JMJ Marist Brothers

NOTRE DAME OF MARBEL UNIVERSITY

College of Education
City of Koronadal

MODELS OF INTEGRATING VALUES

3 hours

LEARNING OUTCOMES

At the end of this module, you should be able to:

Present clearly the different models of integrating values through a tabular presentation;
Cite concrete ways of living out on how to promote these different models through recitation; and
Ask God’s guidance as you live out these models through a personal prayer.

INTRODUCTION

There is an inevitable need for an educator to have a model in giving the instructions to
students. Following a certain model is a way to ensure that the instruction is well-delivered to students.
Values integration is a laborious and long process indeed. As future values educators, you need to be
oriented about the models of integrating values as presented in this lesson.

ACTIVITY

Socratic Questioning
Generate questions leading to the underlying principles the different models of integrating values.

ACQUISITION OF NEW KNOWLEDGE

Models of Integrating Values

1. Thematic Model of Instruction

DEFINITION
Thematic instruction is the organization of a curriculum around macro “themes.” Thematic
instruction integrates basic disciplines like reading, math, and science with the exploration of a
broad subject, such as communities, rain forests, river basins, the use of energy, and so on.

BASIC ELEMENTS
Thematic instruction is based on the idea that people acquire knowledge best when learning in the
context of a coherent “whole,” and when they can connect what they’re learning to the real world.
Thematic instruction seeks to put the teaching of cognitive skills such as reading, mathematics,
science, and writing in the context of a real-world subject that is both specific enough to be
practical, and broad enough to allow creative exploration.

Thematic instruction usually occurs within an entire grade level of students. Teachers of all the
different subjects taught in that particular grade work together as a team to design curriculum,
instruction methods, and assessment around a preselected theme. Typical steps include:

Choosing a theme–Themes often involve a large, integrated system (such as a city, an ecosystem,
and so on) or a broad concept (such as democracy, weather, and so on). Instructors often strive to
connect the theme to the students’ everyday life. In some cases, students participate in choosing
the theme or themes.
Designing the integrated curriculum–The teachers involved must organize the learning objectives of
their core curriculum (both process skills and content knowledge) around the theme. In the study of
a river basin, for instance, math might involve calculating water flow and volume; social studies
could look at the nature of river communities; science might study phenomena like weather and
floods; and literature could study books and novels that focus on rivers, such as the works of Mark
Twain. The initial design requires considerable work on the part of teachers. Again, sometimes
students help design the curriculum.
Designing the instruction–This usually involves making changes to the class schedule, combining
hours normally devoted to specific topics, organizing field trips, teaching in teams, bringing in
outside experts, and so on.
Encouraging presentation and celebration–Because thematic instruction is often project-oriented, it
frequently involves students giving collective presentations to the rest of the school or the
community. Plus, students commonly create extensive visual displays.
Thematic instruction can be a powerful tool for reintegrating the curriculum and eliminating the
isolated, reductionist nature of teaching around disciplines rather than experience. It requires a lot
of hard, initial design work, plus a substantial restructuring of teacher relationships and class
schedules.

2. Content-Based Instruction

What is Content-Based Instruction (CBI)?

Content-Based Instruction is an approach to language teaching that focuses not on the language
itself, but rather on what is being taught through the language; that is, the language becomes
the medium through which something new is learned. IN the CBI approach the student learns
the TL by using it to learn sme other new content. For example by studying the French
Revolution while using the French langauge. The language being learned and used is taught
within the context of the content. The theory behind CBI is that when students are engaged with
more content, it will promote intrinsic motivation. Students will be able to use more advanced
thinking skills when learning new information and will focus less on the structure of the
language. This approach is very student-centered as it depends entirely on the students’ ability
to use the language.

What can be considered ‘content’?

 There are many things that can be considered ‘content’; what is important is that what is being
taught or discussed through the language not be language instruction related. Aspects of the
curriculum, discussions about current events and world cultures or even general topics of
interest are all valid ‘content’ options.

Imagine you are teaching the past tense to your students. Brainstorm and write down
10 'content' subjects that are related to your target language that you could use to practice this
grammar concept (i.e. Teaching about a historical event).
How can CBI be used in the language classroom?
It is not enough to simply integrate content into the language classroom, it must be done
effectively. Stoller (2002) lists eight practices that allow for natural content integration:

Extended input, meaningful output, and feedback on language and grasp of content
Information gathering, processing, and reporting
Integrated skills (using reading, writing, speaking and listening in natural classroom activities)
Task-based activities and project work, enhanced by cooperative learning principles
Strategy training (to produce more metacognitively aware strategic learners)
Visual support (ie. Images, graphic organizers, language ladders etc.)
Contextualized grammar instruction
Culminating synthesis activities (knowledge is displayed in writing and orally)

3. Problem-Based Model

What is the Problem-Based Learning Model (PBLM)?

When compared to information-memorization, the problem-based learning model is an alternative
way to learn the material in a curriculum. PBL presents a complication or issue that has to be
researched and solved by students.

This model is much more interactive than traditional learning methods and requires students to be
more self-directed in their learning. This is because students – after being presented with a problem
– have to go looking for information to solve the quandary they’ve discovered.

What's Problem-Based Learning?

At one time, schools were a place for children to be seen and not heard. They sat in straight rows
and listened to the teacher lecture then practiced skills independently. Does this sound familiar?
Maybe you were lucky enough to be on the other side of that trend, where teachers interacted
more with their students and made learning fun and engaging.

These days a popular teaching model is Problem-Based Learning (PBL). This method has several
components that make it unique: a question that guides an investigation, hands-on learning
experiences, and a solution to the question in the form of a presentation. Sound like fun? It is, which
is one of the reasons proponents of PBL think it works so well.

Problem-Based Learning Theory

 As a learning model, PBL has several aspects, or strategies, that support its popularity. PBL focuses
on students learning in a hands-on way instead of memorizing facts. It also urges children to use
high-level thinking skills, which require them to analyze, create, defend, or evaluate. Students are
socially active and learn to work as part of a group, asking and answering questions and supporting
others' thoughts. They also find PBL experiences more engaging, motivating, and fun. Finally, the
model naturally lends itself to inter-curricular lessons. Students use reading, writing, math, or other
subjects to answer questions. Let's take a look at Mr. Tyler, a third grade teacher, to see what makes
PBL a strong learning model.

Components
As mentioned above, PBL has a few unique and specific elements. Mr. Tyler learned about the PBL
model last year and has had several chances to use it in his third grade classroom already. Although
he teaches elementary students, PBL is versatile enough to use at any grade level. Here's what it
looks like:

All learning experiences with PBL begin with an essential question. This question is one that doesn't
have a right answer and needs deep understanding of content to be answered.
Learning is self-directed, meaning students are responsible for finding a solution to the problem.
Students work in cooperative groups to find a solution.
The team of students presents their findings, called a culminating project, to the class.
Teachers are active in PBL, guiding students through their research and providing support.

4. Theme Based Model

Theme Based Approach

The Theme Based Approach is a way of teaching and learning, whereby many areas of the curriculum
are connected together and integrated within a theme. Using themes while working with young children
has been popular since John Dewey, an American philosopher, psychologist, and educational reformer
first proposed that the curriculum should be related to real-life experiences.

Thematic units are common in preschool classes since preschool children learn through interactive,
hands-on activities. Thematic units are mainstream among kids and educators alike. What numerous
early childhood instructors don’t understand is that the utilization of thematic units gives a coordinated
way to deal with educating and learning. Children are able to relate to real-world experiences and build
on prior knowledge of a topic. Thematic units also help teachers with a paving way to facilitate learning
for each child who has his/her own way of learning things.

A thematic way to deal with instructing includes incorporating every single branch of knowledge
together under one subject. It traverses headlines and enables kids to relate essential scholarly abilities
to true thoughts. Themes help us to weave the design that brings in the structure to the whole of our
approach. They intertwine the different methodologies which make the learning experience meaningful
for the child.
Through theme, children get to understand their own unique strengths, explore multiple ways of
learning and also use the skills that they have been acquiring through Montessori methodology.

Through skillful planning the curriculum integrates into a framework that helps children to be
introduced to life skills, academic skills, understanding one’s own unique skills, critical thinking and
ample of opportunities are provided for children to learn social, cognitive, emotional and physical
development which are recognized as equally valuable assets which are reflected in our curriculum.

APPLICATION

Create a tabular presentation showing the different models of integrating values.

ASSESSMENT

Express your views relating your concrete ways of living out on how to promote these different
models

REFERENCES

https://www.funderstanding.com/educators/thematic-
instruction/#:~:text=Thematic%20instruction%20is%20the%20organization%20of%20a%20curriculum,b
asins%2C%20the%20use%20of%20energy%2C%20and%20so%20on.

https://bestofbilash.ualberta.ca/content.html

https://howdoihomeschool.com/improving-homeschool/problem-based-learning-model-homeschool/

https://study.com/academy/lesson/problem-based-learning-examples-theory-definition.html