English for STEM-applying content of knowledge within.and across curiculum

1. IN-SERVICE TRAINING FOR TEACHERS 2023
Applying Content of Knowledge
Within and Across Curriculum
Teaching Areas:
English for Science, Technology,
Engineering, and Mathematics (STEM)
Camille Rose E. Tubig

2. IN-SERVICE TRAINING FOR TEACHERS 2023
Objectives
At the end of the session, the participants will be able
to:
TERMINAL OBJECTIVE:
Develop a lesson plan that employs the
application of content knowledge within and
across teaching areas.

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Objectives
The enabling objectives are the following:
a. Identify instructional practices on how to apply
content knowledge within and across curriculum
teaching areas
b. Identify the requisites in applying content knowledge
within and across curriculum teaching areas

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Review of Key Concepts
1. Competencies that teachers are
expected to master for them to teach
efficiently and effectively.
EDGELWOKN ETNOCTN

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Review of Key Concepts
1. Competencies that teachers are
expected to master for them to teach
efficiently and effectively.
CONTENT KNOWLEDGE

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Review of Key Concepts
2. Different learning/subject areas
taught and learned in the basic
education curriculum
UCMULIURCUR ESARA

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Review of Key Concepts
2. Different learning/subject areas
taught and learned in the basic
education curriculum
CURRICULUM AREAS

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Review of Key Concepts
3. - Inclusion of appropriately chosen intra-
disciplinary topics and enabling learning
competencies within the curriculum guide of a
specific learning area and grade level.
INHTWI MULCUIRCUR
CAETNGHI SAARE

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Review of Key Concepts
3. - Inclusion of appropriately chosen intra-
disciplinary topics and enabling learning
competencies within the curriculum guide of a
specific learning area and grade level.
WITHIN CURRICULUM
TEACHING AREAS

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Review of Key Concepts
4. - Making meaningful connections and
including appropriate interdisciplinary topics
and learning competencies cited in the
curriculum guide of other learning areas in any
grade level.
SOSCRA MULCUIRCUR CAETNGHI
SAARE

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Review of Key Concepts
4. - Making meaningful connections and
including appropriate interdisciplinary topics
and learning competencies cited in the
curriculum guide of other learning areas in any
grade level.
ACROSS CURRICULUM TEACHING
AREAS

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Self-Reflection (Pre-Test)
Reflect on their current practices on how to apply content
knowledge within and across curriculum teaching areas.

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PPST Domain 1:
Content Knowledge &
Pedagogy

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PPST Domain 1: Content Knowledge & Pedagogy
recognizes the importance of teachers’
mastery of content knowledge and its
interconnectedness within and across
curriculum areas, coupled with a sound
and critical understanding of the
application of theories and principles of
teaching and learning

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PPST Domain 1: Content Knowledge & Pedagogy
1.1.2 Apply knowledge of
content within and across
curriculum teaching
areas.

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INDICATOR 1
The teacher applies accurate, in-depth, and broad
knowledge of content and pedagogy that creates a
conducive learning environment that enables an in-depth
and sophisticated understanding of the teaching and
learning process to meet individual or group learning needs
within and across curriculum teaching areas.

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PPST Domain 1: Content Knowledge & Pedagogy
1.1.2 Apply knowledge of content within and across
curriculum teaching areas.
What is Content Knowledge?

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Content Knowledge
Content Knowledge (CK) is the teacher’s
knowledge about the subject matter students will
learn. It includes knowledge of concepts, theories,
ideas, organizational framework, evidence and
proof, and the practices and approaches that lead
to developing such knowledge (Shulman, 1987).

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PPST Domain 1: Content Knowledge & Pedagogy
1.1.2 Apply knowledge of content within and across
curriculum teaching areas.
What is Pedagogical Knowledge?

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Pedagogical Knowledge
Pedagogical Knowledge is the
teachers’ deep understanding of the
process and practices or method of
teaching and learning.

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Pedagogical Content Knowledge
 Pedagogical content knowledge (PCK) is the skill of teaching a
subject effectively to different learners
 to fill the gap between content knowledge and pedagogical
knowledge
 PCK involves understanding the subject matter, the students'
prior knowledge and misconceptions, and the best teaching
methods and strategies
 PCK also requires knowledge of the curriculum, the context,
and the goals of the instruction

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Activity
Let’s Analyze!
Identify the teaching areas and possible competency
involved in the following set of learning activities/outputs.

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Applying intra- and interdisciplinary concepts in
your teaching practices
1. Analyze the target learning competencies.
2. Assess learners based on their diverse learning
styles, needs, interests, engagement level,
previously mastered enabling competencies and
progression in the past lessons.

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Applying intra- and interdisciplinary concepts in
your teaching practices
3. Assess the setting, time, and resources.
4. Localize or contextualize the lesson and use
relatable issues/concerns. You may use the
following criteria: a. Is it a real issue? b. Are you
personally interested in it? c. Is the scope of the
issue manageable?

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Applying intra- and interdisciplinary concepts in
your teaching practices
5. Plan activities for each part of the DLL.
a. Make and deliver activities/exercises aligned with the
lesson objectives.
b. Have each activity reinforce ideas and/or skills from
different subjects to indicate the importance of combining
disciplines.
c. Vary activity types to increase engagement level.

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Applying intra- and interdisciplinary concepts in
your teaching practices
6. Give time for learners to reflect on their
answers/outputs.
7. Determine proper assessment strategies.
8. Develop rubrics based on the measurable lesson
objectives and use criteria that appropriately
describe the target output.

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Applying intra- and interdisciplinary concepts in
your teaching practices
9. Reflect on learners’ participation rate,
products and performances.
10. Reflect on the relevance and
appropriateness of the interdisciplinary
teaching process in your class.

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Incidental teaching is also a good
venue to demonstrate and apply
content knowledge within and across
learning areas.

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Culminating activities integrating
learning competencies from different
subjects can also be considered as an
application of this indicator.

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Teachers may integrate content
knowledge within and across learning
areas in any part of the DLL/DLP.

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CONTENT KNOWLEDGE APPLICATION WITHIN
CURRICULUM TEACHING AREAS
EXAMPLE 1:
After discussing ways to solve two-step word problems, a
learner, who still finds difficulty in comprehending and solving
given word problems, asks the teacher to reteach the process
and to give more tips in performing mathematical operations
correctly. The teacher extends the discussion of this content
and provides more board exercises and paired problem-solving
activities to help all the learners to fully understand the topic.

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CONTENT KNOWLEDGE APPLICATION WITHIN
CURRICULUM TEACHING AREAS
EXAMPLE 2:
In a Grade 9 Science class, the teacher uses her learners’
knowledge of Mendel’s law of inheritance by predicting the
possible offspring on a test cross using a Punnett square (as
part of the eighth-grade curriculum) to present the lesson on
the Non-mendelian Pattern of Inheritance.

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CONTENT KNOWLEDGE APPLICATION ACROSS
CURRICULUM TEACHING AREAS
EXAMPLE 1:
An English teacher uses content knowledge in different
disciplines by teaching academic and TVL students the varied
types of reaction or review papers and guiding learners to do
different outputs depending on their fields of specialization like
a movie review, food review, gadget review, digital commercial
review, or architectural review.

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CONTENT KNOWLEDGE APPLICATION ACROSS
CURRICULUM TEACHING AREAS
EXAMPLE 2:
A teacher in Araling Panlipunan (Social Studies) mentors in an
oratorical contest featuring the town’s local hero and prepares
the learner for the speech competition. In another example, a
school paper adviser trains school journalists in various areas
like news, feature, Science, sports, editorial cartoon, layouting,
photojournalism, collaborative publishing, and radio and TV
broadcasting.

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About This Course
This course is designed for non-native English speakers
who are interested in improving their English skills in the
sciences. In this course, you will explore some of the most
innovative areas of scientific study, while expanding your
vocabulary and the language skills needed to share
scientific information within your community.

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English for Science, Technology, Engineering, and
Mathematics (STEM)
A. Language Focus: Comparative Adjectives
Fill the gap with the correct answer from the choices below.

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English for Science, Technology, Engineering, and
Mathematics (STEM)
B. Language Focus: Using Modal Verbs to Make a
Suggestion
Imagine your friend is going to visit the Arctic to study the
melting of the polar ice-caps. Choose the most appropriate
modal verb to complete the following suggestions. To help you,
the strength or weakness of each suggestion is marked on a
line.

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English for Science, Technology, Engineering, and
Mathematics (STEM)
C. Language Focus: Future Possibility and Probability
Modals
Choose the most appropriate modal verb to complete the
following statements.

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The gains in teacher
pedagogical content
will lead to learning
gains in students.

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A professional learning community, or PLC, is
a group of educators that meets regularly,
shares expertise, and works collaboratively to
improve teaching skills and the academic
performance of students.

68. P A G E 68
FGD:
C O N N E C T T O R E C O N N E C T

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Task: Develop a lesson plan that employs
the application of content knowledge within
and across curriculum teaching areas.

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