellphone
Grading System Suggested
COMPUTATION OF GRADE (RS/PS x70 + 30)
Midterm Finals
40%- Written Long Exam (Midterm) 25%-- Lesson Plan
30%- Modules and Lesson Plan 30%-- Examination
10%- Attendance and Class Active Participation (group work, mini-outputs 10%-- Class Active Participation (group work, mini-outputs in tasks, among
in tasks, among others) others)
20%- Peer Demonstration 35%-- Individual Demonstration
Classroom Policies Attend Zoom conferences schedule
Submit your activities on time with (1week adjustment for late passers)
Do your LESSON PLAN with little help from GOOGLE
EXPECTATIONS ON FACE TO FACE / ONLINE ATTENDANCE
-Attendance will be monitored during our Online Class Discussion. Open your camera at all times during class.

Prepared by: Checked by: Noted by:

MARIA ELENA V. SULIO VENIECRIS G. CADIZ JUVY JANE P. SALES

Instructor Subject Coordinator College Chair

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