INTEGRATIVE TEACHING STRATEGIES

What is it?
Integrative Teaching strategies- Is a well organized anchored on real life situation
that include learners interests and needs creating a variety of meaningful activities and learning
experiences. It paves the way to connecting what is learned in school to real life world rather
than isolated facts and information.

Explanation: The integrative teaching strategies helps students get a unified view
of reality, and enhances their capability to acquire real-life skills. It does this by
linking learning content between and among subject areas. There is integration
when students are able to connect what they are learning in one subject area to a
related content in another subject area. For instance, topics learned in Math or
Social Studies may be used by the students with related concepts and skills in
Reading and Language. The quality of learning outcomes improves as students
are able to integrate information across disciplines instead of acquiring them in
isolation.
Isolation – it is to set apart from others or far away from others
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.
Three modes of teaching strategies
● Content- Based instruction- Also known as language curriculum. Is the integration
of content learning with the language teaching aims. Refers to the concurrent
study of language and subject matter with the format sequence of language
presentation dictated by content material.
It seems that the most significant factor behind the success of content-based
instruction is the increase in motivation that students feel when the topics, materials,
and activities used in class are relevant, meaningful, interesting, and useful to them
in present and future. Teachers in content-based programs may be content
specialists who use the target language for instruction, or language specialists who
are using content for language instruction.
● Thematic teaching- Provides a broad framework for linking content and process
from a variety of discipline.
Using Theme-based Learning, we can help children dive deep into topics they are
passionate about. When we tap in to children’s natural curiosity, they are motivated
and excited to find out more on their own. As the children get older, they can even
 choose the next theme and decide what they like to learn about next. They become
active learners. For parents and educators, this thematic study approach makes it
efficient and organized to support children’s interests and harness their interests to
encourage learning.
● Focusing inquiry- Interdisciplinary approach that uses questions to organize
learning. Student- centered and teacher guided instructional approach that
engages students in investigating real world questions.
Uses questions in which the teachers guide the learners in discovering the answers.
It emphasizes inquiry, the investigative process that must be developed among
learners rather than on the content. From a student point-of-view, inquiry-based
learning focuses on investigating an open question or problem. They must use
evidence-based reasoning and creative problem-solving to reach a conclusion, which
they must defend or present.

Three Categories of Integration in teaching

● Multidisciplinary Integration - Teachers who use this method focus primarily
on the disciplines.
Explanation: An approach to curriculum integration which
focuses primarily on the different disciplines and the diverse
perspectives they bring to illustrate a topic, theme or issue.
● Interdisciplinary Integration - An interdisciplinary approach (also called
horizontal integration) connects the interdependent knowledge and skills from more than
one subject area.
Explanation: To examine a central theme, issue, problem, topic,
or experience.
● and Trans-disciplinary Integration - Transdisciplinary requires collaboration
between disciplines to create a cohesive curriculum in which students collaborate to
solve multifaceted problems.
Explanation: Involving or relating to two or more different areas
of study.
COOPERATIVE LEARNING - The process of cooperative learning involves students
working together in small groups on a structured activity.
Explanation: The members of the groups learn to work as a team to accomplish a
specific goal, to solve a problem, to complete a project, or to develop a product.
Teachers hold students accountable individually, but also assess group work. Students
are responsible not only for learning the material, but also for ensuring that the other
members of the group learn the material too. In an algebra classroom, cooperative
learning is a key component in attaining “algebra for all. In order to be equitable, to
provide equal learning opportunities and job opportunities for all learners, we need to
have algebra accessible to all learners. So, “algebra for all” means reaching out, bringing
all children closer to the subject of algebra.

Types of Cooperative Learning;

● Formal cooperative learning groups - Range in length from one class
period to several weeks.
Explanation: The teacher can structure any academic assignment or course
requirement for formal cooperative learning.

● Informal cooperative learning groups - A groups that may last from a few
minutes to a whole class period.
Explanation: The teacher uses them during direct teaching (lectures, demonstrations)
to focus student attention on the material to be learned, set a mood conducive to
learning, help set expectations about material, what the lesson will cover, ensure that
students are cognitively processing the material being taught, and provide closure to
an instructional session.

● Cooperative base groups - Are "long-term (lasting for at least a year),

heterogeneous groups with stable membership.
Explanation: Their primary purpose is for members to give each other the support,
help, encouragement, and assistance each needs to progress academically.
THE STRUCTURE OF COOPERATIVE LEARNING PROVIDES A PLACE WHERE:
● Students are stakeholders in their own learning.
● All learners are active participants.
● Students learn social skills, such as cooperation and conflict resolution.
● Projects are designed to be interesting, yet challenging.
● Teachers sometimes learn, and students sometimes teach.
● Teachers encourage and value the expression of differing opinions.
● Teachers and students demonstrate mutual respect.
5 TIPS FOR IMPLEMENTING COOPERATIVE LEARNING STRATEGIES
● Contribute your own opinions and research.
● Encourage each other to speak up.
● Respect each other’s contributions.
● Offer solutions to problems.
● Give and accept feedback.

Types of Cooperative Learning Groups | InTime. (n.d.). https://intime.uni.edu/types-

cooperative-learning-groups#:~:text=Johnson%2C%20Johnson%2C%20and%20Holubec
%27s%20(,%2C%20informal%2C%20and%20base%20groups.
Edith Cowan University, Perth, Western Australia. (2021, March 8). Integrative learning.
ECU Intranet. https://intranet.ecu.edu.au/learning/curriculum-design/teaching-strategies/
integrative-learning#:~:text=What%20is%20it%3F,at%20a%20more%20complex%20level.