1. TALABAN PROJECT
A Povedan Initiative on
Curriculum Integration and
Socio-Pastoral Formation
Presented by:
Arnel B. Galgo
PLC Social Action Chief
2007

2. Our Process: SEE-JUDGE-ACT
JUDGE
Secular
Cultural Mindsets Mt16:13-15 Philosophies
Catholic Ed Vocation/
Foundation Mission
SEE
Econ/Pol/
Cul/Ecol
Jn1:38-39 Church
ACT
EdSystem Catholic Ed Lk9:23
Existing EdSystem TALABAN
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3. SEE: PHILIPPINE
EDUCATION SYSTEM
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4. The Philippine Educational Curriculum (Secondary)
National Secondary Overcrowded, leading to
Educational Curriculum (NSEC) deficiency in the mastery of
skills, contextualization of
Filipino English concepts, & interconnection
DepEd among subjects!...
Science Mathematics
Revised Basic Education
TLE MAPEH Values Ed. Curriculum (RBEC)
Araling Panlipunan Secondary Level
1. “…Global context of educational
system changed rapidly since Filipino English
1980s– world becoming borderless
to info, commodities, financial
investments, crime, terrorism & eco
Science Mathematics
problem.
2. …many learners not attaining MAKABAYAN
functional literacy making it difficult (AP/TEPP/MSEPP/EP)
for them to meet challenges of
rapidly changing world.”
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5. “What will students need to
be successful in their world?”
 A high capacity for abstract, conceptual
thinking
 The ability to apply this thinking to real
world problems
 The ability to function in an
environment where communication
skills are vital
 The ability to work easily and well with
others to resolve conflict and to work
well without close supervision.
(Marshall and Tucker, 1992)
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6. “Basic Tool Subjects”
Science Filipino English Mathematics
Team
Teaching
Thematic
Teaching Araling Edukasyon sa
Panlipunan Pagpapahalaga
MAKABAYAN
Collaborative
Musika, Sining
Teaching Teknolohiya,
At Edukasyong
Pangkatawan at Edukasyong Pantahanan
Integration at Pangkabuhayan
Pangkalusugan
“RBEC makes use of innovative, interdisciplinary &
integrative modes of instructional delivery…” - DepEd
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7. What happened?...
Orientation
Budget
RBEC Schools
Knowledge
Skills
? Trainings
References
“…Around 50 percent of all private schools had responded
to the invitation to train on the BEC”
- Dr. Lolita Andrada, Assistant Director
Bureau of Secondary Education
RBEC 2002 2010 UbD
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8. What is “Curriculum Integration”?
Definition: Generally, an educational approach that cuts across and
draws on multiple subject areas for learning and instruction…with the
purpose of realistically link various disciplines in the study and
exploration of certain aspect of the world.
Elements:
 A combination of subjects
 An emphasis on projects
 Sources that go beyond textbooks, including technology
 Relationship among concepts
 Thematic units as organizing principles
 Flexible schedules
 Flexible student groupings
*Ref: Northwest Regional Educational Laboratory, Portland, 1994
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9. According to a U.S. Research (Lipson, 1993)…
• Integrated curriculum helps students apply skills.
• An integrated knowledge base leads to faster retrieval
of information.
• Multiple perspectives lead to a more integrated
knowledge base.
• Integrated curriculum encourages depth and breadth
in learning.
• Integrated curriculum promotes positive attitudes in
students.
• Integrated curriculum provides for more quality time
for curriculum exploration.
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10. Integrated Curriculum and
Teaching Continuum
(Adapted from Brown & Nolan, 1989)
Integration
Integration
Integration through Integration
through
through the practical through
common
correlation resolution student-centered
themes
between of issues inquiry
and
subjects and
ideas
problems
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11. Fogarty’s Ten Ways of Curriculum Integration
Fragmented Connected Nested
Sequenced Shared Threaded Integrated Webbed
Immersed Networked
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12. Types of Subject Integration
Skill-Based Activity/Event-Based Value-Based
Single Subject Parallel (Paired) Interrelated Conceptual
Individual Two teachers share Several teachers Teacher team uses a
teachers make some topics, plan to coordinate concept or problem to
connections within without team topics and frame instruction and
their own planning instruction create curricular
coherence
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13. *Levels of Subject Integration
Thematic/
4 Problem Situation
MY
SUBJECT S1 S2
2
3
MY Reality
SUBJECT Education
1 5
*Five Levels of Subject Integration
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14. Within Subject Integration Using Multiple
Intelligence (Level 1 & 2)
Interpersonal
(Group Work)
Body-Kinesthetic Musical-Rhythmic
(Demonstrations) (Use of Song and Sounds)
Science
Visual-Spatial Intrapersonal
Experiment
(Drawings & Diagrams) (Personal Reflection)
Verbal-Linguistic Logical-Mathematical
(Experiment Reports) (Use of Formula & Equation)
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15. Webbing & Thematic Teaching (Level 3 & 4)
MATH ENGLISH
(Percentage & (Composition
Rate) Writing)
AP
SCIENCE Theme: (Likas na Yaman
(Ecosystem) Protection of Ng Pilipinas )
the Environment
MAKABAYAN:
PILIPINO Art (Poster-making using
(Pangngalan complimentary colors)
At Pang-uri) Music (Song Analysis of Joey
Ayala’s environmental song)
EP (Recycling Projects)
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16. Webbing & Thematic Teaching (Level 3 & 4)
MATH ENGLISH
(Multiplication (Verbs and
of Good Work) adjectives )
AP
SCIENCE (Likas na Yaman
(Session on Pondo ng Pinoy
Symbiotic
Ng Pilipinas )
Relationship)
MAKABAYAN:
PILIPINO
Art (Poster-making using
(Tula Ukol sa
complimentary colors)
Kagandahang
Music (Song Analysis of Joey
Loob)
Ayala’s song/ PnP Theme song)
EP (Bayanihan Project)
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17. Integrated Unit Matrix: Combining Bloom’s Taxonomy
of Learning Objectives (Cognitive Processes) and
Gardner’s Theory of Multiple Intelligences
(Learning Styles)
Gardner Word Logic & Math Space & Vision Body Music People Self
Bloom
Knowledge
Comprehension
Application
Analysis
Synthesis
Evaluation
Source: Helen Warnod, “Integrated Curriculum: Designing Curriculum
in the Immersion Classroom”
ABGalgo2007 The Bridge-ACIE Newsletter, 2002
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18. JUDGE: CATHOLIC EDUCATION
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19. “As it (Church) reflects on the mission entrusted to it by the
Lord, the Church gradually develops its pastoral instruments
so that they may become ever more effective in
proclaiming the Gospel and
promoting total human formation.
The Catholic school is one of these pastoral instruments;
its specific pastoral service consists in mediating between
faith and culture: being faithful to the newness of the Gospel
while at the same time
respecting the autonomy and
the methods proper to human knowledge.”
– The Religious Dimension of Education in a Catholic School #31
Congregation For Catholic Education
Rome, 1988
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20. PCP II on Catholic Educational Institutions
(Part IV. D.8. Par# 622-646; Title XIII. Institutions. Sec. 2. Art. #s106-108)
 Distinct from non-sectarian schools…share an integrated view of
the human person grounded in the person of Jesus Christ.
 Distinct from other Christian schools…is equipped with an
understanding of the dynamics of the Christian person as he/she
participates in the living tradition of the Catholic Church...
 Distinct from the other works of evangelizations…offer a
systematic understanding of the link between faith and life. The
classroom provides an opportunity to understand the person
through the prism of various academic fields, with faith as an
integrating factor. The school further provides the venue for
systematic reflection of one's experiences of being evangelized by
others, such as the family and parish.
- PCPII #s 623-625
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21. PCP II EVANGELIZATION CHALLENGE
Workers of Renewal
Lay Faithful Clergy Religious Other Communities of Renewal
The Christian Family, the Parish,
Lay Ministers of the Word & of the
Eucharist, Catholic Action and Traditional
Church Association, Movements of Renewal, Catholic
Hospital & Community-based Health Workers, Centers of
Formation, Catholic Educational Institutions, Catechesis,
the Youth, and Practitioners of
the Media of Social Communication
“Catholic Educational Institutions are among the
most necessary and potent means of evangelization”
- PCPII #623
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22. “From the nature of the Catholic school also stems one of the most
significant elements of its educational project: the synthesis between
culture and faith. Indeed, knowledge set in the context of faith
becomes wisdom and life vision. The endeavor to interweave reason
and faith, which has become the heart of individual subjects, makes for
unity, articulation and co-ordination, bringing forth within what is
learnt in school a Christian vision of the world, of life, of culture
and of history. In the Catholic school's educational project
there is no separation between time for learning and
time for formation, between acquiring notions and growing in wisdom.
The various school subjects do not present only knowledge to be
attained, but also values to be acquired and truths to be discovered. All
of which demands an atmosphere characterized by the search for
truth, in which competent, convinced and coherent educators,
teachers of learning and of life, may be a reflection,
albeit imperfect but still vivid, of the one Teacher.
In this perspective, in the Christian educational
project all subjects collaborate,
each with its own specific content,
to the formation of mature personalities”
- The Catholic School on the Threshold of the Third Millennium #14
Congregation for Catholic Education
Rome, 1997 ABGalgo2007 22

23. “A Catholic school must be committed to the development of a
programme which will overcome the problems of a fragmented and
insufficient curriculum. Teachers dealing with areas (subject)… all (of
which) have the opportunity to present a complete picture of the
human person, including the religious dimension. Students should be
helped to see the human person as a living creature having both a
physical and a spiritual nature; each of us has an immortal soul, and
we are in need of redemption. The older students can gradually come
to a more mature understanding of all that is implied in the concept of
"person": intelligence and will, freedom and feelings, the capacity to
be an active and creative agent; a being endowed with both rights and
duties, capable of interpersonal relationships, called to a specific
mission in the world.”
The Religious Dimension of Education in a Catholic School #55
Congregation For Catholic Education
Rome, 1988
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24. ACT:
THE “TALABAN”
CONCEPT
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25. SAO INTEGRATION FRAMEWORK
IV
HIGH SCHOOL III
II
MALAY-LIPUNAN
I
7
6
GRADESCHOOL 5
MALAY-KAPWA
4
3
2 MALAY-SARILI
1
PRESCHOOL
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26. HS MALAY-LIPUNAN
FORMATION INTEGRATION
CSDC
SENIORS’
TALABAN COMMUNITY DEVELOPMENT
IV
HIGH SCHOOL III
II
I
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27. Developed Networking
and Linkaging Skills
Developed Developed
Observation Team-Work and
and Analytical Skill Organizational Skills
TALABAN
Developed
Developed
Reflexivity and
Documentation Skills
Faith Orientation
Informed, Skilled, Socially Aware
and Involved Povedans
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28. TALABAN LEVELS-KSV OUTPUT
Complete OUTPUT
Talaban I-IV
Project Defense/
Organization Implementation
Current Seniors’ IV
Talaban +
Composition Project Proposal/
III Term Paper
+
Faith-Orientation
Reflection Paper/
Reflection CST Paper
II
+
Analysis Personality/
Community Profile
Observation I
HS =
POVEDAN CATALYST
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29. Some Important Considerations…
Productive & Responsible Christian Citizen
Society
Agents for Social Transformation
Clienteles: Students Academic Excellence
Global Competence
The Institution Catholic & Parochial
Institutional VMG
My Being A Teacher Teacher as an Employee
Personal Values Discipline &
& Commitment Expertise
Teaching as Vocation
& Profession
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30. *TALABAN: Project-Base Integration
Phases Related Subjects Output
First Phase Filipino-Survey Questionnaire
Science-Scientific Method; rel. subj.
• Data-Gathering Math -Data use & manipulation Community
• Problem/Issue English-Composing the profile Profile
Analysis AP-Exposure to community issues
• Community Profile RelsEd/EP-value of teams & solidarity
English-Composition
Second Phase RelsEd-Faith based rationale/obj.
Math-Data presentation Proposal
• Proposal Making TEPP-Potential tech/livelihood proj.
AP-Narrative discussion of social issue
English/Filipino-Oral presentation
Third Phase RelsEd/EP-Faith perspective articulation Project for
• Panel Defense Math/Science-Logical presentation of data Pilot
TEPP/MSEPP-If project related
*From the Poveda Learning Centre "Talaban" Experience
Galgo, 2001
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31. “TALABAN” CURRICULUM
INTEGRATION APPROACH
1ST SEM 2ND SEM 3RD SEM
STAGE SEE JUDGE ACT
PRESENTATION
OBSERVATION ANALYSIS PLANNING
KNOWLEDGE
DATA-GATHERING REFLECTION (IMPLEMENTATION
SKILLS
ANALYSIS PROPOSAL WRITING MONITORING
EVALUATION)
PROJECT DEFENSE
(Minimum)
COMMUNITY REFLECTIONS
OUTPUT
PROFILE PROJECT PROPOSAL PROJECT
IMPLEMENTATION
(Maximum)
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32. TALABAN OUTPUT BENEFITS
Partner 1. Outreach Programs for
Communities Partner-Communities (e.g.
TALABAN
PEAP, Teachers’Ed, IGP, etc.)
Groups (TG)
SECTION A Output
GRP2
GRP1
SAO
and the
Whole School
Community
2. Research
GRP4 Data
GRP3
3. Opportunities for
0. Direct Project Output for the Department-Based
Partner-Community by TGs Exposures and Outreach
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