1. Thematic teaching starts with the identification of a THEME the underlying concept that allows for the structure and organization of specific content across disciplines. The THEME is the topic of interest that provides the core for group activities. It helps learners see meaningful connections across disciplines or learning areas (SUBJECTS). More importantly, THEMES provide relevance for the learners by drawing together concepts under one umbrella.
2. Lessons could be studied thematically in social studies, e.g., environmental hazards, wars and conflicts, human rights violation, economic progress and the like. These themes could be developed also in reading, language, music, physical education and art. Moreover the dynamics of interactive teaching can produce themes that are meaningful, interesting and cohesive. 3. THEMATIC means that the same topic is used to develop the teaching plan (CONTENT AND INSTRUCTION) for each of the different subjects in which students are enrolled. Presented in this unit are two models in presenting thematic units: 1. the integrated multidisciplinary thematic unit 2. the integrates interdisciplinary thematic unit 4. Both approaches use the following steps in planning instruction (Kellough, 2003):Select a suitable topic or theme Select goals of the unit Select suitable specific learning objectives Detail the instructional procedures Plan for preassessment and assessment of student learning Provide for the materials for instruction 5. This is a modification of the unidisciplinary teaching unit which addresses a single discipline. This attempts to combine two ore more disciplines into one single approach. Likewise, it draws related topics from multiple disciplines.For examples, when geography is considered a core, related topics could be drawn from other disciplines to supplement the content of the core. In the process, however, the disciplinal boundaries are still retained as well as the disciplines identity. 6. Topography of the Cordillera Administrative Region (Geography) COREEthnic Communities in CAR (Anthropology) Governance of CAR (Political Science) Livelihood of the People in CAR (Economics) 7. This unit gives a sense of cohesiveness and structure to student learning and avoid the piecemeal approach that might otherwise unfold. Kellough (2003) explains that the interdisciplinary unit is a tool used to link the learning experiences of students in many ways to engage them fully in the learning process. 8. Friegberg (2000) points that interdisciplinary units can help achieve the following objectives: Emphasize that the process of learning is learning sometimes best pursued as an interconnected whole rather than as a series of specific subjects. 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. Assists 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. 9. Comprising the interdisciplinary teaching team on the school-based level could be two to five teachers from different subject areas working together to plan of study. Makabayan is interdisciplinary and its teaching team includes the teachers teaching Social