INTEGRATIVE TEACHING - atmosphere of the classroom should be

STRATEGIES QUIZ #1 permissive and happy

INTEGRATE – to put things together

Lesson and…
o real-life situation  MODES
o a lesson from other subjects 1. Thematic Teaching
o meaningful activities - provides a broad framework for linking
content and process form a variety of
o their intelligences and learning styles
disciplines
- provides coherence and “focus” to the
INTEGRATIVE TEACHING STRATEGY
activities that accompany by the unit
paves the way to connecting what is learned
- helps learners see the meaningful connection
in school to real life world rather than in isolated
across disciplines or skills areas
facts and information
- conveys a clear, compelling purpose to
a well-organized strategy anchored on real
learners, teachers and parents, linking ideas
life situation that include learners’ interests and
to actions and learning to life (Zulueta,
needs creating a variety of meaningful activities and
2006)
learning experiences
2. Content-Based Instruction (CBI)
 OBJECTIVES - integration of content learning language
- foster security and satisfaction teaching aims
- promote cooperative learning - centered on the academic needs and interest
- help develop sense of values of learners, and crosses the barrier between
- help develop self-direction the language and subject matter courses
- foster creativity (Zulueta, 2006)
- provide opportunities for social action - emphasizes a connection to real-life real-
- help evaluate learning world skills
 BENEFITS - students have more opportunities to use the
- help alleviate fragmenation of learning and content knowledge and expertise they bring
isolated skill instruction to class (Curtain, 1995)
- train students to think and reason at a higher - activates their prior knowledge which leads
level (critical thinking) to increased learning of language and
- provide instruction in a more relevant and content material
interesting to the students - INQUIRY = dynamic process of being open
 EDUCATIONAL IMPLICATIONS to wonder and puzzlements and coming to
- pre-service teachers are expected to know and understand the world
demonstrate and practice the professional - INQUIRY BASE LEARNING = a process
and ethical requirements of the teaching where students are involved in their
profession learning, formulate questions, investigate
- teachers are guided on how to modify, widely and then build new understandings,
create, innovate, and integrate best meanings, and knowledge
classroom practices that match exactly to the 3. Focusing Inquiry
learning styles and multiple intelligents that - student-centered and teacher-guided
students have instructional approach that engages students
- teachers must try to be sensitive in the in investigating real world questions
interest, needs, and experiences of the - students acquire and analyze information,
students in the class that the learning develop and support propositions, provide
episode is realistic and significant solutions, and design technology and art
- in K-12, pre-service teachers will be products that demonstrate their thinking and
exposed to various comprehensive and best make ther learning visible
classroom practices
 PRINCIPLES FOR PLANNING
- development of the whole personality of the
learner is more important than the subject
matter
- long range plans 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 characterized by group
planning, group work, and group assessment
- teaching-learning activities should follow
democratic procedures  OTHER FORMS
- individual differences should be provided o Lecture Discussion
for by a wide variety of learning and uses the “Three-Pronged Strategy” which includes
experiences careful organization of course material, student
interaction in lecture, and discussion section
activities
o Demonstration Lecture Method
provides students with an in-depth understanding of
the procedure or process presented
o Film Showing Discussion
uses films, tapes, slides, and televisions and after
that, the discussion will follow

o Reporting Discussion
can actively engage in an interesting discussion of
the various ideas that the students shared with the
classmates; the teacher can enliven the session by
asking some questions and can enrich it by adding
relevant and clarifying ideas
o Inductive-Deductive Technique
teaching from the most complex subject matter and
then letting the students derive their own specific
understanding about the topic

TRUE CURRICULUM – subjects are parts and

parcels of life (interconnectedness of learning areas)

THE THREE LEVEL STRATEGY

1. Values – the knowledge acquired are related
to students’ life
2. Concepts – the facts are reviewed and
organized into concepts (relationships of
facts)
3. Facts – the students learn isolated facts

UNITS – organized learning experiences where the

subject matter in an integrative classroom that are
being divided which are unified around a certain
core or theme for which the child has a felt need

THE THREE KINDS OF UNITS OF WORK

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

BLOOM’S TAXONOMY
– a classification system used to define and
distinguish level of human cognition
– to help educators to inform or guide the
development of assessments (tests and other
evaluations of student learning), curriculum (units,
lessons, projects, and other learning activities), and
instructional methods such as questioning strategies