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INTEG > 3 > Flashcards

3 Flashcards

1
Q

What instructional method integrates subject matter with language learning?

A

CONTENT BASED INSTRUCTION

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2
Q

What crosses the conventional knowledge boundaries?

A

FOCUSING INQUIRY

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2
Q

What refers to initiatives that integrate the patriotic framework into the Philippine educational system?

A

MAKABAYAN

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3
Q

What is a mode of integrative teaching where learners are enrolled in 3 to 4 linked courses?

A

GENERIC COMPETENCY MODEL

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3
Q

What is the process of making connections among concepts and information in teaching process?

A

INTEGRATIVE TEACHING

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4
Q

Laboratory of life or a practice environment

A

MAKABAYAN

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5
Q

According to Department of Education (DepEd), BEC Primer, it is a learning area of the 2002 Basic Education Curriculum (BEC) which is a restructuring of the New Elementary School Curriculum and the New Secondary School Curriculum.

A

MAKABAYAN

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6
Q

the fifth learning area in basic education, has learning components that are interdisciplinary in nature.

A

MAKABAYAN

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7
Q

BEC aims to raise the quality of Filipino learners and graduates to empower them for lifelong learning which requires attainment of functional literacy.

A

MAKABAYAN

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8
Q

Makabayan, the ____ learning area in basic education, has learning components that are ____ in nature.

A

fifth
interdisciplinary

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9
Q

MAKABAYAN as a learning area

A

EXPERIENTIAL
VALUE LADEN
INTERACTIVE
INTERDISCIPLINARY

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10
Q

It serves as the unifying principle for the diverse values in this learning area.

A

Love of country

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10
Q

As a _____ , Makabayan cultivates in the learners’ healthy, personal, and national self-concept which includes an adequate understanding of Philippine history and a genuine appreciation of our local culture, crafts, arts, music and games.

A

practice environment

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11
Q

Over the years, reforms and changes in elementary and secondary education have highlighted ______ in the current Araling Panlipunan curriculum.

A

civic competence

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11
Q

Address the history of the Philippines from the pre - historic period down to our contemporary times. The learners examine how people, practices, ideas, and events in the past helped shape the present and how people manage the present to attain a desired future.

A

GEOGRAPHY, HISTORY, AND CIVICS
(GRADE 5)

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12
Q

Development of desirable work attitudes and basic work skills and habits through learning situations relevant to everyday chores

A

HOME ECONOMICS AND LIVELIHOOD EDUCATION
(GRADE 4-6)

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12
Q

Focuses on geographic features of the Philippines as a part of Southeast Asia and the world, the utilization of our natural resources, and the relationship of physical geography to local culture.

A

GEOGRAPHY, HISTORY, AND CIVICS
(GRADE 4)

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12
Q

Focus on our democratic system of government and on the rights, duties and responsibilities of citizens in the Philippine society.

A

GEOGRAPHY, HISTORY, AND CIVICS
(GRADE 6)

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12
Q

Clustered around 3 major values:

  1. national identity and self – esteem;
  2. national unity; and
  3. loyalty to the nation
A

CIVICS AND CULTURE
(GRADES 1 -3)

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13
Q

Enable the child to express his/ her feeling, imagination, and ideas through music, art, and physical activities.

A

MUSIC, ART AND PHYSICAL EDUCATION
(GRADE 1-6)

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14
Q

Covers the study of

Pilipinas sa Timog Silangang Asya in First Year,

Ang Asya at Daigdig in Second Year,

Ekonomiks Tungo sa Likas-Kayang Pag-unlad in Third Year, and

Kontemporaryong Isyu at mga Hamong Panlipunan in Fourth Year.

A

SOCIAL STUDIES

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15
Q

Formation of self - identity and develops in the learner the knowledge and skills necessary for adequate discernment, analysis, discussion and selection of values in real life situations

A

VALUES EDUCATION

15
Q

Comprises home economics, agriculture and fisheries, industrial arts, computer education and entrepreneurship.

A

TECHNOLOGY AND LIVELIHOOD EDUCATION (TLE)

16
Q

Bureau of Curriculum Development and experts from inside and outside the country, along with some teachers, noted ____ in certain grade levels of the current curriculum.

A

congestion

17
Q

statements that serve as the central concept in learning an academic subject, connecting various knowledge towards a comprehensive understanding.

A

Big Ideas

18
Q

This do not clearly indicate the specific knowledge dimension they want to emphasize. While some skills or abilities are mentioned, they are not clearly linked to the content of the unit.

A

Content standards

19
Q

some grade levels have specific products or tasks to accomplish, while others are more flexible. There are also learning competencies that do not align with performance standards.

A

Performance standards

20
Q

both in elementary and secondary schools, they are tasked to organize Makabayan teams to handle the following learning areas.

A

School principals

21
Q

It is cutting across the subject matter lines, bringing together various aspects of the curriculum into meaningful association to focus upon broad areas of study.

A

Integrative teaching

22
Q

One of the features of Basic Education Curriculum is its stronger integration of competencies and values within and across the subject areas through the use of ____.

A

integrative teaching approaches

22
Q

This acknowledge that students are rich sources of learning. Instead the teachers as the expert inside the class, integrative teaching allows students to explore their own minds.

A

integrative teaching

23
Q

It refers to the concurrent study of language and subject matter with the form and sequence of language presentation dictated by the content material.

A

CONTENT-BASED INSTRUCTION (CBI)

24
Q

This modes of integrative teaching share the the philosophies and principles believed by the Integrative Learning System such as those of the ____

A

Theory of Multiple Intelligence and Learning Styles Theory

25
Q

“an approach to second language teaching in which teaching is organized around the content or information that student will acquire, rather than around a linguistic or other type of syllabus”

A

CONTENT-BASED INSTRUCTION (CBI)

26
Q

Its focus is on the topic or subject matter. During the lesson students are focused on learning about something by the use of the content of another subject.

A

CONTENT-BASED INSTRUCTION (CBI)

27
Q

It is a method of teaching language and content in a tandem.

A

CONTENT-BASED INSTRUCTION (CBI)

28
Q

Students learn about what interest them using the language they are trying to learn, rather than their native language.

A

CONTENT-BASED INSTRUCTION (CBI)

29
Q

They develop linguistic ability in the target language

A

CONTENT-BASED INSTRUCTION (CBI)

30
Q

It is a natural way of developing language ability that corresponds to the way the first language was earned.

A

CONTENT-BASED INSTRUCTION (CBI)

31
Q

it is an interdisciplinary approach that uses questions to organize learning.

A

FOCUSING INQUIRY

32
Q

This system is more student-centered, with the teacher as the facilitator of learning.

A

FOCUSING INQUIRY

32
Q

This approach is more focused on using and learning content to develop information processing and problem-solving skills.

A

FOCUSING INQUIRY

33
Q

Concepts and content are less important than the governing process of conducting an investigation and communicating what was learned to others.

A

FOCUSING INQUIRY

34
Q

This can be a self-renewing cycle of questions and answers. Using what learners already know as a starting-point, learners generate questions about the things they do not know yet.

A

FOCUSING INQUIRY

35
Q

It puts more emphasis on “how we come to know and less on “what we know”

A

FOCUSING INQUIRY

36
Q

Students are more involved in the construction of knowledge.

A

FOCUSING INQUIRY

37
Q

Students ask questions that are more open and reflective in nature.

A

FOCUSING INQUIRY

37
Q

It stresses skill development and nurtures the development of good habits of mind

A

FOCUSING INQUIRY

38
Q

Assessment is focused on determining the progress of skills development in addition to content understanding.

A

FOCUSING INQUIRY

39
Q

The links between the courses of Generic Competency Model
rest essentially on _____

A

“general competencies”

40
Q

In MAKABAYAN, competencies are clustered into three:

A

Personal Development
Social Competence
Work/Special Skills

40
Q

The course assist learners in developing competencies that will transfer readily from one discipline to another.

A

Generic Competency Model

41
Q

They can decide which competency he/she will make students develops

A

Teachers

42
Q

Instructional integrity of the discipline is maintained

activities draw on the processes and skills important to each discipline.

A

Generic Competency Model

INTEG (6 decks)

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