Session 5: Approaches to Integration

Objectives
At the end of the session, participants are expected to:

1. differentiate the three integrative approaches used in iC CEBU;

2. design a learning activity that highlights the three integrative

approaches; and

3. manifest enthusiasm in using the three integrative

approaches in a reflective journal.
GroupActivity:
Show Me Your True
Colors
Directions:
1. Give the meaning of the prefix flashed on
screen.
2. The first group to give the correct answer,
earns a point.
1. trans-
a. around

b. beyond

c. under
 Answer

b. beyond
2. multi-
a. different

b. few

c. many
Answer

c. many
3. inter-
a. between

b. inside

c. within
 Answer

a. between
Directions:

1. In the cartolina provided, list as many

words as you can that start with the given
prefix.
2. You are given only one minute.
3. The group with the most number of
correct words listed wins the game.
multi- inter- trans-
1. How did you feel while doing the
activity?
2.How were you able to come
up with many/few words?
 GAD-based iC CEBU uses three
approaches to integration that makes use of
the prefixes multi-,inter- and trans-.

These are ...

Multidisciplinary Approach
Interdisciplinary Approach
Transdisciplinary Approach
Directions:
1. With the same grouping, match the term to the
suggested visual representation of the three approaches
to integration.
2. Discuss among yourselves the implication of the visual
representation.
3. Post your output and choose your group rapporteur.
4. You are given 5 minutes to do the activity and one
minute for reporting.
transdisciplinary

multidisciplinary

interdisciplinary
1.How did you come up with your answers?

2.How did you differentiate one approach to the

other based on the visual representation?
 This time, let us deepen our insights
on the three approaches to integration
of iC CEBU.
The 1st Integrative Approach
Multidisciplinary
Approach
 Multidisciplinary is an approach to
curriculum integration that focuses primarily
on the different disciplines. and the diverse
perspectives they bring to illustrate a topic,
theme or issue.
 A multidisciplinary curriculum is one
in which the same topic is studied from
the viewpoint of more than one
discipline.
 It allows for the combination of
different subjects during one lesson or
project.
It can also be an opportunity to
team teach with another teacher if so
desired.
 TYPES OF
MULTIDISCIPLINARY APPROACH
1. Intradisciplinary Approach:
Teachers integrate the sub disciplines
within a subject area such as integrating
reading, writing, and oral communication in
language arts.
Science integrates subdisciplines such
as Biology, Chemistry, Physics and
earth/space science.
2. Fusion Approach- teachers fuse skills,
knowledge, or even attitudes into the regular
school curriculum.

3. Service Learning Approach- these involves

community projects that occur during class
time
4. Learning Center/Parallel Disciplines-
Teachers address a topic or theme through
the lenses of several different subject areas.

5. Theme-based units – three or more subject

areas are involved in the study, and the unit
ends with an integrated culminating activity
 Here is a sample diagram to guide you in
planning the learning activities.
English
A. Multidisciplinary Approach AP Math

Health Science
Theme

Music Arts

Filipino PE
Sample lesson exemplar using
multidisciplinary approach
The 2nd Integrative Approach...
Interdisciplinary
Approach
 Interdisciplinary approach analyzes,
synthesizes and harmonizes links between
disciplines into a coordinated and coherent
whole.
 Interdisciplinary Approach to integration provides
the teachers with opportunities to organize the lesson
around common learnings across disciplines; however,
the integration is limited to the disciplines where common
learnings are embedded in the disciplines to emphasize
interdisciplinary skills and concepts, such as:
literacy

thinking skills

numeracy

research skills
 Interdisciplinary Skills
critical thinking

creativity

collaboration

communication (oral/written)
problem solving

leadership

information management

adaptability/capacity for change

curiosity literacy

reflection research skills

numeracy financial literacy

 The disciplines are identifiable, but they assume
less importance than in the multidisciplinary approach.
Interdisciplinary Integration
 Here is a sample diagram to help you plan a learning activity
using interdisciplinary approach.
B. Interdisciplinary Approach
Literacy

Critical Research
Thinking Skill
Subject
Area

Collaborati
Numeracy
on
Lesson Exemplar in
English 6 using
Interdisciplinary
Approach
 The 3rd Integrative Approach
Transdisciplinary
Approach
YYou've got to
go below the
surface ...
 The report to UNESCO of the International
Commission on Education for the 21st Century,
chaired by Jacques Delors, strongly emphasizes four
pillars of a new kind of education:
learning to know
learning to do
learning to live together
with
learning to be
 Transdisciplinary Approach
It is an approach to curriculum
integration which dissolves the boundaries
between the conventional disciplines and
organizes teaching and learning around the
construction of meaning in the context of
real-world problems or themes.
teaching the approach is the best practice
 Learning objectives require learners to find
answers to questions not only and questions
they might have about the content.
Links concepts and skills through a
real-world context
Prepares students to solve real world
problems
 Allows students to authentically create and
build their own ideas
 Promotes depth of understanding as well as
adaptability to skills needed to succeed in our
changing world (Greenwich Public Schools)
 Students develop life skills as they apply
interdisciplinary and disciplinary skills in a
real-life context.
Two routes that lead to
Transdisciplinary
Integration
3.1 Project-Based Learning
Students tackle a local problem or this is
problem-based learning or place-based learning.
Planning project- based curriculum involves
three steps:
1. Teachers and students select a topic of
study based on student interests, curriculum
standards, and local resources.
2. The teacher finds out what the students
already know and helps them generate questions
to explore. The teacher also provides resources
for students and opportunities to work in the
field.
3. Students share their work with
others in a culminating activity. Students
display the results of their exploration and
review and evaluate the project.
• Project-based programs show that
students go far beyond the minimum effort,
make connections among different subject
areas to answer open-ended questions, retain
what they have learned, apply learning to real-
life problems, have fewer discipline problems.
3.2 Negotiating the Curriculum
 student questions form basis for curriculum
students develop their own curriculum,
teaching methods and assessment around
areas of interest to them
 TRANSDISCIPLINARY

DISCIPLINARY INTERDISCIPLINAR
Y
ROLES OF TEACHERS

•co-planner
•co-learner
•generalist/specialist
STARTING POINTS

• student questions and concerns

• real-life context
 TRANSDISCIPLINARY SKILLS
1. observing 5. synthesizing
2. patterning 6. play
3. abstracting

4. embodied thinking
PROVOCATION
 Here is a sample diagram to help you plan for a learning
activity using the transdisciplinary approach.
Subject
Areas/Disciplines
Integrated

Problem-solving Project-based Negotiating the

Scenario Learning Curriculum
Sample lesson exemplar using
transdisciplinary approach
 How does Multidisciplinary Approach
differ from Interdisciplinary and
Transdisciplinary Approaches?
Multidisciplinary Approach draws on
knowledge from different disciplines but stays
within the boundaries.
Interdisciplinary Approach analyzes,
synthesizes and harmonizes links between
disciplines into coordinated and coherent
whole.
Transdisciplinary Approach dissolves the
boundaries between the conventional
disciplines and organizes teaching and
learning around the construction of meaning
in the context of real-word problems or
themes.
insert iC CEBU graph here....
Directions:

1. Read the situations carefully.

2. Decide whether it uses multidisciplinary,
interdisciplinary or transdisciplinary
approach.
Caselet 1
Teacher Marla is an English teacher. She presented
a news article about a local store shutting down. She
then grouped the learners so they can formulate
questions and present a solution to the problem
mentioned in the news article.
Transdisciplinary Approach
Caselet 2
Mr. Mendez is a Mathematics teacher. He
taught the lesson on polygons by presenting the story
The Discontented Triangle. He asked questions
about the story that triggered the learners’ critical
thinking. Then he assigned the learners to research
on other uses of triangles.
Interdisciplinary Approach
 Caselet 3
Ms. Cuizon is a science teacher. She planned her
lesson around a concept on Bodies of Water. She
integrated English by presenting a selection about
different bodies of water. She also integrated Math by
giving her learners opportunities to solve the volume of
liquids. Araling Panlipunan was also integrated by
allowing her learners discover the effects of bodies of
water to the peoples’ way of living.
Multidisciplinary Approach
Directions:

1. Choose any one of the three approaches to

integration.
2. Plan out an appropriate learning activity.
3. Use the cartolina provided.
 Here is a sample diagram to guide you in
planning the learning activities.
English
A. Multidisciplinary Approach AP Math

Health Science
Theme

Music Arts

Filipino PE
B. Interdisciplinary Approach
Literacy

Critical Research
Thinking Skill
Subject
Area

Collaborati
Numeracy
on
C. Transdisciplinary Approach
Subject
Areas/Disciplines
Integrated

Problem-solving Project-based Negotiating the

Scenario Learning Curriculum
Direction:

Read the part of the color assigned in

your group.
 The Story of the Rainbow
NARRATOR (facilitator):

Once upon a time, all the colors in the

world started to quarrel; each claimed that she
was the best, the most important, the most useful,
the favorite...
Green said:

“Clearly I am the most important. I am the sign of life

and of hope. I was chosen for grass, trees, leaves — without
me all the animals would die. Look out over the countryside
and you will see that I am in the majority.”
Blue interrupted:

“You only think about the earth, but consider the

sky and the sea. It is water that is the basis of life and this
is drawn up by the clouds from the blue sea. The sky gives
space and peace and serenity. Without my peace you would
all be nothing but busybodies.”
Yellow chuckled:

“You are all so serious. I bring laughter, gaiety

and warmth into the world. The sun is yellow, the moon
is yellow, the stars are yellow. Every time you look at a
sunflower the whole world starts to smile. Without me
there would be no fun.”
Orange started next to blow her own trumpet:

“I am the color of health and strength. I may be scarce,

but I am precious for I serve the inner needs of human life. I
carry all the most important vitamins. Think of carrots and
pumpkins, oranges, mangoes and paw paws. I don’t hang
around all the time, but when I fill the sky at sunrise or sunset,
my beauty is so striking that no one gives another thought to
any of you.”
Red could stand it no longer. He shouted out:

“I’m the ruler of you all, blood, life’s blood. I

am the color of danger and of bravery. I am willing
to fight of a cause. I bring fire in the blood. Without
me the earth would be empty as the moon. I am the
color of passion and love; the red rose, poinsettia
and poppy.”
Purple rose up to his full height. He was very tall and
he spoke with great pomp:

“I am the color of royalty and power. Kings,

chiefs and bishops have always chosen me for I am a
sign of authority and wisdom. People do not question
me — they listen and obey.”
Indigo spoke much more quietly than all the
others, but just as determinedly:

“Think of me, you all become superficial.

I represent thought and reflection, twilight and
deep waters. You need me for balance and
contrast, for prayer and inner peace.”
NARRATOR (Facilitator):

And so the colors went on boasting, each convinced

that they were the best. Their quarrelling became louder
and louder. Suddenly there was a startling flash of brilliant
white lightning; thunder rolled and boomed. Rain started to
pour down relentlessly. The colors all crouched down in fear,
drawing close to one another for comfort.
Then Rain spoke:

“You foolish colors, fighting among yourselves, each trying to

dominate the rest. Do you not know that God made you all? Each for
a special purpose, unique and different. He loves you all. He wants
you all. Join hands with one another and come with me. He will stretch
you across the sky in a great bow of color, as a reminder that he loves
you all, that you can live together in peace

—a promise that He is with you

— sign of hope for tomorrow.”
 And so whenever God has used a good
rain to wash the world, He puts the rainbow
in the sky, and when we see it, let us
remember to appreciate one another.
 When we plan out lessons and use any of the
three approaches to integration, let us blend
appropriate concepts and activities between, among
and across disciplines, so we can create a beautiful
work of art just like that of a rainbow.
Directions:
Write your reflections about the three approaches to
integration in a journal. Use the journal template provided for.

My Reflective iC CEBU Journal

I learned
today____________________________________
_________________________________________________
_________________________________________.