INTEGRATED TEACHING

I. INTRODUCTION

Integration of teaching is defined as the organization of teaching matter to

interrelate or unify the subjects which are frequently taught in separate academic
courses or departments. It simply means bridging connections between academic
knowledge and practical ‘s. Integration 1s defined as organization of teaching
matter to interrelate or unify subjects frequently taught in separate academic
courses or departments. An integrated approach allows students to engage m
purposeful, relevant learning. Integrated learning encourages students to see the
interconnectedness and interrelationships between the curriculum areas. Rather
than focusing on learning 1n isolated curriculum areas, an integrated program 1s
based on skill development around a particular theme that is relevant to the
children in the class.

II. DEFINITIONS

“An integrated approach allows learners to explore, gather, process, refine

and present information about topics they want to investigate without the
constraints imposed by traditional subject barriers”

Pigdon and Woolley (1992)

Integrated teaching method involves “strategies that influence students

directly, indirectly or by a combination of these. Thus the teacher may deliver
instruction by telling, showing and providing access to the information to be
learned.”

Moore (2012)
III. OBJECTIVES OF INTEGRATED TEACHING

1. To foster security and satisfaction.

2. To promote cooperative learning.
3. To help develop sense of value.
4. To help develop self direction.
5. To foster creativity
6. To provide opportunities for social action
7. To help evaluate learning.

IV. FEATURES OF INTEGRATE TEACHING

1. Fragmented

Description: The traditional model of separate and distinct discipline, which

fragments the subject area. Example: Teacher applies this view in Math,
Science, Social Studies, Language arts or Sciences, Humanities, Fine and
Practical Arts.

2. Connected

Description: Within each subject area, course content 1s connected topic to

topic, concept to concept, one Year’s work to the next, and relates ideas
explicity.

Example: Teacher relates the concept of fractions to decimals, which in turn

relates to money, grades, etc.
3. Nested

Description: Within each subject, the teacher targets multiple skills: a social
skill, a thinking skill, and a content-specific skill.

Example: Teacher designs the unit on photosynthesis to target consensus

seeking, sequencing, and plant life cycle.

4. Sequenced

Oescnpt1on: Tomes or units of study are rearranged and sequenced to coincide

with one another. Similar ideas are taught m concert while remaining separate
subjects.

Example: English teacher presents a historical novel depicting a particular

period while the History teacher teaches that same period.

5. Shared

Description: Shared planning and teaching take place in two disciplines in

which overlapping concepts or ideas emerge as organizing elements.

Example: Science and Math teachers use data collection, charting, and graphing
as shared concepts that can be team-taught.

6. Webbed

Description: A fertile theme is webbed to curriculum contents and disciplines;

subjects use the theme to sift out appropriate concepts, topics, and ideas.

Example: Teacher presents a simple topical theme, such as the circus, and webs
it to other subject areas.
7. Threaded

Description: The meta curricular approach threads thinking skills, social skills,
multiple intelligences, technology, and study skills through the various
disciplines.

Example: Teaching staff targets prediction in Reading, Math, and Science while
Social Studies teacher targets forecasting current events.

8. Integrated

Description: This inter discipline art approach matches subjects for overlaps in
topics and concepts with some team teaching m an authentic integrated model

Example: In Math, Science, Social Studies, Fine Arts, etc. Teachers look for
patterning models and approach content through these patterns.

9. Immersed

Description: The disciplines become part of the learner’s lens of expertise: the
learner filters all content through this lens and becomes immersed in his or her
own experience

Example: Student or doctoral candidate has an area of expert interest and sees
all learning through that lens

10.Networked

Description: Learner filters all learning through the expert’s eye and makes
internal connections that lead to external networks of experts in related fields.
V. CHARACTERISTICS
i) The development of the whole personality of the learner is more
important than the subject matter.
ii) Large units should be prepared accordingly.
iii) Learning should be recognized around real-life problems of the pupils,
their needs and interests.
iv) Learning should be characterized by group planning, group work and
group assessment.
v) Teaching-learning activities should follow democratic procedure.
vi) Individual differences should be provided for by a wide variety of
learning activities and experiences.
vii) The atmosphere of the classroom should be permissive and happy

VI. MODES OF INTEGRATED TEACHING

1) Thematic Teaching

Thematic instruction is the organization of a curriculum around micro

“themes.” Thematic instruction integrates basic disciplines like reading, math,
oration of i broad subject, such as communities, rain forests, river basins, the
use of energy, and so on. Thematic instruction is based on the idea that people
acquire knowledge best when learning in the context of a coherent “whole,” and
when they can connect what they-re learning to the real world. Thematic
instruction seeks to put the teaching of cognitive skills such as reading,
mathematics, science, and writing in the context of a real-world subject that is
both specific enough. It provides a broad framework for linking content and
process from a variety of disciplines. The theme provides coherence; it gives a
“focus” to the activities that accompany by the unit. The theme also helps
learners see the meaningful connection across disciplines or skills areas. It
conveys a clear, compelling purpose to learners, teachers and parents, linking
ideas to actions and learning to life. (Zulueta, 2006)

2) Content Based Instruction

Content-based instruction emphasizes a connection to real life, real world skills

(Curtain, 199)) in content-based classes, students have more opportunities to
use the content knowledge and expertise the)’ bring to class (they activate their
prior knowledge, which leads to increased learning of language and content
material). Content-Based 1nstruction is an approach to language teaching that
focuses not on the language itself, but rather on what is being taught through the
language; that is, the language becomes the medium through which something
new is learned. For example by studying the French Revolution while using the
French language. The language being learned and used is taught within the
context of’ the content. Students will be able to use more advanced thinking
skills when learning new information and will focus less on the structure of the
language. This approach is very student-centered as it depends entirely on the
students, ability to use the language.

3) Focusing Inquiry

Inquiry is the dynamic process of being open to wonder and puzzlements

and coming to know and understand the world. (Galileo Educational Network,
2004). Inquiry-based learning is a process where students are involved in their
learning, formulate questions, investigate widely understandings, meanings and
knowledge. Based instruction is a student centered and teacher-guided
instructional approach that engages students in investigating real world
questions that they choose within a broad thematic framework. Inquiry Based
instruction complements traditional instruction by providing a vehicle for
extending and applying the learning of students in a way that connects with
their interests within a broader thematic framework. Students acquire and
analyze information, develop and support propositions, provide solutions, and
design technology and arts products that demonstrate their thinking and make
their learning visible.
 INQUIRY PROCESS

VII. ADVANTAGES OF INTEGRATED TEACHING METHOD

1. Children are grouped together according to their learning needs or

cooperative learning
2. Effective integrated programs provide opportunities for experience based
learning.
3. Students are able to use their prior experiences to construct learning.
4. Cross cultural sharing among students can occur.
5. Students can think critically and to derive with their own patterns of thought
and meaning from the content presented
6. Students learn to construct their own understanding, meaning, reasoning and
problem solving skills
VIII. DISADVANTAGES OF INTEGRATED TEACHING METHOD.
1. Some students may lose interest in the lesson.
2. Not all students may understand what is being taught
3. The strategies used may not be accepted by all students.

IX. SUMMARY

Till now we discussed about integrated teaching its definition An integrated

approach allows learners to explore, gamer, process, refine and present
information .about topics they want to investigate without the constraints
imposed by traditional subject bamer Pigdon and Woolley ( 1992). Integration
aims at giving the students a holistic instead of a fragmented outlook on his
studies. Objectives of integrated teaching – To foster security and satisfaction.
Lo promote cooperative learning. To help develop sense of value, To help
develop self direction. The purpose of integrated, teaching is to improve the
teaching- learning process. Principle The development of the whole personality
of the learner is more important than the subject matter. Large units should be
prepared accordingly.
 X. CONCLUSION

It refers to the method of teaching wherein various styles are incorporated to

each other in a way that should boost the learning experience that is to be
imparted. It allows students to make natural connections between content areas
without being limited by artificial boundaries. In doing so, students construct
their own meaning and develop skills they will need in the workplace. An
integrated approach allows students to engage in purposeful, relevant learning.
Integrated learning encourages students to see the interconnectedness and
interrelationships between the curriculum areas.

XI. BIBLIOGRAPHY

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