COLEGIO DE SAN GABRIEL ARCANGEL

Area E, Sapang Palay Lungsod ng San Jose Del Monte Bul.

FOUNDED 1993

Discussants: Mellicent De Guzman, Feljun Pavo Odo, Princess Marie Del monte
Course: Bsed Filipino 2-1
Subject: PROED 7
Professor: Dr. Marife H. Molining

CROSS CURRICULAR LITERACY

WHAT?
Grammar and Literacy more generally is about helping pupils to access the whole
curriculum. Literacy is about helping pupils to read subject information and it is about
helping pupils to write in order that they can assimilate this subject information and then
demonstrate their learning.

CROSS CURRICULAR UNIT?

A conscious effort to apply knowledge, principles, and/or values to more than one
academic, discipline simultaneously. The discipline may be related through a central
theme, issue, problems, process, topic or experience. (Jacob 1989)
A Cross Curricular approach to teaching is characterized by sensitivity towards, and a
synthesis of knowledge, skills and understanding from various subject areas. These
inform an enriched pedagogy that promotes an approach to learning which embraces and
explores this wider sensitivity through various methods.

CROSS CURRICULAR IS CHARACTERIZED BY 3 S AND 3 E

SENSITIVITY,SYNTHESIS AND SUBJECTIVITY
These are key words in the definition. They refer to the ways in which teachers should
approach the knowledge, skills and understanding inherent within every curriculum
subjects. These are exemplified in curriculum documents but also have a historical legacy
that is underpinned in various ways, not least in teacher’s and other conceptions about a
particular subject and how it should be taught. Understanding this is a vital step that
needs to be taken before moving into collaborative curriculum ventures.
These words also refer back to the act of teaching . In other words, they are important,
informing teaching principles that impact on learning. Cross curricular teaching is not
about weakening and watering down subjects in any way. Rather, it is about the
development of an enhanced pedagogy that a skilful teacher adopts for the explicit
purposes of enhancing teaching and learning.

ENRICHING, EMBRACING AND EXPLORING

 The new, enriched pedagogy of cross curricular teaching will embrace and explore the
teacher’s sensitivity towards, and a synthesis of, the different knowledge, skills and
understanding within curriculum subjects. In order for this to happen, there are at least
two premises: firstly, teachers will need to understand their own ‘intrinsic’, and their
subjects , ‘subjectivities’; secondly, teachers will need to ensure that their subject
knowledge is extended beyond their own subject areas.
*PEDAGOGY- the art, science or profession of teaching grammar and literacy.

WHY?
Why Cross Curricular Teaching is Essential?
It is time that teachers and administrators realize that public education has reached a
dam in the river. We have gone about as far as we can go with isolated instruction and
learning. While it may have served the purpose for the older generations, it does not meet
the deeper learning needs of students today and tomorrow. Fortunately, deeper learning
can be accelerated by consolidating teacher efforts and combining relevant contents, in
effect, opening new spillways of knowledge.
Educators are committed to providing students full access to the well deep learning
knowledge that will unlock their potential. But in order to get beyond the current eye
dropper doses of knowledge sampling in school curriculum, it requires the teachers and
administrators understand and accept a few things:
1. Deep learning engages the whole student (and teacher).
2. It requires enthusiastic partners.
3. It requires intensive preparation.
4. Assessment must mirror learning.
5. Collaboration is necessary.

There are three general phases of teacher collaboration and interdisciplinary teaching.
1. Aligned Collaboration – to start collaboration, begin with alignment. Aligned
collaboration is when a social studies department and the English department get
together and agree that DBQ’s (Document Based Questions) can count for
English credit as well as social studies credit and then plan the year so that topics
of study in history are taught concurrently with literary eras. In this way, students
can construct a foundation, and are able to better generalize what is learned in
history because they see the effect on literature.
2. Cooperative Collaboration - you and your fellow teachers need to synchronized
your strokes to match your pace. For example, a math and science teacher get
together and decide on the best way and the best time to teach motion and
cooperatively agree to help each other teach it, either separately or jointly.
3. Conceptual Collaboration – a teacher must dive into deep water of conceptual
understanding in the other content area.

PURPOSE OF CROSS CURRICULAR TEACHING AND LEARNING

 1. Motivate and encourage pupils learning with their wider life experience.
2. Draw on similarities in and between individual subjects.
3. Provide active and experiential learning for pupils.
4. Develop meaningful co – operation and collaboration between staff leading to the
dual benefits of curriculum and professional development.
5. Contribute towards a broad range of teaching and learning opportunities.
6. Promotes pupil cognitive, personal and social development in an integrated way.
7. Allow the teachers the opportunity to evaluate and reflect on their teaching and be
imaginative and innovative in their curriculum planning.
8. Facilitate a shared vision amongst teachers and manager through meaningful
collaborations at all levels of curriculum design.

INQUIRY SUB QUESTIONS

Once you have become familiar with your topic through your background research,
you can begin to think about how to approach answering your Key inquiry Question.
However, the Key Inquiry Question is usually too broad to answer at this early juncture.
Therefore, you need to break your Key Inquiry Question into smaller questions (called
“sub- questions’) using what, where, when, how. In order to answer it sufficiently.