Republic of the Philippines

COMMISSION ON HIGHER EDUCATION

Higher Education Regional Office VI (HERO VI)
City Government of Bago
BAGO CITY COLLEGE
Rafael Salas Drive, Brgy. Balingasag, Bago City, Negros Occidental 6101
Tel: [034] 4611-363 | Fax: [034] 4610-546 | E-mail: [email protected]
COURSE GUIDE

I. COURSE TITLE: SS17-BUILDING BRIDGES ACROSS CURRICULUM

II. COURSE OVERVIEW

A. INTRODUCTION
Building Bridges Across Social Science Disciplines in basic education is a course that concentrates on integrated curriculum, a way of teaching a way of
planning and organizing the instructional program. This enables the discrete disciplines of subject matter related to one another design that matches the
developmental needs of the learners to connect to their learning's in ways that are meaningful to their current and past experiences. This course will
facilitate outcome based instruction on how to integrate lesson to other disciplines. This will introduce theories that pertain on levels of spectrum of
integrated curriculum, Theories Supporting Curriculum Integration, Constructivism theory, Principles in Integrating Big Ideas and Strategies, Common
Elements of an Integrated Curriculum, How to Plan Integrated Instruction, and it will introduce Curriculum Integration In MAKABAYAN learning areas and
further give a glimpse of the recent updates on curriculum integration.

B. PROGRAM OUTCOMES
BUILDING BRIDGES ACROSS DISCIPLINE IN BASIC EDUCATION is a professional education subject of Bachelor of Secondary Education Major in Social
Studies in the Teacher Education Department.

At the end of the course, the students must have:

1. Utilized appropriate various sociocultural and historical materials in explaining current issues.
2. Organized communities towards self-reliance and self-sufficiency.
3. Demonstrate leadership skills that will help in teaching or training students who will empower their communities
4. Integrated local and global perspectives in teaching the principle of common good.
5. Employed principles of sustainable development in teaching and learning.
6. Displayed the qualities of an innovative teacher who has mastery of the subject matter.
C. MODULES AND UNIT TOPICS
To ensure that you will demonstrate the above cited course learning outcomes at the end of the semester, this module is divided into the following:

MODULE 1: THE CONCEPT OF AN INTEGRATED CURRICULUM AND ITS SIGNIFICANCE TO THE LEARNERS
This module aims to understand the integrated curriculum. Its purpose and how this links to various disciplines into the study and exploration of certain
aspects of the world. This enables the discrete disciplines of subject matter related to one another design that matches the developmental needs of the
learners to connect to their learning's in ways that are meaningful to their current and past experiences. This will give the learners the skills on how to
teach lesson using integrative method. SPECTRUM OF INTEGRATED CURRICULUM will be introduced in this module, wherein the students will learn the
different Levels of curriculum integration
Level 1: The Traditional organization of curriculum and classroom instruction.
Level 2: The theme as one discipline.
Level 3: Integration using two or more core learning areas or subjects around a common theme.
Level 4: Teacher teaching different subjects collaborate on a common theme and its content.
Level 5: A common theme likewise chosen by a team of teachers.
THEORIES SUPPORTING CURRICULUM INTEGRATION will be further discussed on this module 1.
Experiential Learning. Carl Roger (2004), 2. John Dewey (1938), posits that students learn from what they experience. 3. Multiple Intelligences. Howard
Gardner 4. The ni -
-
Existentialist Intelligence

MODULE 2: This module will focus on the concept of Constructivism

This theory expounds that development and learning occur through constructive process and that knowledge is constructed from experience. Constructivist
like John Dewey (1938), Jean Piaget (1960), and Lev Vygotsky. Principles in Integrating Big Ideas and Strategies to ensure effective instruction will be
emphasized in this module these are: 1. Integrate several ideas and strategies. 2. Match content with strategies 3. Integrate relevant concepts. 4. Integrate
big ideas across multiple contents of instructions. 5. Provide opportunities to establish connections. Common Elements of an Integrated Curriculum
expounded by Lake (2000) is introduced such as: a. A combination of subjects or learning areas b. An emphasis on projects c. Relationships among
 concepts d. Thematic units as organizing principles d. Sources that go beyond textbooks e. Flexible schedules f. Flexible student grouping. Planning
Integrated Instruction will also be rehearsed on this module.

MODULE 3. This Module will concentrate on CURRICULUM INTEGRATION IN MAKABAYAN, the fifth learning area in the basic education, has
learning components that are interdisciplinary in nature. The interdisciplinary of Makabayan makes it a touchstone for integration in basic education..
Makabayan Learning Components Makabayan provides many opportunities for integrative and interactive learning.

III. COURSE STUDY GUIDE

In this time of pandemic where face to face contact in not viable, this course guide/modules will serve as your comprehensive guide in learning and
interacting with classmates and teachers online. For those who can download, the recommended PowerPoint slides/other relevant documents/files would
be to your advantage. But for those who cannot, the teacher highly recommends at least for you to have a pdf viewer on your android phone. The
presentations will guide you all throughout the run of the course. Please read each module before attending your classes either through google classroom
or through other platforms of online learning best suited to your learning needs in this time of new-normal.
The following points shall also guide students in the time of planning, crafting, developing and finalizing your Building Bridges Across Social Science
Disciplines.

A. Time Conscious and Management

1. Do the tasks as scheduled basis. Make sure to finish the first task before proceeding to the next one to avoid confusion.
2. Be attentive to your study schedule which includes time on task. Put a mark in your calendar so you will always see it.
3. Understand and Familiarized.
4. Understand every part of the module and read it over and over before answering or doing the task. You can ask help from your family members, if
not, you can send a message on the group chat, or send me a private message via Facebook page or on my cell phone number.
5. Do not procrastinate. Do your work today. Tomorrow is uncertain.
6. Do your best in everything you do. Set a high standard in complying the assigned tasks.

B. POSITIVE OUTLOOK
Web searching and term paper has a negative connotation to learners most especially this pandemic that economically burdens them all. It is labelled to be
difficult, tedious and rigorous for them to comply due to their limited resources. Thus, having a positive outlook will greatly help in conditioning/mind
setting in the different processes they should undergo in order to produce updated and scholarly outputs which will be useful to oneself, community and
society.

C. RESOURCEFULNESS AND COLLABORATION WTH OTHERS

 The subject needs to maximize the learner’s resourcefulness in looking for various online and offline sources. Students are expected to collaborate with
classmates and work with them harmoniously as a team. They are also expected to take an extra mile in tapping respondents and possess the skill on how
to acquire the data needed in the entire research process.

D. SUBMISSION OF STERLING RESEARCH OPUTPUTS ON TIME. Students are expected to submit completed term paper outputs of sterling quality on
time. Term paper outputs should be of significance to one’s local community/contribute meaningfully to nation-building.

IV. STUDY SCHEDULE

WEEK INTENDED LEARNING OUTCOMES ACTIVITIES Learning Resources

MODULE 1 THE CONCEPT OF AN INTEGRATED CURRICULUM AND ITS SIGNIFICANCE TO

THE LEARNERS

Activity: Modules
This aims to understand the integrated  ―Concept mapping on Integration‖ Online Platforms (Facebook,
curriculum. Its purpose and how this Messenger, Google and YouTube )
links to various disciplines into the study
Analysis:
and exploration of certain aspects of the
world. This enables the discrete  Understanding the concept of Activity Sheets
disciplines of subject matter related to Curriculum Integration
one another design that matches the  Processing of Information Given
developmental needs of the learners to on Levels of curriculum integration
connect to their learning's in ways that on Theories Supporting Curriculum
(2 weeks 2020)
are meaningful to their current and past Integration
experiences. This will give the learners Abstraction:
the skills on how to teach lesson using
integrative method. Discussed on Levels  How the concept of integration take a
of curriculum integration and broad view on teaching-learning milieu
on Theories Supporting Curriculum as beginning teachers.
Integration
Application:
 Reflecting on this idea and be able to
relate this by giving personal insights.
 MODULE 2 SPECTRUM OF INTEGRATED CURRICULUM

Mid-term Period
(ON GOING)
(2-weeks 2020)

MODULE 3 DEVELOPMENT OF VARIED ASSESSMENT TOOLS

Final Term Period

(ON GOING)
(2 weeks 2020)

V. EVALUATION
To pass this course, you must:
1. Read all readings in the modules and answer the pre-assessment and self-assessment activities.
2. Answer the print-based discussion activities.
3. Submit all required outputs in each modules.
4. Accomplish each assessment protocols
5. Basis of Grade Computation
a. Online Examination on the Final Period
b. Output in each Procedure of the Module

A. Formative Assessment
You must answer all pre-assessment and self-assessment activities. Your score here will not be part of your prelim, mid-term and final grade: but they will
be part of the completion requirement of the course. Thus, you are expected to complete the pre-assessment and self-assessment activities. These
activities will help you determine if you need to study more or to advance to the next module.
1. You can answer the pre-assessment and self-assessment with- in the scheduled time for each unit. Scheduling your work time is important.
2. In accomplishing the pre-assessment and self-assessment activities you can ask other than me for additional inquiries regarding the course
(meaning you do your own).
B. Summative Assessment
1. Quizzes and Examination. There will be quizzes in every module, one (1) quiz per unit and three (3) written examinations to be conducted in this
course.
2. Evaluation Activities. Answer all activities of each unit as required. These will be part of your prelim, midterm and final grades. These will help
you to be prepared for the quiz after each module.
3.
 C. Submission of Outputs.
The outputs that you are expected to submit are the following:
1. Videos- includes your performance tasks
2. Term Paper- submit this as a course requirement in this course
VI. TECHNOLOGICAL TOOLS
For you to be able to accomplish the activities, you will need the following software application: MS Word, MS PowerPoint, MS Excel, Gmail Account and
ADOBE flash, etc. This application is found in your desktop or laptop and you do not need internet connection to use them. You may also access the Google
Meet, Edmodo or Google Classroom prepared for your class and try to participate in the discussion if you are told do so.

VII. CONTACT INFORMATION OF THE INSTRUCTOR

You can contact me personally through:
1. Email add: [email protected]
2. Messenger: Quidta Edward
3. Cell Phone No. 0956-62-0-44-75
 MODULE IN SS17- BUILDING BRIDGES ACROSS SOCIAL SCIENCE DISCIPLINES
4TH YEAR BSED – SOCIAL STUDIES

Module 1: CURRICULUM INTEGRATION

Intended Learning Outcomes: At the end of this module, the student must have:
1. Discussed the meaning, nature and concepts of integrated curriculum through word association.
2. Explained the different levels of curriculum spectrum in the integrated curriculum through concept analysis.
3. Identified and examined the different theories that support curriculum integration.

A. Introduction
INTEGRATED CURRICULUM. The concept of an integrated curriculum and its significance to the learners was expounded by educators like Beane
(1992), Johnson and Johnson (1998), and Kellough (2003). a. An integrated curriculum refers to a single course that contains one or more disciplines. It
consists of one set of objectives and assessment that covers a number of related disciplines (Johnson and Johnson, 1998) b. An integrated curriculum is an
educational approach that cuts across and draws multiple areas for for learning and instruction. Its purpose is to realistically link various disciplines into the
study and exploration of certain aspects of the world (Beane, 1992). INTEGRATION IN BASIC EDUCATION to integrate is to make up, combine, or complete
to produce a whole or a larger unit as parts do. Integration is applied in education to facilitate the integrative and interactive learning process in the
classroom. To Johnson and Johnson (1998), integration is the process of linking new information to prior learning, and linking different parts of learning to
each other.

B. Activity
Write your concept on the WORD “INTEGRATE”
__________________ __________________
__________________ __________________
__________________ __________________
____ ____
C. Analysis

A. Deepened your understanding with this concept. Relate this to your major subject.

1. Summary of Concept
On this lesson, I conclude that integration in curriculum is
________________________________________________________________________________________________________________
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2. The different Level of Spectrum
Briefly discuss the different levels of spectrum
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________________________________________________________________________________________________________________
________________________________________________________________________________________________________________
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________________________________________________________________________________________________________________
B. Read the Curriculum Spectrum
The different Level of Spectrum
Level 1: This is the traditional organization of curriculum and classroom instruction. In this level the teachers plan and arrange the
Subject through a specific scope and sequence which uses a topic outline format.
Level 2: In this level the theme is one discipline are not necessary planned to correspond with the themes in another.
Level 3: In this level, the class is studying two or more core learning areas or subjects around a common theme.
Level 4: Teacher teaching different subjects collaborate on a common theme and its content.
Level 5: A common theme likewise chosen by a team of teachers. The content and discipline boundaries are blurred during the
Teaching- learning process.

C. Theories Supporting Curriculum Integration

1. Experiential Learning. Carl Roger (2004), the proponent of this theory, believes that all individual have a natural propensity to learn. John
Dewey (1938) posits that school learning should be experiential because students learn from what they experience.
2. Multiple Intelligences. Howard Gardner, affirms that there are more kind of intelligence that what we thought before.
The nine categories of intelligences presented by Gardner and Associates
 Linguistic intelligence
 Logical-Mathematical Intelligence
 Spatial Intelligence
 Bodily-kinesthetic Intelligence
 Musical Intelligence
 Interpersonal Intelligence
 Intrapersonal Intelligence
 Naturalistic Intelligence
 Existentialist Intelligence
 1. Among the theories mentioned, what is the most essential or desirable theory that supports the curriculum integration? Justify your answer.
___________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________

D. Abstraction
There two theories that supports curriculum integration. These are Experiential Learning of Carl Roger and Multiple Intelligences by Howard Garner.
Experiential Learning
Rogers distinguished two types of learning: cognitive (meaningless) and experiential (significant). The former corresponds to academic knowledge
such as learning vocabulary or multiplication tables and the latter refers to applied knowledge such as learning about engines in order to repair a car. The
key to the distinction is that experiential learning addresses the needs and wants of the learner. Rogers lists these qualities of experiential learning:
personal involvement, self-initiated, evaluated by learner, and pervasive effects on learner.
To Rogers, experiential learning is equivalent to personal change and growth. Rogers feels that all human beings have a natural propensity to learn;
the role of the teacher is to facilitate such learning. This includes: (1) setting a positive climate for learning, (2) clarifying the purposes of the learner(s), (3)
organizing and making available learning resources, (4) balancing intellectual and emotional components of learning, and (5) sharing feelings and thoughts
with learners but not dominating.
According to Rogers, learning is facilitated when: (1) the student participates completely in the learning process and has control over its nature and
direction, (2) it is primarily based upon direct confrontation with practical, social, personal or research problems, and (3) self-evaluation is the principal
method of assessing progress or success. Rogers< also emphasizes the importance of learning to learn and an openness to change.
Principles of Experiential Learning:
1. Significant learning takes place when the subject matter is relevant to the personal interests of the student
2. Learning which is threatening to the self (e.g., new attitudes or perspectives) are more easily assimilated when external threats are at a minimum
3. Learning proceeds faster when the threat to the self is low
4. Self-initiated learning is the most lasting and pervasive.
Multiple Intelligences Theory
Howard Gardner's theory of multiple intelligences proposes that people are not born with all of the intelligence they will ever have. This theory
challenged the traditional notion that there is one single type of intelligence, sometimes known as ―g‖ for general intelligence that only focuses on cognitive
abilities. To broaden this notion of intelligence, Gardner introduced eight different types of intelligences consisting of: Logical/Mathematical, Linguistic,
Musical, Spatial, Bodily-Kinesthetic, Naturalist, Interpersonal, and Intrapersonal. Gardner notes that the linguistic and logical-mathematical modalities are
most typed valued in school and society. Gardner also suggests that there may other ―candidate‖ intelligences—such as spiritual intelligence, existential
intelligence, and moral intelligence—but does not believe these meet his original inclusion criteria.
1. Linguistic Intelligence (“word smart”)
Linguistic Intelligence is a part of Howard Gardner's multiple intelligence theory that deals with sensitivity to the spoken and written language,
ability to learn languages, and capacity to use language to accomplish certain goals.
2. Logical-Mathematical Intelligence (“number/reasoning smart”)
Logical-mathematical intelligence refers to the capacity to analyze problems logically, carry out mathematical operations, and investigate
issues scientifically.
3. Spatial Intelligence (“picture smart”)
Spatial intelligence features the potential to recognize and manipulate the patterns of wide space (those used, for instance, by navigators and
pilots) as well as the patterns of more confined areas, such as those of importance to sculptors, surgeons, chess players, graphic artists, or
architects.
4. Bodily-Kinesthetic Intelligence (“body smart”)
Bodily kinesthetic intelligence is the potential of using one’s whole body or parts of the body (like the hand or the mouth) to solve problems or
to fashion products.
5. Musical Intelligence (“music smart”)
Musical intelligence refers to the skill in the performance, composition, and appreciation of musical patterns.
6. Interpersonal Intelligence (“people smart”)
Interpersonal intelligence is the capacity to understand the intentions, motivations, and desires of other people and consequently to work
effectively with others.
7. Intrapersonal Intelligence (“self-smart”)
Intrapersonal intelligence is the capacity to understand oneself, to have an effective working model of oneself-including own’s desires, fears,
and capacities—and to use such information effectively in regulating one’s own life.
8. Naturalist intelligence (“nature smart”)
Naturalistic intelligence involves expertise in the recognition and classification of the numerous species—the flora and fauna—of his or her
environment.
9. Existential Intelligence
Sensitivity and capacity to tackle deep questions about human existence, such as the meaning of life, why we die, and how did we get here.
 E. Application

1. Recall a specific situation in your classroom interaction in which you experience integration from a particular lesson of your teacher. Give your
reflection.
_____________________________________________________________________________________________________________________________ _
_____________________________________________________________________________________________________________________________ ______
_____________________________________________________________________________________________________________________________ ______
____________________________________________________________________________________________________________________________ _______
___________________________________________________________________________________________________________________________________
2. Among the 9 intelligences of Gardner. Identify your own intelligence and defend your answer.
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_____________________________________________________________________________________________________________________________ ______
___________________________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________________ ______
___________________________________________________________________________________________________________________________________

F. Evaluation
Choose one area in social studies that you like most or in your ―forte‖ and give your reason by presenting a 2 minute video presentation. This is graded
base on the following rubrics.

2 Minute Video Presentation Rubric

Beginning Developing Accomplished Distinguished

8 12 16 20
Portions may be poorly
Organization – Fairly well documented and Program shows a continuous
documented and/or organized.
Difficult to follow. Poor quality organized. Format is easy to progression of ideas and tells a
Hard to follow the progressions
Is your project presented in shows poor effort. follow. Good explanation complete, easily followed story.
of the video. Explanation
some organized manner? shows good effort. Well organized.
shows some effort.
Intro, Outro, and Credits – Does The video either has an intro or The video has an intro and an The video has an intro and an Intro and outro add to the high
your video begin and end with and outro. The intro/outro is of outro and it is of moderate outro. It is consistent with the level attained by this video.
information to help focus the low quality. The video does not quality. Credits/citations may rest of the video. Credits/citations are given to
viewer’s attention. use credits/citations at all. or may not be present. Credit/citations is given to appropriate sources.
appropriate sources.

Video is laser focused on the

topic. The topic is very easy to
Information –Does your video Project has problems staying Video is focused on an
understand. The video
stay focused on an informative focused on topic. Information is informative topic. Video makes
demonstrates an obvious depth
topic? Does your video provide Project’s usefulness is in incoherent at times. The video understanding the topic fairly
of knowledge on the topic.
easy to understand question. Does not inform; shows a shallow depth of accessible and easy. Video
Student went beyond the scope
information? Does your video does not stay focused on the knowledge on the topic. demonstrates a depth of
of the assignment and the hard
demonstrate the depth of topic. No court case/primary Project is researched to a knowledge on the topic.
work shows. Excellent, well
knowledge of the presenter? It document used in fair degree. Only one court Project is well researched.
thought out explanation
must include at least one presentation case/primary source used Only one court
shows superior effort. More
court case or one excerpt and it was questionably case/primary document
than one court
from a primary source!! used or cited. semi-appropriately used.
case/primary document
appropriately used.
Creativity & Elements of Use of elements detracts from
Minimal use of design elements. Good use of graphics and/or Excellent sense of design.
Design – Is your video video. Too many or too gaudy
No transitions. Sound is lacking other design elements. Some Effective camera techniques
interesting? Did your choice of graphics; transitions, too many
or inappropriate or scratchy. transitions are inappropriately used for the video and pictures.
elements such as film clips, clips, backgrounds and/or
Some pictures or video clips placed. Sound quality is OK. Video and pictures are in focus
pictures, colors, backgrounds, sounds detract from content.
may be out of focus or ―shaky‖. Video clips or pictures are clear and of good quality. Smooth
and transitions enhance the Pictures or video clips may be
Some screens do not change and in focus. Images or transitions are appropriate and
project? Eye-catching colors out of focus or ―shaky‖. One
angles/colors/words very camera angles change every 7 aid in delivery of the
and change of image/camera image on screen for an
frequently. seconds or so. presentation.
angles every few second? elongated period of time.
The audio or video is garbled
The audio and/or video effects The audio and video effects are
Music/Sound Effects/Voice and hard to decipher. Too Audio/video effects flow
are of moderate quality. Some of acceptable quality. There
– Does the audio flow well? much background interference exceeding well and are of high
background noises not related are few distracting aspects to
Is it of high quality? and/or the video is of low quality.
to the presentation are heard. the audio/video.
quality.
 Prepared by:

EDUARDO D. QUIDTA JR., M.A.Ed, M.Ed

Part Time Instructor

ROGER D. RAYMUNDO, Ph.D.

Part Time Instructor