Makabayan is the learning area that lays most stress on the development of social awareness, empathy and a firm commitment to our common goal as a nation. It entails the use of integrated units, which enable the individual to personally process, assimilate and systematically practice wide range of values and life skills including work ethic.

2. Makabayan
The learning area that lays most stress on the
development of social awareness, empathy and a firm
commitment to our common goal as a nation.
It entails the use of integrated units, which enable the
individual to personally process, assimilate and
systematically practice wide range of values and life
skills including work ethic.

3. Principles of Teaching-Learning
MAKABAYAN
The main principle of teaching and learning
Makabayan is to do integration.
Integration is characterized by the following (Kovalik
and Olsen, 1994)
Prefers questioning and problem solving to direct
the process of acquiring knowledge and skills
Cuts across subject-matter lines
Brings together various aspects of the curriculum
into a meaningful association

4. Focuses upon broad areas of study
Reflects the interdependent real world
Involves the learner’s body, thoughts, feelings,
senses, and intuition in learning experience
Unifies knowledge and provides a greater
understanding than that which could be obtained
by examining the parts separately

5. Bases its practices on the characteristics of the
human learner and on the interdependent nature
of reality
Immerses students in an enriched environment
that reflects the complexities of life
Provides a holistic context for learning
Leads to a greater ability to make a number of
connections and to solve problems

7. Makabayan shall be delivered using the integrative
teaching strategies which include thematic, content-
based, focusing inquiry, and generic competency
models.

8. It focuses on connections rather teaching isolated
facts. For instance, a certain different subject may be
integrated in teaching another subject (Like the
content of Science be taught in teaching Language).
With this, learners will be able to realize that subjects
being taught to them are not separate and isolated
field of knowledge, but are linked to each other in
order to achieve understanding and concept
attainment.

9. Integrative teaching aims to connect what is learned in
school to real life situations, thus it is more on
developing problem solving and discussions of issues
in the real world.
Learners will learn to relate what they learn and apply
it to their own daily lives.

10. Integrative teaching involves consideration on the
learners' individual differences. These include
multiple intelligences and learning styles. The teacher
therefore must present the lesson in various ways that
can cater each learner's uniqueness.

11. Finally, when we say integrative teaching, we must
remember the ABC domain of our objectives. The
cognitive, behavioral and affective dimensions in
teaching must be given balanced consideration.
Values must be integrated in instruction across all
subject areas. Through this, we are molding
"integrated" learners, or well rounded individuals

12. Examples of integrative teaching:
 Content-Based Instruction
 Thematic Teaching
 Focusing Inquiry
 Generic Competency Model.

13. Characteristics
It recognizes learning around ideas.
It provides a framework for linking content and process
from variety of discipline.
The theme provides coherence activities that accompany
the unit.
It also help to see the learners see the meaningful
connection across the discipline or skill areas.
It conveys clear, compelling purpose to learners,
teachers and parents.

14. It links ideas to action.
Topics are relevant and are of interest to children.
An array of lessons is built around central ideas.
It enhances children’s concept development.
It provides a means for integrating content learning
and process learning in ways that are meaningful to
them.

15. Content Learning
It uses such mental abilities as attending, listening,
observing, remembering, and recalling.
It consists of socio-conventional knowledge around
which the theme is designed
It gathers data about people in the community and their
work through field trips, observation, interviews and
the like
In the classroom, it engages in hands-on activities,
replicates, simulates the work of the people from the
community.
It provides stories, books and other sources of
information such as videos or demonstrations by
resource persons.

16. Process Learning
It is comprised of the cognitive, social, emotional and
physical elements that form the basis for all experience
in the classroom.
It encompasses the whole child.
The process involved range from mental abilities such as
grouping, differentiating, inferring and concluding, to
such physical skills as developing strength or endurance,
to the social skills of learning; how to delay gratification
or how initiate an interaction.

17. Learners gain factual insight into the life of workers and
can also test their ideas.
Learners gain opportunities to reach compromises.
It creates symbols.
Learners draw conclusions.

18. A concrete example: Supposing the theme would be,
"Philippines, A Spanish Experience". Using this theme, the
following objectives can be formulated on each subject:
Science: Evaluate the technological advancements in the
Philippines from Spanish Era up to the present
Mathematics: Develop a pictograph on the duration of
Spanish regime in relation to other foreign colonizers who
controlled the Philippines.
English: Identify infinitives by reading a selection entitled,
"Philippines: 0n the Hands of Spain"

19. Filipino: Matukoy ang mga gamit ng pangngalan sa
pagbasa ng kwentong, "Ang Buhay ni Andres"
MAPEH: Maawit ang ilan sa mga kundimang umusbong sa
panahon ng himagsikan
Araling Panlipunan: Masuri ang pagbabagong naidulot
ng pagsakop ng Kastila sa Pilipinas
HELE: Makapagluto ng putaheng impluwensya ng Kastila
Values Education: Express the value of freedom by
writing a short credo for the country

20. The focus of a CBI is on the topic or subject matter.
During the lesson the students are focus on learning
about something by the use of the content of another
subject.
 Example: When Filipino as subject integrates
lesson content in HKS to teach Filipino grammar.

21. Content Learning
Students learn about what interest them using the
language they are trying to learn, rather than their
native language.
They develop linguistic ability in the target language.
It is a natural way of developing language ability that
corresponds to the way the first language was earned.

22. Process Learning
Preparation
In the preparation, teacher chooses a subject of
interest to students.
He/ She finds three or four suitable sources that
deal with the different aspects of the subject.

23. During the Lesson
Teacher divides the class into small groups and
assigns each group a small research task and a
source of information to use.
Once research is done, students from new groups
with those that used other information sources and
share and compare their information.
There should be some products as the end result of
the sharing of information.

24. For example, when a teacher teaches about a lesson in
English, like "Good Qualities of a Paragraph", he/she
may use sample paragraphs with topics containing or
relating to other subjects like Science or History. Or
when teaching a lesson about Filipino, he she can
utilize selections pertaining to Araling Panlipunan or
HELE.

25. Focusing means the center of interest or activity is the
focus of attention and concentration.
Inquiry is sometimes termed “discovery”, heuristic”
and “problem solving”
It is defined simply as a teaching method which is
“modeled after the investigative processes of scientist”
It puts premium in obtaining information through
direct experience.

26. Content Learning
It is focused on using learning content as a means to
develop information-processing and problem solving
skills.
It puts mere emphasis on “how we come to know” and
less on “what we know”.
It is student-centered with the teacher as facilitator of
learning.
Students are more involved in the construction of
knowledge.

27. Students ask questions that are more open and reflective
in nature.
Assessment is focused in determining the progress of
skills development in addition to content
understanding.
It stresses skill development and nurtures the
development of good habits of mind.

28. Process Learning -The steps:
1) Getting started, by identifying preliminary questions
and information
2) Planning, by specific unknown and formulating
hypotheses
3) Focusing by refining the preliminary question
4) Identifying and mapping possible resources
5) Evaluating resources

29. 6) Tracking what fits and what doesn’t
7) Assessing preliminary answers
8) Making sense of multiple piece of information
9) Telling a particular audience the personal story of the
“learning journey”

30. In this approach, learners are enrolled in three to four
linked courses.
These link between the course rest essentially on
generic competencies.

31. Content Learning
1) Learners are enrolled in three to four limited courses
link among the sources essential on “generic
competencies”.
2) Learners are assisted in developing competencies that
will transfer readily from one discipline to another.
3) Competencies are clustered into personal
development, social competence, and work/special
skills.
4) The subject specialist teaches his or her subject.
5) Instructional integrity of the discipline is maintained.
6) Activities draw on the processes and skills important
to each discipline .

32. Process Learning
1) Describe a generic competency (social, personal,
productivity/work/special skills) that allows related
competencies from many subjects to enter the
integration process.
2) Identify the culminating performance (what, why, and
how).
3) Brainstorm the specific skills that would expect the
learners to derive from the project.
4) Examine if the specific skills will lead to the
culminating performance.
5) Design the scoring guide (criteria and standard) to
assess the performance.

33. For example: "Identify material and non-material
culture and to affirm their importance through
preparing an exhibit about the culture of the
Philippines“
In the above mentioned objective, the teacher can
decide which competency he/she will make
the students develop. If the teacher wants the 3, the
better.

34. For personal skills, students can develop their love
and appreciation of their own culture.
For social competence, the students can work in
groups especially in preparing their culminating
performance which is an exhibit.

35. Lastly, for the work/special skills, the student can
utilize their creative and artistic skills to make their
exhibit appealing.
• Their work attitudes can also be reflected especially
given a deadline and/or a criteria. The objective might
be related to Social Science, however, the skills in
making the exhibit can be drawn from MAPEH or
HELE subjects, as well as the proper work attitudes
learned from Values Education.

38. is just giving students something to do, getting
back what they have done, and then assimilating
it yourself, so that you can decide what would be
best to do next.

39. Three distinct reasons for interactive teaching
1. It is an attempt to see what actually exists in the brains
of your students. This is the "summative" aspect
2. It is "formative", where the teacher aims through the
assigned task to direct students' mental processing
along an appropriate path in "concept-space".
3. It is "motivational". Learning is hard work, and an
injection of motivation at the right moment can make
all the difference. One motivating factor provided by
the interactive teacher is the requirement of a response
to a live classroom task.

40. It is a daily record, chronology or a register of events.
It is a record of what transpires during a learning
activity.
Characteristics
The journal serves as an “unadulterated” feedback of
important happenings during a learning activity, since
the writer does it voluntarily without fear of being taken
negatively.
The students learn to express their own feelings and
reactions in a most sincere manner, including the fun,
satisfaction and satisfactions during the days activities.

41. Habang ang grupo ng trabaho ay maaring mukhang
magulong, ito ay madalas na isang medyo epektibong
tool. Kapag ang mga mag-aaral-ugnayan sa kanilang
mga kasamahan sa grupo ng trabaho, mayroon sila ng
pagkakataon upang matuto mula sa kanilang mga
kaklase at makipagpalitan ng impormasyon. Magbigay
ng mga mag-aaral sa isang aktibidad at payagan ang
mga ito upang makumpleto ang mga ito bilang isang
grupo. Subaybayan ang kanilang trabaho upang
matiyak na manatili sila sa gawain, at tulungan ang mga
ito kung sila nakatagpo ng problema habang gumagana
ang mga ito.

42. Payagan ang mga mag-aaral upang ilagay ang kanilang
mga sarili sa shoes ng iba sa pamamagitan ng nakatuon
sa papel-play. Maaari kang magtanong ng mga mag-
aaral na isama sinuman mula sa mga pulitiko (para sa
isang kasaysayan o panlipunan na pag-aaral aralin) sa
character libro (sa isang Ingles klase.) Hilingin sa mga
mag-aaral na pisikal maglangkap kanilang itinalaga tao,
pagsasalita bilang ay sila magsalita at paglipat bilang sila
ilipat. Mga mag-aaral ay mas makapag-empathize sa iba
at maunawaan kung ano ito ay tulad ng ibang tao.

43.  Matiyak na ang mga mag-aaral maunawaan ang mga materyal
sa pamamagitan ng pagtatanong sa kanila upang makipag-
ugnay sa aralin at pagpapakahulugan sa ibang pangungusap
bagay na iyong sinabi. Kasalukuyan mag-aaral na may isang
maikling aralin, babala ito bago kamay na sila ay pagpunta
upang gamitin ang impormasyon sa ilang sandali. Sa dulo ng
panayam, hilingin ang mga mag-aaral na kumuha ng isang
sheet ng papel at muling isulat ang impormasyon na iyong
ipinakita sa kanila sa kanilang sariling mga
salita. Paraphrasing na ito ay nagbibigay ng mga mag-aaral
ang pagkakataon upang makaugnay ang bagong
impormasyon, at nagbibigay-daan sa mga guro sa madaling
makita kung gaano kahusay ang mga mag-aaral ay
nauunawaan ang ibinigay na impormasyon.

44. Hikayatin ang masigla pag-uusap sa iyong silid-aralan sa
pamamagitan ng nakakaengganyo ng mga mag-aaral sa
isang debate. Talakayin isang kontrobersyal na isyu sa
mga mag-aaral, tuklasin ang mga kalamangan at
kahinaan ng isyu. Hilingin sa mga mag-aaral upang
ihanda ang parehong mga posisyon ng debate. Kapag
dumating ang mga mag-aaral sa klase, magtalaga sa
kanila ang pro o salungat na paninindigan. Payagan ang
mga mag-aaral sa debate ng mag-aaral sa mag-aaral o
grupo sa pangkat, na nagpapahayag ng kanilang
paninindigan at pag-back up ito may katibayan mula sa
klase.

46. Education that is organized in such a way that it cuts
across subject matter line, bringing together various
aspects of the curriculum in to meaningful association
to focus upon broad areas of study. (Shoemaker 1989)
Integrative Approach is a curriculum design that
promotes personal and social integration through the
organization of the curriculum around significant
problems and issues collaboratively identified by
educators and learners without regard for subject area
lines

47. Integrated curriculum is a way of organizing or
recognizing the relationships of ideas, skills and
processes in one or more or among different subjects
within and outside a particular areas of discipline
Integrative teaching is an educational movement that
allows questioning and problem solving rather than
the structure of the academic disciplines, direct the
process of acquiring knowledge and skills

48. Values
Concepts
Facts

49. This was popularized by advocates of value
clarification like Charles E. Merrill. The proponents of
this integrated teaching strategy asserts that the
teaching-learning process should touch the facts-level,
the concepts-level, and values level.
On the facts-level, the students learn isolated facts; on
the concepts-level, this fragmented and meaningless
facts are viewed and organized into concepts fewer
than the facts; while on the values level the knowledge
acquired are related to the student’s life.