You are on page 1of 17

Integrative Activities

Prepared by : Genesis Z. Tayanes MAE-ENG 1 Ed-Eng 106

Integrative learning concept map describes activities associated with the movement

Integrative learning units provide students with opportunities to work toward meeting expectations from two or more subject matters. Teachers using an integrated approach ensure the specific knowledge and skills for various subjects are incorporated into plans that link expectations from different subject areas. These integrated learning experiences provide students with multiple opportunities to reinforce and demonstrate their knowledge and skills in a range of contexts.
(Ontario Ministry of Education, 2006 p. 23).

Integrated Activities should be

With the intent to expand education beyond traditional boundaries, student-centered learning focuses on educational practices and principles that:

Integrated Activities should be able to

Provide all students equitable access to the knowledge and skills necessary for college and career readiness in the 21st century,

Focus on mastery of skills and knowledge, and

Align with current research on how people learn

There are a number of different approaches to curriculum integration (one expert has identified ten most frequently used planning models in the field [Fogarty & Stoehr, 1995])

but all share the following:

an emphasis on backward planning from student needs/interests a combination of subjects a focus on relationships among concepts an emphasis on projects/tasks flexible scheduling/flexible student groupings use of authentic sources that go beyond textbooks

Role of Technology in Integrated Activities

How is technology currently being used to help students and teachers meet the demands of student-centered learning?
To support students in their new roles, teachers act as coaches, advisors, and facilitators of student learning. Instead of lecturing to a whole class as the primary mode of instruction, teachers provide opportunities for students to take charge of their own learning (Clarke, 2003; Hargreaves, 2005; Keefe & Jenkins, 2008).

A recent survey of more than 1,000 high school teachers, IT staff and students shows that only 8 percent of teachers fully integrate technology into the classroom. Not surprising, 43 percent of students feel unprepared to use technology as they look ahead to higher education or their work life.

Potential that Technology can Offer:

Technology-enabled performance-based assessment is another way for teachers to gain insights into student understanding. Help diagnose and address individual needs. Equip students with skills essential for work and life in a 21st century global society. High Tech High (HTH) Provide an active experience for students. Quest To Learn

How Can the Teacher Develop Focus in an Integrated Skills Class?

Learn Your Students Plan to spend the first week of class getting to know your students. Give a diagnostic to determine their skills. I find dictating a short news story and having students write it in a paragraph taps into a number of skills: listening, writing, and grammar. I also, time allowing, have students complete a short interview so that I can get an idea of speaking/pronunciation. Slow Down In addition to need for a focus, the speed of most integrated skills is a concern. While it seems paradoxical, when students are complaining of boredom, to say slow down, most of the time the boredom is related to shallow treatment of the course content. So slow down and take the time to explore the material in depth, get a full understanding of it, and discuss its cultural implications.

How Can the Teacher Develop Focus in an Integrated Skills Class?

Limit Supplementary Materials Limiting supplementary material is related to slowing down. Because students have been complaining of boredom, often teachers respond by dragging in myriad supplementary materials: newspaper clippings, movies, and so forth.

Go For Depth
Again, go for depth, not breadth, of coverage. For example, my high intermediate integrated skills class which was just introduced to the topic of EQ was very interested in the topic, and the students spent quite a bit of time on the introductory reading and discussion activities, where the concept was introduced

How Can the Teacher Develop Focus in an Integrated Skills Class?

Focus on Skills Development, not Activity Completion .There is often the belief that the class needs to complete so many activities per day or chapters per week. Im as guilty of this as any teacher, and the result is a rushed and frantic class flying through the textbook. The focus should be however, not on how many activities or chapters are being covered but rather whether or not student skills are developing Focus on Students, not Materials or Activities Ultimately, the focus of any class should be the students, not the course materials. We often lose sight of this, however, with a rigidly standards-based syllabus, which often ignores the needs of the individual student. However, if administering a diagnostic and spending some time with your students, you determine your students have little problem with conversational English but need work on their writing and academic grammar skills, that is where the class time should be spent, and the conversational and discussion activities given less time.

- The End -

Babette Moeller & Tim Reitzes (2011) Education Development Center, Inc. (EDC). Integrating Technology with Student-Centered Learning. Quincy, MA: Nellie Mae Education Foundation. Center for Media Literacy (2011). Integrative Activities. Retrieved last February 28, 2014 from Dr. Stacia Levy (2011). Busy Teacher: Wheres the Focus? Integrating the Skills in an Integrated Skills Class. Retrieved last February 27, 2014 from

Fogarty, R., & Stoehr, J. (1995). Integrating curricula with multiple intelligences: Teams,themes, and threads. Arlington Heights, III.:IRI/SkyLight Training & Publishing. Capacity Building Series. Integrated Learning in the Classroom. Retrieved last February 27, 2014 from ca/eng/ literacynumeracy/inspire/research/CBS_integrated_ learning.pdf Huber, M. T., Hutchings, P., & Gale, R. (2005). Integrative Learning for Liberal Education. peerReview, Summer / Fall. Retrieved February 28, 2014 from Wikipedia.

Picture References