INTEGRATIVE TEACHING STRATEGY (Special Topics) - compiled by Krizzie Rapisura Ortega

1. Integrative Teaching Strategies (ITS) Krizzie Ortega Silverio Pilo May-an Pingaping Rudelyn Sabado
Special Topics Benguet State University College of Teacher Education

2. Fragmented Teaching This is what happens when we study just a part of reality like when we put a
wall to shut science from math, language from values, music from civics. This is what we do when we
teach the subjects in isolation from one another.

3. Values and other subjects History and Literature Science and Math Reading and Math India’s Caste
System and Hymn of Creation “What is the angle of elevation or velocity or the acceleration if….” Word
Problems; “Tom is 12 years old greater than Jerry” “Do I need that in my life? Will I use or apply that in
real life?” I don’t know! Malay ko!

4. Integrative Teaching Strategies (ITS) A. Integrate – “To put things together” • The lesson and real life
situation. • The lesson and a lesson from other subjects. • The lesson and meaningful activities. • The
lesson and their intelligences and learning styles. B. It paves the way to connecting what is learned in
school to real life world rather than isolated facts and information.

5. We teach values, health, grammar and math when we teach science. We teach science, values and
math when we teach grammar. After all these subjects are parts and parcels of life which is the only true
curriculum.

6. This was popularized by the advocates of Values Clarification like Charles Merill. The proponents of
this integrated teaching strategy asserts that the teaching – learning process should touch the facts –
level, the concept – level and the values –level.

7. Values Concepts Facts The knowledge acquired are related to the students’ life. The facts a reviewed
and organized into concepts (relationship of facts). The students learn isolated facts

8. The Little Prince meets the Fox A. Facts - Students read the excerpt `The Little Prince meets the Fox` B.
Concepts - Students answer these questions: 1. What happens with the little prince? 2. Why did he leave
the fox? 3. How did the little prince tame the fox? C. Values – Students relate the lesson they derived
from the story to a real life situation.

9. Objectives of Integrative Teaching Strategies 1) To foster security and satisfaction. 2) To promote

cooperative learning. 3) To help develop sense of values. 4) To help develop self-direction. 5) To foster
creativity. 6) To provide opportunities for social action. 7) To help evaluate learning.

10. Principles Underlying the Planning for Integrative Teaching Strategies 1) The development of the
whole personality of the learner is more important than the subject matter. 2) Long rage plans and large
units should be prepared to daily and isolated tasks. 3) Learning activities should be recognized around
real-life problems of the pupils, their needs and interests.
11. 4) Learning should be characterized by group planning, group work, and group assessment. 5)
Teaching-learning activities should follow democratic procedures. 6) Individual differences should be
provided for by a wide variety of learning and experiences. 7) The atmosphere of the classroom should
be permissive and happy.

12. Kinds of Work Units or Integrative Activities in the Classroom  In the integrative classroom, the
subject matter is divided into meaningful learning experiences which are unified around a certain core
or theme for which the child has a felt need. This organized learning experiences are called units.

13. UNIT An organization of activities or experiences around a purpose or a problem. It signifies

wholeness, oneness or unity.

14. The Three Kinds of Units of Work 1. Subject Matter Units – the units are organized round the usual
textbook chapters or topics or around major generalization and principles. 2. Center of Interests Units –
the units based on the interest of pupils, their felt needs, their dominant purpose or a combination of
these. 3. Integrative Experience Units – the units which aim at a learning product which is changed
behavior and the adjustment of the individual (Lardizabal. 1995)

15. Characteristics of the learning experiences for meaningful integrative activities 1. Problem-based 2.
Contextualized learner’s comprehension and scope of experience 3. Continuous development 4.
Cooperatively planned by teachers and students. (Lardizabal, 1995)

16. Three Modes of Integrative Teaching Strategies 1. Thematic Teaching 2. Content-based Instruction 3.
Focusing Inquiry

17. THEMATIC TEACHING • Linking of content and process from a variety of disciplines. • Provides
coherence among the activities.

18. Integrated Unit Design 1. Decide on a unit theme that will allow all group members to enter to the
integration process. 2. Identify the major concept to serve as a suitable “Integrating lens” for the study.
3. Web the topics for the study, by subject or learning area, around the concept and the theme 4.
Brainstorm some of the “essential understanding” (generalization) that would expect learners derive
from the study.

19. 5. Brainstorm “essential questions” to facilitate study toward the essential understanding. 6. List
processed (complex performance) and bullet key skills to be emphasized in a unit instruction and
activities. 7. For each week and discipline in the unit, write instructional activities to engage learners
with essential questions and processes.

20. 8. Write the culminating performance to show the depth of learning. 9. Design the scoring guide
(rubric-criteria and standard) to assess the performance task. Additional types of assessment may be
used to measure progress throughout the unit.

21. FOCUSING INQUIRY Inquiry is the dynamic process of being open to wonder and puzzlements and
coming to know and understand the world. (Galileo Educational Network, 2004) Inquiry-based learning
is a process where students are involved in their learning, formulate questions, investigate widely and
then build new understandings, meanings and knowledge.

22. FOCUSING INQUIRY Student-centered and teacher-guided instructional approach that engages
students in investigating real world questions. Students acquire and analyze information, develop and
support propositions, provide solutions and design technology and art products that demonstrate their
thinking and make their learning visible.

23. INQUIRY PROCESS

24. What kinds of questions work best? When helping students to pose open-ended questions for
inquiry, teachers should lead student thinking to questions that are: Interesting to the student
Answerable, but neither a simple fact answer nor a value judgment Not personal in nature Objective

25. Teaching Strategies for Inquiry Process Low Level Process • RECALL • OBSERVE •
COMPARE/CONTRAST • CLASSIFY • DEFINE • INTERPRET • GENERALIZE High Level Process • • INFER •
HYPOTHESIZE • PREDICT • ANALYZE • SYNTHESIZE • EVALUATE

26. CONTENT-BASED INSTRUCTION (CBI) Integration of content learning language teaching aims. It is
centered on the academic needs and interest of learners, and crosses the barrier between the language
and subject matter courses. (Zulueta, 2006)

27. Content-based instruction emphasizes a connection to real life, real world skills (Curtain, 1995); in
content-based classes, students have more opportunities to use the content knowledge and expertise
they bring to class (they activate their prior knowledge, which leads to increased learning of language
and content material).

28. CBI is an approach to language instruction that integrates the presentation of topics or tasks from
subject matter classes (e.g., math, social studies) (Crandall & Tucker, 1990, p. 187). Example • English
and Science • Math and Civics • English and History • Science and Math • Health and Language

29. Other forms of integrative strategy: 1. Lecture-Discussion It uses the “Three Pronged Strategy”
which includes careful organization of the course material, student interaction in lecture, and discussion
section activities.

30. 2. Demonstration-Lecture Method After showing an actual thing that represents the subject matter,
the teacher may now proceed to his lecture in order to provide students with an in-depth understanding
of the procedure or process presented.

31.  Uses films, tapes, slides and televisions and after that, the discussion will follow. 3. Film showing-
Discussion

32. 4. Reporting-Discussion After a student makes a reports, the class can actively engage in an
interesting discussion of the various ideas that the student shared with his classmates. The teacher at
this point can enliven the session by asking some questions and can enrich it, too, by adding relevant
and clarifying ideas.

33. 5. Inductive-Deductive Technique  Teaching from the most specific to most complex subject matter
and then letting the students derive their own specific understanding about the topic.

34. 6. Directed-Transductive Convergent thinking is emphasized in this strategy which is highly

structured in moving students from particular to particular. It is used in teaching specific motor skills,
word association skills, map skills, and the like. Main steps are: 1. Direct students attention to the items
to be associated or related. 2. Provide opportunities for practice. 3. Provide assistance to students who
need it. 4. Provide for application in other situations.

35. Benefits 1) Help alleviate fragmentation of learning and isolated skill instruction. 2) Train students to
think and reason at a higher level (critical thinking). 3) Provide instruction in a more relevant and
interesting to the students.

36. Educational implications:  Pre-service teachers are expected to demonstrate and practice the
professional and ethical requirements of the teaching profession.  Teachers are guided on how to
modify, create, innovate and integrate best classroom practices that match exactly to the learning styles
and multiple intelligences the pupils/students have.

37.  Teachers must try to be sensitive in the interest, needs and experiences of the students in the class
that the learning episode is realistic and significant.  In the K to 12 Basic Education Program, pre-service
teachers will be exposed will be exposed to various comprehensive and best classroom practices.

38. Lee Flamand Study Goals: Integrative teaching is supposed to allow students to learn how to
approach a problem as they might have to in the real world and getting them to consider a single issue
from different angles.

39. Methods: An Integrated curriculum emphasizes projects rather than individual, self-sufficient
lessons. Skills: The point of developing and implementing an integrative curriculum is to foster higher-
ordered thinking skills.

40. Teacher Evaluation: One of the primary values of integrative teaching is that it allows teachers to
evaluate their students by means other than standardized testing School To Work: One of the major
strengths of the integrative curriculum approach is that it prepares students to think about and struggle
with a long-term project the way people in the workplace often have to think about their own projects.