INTEGRATIVE

TEACHING
STRATEGIES
Special Topics
 Fragmented Teaching
◦This is what happens when we study just a
part of reality like when we put all 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.
 History and India’s Caste Sytem and
Literature Hymn of Creation.
I Don’t
know !
What is the angle of
Science and Malay ko!
elevation or velocity or the
Math
acceleration if……..

Reading and Word Problem: Tom is 12

Math years old greater than Jerry

Do I need that in my life?

Values and other
Will I use or apply that in
subjects
real life?
 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.
Interconnectedness of Learning
Areas
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.
 The Three level Strategy
This was popularized by advocates of
Values Clarification like Charles Merill. The
proponents of this integrated teaching –
learning process should touch the facts –
level, the concept – level and the values –
level.
 Values – the knowledge
acquired are related to students’
life

Concepts – the facts a reviewed

and organized into concepts
(relationship of facts)

Facts – the students learn isolated

facts
 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 to the lesson they
derived from the story to real life situation.
 Objectives of the Integrative
Teaching Strategies
◦To foster security and satisfaction
◦To promote cooperative learning.
◦To help develop sense of values.
◦To help develop self direction.
◦To foster creativity.
◦To provide opportunities for social action.
◦To help evaluate learning.
Principles Underlying the Planning for
Integrative Teaching Strategies
◦The development of the whole personality of the
learner is more important than the subject
matter.
◦Long rage plan and large units should be
prepared to daily and isolated tasks
◦Learning activities should be recognized around
real- life problems of the pupils, their needs and
interests.
◦Learning should be characterize by group
planning, group work and group assessment.
◦Teaching learning activities should follow
democratic procedure.
◦Individual differences should be provided for by
a wide variety of learning and experiences.
◦The atmosphere of the classroom should be
permissive and happy.
 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.
Unit
◦An organization of activities or experiences
around a purpose or a problem.
◦It signifies wholeness, oneness or unity.
 The Three Kinds of Units of Work
1.Subject Matter Unit – the units are organized
around the usual textbook chapters or topics or
around major generalization and principles.
2.Center of Interest 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.
Three Modes of Integrative Teaching
Strategies
1.Thematic Teaching
2.Content based Instruction
3.Focusing Inquiry
Thematic Teaching
◦Linking of content and process from a variety of
disciplines.
◦Provides coherence among activities.
◦ thematic approach to teaching involves integrating all
subject areas together under one theme. It crosses
over subject lines and helps children relate basic
academic skills to real-world ideas.
Benefits

◦Teaching thematically helps children make sense of

what they are being taught, since content areas are
integrated and not made to stand alone.
◦ Students are able to retain more information when it
is not presented as isolated facts, but rather as part of
a whole.
◦Thematic units encourage the involvement of all
students through topics relevant to them.
Integrated Unit Design
1.Decide on the unit theme that will allow all group
members to enter to th 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.
5. Brainstorm “essential questions” to facilitate
study toward the essential understanding.
6. List processed ( complex performance ) and
bullet key skills to be emphasize in a unit
instruction and activities.
7. For each week and discipline in the unit, write
intructional activities to engage learners with
essential questions and processes.
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..
 FOCUSING INQUIRY
Inquiry is the dynamic process of being open to
wonder and puzzlements and coming to onow
and understand the world.

Inquiry base learning a process where student are

involved in their learning, formulate questions,
investigate widely and then build new
understandings, meanings and knowledge.
 FOCUSING INQUIRY
◦Student centered and teacher guided
instructional approach that engages students in
investigating real world questions.
◦Student acquire and analyze information,
develop and support propositions, provide
solutions and design technology and art product
that demonstrate their thinking and make their
learning visible.
 What Kind of Questions Work
Best?
◦When helping students to pose open end
questions for inquiry, teachers should lead
student thinking to questions that are:
- Interesting to the student
- Answerable, but neither simple fact answer nor a
value judgement.
- Not personal in nature
- Objective
 Teaching Strategies for Inquiring
Process
Low Level Process High Level Process
• Recall • Infer
• Observe • Hypothesize
• Compare/Contrast • Predict
• Classify • Analyze
• Defin • Synthesize
• Interpret • Evaluate
• Generalize
 Content Base 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
Content Based Instructions emphasizes a
connection to real life, real word skills; in content
based classes, students have more opportunities
to use the content knowledge and expertise they
bring to class ( they active their prior knowledge;
which leads to increased learning of language
and content material).
CBI is an approach to language instruction that
integrates the presentation of topics or task from
subject matter classes (e.g Math, social Studies)

Example
◦English and Science
◦Math and Civics
◦English and History
◦Science and Math
◦Health and Language
 Other forms of Integrative
Strategies
1.Lecture Discussion

- it uses the “ Three Pronged Strategy” which

includes careful organization of course material,
student interaction in lecture, and discussion
section activities.
2. Demonstration Lecture
Method
- After showing an actual thing that represents the
subject matter, the teacher may now proceed
ro his lecture in order to provide students with an
in depth understanding of the procedure or
process presented.
3. Film Showing Discussion
-Uses films, tapes, slides and televisions and after
that, the discussion will follow.
Reporting Discussion
- After a student makes a reports, the class can
actively engage in an interesting discussion of
the various ideas that the students shared with
his classmates.
- The teacher at this point can enliven the session
by asking sone questions and can enrich it, too,
by adding relevant and clarifying ideas.
5. Inductive-Deductive
Technique
-Teaching from the most complex subject
matter and then letting the students derive
their own specific understanding about the
topic.
6. Directed – Transductive
- Convergent thinking is Main steps are:
emphasized in this 1. Direct students
strategy which is highly attention to the items to
structured in moving be associated or
students from particular related.
to particular 2. Provide opportunities
- It is used in teaching for practice.
specific motor skills, 3. Provide assistance to
word association skills, students who need it.
map skills, and the like. 4. Provide for application
in other situations.
 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.
 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 intelligence the students have.
◦Teacher 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 13 basic Education program, pre-
service teachers will be exposed to various
comprehensive and best classroom practice.
 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
angle.
Methods:
An Integrative Curriculum emphasize projects
rather than individual, self – sufficient lessons.

Skills:
The point of developing and implementing an
integrative curriculum is to foster highter – ordered
thinking skills.
◦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
eay people in the workplace often have to think
about their own projects.