SPIRAL PROGRESSION -It means making the learners look

- is an approach used in the K to 12 at what they do in the classroom.

curriculum where basic principles are Think about why they do it, and
introduced in the first grade and are think about if it works.
rediscovered in the succeeding grades in ● CONSTRUCTIVIST
more complex forms. - Teaching of all the subjects is
- The spiral approach is a technique often anchored on the belief that the
used in education where the initial focus of learner is not an empty receptacle
instruction is the basic facts of a subject, who is merely a recipient of
with further details being introduced as instruction. Rather, the learner is an
learning progresses. active instructor of knowledge and
maker of learning.
CURRICULUM INTEGRATION IN ● INQUIRY-BASED
MAKABAYAN (SAS#12) - Opportunities to develop skills of
creative and critical thinking,
MAKABAYAN LEARNING COMPONENTS informed decision making, and
ELEMENTARY: hypothesis building and problem
GRADE 1-3: Civics and Culture solving.
3 Major Themes:
1. Pambansang Pagkakakilanlan (National INTEGRATED CURRICULUM (Beane, 2005)
Identity) ❑ A curriculum approach that purposefully draws
2. Pambansang Pagkakaisa (National Unity) together knowledge, skills, attitudes and values from
3. Pambansang Katapatan (National Integrity) within or across subject areas to develop a more
GRADE 4-6: Philippine Geography, History, and powerful understanding of key ideas.
Civics ❑ Curriculum integration occurs when components
GRADE 5: Philippine History Pre-colonial up to of the curriculum are connected and related in
Contemporary Times meaningful ways by both the students and teachers.
GRADE 6: Civics, Philippine Government System, ❑ To involve meaningful learning organized around
Rights, and Duties of a Citizen. issues important to teachers and students.

GRADE 1-6: Home Economics and Livelihood Key Requirements of Successful Curriculum
Education & Music, Art, and Physical Education 1. Content Integrity
(MAPE) ❖ Having a solid understanding of the various
curricula and intentionally linking curriculum
SECONDARY outcomes by a central organizing concept, e.g., a
- Social Studies topic, theme, issue, project or problem.
- Values Education ❖ The intent of the philosophy, rationale and
- Technology and Livelihood Education outcomes of individual subject areas is
(TLE) maintained and linkages between subject areas are
- Music, Arts, PE and Health (MAPEH) made explicit.
GENERALIST - being knowledgeable in all subject
MAKABAYAN can be represented in an acronym areas.
called SIKAP ● EXPERT POWER - having mastery in
different learning areas
S- Sibika (Civics)at Sining (Art) ● REFERENT POWER - loving and
I - Information (and Communication Technology) catering to learners as surrogate parents.
K - Kultura (Culture)
AP - Araling Panlipunan 2. Authenticity
❖ The connections made as part of the integrative
PEDAGOGIES APPROACHES IN TEACHING process must make sense and be significant.
SOCIAL STUDIES ❖ Topics need to be Challenging so profound
● INTEGRATIVE generalizations and a deeper understanding of
- Subject matter is taught using fundamental ideas can be developed through different
interdisciplinary and content.
multidisciplinary approaches.
● COLLABORATIVE Benefits of Curriculum Integration
- Learning is intimately associated 1. Allowing for flexibility
with connection with other human ✓ Through curriculum integration, teachers can plan
beings - classmates, teachers, peers, for the development of key skills and understandings
family as well as community. The that transcend individual strands and subjects.
teaching-learning process should 2. Building on prior knowledge and experiences
be interactive and must promote ✓ Choosing meaningful connections among subject
teamwork. areas helps students build on their diverse prior
● REFLECTIVE knowledge and experiences, supports their holistic
view of the world and ensures more meaningful the specific objectives of the
learning. lesson.
3. Unifying the students’ learning - The procedures that a teacher
✓ Curriculum integration enables students to follows in teaching a certain lesson,
develop a unified view of the curriculum to broaden the objectives of which are
the context of their learning beyond single subject achieved following certain
areas. procedures.
4. Reflecting the real world - It is a plan involving a sequence of
✓ When the curriculum is organized in a holistic steps to achieve a given goal or
way, it better reflects the real world and the way objective.
children learn at home and in the community.
5. Matching the way students think TECHNIQUE
✓ Brain research supports the theory that younger - This refers to the personal style and touch
students take in many things and process and that a teacher puts in carrying out an
organize them at one time. Teaching ideas instructional strategy.
holistically, rather than in fragmented pieces, better - It is a skill employed by the teacher in
reflects how young students’ brains process carrying on the procedures or act of
information. teaching.

Curriculum integration enables students to… PRINCIPLES

1. Identify both the distinctive qualities and related - chief guides to make teaching and learning
elements of subject areas effective and productive. They are the
2. Become more involved in their learning because fundamentals through which we proceed
the context is more understandable and meaningful to from one situation to another.
them
3. Demonstrate and use their knowledge, skills and LECTURE
attitudes in a variety of learning contexts - teacher-centered method which is aimed at
[Link] connections more easily between the content giving as much information as possible
they learn in school and their out-of- school within the period;
experiences
5. Focus more clearly on conceptual understanding METHODS:
because content is aligned around key ideas. SOCIALIZED - free flow of ideas and the teacher
does not assume an authoritarian image in the class.
TYPES OF CURRICULUM INTEGRATION
Within Subject Areas (Intradisciplinary) SOCRATIC METHOD - popularly known as the
• connected within one subject area. “question-answer” method.
• learned through individual subject areas.
ANDRAGOGY - art and science of helping adults
Between Subject Areas- Multidisciplinary learn.
• topics, themes, issues or big ideas bring together
outcomes from more than one subject area. CLASSIFICATION OF TEACHING METHODS

Beyond Subject Areas- Transdisciplinary TRADITIONAL

• Focuses on student-initiated questions and projects. - OLD FASHION WAY OF TEACHING.
• Emphasizes world contexts.
TIME TESTED
BASIC CONCEPTS - METHODS THAT STOOD THE TEST OF
1. STRATEGY OF TEACHING TIME AND ARE STILL BEING USED AT
- Refers to the science of developing PRESENT.
a plan to attain a goal and to guard
against undesirable results. PROGRESSIVE
- The plan that a teacher decides to - NEWER AND IMPROVED METHODS
use to achieve certain lesson OF TEACHING
objectives.
- It means the art of using TEACHING STYLE
psychological planning in order to ➢ Authority, or lecture style: This traditional,
increase the probabilities and formal approach to teaching is sometimes
favorable consequences of success referred to as “the sage on the stage.”
and to lessen the chances of failure. ➢ Demonstrator, or coach style: This style
retains the formal authority role while
2. METHOD OF TEACHING allowing teachers to demonstrate their
- It refers to the series of related and expertise by showing students what they
progressive acts performed by a need to learn.
teacher and the students to attain
 ➢ Facilitator, or activity style: This approach ➔ Maybe be defocused from teaching because
encourages teachers to function as advisors of being depressed or overburdened by
who help students learn by doing. personal concerns.
➢ Developer, or group style: This style ➔ Is disorganized and ineffective in managing
allows teachers to guide students in a group the classroom.
setting to accomplish tasks and learn what ➔ Shows either undemanding, indifferent or
works or doesn’t. rejecting actions towards the learners.
➢ Hybrid, or blended style: This approach ➔ Shows little commitment to his/her role as a
incorporates different aspects of the various teacher.
styles and gives teachers flexibility to tailor
a personal style that’s right for their 3. AUTHORITARIAN TEACHER
coursework and students. ➔ Strives to have strong psychological control
over the learners.
➔ Sets subjective or unreasonable limits.
The four (4) teaching styles ➔ Uses sarcasm and threats.
➔ Strongly communicates all rules as
1. PERMISSIVE TEACHER non-negotiable.
➔ Appears to be lenient and indulgent. ➔ Does not explain why rules should be
➔ Expresses care and concern for the learners. obeyed.
➔ Does not set rules or very few ones if any. ➔ Punishes children who disobey rules.
➔ Allows learners to make all their decisions ➔ Is control/power-oriented.
even when they have not been properly ➔ Does not process how students can perform
taught how. better.
➔ Does not really demand good behavior nor ➔ Say “ I am the boss here,” and “because I
prompt task accomplishment. said so.”
➔ Does not set expectations for learners to
perform well. RESULTS IN AN…
➔ Lacks confidence in enforcing rules or ❖ Atmosphere of competition, fear, and
demanding compliance. anxiety
❖ Environment of grid order and routine
RESULTS IN AN…
❖ Atmosphere of insecurity.
TEACHER LEARNERS
❖ Environment of chaos with little respect for
order and routine. Give rigorous Develop less
discipline, expects swift self-direction and are
obedience, discourages more externally
TEACHER LEARNERS verbal exchange, gives regulated, meaning
few praises. THEY BEHAVE
Apathetic May lack self-control WELL AND COMPLY
because they were able Tells students what to ONLY IN THE
Not very involved to do what they like. think PRESENCE OF THE
AUTHORITY.
Places few demands May not know exactly Lectures while students
how to behave listen They may also feel
Does the appropriately in specific distant to and resentful
thinking/problem solving situation because they of their teacher.
for students receive unclear or no
directions at all. They may also be
Plans lesson involving stressed and less
lecture, films, and May choose not to confident.
bookwork follow the rules because
they are not explained
to them; or they don’t 4. AUTHORITATIVE TEACHER
take it seriously. ➔ Expresses support for the learners to
succeed.
May feel that whatever
➔ Involves the learners in setting up classroom
they do or accomplish
will already be rules and procedures.
acceptable. ➔ Maintains reasonable and fair limits in the
classroom.
They LIKE TEACHER ➔ Expects behavior appropriate to the
BUT THE TEACHER developmental level of learners.
MAY NOT EXERT SO ➔ Has realistic expectations for learners’
MUCH POSITIVE
INFLUENCE ON performance.
THEM ➔ Communicates the standards for behavior
and performance clearly.
➔ Focuses on natural and logical consequences
2. UNINVOLVED TEACHER/NEGLIGENT
rather than punishment.
➔ Appears to be distant and uninterested.
 ➔ Communicates in a kind firm and consistent ➢VARIED – YOU don’t stick to just one teaching
manner method. YOU have a ready repertoire of teaching
methods from which to draw anytime.
The LEARNER will: ➢EXPERIENTIAL – (HANDS-ON, MINDS-ON,
➢ Develop self-regulation. HEARTON) YOU engage learners in varied
➢ Acquire skills to behave accordingly. activities.
➢ Become sensitive to others’ needs and ➢METACOGNITIVE – YOU make learners think
cooperate more in the classroom. about their cognitive and thought processes
➢ The CLASSROOM IS A HAPPY PLACE. ➢REFLECTIVE – YOU make your students reflect
THE STUDENTS LIKE AND LOVE on what they have learned and how they have
THEIR TEACHER learned.
➢WHOLE-CHILD APPROACH – the learning
process itself takes into account not only the
PERMISSIVE AUTHORITARIAN
LOW IN HIGHIN academic needs of the learners but also their
EXPECTATIONS EXPECTATIONS emotional, creative, psychological, spiritual and
AND CONTROL, AND CONTROL, developmental needs.
HIGH IN LOW IN ➢CEREBRAL APPROACH – emphasizes only on
COMMUNICATION COMMUNICATION the physical development of a child.
AND AND
NURTURANCE NURTURANCE
Teachers should not overuse one teaching method,
Being innovative means you consider the diverse
NEGLIGENT AUTHORITATIVE learning needs of the students.
LOW IN HIGH IN
EXPECTATIONS EXPECTATIONS
AND CONTROL, AND CONTROL,
LOW IN HIGH IN
COMMUNICATION COMMUNICATION
AND AND
NURTURANCE NURTURANCE

PARENTING STYLES:
AUTHORITATIVE PARENT
- Nurturing, Affectionate, Sets of boundaries,
Disciplines through guidance, open
communication.
PERMISSIVE PARENT
- Nurturing, Affectionate, Few inconsistent
boundaries, Takes the role of friend rather
than parent.
AUTHORITARIAN PARENT
- Strict, Inflexible, High expectations,
Punishes rather than disciplines, Tiger Mom
UNINVOLVED PARENT
- Emotionally detached, Self-absorbed,
Inconsistent or no boundaries, Little
interaction

TEACHING METHODOLOGY
➢INTEGRATIVE – learners interact with their
teachers, with their classmates and with the learning
material.
➢INNOVATIVE – teaching is fresh because the
teacher introduce new teaching method/s. Teachers
don’t overuse one teaching method.
➢INTEGRATIVE – YOU connect your lesson to
one another, to other disciplines and to life.
➢INQUIRY-BASED – YOU ask questions and the
learners look for answers.
➢COLLABORATIVE – YOU make learners work
together.
➢CONSTRUCTIVIST – YOU make learners
construct knowledge and meaning by connecting
lesson with their past experiences