Learning Task Summer

7/15/2019 Learning Task Summer

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Learning Task 1

1-8

1. What is an integrated curriculum?

It is a learning process which has the ability to relate various knowledge that

meets and sub contains the ideas needed by the learner.

2. How does an integrated curriculum differ from the unidisciplinary curriculum

of regular courses?

Integrated curriculum is a general method that can even expand a single

knowledge into more knowledge while the second one learner needs to

tackle various knowledge one by one.

3. What is integration?

Linking or relating one knowledge or idea to another with an objective of

generalizing or synthesizing different knowledge into an excellent one that is

prior to learning.

4. How is curriculum integration undertaken?

It is undertaken by combining, linking and various knowledge to produce a

complete learning process facilitates by teacher.

5. What are the results of curriculum integration?

Students shall discover or know that knowledge can be related or linked into

knowledge with the idea of not revising its main thought.

6. What are the theories supporting curriculum integration? Explain each one.The theories supporting curriculum integrated are;

a. Experiential Learning – Students are not only learning or acquiring

knowledge from a pencil – paper technique but they can also learn from their

personal life experiences.

b. Multiple Intelligence – Learner is good in different fields of knowledge He or

She has different intelligence, example He or She excels not only in

communication skills but also in arithmetic knowledge.

c. Constructivism – It has to do with Latent Learning where in learner

integrates or relates His or Her learning experience into what they already

know in order to form a better knowledge.

7. How does curriculum integration improve basic education?

It expands the knowledge of learners on how to generalize or synthesize

certain ideas or knowledge by relating, linking and integrating this ideas and

also it gives them idea on how to relate these knowledge into their lives.



Write below two definition of an integrated curriculum.

1. It is a way of teaching and planning and organizing the instruction program that

learners need to connect their learning’s in a meaningful way that they arerelated to their past experience.

2. Education approach that cuts across and draws on multiple subject areas for

learning and instructions.

1. Experiential Learning Learners integrate or link their life’s

personal experience in the process of

learning.

2. Multiple Intelligence This theory justifies that a learner is capable

of having various skills or ability.

3. Constructivism Educates learners how to connect his or her

learning experiences from their past

experiences.

What are the common elements

of an integrated curriculum

1. A combination of subjects or learning areas

2. An emphasis on projects

3. Relationships among concepts

4. Thematic units

5. Organizing principles

6. Sources that go beyond text books

7. Flexible schedules

8. Flexible student grouping



Statement about the common elements of an integrated

curriculum.

- The emphasis is on a comprehensive understanding of a whole rather than

many unrelated parts. Teachers and students are working together to build

and education build upon what student’s experiences are and what they

know so that learning becomes meaningful.

- CURRICULUM INTEGRATION

Level 1 The teacher makes a sequence on the steps needed in the learning processused a topic out line in teaching.

Level 2 Knowledge acquisition is efficient among students when they learn it the

context in a holistic way that they can even associate whatever they learn

to their real life experiences.

Level 3 In a learning process, the teacher has a single theme for two or more

topics, but he or she teaches the topic in different ways.

Level 4 It shows a frame work, with goal and outcomes that specify what students

are expected to learn as a result of learning experience.

Level 5 Teachers try to compose a common theme that dissolves confusion among

students common theme serves a bridge of ideas from different topicsthat creates a single or general idea.

Five basic understanding about integrated curriculum.

1. Attempts to break down barriers between subjects and make learning more

meaningful to students.

2. Relates whatever you learn from a learning process and life experiences.

3. Learning is gathering new information’s from different fields of studies

combined with the prior knowledge.

4. Learners are multiple intelligent.

5. Prior learning’s are integrated with new learning in order to create a more

useful knowledge.



Categories of Multiple Intelligences and their

examples.MULTIPLE INTELLIGENCE

1. Linguistic Intelligence Highly developed oral and written

communication skills.

2. Logical – Mathematical Intelligence Ability to understand numbers to

logical concepts well.

3. Spatial Intelligence Recognizes image and

comprehend

4. Bodily – Kinesthetic Intelligence Good in body movements and

performing actions.5. Musical Intelligence Enjoy singing and playing musical

instruments.

6. Interpersonal Intelligence Good in understanding and

interacting with other people.

7. Intrapersonal Intelligence Good at analyzing their strengths

and weaknesses.

8. Naturalistic Intelligence Interested in subjects such as

botany, zoology and biology.

9.

Existentialist Intelligence

Strong interest about the societyand outside them.



Learning task 2

1-7

Answer the following:

1. What is Makabayan? What is the significance of Makabayan to the learners?

- The fifth learning area in basic education, which draws content knowledge

from the social sciences, natural sciences and other related subjects.

2. Give the learning components of Makabayan in the following:

a. Elementary school level – Elementary Makabayan, Civics and Culture (Sibika at

Kultura, SK), Geography, History, and Civic 4-6 (Heograpiya, Kasaysayan at

Sibika), Home Economics and Livelihood Education 4-6 (Edukasyong

Pantahanan at Pangkalusugan, EPP), Music, Arts, and Physical Education (MAPE)

1-6, Character Education 1-6

b. Secondary school level – Social Studies I – IV (Araling Panlipunan), Values

Education I – IV (Edukasyong Pagpapahalaga), Technology and Livelihood

Education (TLE) I – IV, Music, Arts, Physical Education, and Health (MAPEH) I –

IV.

3. Who are the members of the Makabayan team on the school – based level?

- School Principal both in the Elementary and Secondary school.

4. What are learning competencies? How do the learning competencies help

teachers in planning instruction?

- Focuses on the long term enhancement of skill and behaviors. It convinces

learners to study well their lessons.

5. What are the modes of integrative teaching in basic education?

a. Content – Based Instruction (CBI) – This refers to the integration of content

learning with language teaching aims.

b. Focusing Inquiry – Inquiry teaching is an interdisciplinary approach that uses

questions to organize learning.

6. Discuss why Makabayan is the touchstone for integrative teaching and learning.



- Makabayan encompasses all the related social skills or knowledge. It is in fact

they said subject portray or collaborates real – life experiences and learning

integrated to what learners acquire in the traditional manner of teaching.

Similarities and differences of Elementary & Secondary Makabayan

Commonalities of elementary and secondary Makabayan.- Both are efficient and essential in teaching learners to know more about our

history, to preserve our Culture and to be nationalistic.

1

Elementary Makabayan

Home Economics

2

Secondary Makabayan

Teknolohiya, Pantahanan

Pankabuhayan

3

Similarities

Increase each

individual’s

ability to copein a fast

chan in

1. Who are the members of the

Makabayan team in the elementary

school?

School Principal

Teacher in Civics and Culture 1-3

Teacher in Geography, History, and Civics 4-6

Teacher in Home Economics and Livelihood

Education 4-6



A. Content – Based

Instruction

Teaching focuses on the language proficiency that learners

should be aware of.

B. Focusing

Inquiry

The interaction between the teachers to his or her students is

strong when there is a question and answer portion. Questions

make a discussion more organized.

C. Generic

Competency

Model

Learners could be able to integrate experience into another field

of intelligence thru competencies.

D. Thematic

Teaching

It breaks down barriers among various discipline. Theme is he

source of coherence.

Teacher in MAPE ( Music, Arts, PE and Health )

1-6

Teacher in Character Education 1-6

2. Who are the members of the Makabayan

team in secondary school?

School Principal

Teacher in Social Studies 1-4

Teacher in values Education 1-4

Teacher in Technology and Livelihood

Education 1-4

Teacher in Music, Arts, PE, and Health 1-4



Basic understandings about Makabayan

1. Its Interdisciplinary Nature

- Makabayan to the learners because the said subjects are both include Social

life and the learning’s of students during a learning process. It has to do withthe integration of experience and knowledge from learning.

2. Modes of Integrative Teaching

- Learners can combine their prior knowledge and experiences with the

recently acquired knowledge or idea right after a learning process in creating

more meaningful information.

3. As he fifth learning area in basic education

- It is useful because students will not only be focusing on their verbal and non

verbal and arithmetic skills but also to the culture, norms and other social

activities that Makabayan has to offer.



LEARNING COMPONENTS OF ELEMENTARY AND SECONDARY MAKABAYAN

ELEMENTARY MAKABAYAN

Home Economicsand Livelihood

education

CharacterEducation

Music Artsand P.E

GeographyHistory and

Civics



SECONDARY EDUCATION

Music artsP.E andHealth

Technologyand Livelihood

education

ValuesEducation

SocialStudies



Learning Task 3

1-7

Answer the question below:

1. What are themes? Give examples.

- Connection across disciplines or learning areas that provide relevance for the

learners to combine ideas in one concept.

2. What should be taken into consideration when choosing a theme?

- Choose a common theme with knowledge content drawn from two or more

disciplines starts the planning of integrated unit of study.3. What are thematic units?

- Having the same topic used to develop a teaching plan.

4. What should be followed when planning thematic units? Give examples.

- A

5. What are the kinds of thematic units?

- Integrated interdisciplinary thematic unit and Integrated multidisciplinary

thematic unit.

6. What objects are addressed by integrated interdisciplinary thematic units in the

unfolding of the unit of study in the classroom?

- It links the learning experience of students in many ways to engage them

fully in the learning.

7. What steps in planning the integrated interdisciplinary thematic unit should be

considered by teachers?

- Help students find out what they need to know and what they need to learn

rather than expecting the teacher to give it to them.



Themes for the following disciplines.

Disciplines Themes

1. Geography The Earth and it’s region

2. History Ancient Times

3. Political Science Governance

4. Economics World’s Production of Import and Export

5. Anthropology Origin of Human Existence

6. Sociology Man and its Society

7. Psychology Mind’s Reflexes

8. Music Types of Voices

9. Art Calligraphic Style

10. Health The effects of cancer to human’s life

11. Physical

Education

Body’s Fitness

12. Science Modern Technology



Themes for each of the following knowledge contents.

Knowledge Content Themes

1. Products and

Industries

Quality of the Products

2. Peace and order Society and its fast changing environment

3. Human Rights Laws that supports Human Rights

4. Environmental

Problems

Preserving Natural Resources

5. Protection of

Territory

Colonization

6. Conflicts or War Fundamentals of Peace and Order

Write inside the chart the reasons you considered in choosing the theme

Theme Reasons for Choice

1. Civic and Culture Justifies the importance of culture nowadays specially to the

new generation.

2. National Unity To know the advantages of having a national unity to the

society.



Ladder Web

Differences of an integrated multidisciplinary thematic unit and

an interdisciplinary thematic unit.

What are the steps in planning and

developing thematic units?

1. Select a suitable topic or theme.

2. Select the goals of the unit

3. Select suitable specific learning objectives.

4. Detail the instructional rocedures.

5. Plan for preassessment and assessment of

student learning

6. Provide for the materials of instruction.

1

Integrated

Multidisciplinary

Thematic Unit

Addresses a

single

discipline.

Combines two

or more

disciplines into

one single

approach.

Connecting

with other

subjects.

3

Similarities

They both

complement

what students

need or if

there is

somethingthey didn’t

understand.

2

Integrated

Interdisciplinary

Thematic Unit

Gives a sense of

cohesiveness

and structure to

student

learning.

Links thestudent’s

learning

experiences in

many ways to

engage them

fully in the

learning

process.



Theme 1

Causes of natural

calamities

Theme 4

Effects of natural

calamities

Theme 2

Prevention of natural

calamities

Theme 3Examples of natural

calamities

What are

natural

calamities?

Cause by human activities.

Absence of natural awareness

Earth quake

Typhoon

Observe self discipline.

Be a nature lover

Loss of property

Scarcity



Learning Task 4

1-10

Answer the questions below:

1. What are instructional objectives? How are they classified? Give examples for

each level.

- Knowledge, comprehension, analysis, application, synthesis, evaluation,

receiving, responding, valuing, organizing, internalizing, naming,

manipulating, communicating and creating.

2. What guide lines should be followed in writing instructional objectives?

- Cognitive domain, Affective domain, psychomotor

.

3. What are themes? What should we remember when choosing themes give

examples.

- Serve as the core in undertaking group activities use to see meaningful

connections across disciplines. Consider the interest of the students and the

broad scope of the lesson to enable the planner to further subdivide a given

topic.- EXAMPLES: * Conversion of Valleys in Urban Centers * Development and

Progress of the Region * Prevention of Forest Fire

4. How should we organize the content of instruction for a given lesson or unit of

study?

- By using a graphic organizer to reach the proper flow of the teaching process.

5. What are teaching approaches?

- These are methods or ways of teaching. Serve as a medium of transferringknowledge to the students in a more meaningful and creative way.

6. How does a teaching model differ from teaching strategy? Give examples.



- Teaching models are larger than strategies and are supported by theories of

instruction while teaching strategies are the techniques used in presenting

data gathered reflecting interactive aspects of teaching.

- EXAMPLES: Teaching Model – decision-making, discovery learning,

cooperative learning, inquiry learning and ACES teaching model.

- EXAMPLES OF TEACHING STRATEGIES – role-playing, simulation, socio-

drama, discussion, brain-storming.

7. What are Graphic Organizers? When do teachers use graphic organizers? Give

examples.

- Also called as learning organizers used by teachers during the presentation

of the lesson’s scope, lecture delivery and synthesis.

- EXAMPLES: Semantic Map and Concept Map

8. What are Study Skills? Of what importance are study skills to the teacher? To the

students?

- Discrete techniques that can be learned usually in a short time and applied to

all or most fields of studies.

- It helps teachers to conserve time and energy.

- Students would be enhance to study without a teacher’s supervision.

9. What are Values? Why should Values be integrated in all learning areas in basic

education?

- Important and lasting beliefs or ideals shared by the members of the culture

about what is good or bad, desirable and undesirable. It should be integrated

because it influences a person’s attitude and behavior and serves as a broad

guideline in all situations.

10. What are the skills used for-- A. INTRODUCTORY ACTIVITIES: understanding and learning.

- B. DEVELOPMENTAL ACTIVITIES: writing an essay and word building

- C. CONCLUDING ACTIVITIES: reasoning skills and problem solving

11. What is Assessment? Give examples.



- Ongoing process of gathering and acquiring information on what students

know and do not know. Ex. Asking questions and demonstration, group

discussion, observations, anecdotal record.

12. What is Evaluation? Give examples.

- Process of interpreting the evidence and making judgment based on

student’s performance. Ex. Examination, quizzes

Three instructional objectives in the three learning domains. Be

guide by the ABCD’s of writing instructional objectives

A. COGNITIVE DOMAIN:

1. Behavior2. Condition

3. Degree

B. AFFECTIVE DOMAIN:

1. Audience

2. Behavior

3. Condition

C. PSYCHOMOTOR DOMAIN:

1. Degree

2. Condition

3. Audience



5 THEMES FROM LEARNING COMPONENTS OF MAKABAYAN

CONTENT OF INSTRUCTION

A. THEME: Civic and Culture

B. CONCEPTS: National Identity and Self-esteem, national unity and loyalty to the

nation.

C. CONCEPT CLUSTER:

Health MusicPhysical

EducationValues

Education

Civic andCulture

National

identity

Self-

esteem

CIVICS

AND

CULTURE

Loyalty

to the

nation

National

unity



D. Content Outline

1. National identity and self-esteem

2. Loyalty to the nation

3. National unity

E. Reading or Selection: Civic and Culture

F. Materials: Book and Internet

Differentiate teaching models from teaching strategies. Give examples.

1. Teaching models – prescribed tested steps and procedures to effectively generate

desired out comes.

Example:

Instructor – directed model – students are failed to challenge students to think at

high level.

2. Teaching Strategies- Methods used to allow learners to access the information you

are teaching.

Example:

Experiential Learning – includes reflective exercise.

Design two graphic organizers. Explain each one.

1. At the middle is the topic or idea to be discussed the subdivided parts are the concepts

or thoughts describing or supporting the topic.

TOPIC



2. At the top, the topic is written. It involves the fact concepts, ideas or statements which

are true or can’t be changed nor revised. This is always accepted. And opinion which

hasn’t undergone a serious study and justified by many people. It is partly true, and

partly unacceptable.

TOPIC

FACT OPINION

Define study skill using a concept map. Write the explanation of the

concept map.

- A diagram showing the relation among concepts, graphical tool for

organizing and representing knowledge.

Is the study of skills.

Very important in

planning instructions.



Concept cluster showing the universal values. Write the explanation of

the concept cluster below:

Concept Cluster – There is a topic you are going to justify or necessarily be given with

value through different concept supporting the concepts.

Assessment – is an ongoing process of acquiring information’s of what learners know and

do not know. It is done by asking question to the students during discussion or right after

the class discussion.

Evaluation – is the way of interpreting or giving judgments to student’s performance.

Non Violence

Universal Values

Everybody finds it

valuable.

All people have the

reason to believe.

All people have it has

reason to value non – violence.



Cognitive skills

Teaching – Learning

Skills

Theatrical

Choosing a theme

Oratorical

Memorization skills

Object Classification

Composition

Arithmetic Knowledge



Learning task 5

1-6

1. What are Teaching Models? Of what importance are teaching models in

instruction?

- Are ideal processes of instruction. It guides the teachers in unfolding lessons.

2. What are presentation strategies? How do these strategies enhance the

unfolding of teachers?

- Enhancing the teaching models are the different instructional strategies

which enliven the conduct of the lesson or unit of study.

3. What are the suggested teaching models that easily lend to integrative teaching

and learning?

- * Discovery Learning

- * Inquiry Learning

- * Problem-based learning

- * Cooperative learning- * Decision-making

- * ACES Teaching Approach

4. What are Graphic organizers? Of what significance are graphic organizers in

instruction?

- Also called as learning organizers, in which are used by teachers to create a

more organized lesson outline. Learners could actually acquire knowledge

creatively and meaningfully.

5. What are the different kinds of graphic organizers?

- * Concept Map: it illustrates an idea drawn from a given lesson and it shows

logical connections.

- * Concept Cluster: used to illustrate major concept and its sub concepts to

show the coverage of the whole lesson.



- * Wheel Map: used to show the division of the lesson into subtopics to

facilitate individual or group investigation in the classroom.

- * Cycle Graph: presents a series of connected events that occur in sequence

and produces a repeated result.

- * Fact storming Web: shows the sub concepts under a major concept to

know the coverage of the lesson.

- * Discussion web: used in addressing issues which are not resolved or

balanced.

6. What is assessment? How does it differ from evaluation?

- It is an ongoing process of acquiring information about the students

feedback, to know what they’ve learn and not. On the other hand, evaluation

is on how you are going to give an appropriate judgment on student’s quality

performance through tests and quizzes.


1. The application of scientific method in teaching. (discovery learning)

2. Reflects the higher form of higher order thinking or critical thinking . (decision-

making)

3. Helps students discover how knowledge becomes known. (discovery learning)

4. Uses authentic and meaningful problem situations to serve as springboards for

investigation. (ACES teaching)

5.

The procedure whereby learners work together in small groups and are rewardedfor their collective accomplishments . (Cooperative learning)

6. Provides benefits to both low and high-achieving students who work together in

academic tasks. (ACES teaching)

7. Learning experiences in the cognitive affective ad psychomotor domains which are

embedded simultaneously together in the development of the lesson. (ACES

teaching)

8. The intellectual process that requires students to select the best alternative choice.

(Decision-making)

9. Provides logical presentation of the lesson. (Inquiry learning)

10. Requires students to review and describe the issue or problem to be resolved . (

ACES teaching)




Panel discussion 1. Sharing ideas with the group; accepting all ideas.

Fact storming web 2. To fact storm sub concepts under a major concept.

Concept Cluster 3. To define a concept

Cycle graph 4. To present a series of connected events.

Discussion Web 5. To organize arguments of events.

Bubble Tree Web 6. To present information that is categorized beneath a core or main

understanding.

Ladder Web 7. To answer a core question using web strands.

Venn diagram 8. To compare two sets of people, events, or things.

Flow Chart 9. To show the flow of ideas on a certain event or procedure.

Wheel Map 10. To categorize information into conceptual blocks.

COMPARISON OF ASSESSMNENT AND EVALUATION

ASSESSMENT EVALUATION

PROCESS

EXAMPLES

Acquires information about what

learners’ know and they do not

know.

Asking questions, asking for

examples

Gives a judgment to the

performance of a learner.

Examinations

Essays

Quizzes



LESSON: DECISION MAKING

TEACHING

MODEL

PRESENTATION

STRATEGIES

GRAPHIC ORGANIZERS

Decision-

making

LectureSUB

CONCEPTSCONCEPTSTOPIC

decision-

making

wisdom

reflection

good mind-setting

trust deep understanding



Learning Task 6

1-5

1. What is Assessment? Of what importance is assessment to instruction?

- Ongoing process of acquiring information of what student does know and

they do not know. Teachers would know the things to be improved and

maintained.

2. What is Authentic Assessment? How does it make the teaching learning

processes effective and meaningful?

- Is also called performance assessment which is different from the traditional

way of teaching or the paper-pencil technique. Performance is the basis of

giving interpretation or judgment.

3. What is performance-based assessment? How does it compare with the

traditional assessment?

- It measures skills and understandings by directly measuring student’s

performance unlike the traditional skill which is measured by by student’s

score on a paper-pencil technique.

4. What are portfolios? How are portfolios used in assessment?

- Collection of student’s works that can be used to document achievement

overtime.

5. What are the guidelines in preparing portfolios?

- A. The portfolios should not be graded or compared in any way with those of other students.

- B. Determine what materials should be kept in the portfolio and announce

clearly when, how, and by what criteria portfolios will be reviewed.

- C. Contents of portfolio should reflect grade level goals, learning standards,

and target objectives.

- D. Everything that goes into the portfolios should be dated by the students.

- E. Portfolio maintenance should be the student’s responsibility.

- F. Portfolios should not leave the classroom.

- G. Students should be encouraged to personalize their portfolios.

6. What are scoring rubrics? What are the scoring rubrics used by the teacher in

the classroom? Give examples.

- These are applicable in assigning marks to evaluate essay tests, portfolios,

and other performance tasks.

- Example: OUTSTANDING, VERY GOOD, GOOD, FAIR, POOR.



DEFINING THE FF. TOPICS USING CONCEPT MAP.

1. ASSESSMENT

Assessment is an ongoing process of acquiring information about what

students know and they do not know.

2. AUTHENTIC ASSESSMENT

Authentic assessment is also called the performance assessment which

measures directly the student’s performance not by using the paper-pencil

technique.

Assessment

ongoing process

acquiring informationabout what students

know and they do not know.

Authentic

Assessmentperformance assessment

measures directly the

performance of a learner and

not by a paper pencil

technique.



Ladder Web

Q: What does authentic assessment do when

applied to instruction?

1. Provides meaningful performance tasks.

5. Ensures learning that transfers

4. Adheres to clear standards and criteria for

excellence

3. Manifests quality products and performance

2. Emphasizes metacognition to self-evaluation

6. Provides positive interaction between the

teacher and the learner



Venn Diagram

PERFORMANCE ASSESSMENT

Application of

knowledge to

Real life.

Alternative way

Of teaching

PORTFOLIO ASSESSMENT

Show the

learner’s ability in

problem-solving

Compilation of

learner’s works

and

accomplishments

SIMILARITIES

Need to have a

performance

standards



CRITERIA INDICATORS POINTS ASSIGNED POINTS EARNED

Creativity

Originality

Quality

Visual Impact

Cleanliness

Shows

resourcefulness of

materials used.

Observe respect to

one’s work

Consider the

consistency of the

creation

Combination of

colors and textures

No erasures and

editions

20

20

20

20

20

17

15

15

19

20

SCORING RUBRIC FOR ARTS



Learning Task 7

1-6

1.

What is Thematic teaching? When does it start? - Starts with the identification of a theme.

2. What is the significance of thematic teaching in the teaching-learning process?

- It help learners see meaningful connections across disciplines or learning

areas.

3. What are the educational goals that thematic teaching addresses?

- The teacher should need to supplement if there is something which student

didn’t understand.

4. What are the thematic curricular approaches to instruction? How do they differ?

- Integrated multidisciplinary Thematic Unit: It has a single discipline;

attempts to combine two or more disciplines into one single approach.

Integrated Interdisciplinary Thematic Unit : It links the learning

experiences of students in many ways to engage them fully in the learning

process.

5. What is Thematic Unit?

- Same topic is used to develop the teaching plan for each of the different

subjects in which students are enrolled.

6. What are the components of a unit plan?

-

Integrated Multidisciplinary Thematic Unit - Integrated Interdisciplinary Thematic Unit

7. What are the steps in developing a multidisciplinary Thematic Unit?

- Select a suitable topic or theme.

- Select the goals of the unit.

- Select a suitable specific learning objectives

- Detail the instructional procedures

- Plan for preassessment and assessment of student learning

- Provide for the material of instruction

8. What are the steps in designing interdisciplinary thematic unit?

- Emphasize that the process of learning is sometimes best pursued a an

interconnected whole rather than as a series of specific objectives.

- Encourage students to work cooperatively in partnership and in small groups

that focus on the social values of learning.

- Teach students to be independent problem solvers and thinkers.

- Assist students to develop their own individual interests and learning styles.



- Help students find out what they need to know and what they need to learn

rather than always expecting the teacher to give it to them.

Q: How does thematic teaching help learners and curriculum

planners?

Help students to become independent learners.

It builds a bridge across different disciplines to have a single theme or idea,

in order to get the thought more comprehensively.

It reflects how students naturally learn.

It stretches student’s minds as they grapple with important issues, ideas

and questions.



Thematic Units are units that address a central theme, which facilitates the

crossing of boundaries of two or more disciplines.

Thematic Unit

Units of instruction that address a centraltheme.

It facilitates the crossing of boundaries of two or more disciplines.

Unit Plan

Overviewof theUnit

Objectives

Content Procedure

Evaluation



Approaches to

Instruction

Description

1. Multidisciplinary It attempts to combine two or more disciplines into one

instructional approach.

2. Interdisciplinary It draws knowledge, perspectives, and methods from more

than one discipline together to examine a central theme,

problem, person, or event.

TITLE: Wasto at maayos na Kasuotan ng Mag-anak. (edukasyong Pantahanan at

Pangkabuhayan 5)

Overview of the Unit:

Ang isang nagdadalaga at nagbibinatang katulad mo ay lalong mapili sa uri, kulay at tabas,

at disenyo ng damit na isinusuot. Kung noong mga nakaraang taon, ang iyong mga

magulang ang siyang namimili ng mga ito, iba na sa panahon ngayon, sapagkat mayroon kanang sariling gusto.

Objectives:

I. Matutunan ang wastong pagpili ng kasuotan upang makilala ang pagkatao ng

bawat isa.

II. Malaman ang kasuotang naaayon sa edad, panahon, lugar, Gawain at kakayahan

ng magsusuot.

Content:

MGA PANUNTUNAN SA PAGPILI NG KASUOTAN:

1. Pumili ng kasuotang nababagay sa iyong edad.

2. Iangkop ang kulay ng iyong balat sa kasuotang pipiliin.



3. Ang mga disenyong patayo ay nababagay sa mga di kataasan at may mabibilog na

pangangatawan sapagkat ito ay nakapagpapaliit ng paningin.

4. Ang mga damit na may linya at disenyong pahalang ay nababagay sa matatangkad at

balingkinitang pangangatawan.

5. Kasuotang may maliliit na disenyo ang nababagay sa may malaking pangangatawan

at malalaking disenyo naman ang para sa maliliit.

6. Ang kasuotang nakapagbibigay ng ginhawa ay dapat ding isaisip. Hindi nababagay

ang masyadong masikip o maluwang, o kaya naman ay napakaiksi o napakahaba.

7. Ang kasuotan ay nararapat na angkop sa okasyon, oras, lugar at panahon at

gawaing gagampanan.

Procedure:

Uniporme

•Isinusuot sa paaralan

•Kailangang itoy ay matibay, madaling labhan at plantsahin

Simleng damit

•Isinusuot kung nasa bahay

•Kailangang ito ay malinis at matibay.

Magagarang damit

•Nararapat sa mga pormal na pagtitipon at okasyon.



Evaluation

Gumuhit ng mga iba’t -ibang klase ng damit at tukuyin ang mnga

naaangkop na lugar o panahon para suotin ang mga ito.

Ilagay ito sa portfolio at disenyuhan gamit ang iba’t -ibang kulay o

anumang palamuti’ng maaaring ipandisenyo sa portfolio.

Padyama,

duster at

nighties

•mga damit na pantulog

•Kailangang manipis at maginhawang isuot.

Pang-swimming

•Bathing suits, swimming trunks at shorts

•Gamit sa paliligo sa beach o swimming pool.

Pansimba

•Damit na may manggas, may tamang aba at payak na tabas ang dapat gamitin.

•Iwasan ang mga damit na may malalim na uka sa harap at likod.



Dr. Jean Rachel Barroga

( Instructor)

Kristine Urcia

(Student)

L

E

A R N I

N

GTASK



Documents

Learning Task Summer