INTEGRATIVE LORIBELLE B.

ANCHETA
Doctor of Philosophy in Science

TEACHING
Education
Lyceum Northwestern University
INTEGRATIVE TEACHING

A well-organized strategy anchored on

real life situation that include learners’
interests and needs creating a variety
of meaningful activities and learning
experiences.
 DIFFERENTIATED
STUDENT-CENTERED
STRATEGIES IN
TEACHING
DIFFERENTIATED
INSTRUCTION

An approach to teaching that takes into account the varying

learning styles and needs of all students. The objective is to
provide all students with equitable access to the curriculum.
STUDENT-CENTERED
LEARNING

A wide variety of educational programs, learning experiences,

instructional approaches, and academic-support strategies that are
intended to address the distinct learning needs, interests,
aspirations, or cultural backgrounds of individual students and
groups of students. 
DIFFERENTIATED
INSTRUCTION PRACTICES
1. Design lessons based on students’ learning styles.
2. Group students by shared interest, topic, or ability for
assignments.
3. Assess students’ learning using formative assessment.
4. Manage the classroom to create a safe and supportive
environment.
5. Continually assess and adjust lesson content to meet
students’ needs.
FOUR WAYS TO
DIFFERENTIATE INSTRUCTION
1. Content
2. Process
3. Product
4. Learning Environment
CONTENT
Differentiate the content by designing activities for
groups of students that cover various levels of Bloom’s
Taxonomy.
Students who are unfamiliar with a lesson could be
required to complete tasks on the lower levels:
remembering and understanding. Students with some
mastery could be asked to apply and analyze the content,
and students who have high levels of mastery could be
asked to complete tasks in the areas of evaluating and
creating.
EXAMPLES OF CONTENT
DIFFERENTIATION

Simple
Recitations
Recalls

Justifications Analyses
PROCESS
Each student has a preferred learning style, and successful
differentiation includes delivering the material to each
style: visual, auditory and kinesthetic, and through words.
This process-related method also addresses the fact that
not all students require the same amount of support from
the teacher, and students could choose to work in pairs,
small groups, or individually.
EXAMPLES OF PROCESS
DIFFERENTIATION

Demonstration
Lectures
s

Videos Experiments
PRODUCT
The product is what the student creates at the end of the
lesson to demonstrate the mastery of the content.
This can be in the form of tests, projects, reports, or other
activities.
You could assign students to complete activities that show
mastery of an educational concept in a way the student
prefers, based on learning style.
EXAMPLES OF PRODUCT
DIFFERENTIATION

Functional
Research Paper
Models

Marketable
Posters
Products
LEARNING ENVIRONMENT
The conditions for optimal learning include both physical
and psychological elements.
A flexible classroom layout is key, incorporating various
types of furniture and arrangements to support both
individual and group work.
Psychologically speaking, teachers should use classroom
management techniques that support a safe and supportive
learning environment.
EXAMPLES OF LEARNING
ENVIRONMENT
DIFFERENTIATION

Group works

Create different areas

Individual works in the classroom for
students
 ACTIVITIES
APPROPRIATE IN
USING INTEGRATIVE
TEACHING
INTEGRATIVE TEACHING
LADDER
Make
learning
Make the
more
long way
Make all meaningful
learning
the pieces worthwhile
Interconnec fit
t
Integrate

The integrative ladder is the guide of the teacher in using the ITS.
The learners’ interest must be sustained in order to build
connections in context of learning and teaching.
FOUR MODES OF
INTEGRATIVE TEACHING

Content
Thematic
Based
Teaching
Instruction

Generic
Focusing
Competenc
Inquiry
y Model
THEMATIC TEACHING
It provides a broad
Books
framework for linking
Family
content and process from a Plays Activitie
variety of disciplines. s
Theme
The theme provides
coherence; it gives a focus Songs Games
to the activities that Field
accompany by the unit. Trips
CONTENT BASED
INSTRUCTION
It refers to the concurrent
study of language and subject Content
matter, with the form and
sequence of language
presentation dictated by
content material. CBI
This approach aims at
Language
developing the learners’
academic language skills.
FOCUSING INQUIRY
It is an interdisciplinary approach
that uses questions to organize Ask
learning and it crosses
conventional knowledge Investigat
boundaries. Reflect
e
The teacher guides learners to
discover answers to questions,
whether or not answers pre-exist.
Learners become creators of Discuss Create
knowledge rather than recipients.
GENERIC COMPETENCY
MODEL
Enables students to develop
"competencies". These competencies
are acquired through connecting one Skills
subject from the other.
Personal development, social
competence and work/special skills
Attitude Knowledge
are the most common competencies
being integrated in two or more
subjects.
THANK YOU FOR
LISTENING