Integrative Learning helps the students make connections and relevance between and among subjects.
It allows the learners to engage in purposeful, relevant learning. It encourages the learners to see the
interconnectedness and interrelationships between the curriculum areas rather than focusing in isolated
curriculum areas.
According to Pigdon and Woolley (1992) in an integrated curriculum, all activities contain opportunities
for learners to learn more about content through purposeful activities:
Higher-Order Thinking Skills
Higher order thinking skills known also as HOTS imply that some types of learning require higher
cognitive processes than others. Skills in analyzing. evaluating and creating are thoughts of higher order
than learning facts or concepts.
Produce new or original work.
Design, assemble, construct, conjecture, develop, formulate,
author, investigate
create Justify a stand or decision
Appraise, argue, defend, judge, select, support, value, critique,
evaluate weigh
Draw connections among ideas
Differentiate, organize, relate, compare, contrast, distinguish,
analyze examine, experiment, question, test
apply Use information in new situations
Execute, implement, solve, use, demonstrate
Explain ideas or concept
understand
Classify, describe, discuss, explain, identify
remember Recall facts and basic concepts
Define, duplicate, list, memorize
Verbal and Non-verbal communication
Verbal communication is the use of words in expressing one's feelings and ideas.
Non-verbal communication includes the use of body language, gesture, facial expressions, eye contact
and posture. The use of verbal and non-verbal communication strategies is the first step in enhancing
communication and nurturing relationships which are vital in the teaching-learning process. Strong
communication skills are very important in the instructional process
My Performance Tasks
Performance Task 1
Get the topic you are assigned to teach. Write down how you can apply the content knowledge within
or across curriculum teaching areas. Use the curriculum web to indicate your proposed Integration.
Indicate the subjects in the circles and how you will do it.
TOPIC
_________
Performance Task 2 Write higher-order thinking questions that you used in the discussion of the
content.
Content/ Topic Questions
Performance Task 3 A) Enumerate the non-verbal cues you used to support learners' participation and
engagement?
Non-verbal Cues Purpose (s)
1.
2.
3.
Performance Task 4 B) Cite the verbal communication strategies that you used in class to support
learner understanding, participation and engagement.
Verbal Communication Strategies Used Cite how it supported the learners in instruction
My Assessment Tasks
Encircle the letter of the correct answer.
1. Which includes a wink, a simple nodding of heads of a wave?
A. Gesture
B. Facial expression
C. Verbal communication
D. Non-verbal communication
2. Which refers to the use of words to convey one's ideas?
A. Gesture
B. Facial expression
C. Verbal communication
D. Non-verbal communication
3. Which questions call for facts and concepts?
A. Analyzing
B. Creating
C. Researching
D. Understanding
4. "Which events could have happened?" and "how was this similar to...?" are examples of questions.
A. creating
B. analyzing
C. researching
D. understanding
5. "Can you see a possible solution and how many ways can you...?" are examples of questions.
A. researching
B. understanding
C. analyzing
D. creating
My Learning Artifacts
Paste student work samples/projects accomplished in the discussion of your content.
My Scoring Rubric
INDICATORS Meets Standard of Approaching Meets Acceptable Does Not Meet
Excellence Standard of Standard Acceptable Standard
Excellence
CRITERIA 4 3 2 1
Performanc Has all the Has some Has No aspect of
e Tasks aspects of aspects of minimal work meets
work that work that aspects of level of
exceed exceed level work that expectations.
level of of meet level Has errors.
expectatio expectation of omissions
n. ? expectatio and
Shows Demonstrat n. misconceptio
exemplary es solid With ns
performan performanc some
ce e and errors and
understandi MASTERY
ng is not
thorough
Assessment with 5 correct With 4 correct With 3 correct With less than 3
Tasks answers answers answers correct answers
Learning The piece/s of The piece/s of The piece/s of The piece/s of
Artifacts evidence of evidence of learning evidence of evidence of learning
learning is/ are is/are aligned with learning is/are is/are NOT aligned
aligned with SOME of the aligned with ONE with the learning
learning learning outcomes. of the learning outcomes.
outcomes. outcomes.
Creativity The learning tasks The learning tasks The learning is The learning tasks
and are done very are done creatively done quite are poorly done and
Resource creatively and and resourcefully. creatively and need improvement.
fulness resourcefully. resourcefully.
Submission The assigned The assigned The assigned The learning tasks
of learning tasks are learning tasks are learning tasks are are poorly done and
Requiremen submitted on or submitted a day submitted 2 days need improvement.
ts before the after the deadline. after the deadline.
deadline.
MY TOTAL SCORE
_____________________________
Signature of a Practicum Supervisor
Learning Task 13 Exploring More Interactive and Innovative Teaching Strategies for Diverse
Learners
OPST Domain 3 Diversity of Learners
Strands
3.1.1 Demonstrate knowledge and understanding of differentiated teaching to suit the learners gender,
needs, strengths, Interests and experiences 3.3.1 Use strategies responsive to learners with disabilities,
giftedness and talents
3,2.1 Implement teaching strategies that are responsive to the learners' linguistic, cultural, socio-
economic and religious backgrounds
Outcomes of Teacher Education
6.2.c Facilitate learning using a wide range of teaching methodologies and delivery appropriate to
specific learners and their environments modes
6.2.d Develop innovative curricula, instructional plans, teaching approaches, and resources for diverse
learners
6.2.e Apply skills in the development sustainable educational practices
CFSAT Competency Framework for Southeast Asian Teacher for the 21 st century
2.D.3 Motivate active learning
2.D.5 Respect diversity of learners
4.C.2 Formulate specific learning objectives Incorporating knowledge, skills, attitudes and utilization of
ICT to promote quality, relevant, and alues, if applicable
4.C.3 Prepare lesson plan based on syllabus and time frame
4.C.5 Select the right methodologies according to subjects and learners' level Consider diversity of
learners in preparing lesson plans
4.C.6 Determine appropriate learning resources available for teaching and learning
Desired Learning Outcomes
• Demonstrate understanding of differentiated teaching to suit the learners' gender, needs, strengths,
interests and experiences
• Implement teaching strategies that are responsive to the learners' linguistic, cultural, socio-economic
and religious backgrounds • Use strategies responsive to learners with disabilities, giftedness and talents
Essential Questions
• What are the 31's and 2C's in education?
• What is differentiated instruction?
• Give examples of differentiated instruction
Understandings
There are three I's and 2C's in the instructional process. The teaching learning process must be:
Highly Interactive: All the learners must be highly engaged in all the classroom activities. They
must be able to participate in all the learning processes. No one is left behind.
Highly Innovative: The use of meaningful and differentiated strategies makes
learning more fun and enjoyable. Learners will surely love participating in varied activities done
and employed by the teacher. Activities can be in the form of games, songs, rap, poems, puzzle, jazz
chants, stories, maze and the like. Highly Integrative: Lesson and topics are interrelated within and
across learning areas without compromising the content of the lesson. This makes the curriculum
borderless and seamless. Highly Collaborative: The learning that involves groups of students working
together to solve a problem, complete a task or create a product.
Highly Cooperative: This is a strategy where groups of learners with different abilities use varied
activities to better improve the mastery of the learning content. The elements of positive
interdependence, Individual accountability, equal responsibility and social roles are addressed.
Differentiated Instruction is teaching the same material to all students using a variety of
instructional strategies or may mean delivering lessons at varying levels of difficulty based on the ability
of each student.
Differentiated Instruction in 4 ways:
a) content
b) process c) product
d) learning environment
Advantages of Differentiated Instruction:
• effective for varied types of learners
• can make students responsible for their own learning.
• more options on learning different materials
• less discipline problems in the classrooms
Disadvantages:
• requires more work in lesson planning
• needs more time in preparation of activities
My Performance Tasks
Performance Task 1 Observe your cooperating teacher. Write the differentiated activities
employed to address the following:
Learners Activities employed
Gender
Needs
Strengths
Interests
Experiences
Performance Task 2 In your daily teaching, how did you address the following aspects to be responsive
to the varied characteristics of learners.
Aspects
Linguistic
Cultural
Socio-economic
Religious Background
Performance Task 3 What strategies have you applied to respond to the learners with disabilities,
giftedness and talents?
Activities Employed for Learners with Special Activities Employed for Gifted Learners
Needs
My Assessment Tasks
Encircle the letter of the correct answer.
1. Which activities make students regularly engaged in all the activities?
A. Interactive
B. Innovative
C. Integrative
D. Interdisciplinary
2. Which activities use varied and novel strategies to make students engage in the learning process?
A. Interactive B. Innovative
C. Integrative
D. Interdisciplinary
3. Which activities make the curriculum seamless and borderless?
A. Interactive B. Innovative
C. Integrative
D. Interdisciplinary
4. Which activities make the class work by teams through purposeful learning?
A. Innovative
B. Integrative
C. Collaborative
D. Cooperative
5. Which activities allow the students to solve their own problems and work on varied tasks?
A. Interactive
B. Innovative
C. Integrative
D. Collaborative
My Learning Artifact(s)
Write or paste your Learning Plan which provides differentiated activities to address diversity of
learners.
My Learning Artifact(s)
My Scoring Rubric
INDICATORS Meets Standard of Approaching Meets Acceptable Does Not Meet
Excellence Standard of Standard Acceptable Standard
Excellence
CRITERIA 4 3 2 1
Performanc Has all the Has some Has No aspect of
e Tasks aspects of aspects of minimal work meets
work that work that aspects of level of
exceed exceed level work that expectations.
level of of meet level Has errors.
expectatio expectation of omissions
n. ? expectatio and
Shows Demonstrat n. misconceptio
exemplary es solid With ns
performan performanc some
ce e and errors and
understandi MASTERY
ng is not
thorough
Assessment with 5 correct With 4 correct With 3 correct With less than 3
Tasks answers answers answers correct answers
Learning The piece/s of The piece/s of The piece/s of The piece/s of
Artifacts evidence of evidence of learning evidence of evidence of learning
learning is/ are is/are aligned with learning is/are is/are NOT aligned
aligned with SOME of the aligned with ONE with the learning
learning learning outcomes. of the learning outcomes.
outcomes. outcomes.
Creativity The learning tasks The learning tasks The learning is The learning tasks
and are done very are done creatively done quite are poorly done and
Resource creatively and and resourcefully. creatively and need improvement.
fulness resourcefully. resourcefully.
Submission The assigned The assigned The assigned The learning tasks
of learning tasks are learning tasks are learning tasks are are poorly done and
Requiremen submitted on or submitted a day submitted 2 days need improvement.
ts before the after the deadline. after the deadline.
deadline.
MY TOTAL SCORE
_____________________________
Signature of a Practicum Supervisor
SSSDS
