Republic of the Philippines

President Ramon Magsaysay State University

(Formerly Ramon Magsaysay Technogical University)
Iba, Zambales,
Tel/Fax No: 811-1683
COLLEGE OF TEACHER EDUCATION

Activity No.1

Submitted by: Relox, Kharen E.

1. Explain the concept and the rationale of Integrative Approach

As a student studying in the field of education, there is a lot of approaches we

have been studying and applying enable to make the teaching and learning process more
effective and functional. Having a rationale in an approach will serve to account different
fundamental reasons in exposition of this principles. Applying an approach also needs a
clear concept so that we will be able to develop or form a clear thought about the
characteristics pertaining to the concept of Integrative Approach.
I have encountered various approaches in learning, some of it are seen in our
lesson and some of it are seen on how our teachers deliver their process of teaching. I
have also applied some of the approaches in my field study and based on my observation,
Integrative Approach is one of the most effective way to teach and to learn because it
incorporates multiple subjects, which are usually taught separately, in an
interdisciplinary method of teaching. I can say that integrative approach helps the learner
to remain engaged and draw from multiple sets of skills, experiences and sources of aid
accelerate the learning process.
2. Discuss the steps for the Integrated Unit Design (Thematic Based)
Success in teaching-learning process is always attributed to the creativity of the
teachers. Being the pilot of the classroom educative flight, the teacher has to choose and
design what strategy suits the kind of learners present therein. To be creative, teacher has
to consider individual differences or diversity of learners in every learning episode to
make it more meaningful. Integrated Unit Design is the way how we teachers
Integrate Interconnect Make all the pieces fit Make the long way learning
worthwhile Make learning more meaningful. As a teacher, we have to use diverse
learning activities or experiences, we have to relate clearly to individual learning modes
and recognize group success through appreciative remarks and rewards.
In an integrated Unit Design, a teacher will decide on a unit theme that will allow
all group members to enter to the integration process. Then, you will identify a major
concept to serve as a suitable integration lens for the study. Then, you will web the topics
for study, by subject or learning area, around the concept and theme. Brainstorm some of
the essential understanding that would expect learners to derive from the study. Then,
brainstorm essential questions to facilitate study toward the essential understanding. List
processed (complex performance) and bullet key skills to be emphasized in a unit
instruction and activities. For each week and discipline in the unit, write instructional
activities to engage learners with essential questions and process. Write the culminating
performance to show the depth of learning. 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.

3. Present a classroom situation for the realistic view of the steps

In an integrated Unit Design, a teacher will decide on a unit theme that will allow
all group members to enter to the integration process. Then, you will identify a major
concept to serve as a suitable integration lens for the study. Then, you will web the topics
for study, by subject or learning area, around the concept and theme.
 Brainstorm some of the essential understanding
that would expect learners to derive from the study. Then,
brainstorm essential questions to facilitate study toward the
essential understanding. List processed (complex performance) and bullet key skills to be
emphasized in a unit instruction and activities.

For each week and discipline in the unit, write instructional activities to engage
learners with essential questions and process.

Write the culminating performance to show the depth of learning. 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.
 4. Explain the steps of the different modes of Integrative Teaching such as:
4.1 Concept Attainment
Concept Attainment is a constructivist approach to teaching and learning drawn
from the work of Jerome Bruner (1956). In this instructional model students apply their
prior understanding to determine the attributes of a concept through the processes of
comparing and contrasting. This structured inquiry approach, gives students the
opportunity to:
• distinguish between relevant and irrelevant information
• observe, classify, and hypothesize
• connect newly attained concepts with old information
• think inductively
The teacher’s principal responsibilities are to provide examples, record student
data, and ask probing questions. The principal goals of the concept attainment model are
to enhance long-term learning and enable students to develop a habit of analysis through
inductive reasoning.
Implementing this teacher move
1. Gather images, sounds, and words to use as exemplars.
2. Duplicate the Student Discovery Guide.
3. Obtain chart paper, markers, tape.
Managing this teacher move with students
A. Stage One: Categorizing
1. Post two pieces of chart paper or divide a marker board into two sections.
2. Label the charts or marker board sections as Positive Exemplars (Have the
Attributes) and Negative Exemplars (Lack the Attributes).
3. Present several paired Exemplars (pictures, words, sounds, symbols, etc.)
according to positive and negative categories. Begin the list with a paired example that
has a High Attribute Value i.e., each member of the pair is strongly representative of that
attribute. For example, if the concept was “sedentary”, a sloth would have a level
attribute value and a baby chimpanzee would score at a low value.
4. Working singly or in groups, students complete their Discovery Guides in
which they attempt to determine common attributes by:
· Making comparisons within a single category
· Looking for contrasts between categories
· Answering focusing questions: What makes the items fit into that category?
What prevents these items from being in the other category?

B. Stage Two: Building Concepts

1. Provide students with additional paired exemplars.
2. In the large group, students hypothesize about common attributes. The teacher
charts student ideas.
3. Teacher presents a new, additional example to test students’ hypothetical
explanations.
· Ask students “Is this a positive or negative exemplar? Why?”
· Tabulate class data and confirm the example.
5. Students attempt to name the Category or teacher gives the category a name or
label.
6. Students give additional examples of that concept.
C. Stage Three: Attaining Concepts
1. Students work in pairs to identify the Essential Attributes of the concept.
2. Student pairs prepare a final working description of the concept.
3. Students analyze and describe their thinking as they worked though the
Concept Attainment processes.
D. Suggested Formative Assessments
Score the completed Student Discovery Guide.
Create a related concept map. See Add Visual Components for additional
information.
 Test for the ability to identify additional positive exemplars for the concept.
E. Concept Attainment Glossary
Attribute – a major feature or characteristic of something; e.g., robin – red breast.
Attribute value – the degree or strength to which the attribute is represented in the
exemplar.
Category – a collection of examples that share attributes missing in the other
exemplar list.

Concept – an idea, object, or event that can be given a name or label.

Data set – a large list of exemplars.
Essential attribute – the characteristic that is critical to understanding the concept
under consideration.
Exemplars – subset of a collection of data presented as a pair.
Induction – process of reasoning that proceeds from the specific to the general.

4.2 Concept Mapping

Concept mapping allow you or your students to visually depict a system of
relationships by creating a map in which nodes represent ideas or facts, and lines or
connectors between nodes represent relationships (for example, cause-and-effect
relationships, category and sub-category relationships, and so on).
 Concept mapping forces students to identify connections, and apprehend them
more deeply, than traditional approaches such as reading or writing about a concept.

Additionally, concept mapping makes use of dual coding; that is, the students
learn the material both from the text labels found on the concept map as well as the visual
structure of the map.

For some students, concept mapping can ease their cognitive load by allowing
them to focus on essential relationships, rather than on decoding a written text.

Concept maps are a form of visual thinking. Most people are better able to
remember a visual representation -- such as a chart or graph -- than a chart full of
numbers:

4.3 Issue-Analysis
Issue Analysis is a process of weighing our expertise, capacity and experience
against the issue complexity. In other words, we need to make sure that the issue we face
may be solved with resources that we would be able to mobilize.
Problems come in a variety of shapes and sizes. For example, in motoring, we can
use the word
‘problem’ to cover:
• A car breakdown
 • High running costs
• Locking keys inside
• Too much time spent driving
• Which car to buy
• A back-seat driver
• Not being able to afford a car
All these could be termed problems, yet they are very different and require
different approaches to
deal with them. Some problems are short term, some are long term. Some involve
decisions. Some
involve a whole range of problems from which priorities must be chosen. Some
may not be completely soluble and may have to be coped with.
There is no one way that will solve all problems. There are various approaches, or
‘tools’, which will help to solve certain types of problems. Most of them are only ordered
common sense, but this is precisely what is lacking in many intuitive attempts to tackle
problems. Analysts must be comfortable with a number of tools and should not be afraid
of trying out several on any given problem. They are all methods that help us to think our
way through the issue.

4.4 Value Clarification

Values clarification is an educational intervention that includes reflexive personal,
sociocultural, and intercultural processes whereby one seeks to identify the undergirding
or influential value priorities that guide one’s interests, choices, actions, and reactions in a
variety of interpersonal and social contexts. By helping an individual to better understand
what one considers most important related to the complex makeup, diverse contexts, and
variable roles of the society in which one is situated, this process of guided, cognizant
self-reflection can facilitate a more realistic understanding of oneself in relation to social
norms, expectations, and options.
 Your values are your ideas about what is most important to you in your life
—what you want to live by and live for. They are the silent forces behind many of your
actions and decisions. The goal of "values clarification" is for you to become fully
conscious of their influence, and to explore and honestly acknowledge what you truly
value at this time in your life. You can be more self-directed and effective when you
know which values you really choose to keep and live by as an adult, and which ones will
get priority over others. Identify your values first, and then rank your top three or five.
* Being with people
* Being loved
* Being married
* Having a special partner
* Having companionship
* Loving someone
* Taking care of others
* Having someone’s help
* Having a close family
* Having good friends
* Being liked
* Being popular
* Getting people’s approval
* Being appreciated
* Being treated fairly
* Being admired
* Being independent
* Being courageous
* Having things in control
* Having self-control
* Being emotionally stable
* Having self-acceptance
* Having pride or dignity
* Being well-organized
* Being competent
* Learning and knowing a lot
* Achieving highly
* Being productively busy
* Having enjoyable work
* Having an important position
* Making money
* Striving for perfection
* Making a contribution to the world
* Fighting injustice
 * Living ethically
* Being a good parent (or child)
* Being a spiritual person
* Having a relationship with God
* Having peace and quiet
* Making a home
* Preserving your roots
* Having financial security
* Holding on to what you have
* Being safe physically
* Being free from pain
* Not getting taken advantage of
* Having it easy
* Being comfortable
* Avoiding boredom
* Having fun
* Enjoying sensual pleasures
* Looking good
* Being physically fit
* Being healthy
* Having prized possessions
* Being a creative person
* Having deep feelings
* Growing as a person
* Living fully
* "Smelling the flowers"
* Having a purpose
4.5 Moral Reasoning
Moral reasoning is a thinking process with the objective of determining whether
an idea is right or wrong.
To know whether something is "right" or
"wrong" one must first know what that something is
intended to accomplish. Thus, to know if "this
direction" is the right direction to follow to get to a
coffee shop, one must first know where one is, where
the coffee shop is, and the terrain between here and
there (to avoid blocks, etc).
Or, to know if this action is the right action to take, one must know what one
wants to accomplish, where one is, and the environment between here and the
accomplished state (for example, to impress my boss, I have to know what is likely to
impress him/her, what I, myself, can do at the work-place or where he/she would observe,
etc).
Thus, to know if something (an idea, an action, a behavior) is
"right" one has to know both what one intends to accomplish
and the environment that exists between "here" and "there.
But that alone is not enough! To go to a bank and threaten the
cashier might well accomplish your aim because you know
security is weak and the prospect of capture is low. There is a
third consideration: is it good for the people who live around
me, and supply the things my stolen cash will buy. Here we
have a further dilemma: a quick injection of stolen cash may
well help my closest suppliers, but where should we draw the boundary? The
neighborhood? The city? Our Nation? or the whole world? Only this last reason: Good
for all humanity, yields "moral reasoning”
Satisfactory solutions to problems are determined by using this principle.
Problems or behaviors are difficult to solve when either the
environment or the desired accomplishment are
incompletely understood from a global perspective.
(Religions face this difficulty.)
Therefore, moral reasoning cannot be correctly
performed until what is sought and the surrounding world-
wide environment is fully understood. An example: is it
"right" to use fetal stem cells? Only by first deciding
"what" the use is intended to accomplish and if the way of
accomplishing this is understood could such a question be answered. This is discussed in
Thinking and Moral Problems.

4.6 Decision – Making

 In its simplest sense, decision-making is the act of choosing between two or more
courses of action.
In the wider process of problem-solving, decision-making involves choosing
between possible solutions to a problem.
Decisions can be made through either an
intuitive or reasoned process, or a
combination of the two. Decision-making
can be regarded as a problem-solving
activity yielding a solution deemed to be
optimal, or at least satisfactory. It is
therefore a process which can be more or
less rational or irrational and can be based
on explicit or tacit knowledge and beliefs. Tacit knowledge is often used to fill the gaps
in complex decision making processes. Usually both of these types of knowledge, tacit
and explicit, are used together in the decision-making process.
Human performance has been the subject of active research from several
perspectives:
Psychological: examining individual decisions in the context of a set of needs,
preferences and values the individual has or seeks.
Cognitive: the decision-making process regarded as a continuous process
integrated in the interaction with the environment.
Normative: the analysis of individual decisions concerned with the logic of
decision-making, or communicative rationality, and the invariant choice it leads to.

4. Search About the different Types Graphic Organizers. Give the definition and its
uses.

What are Graphic Organizers

 A graphic organizer is a teaching and learning tool that is used to organize information
and ideas in a way that is easy to comprehend and internalize. By integrating text and visuals,
graphic organizers show relationships and connections between concepts, terms, and facts.
Graphic organizers can be used in all grade levels, and have proven to be effective
learning tools for gifted children and students with special needs. And with adult learners,
graphic organizers can help enable the connection between what they already know and newly
acquired knowledge.
Benefits of graphic organizers
Different types of graphic organizers can be used across the curriculum for teaching,
learning, and note-taking. They are easy to create and impactful in simplifying information.
Help visualize or present information in a way that is easier to comprehend, by breaking
down larger or complex concepts or ideas into smaller and simpler parts.
Provide students the opportunity to actively contribute and participate in the learning process
through the creation of graphic organizers.
Help develop cognitive skills such as brainstorming, critical and creative thinking, categorizing
and prioritizing content, reflection, etc. Help recall prior knowledge about a subject and quickly
connect it to new information. Promotes self-learning. By using graphic organizers for
note-taking, analyzing, studying, etc. students can familiarize themselves with a lesson far more
easily.
Graphic Organizers for Writing
1. Persuasion map

The persuasion map is an interactive graphic organizer that helps students familiarize
themselves with the process of persuasive writing. It assists them with outlining and preparing
arguments for their essays, speeches, debates, etc.

How to use it
Step 1: Choose a topic of interest for your essay/debate. Do proper research around it to collect
enough information.
Step 2: Define the claim that you want to make with your essay. Start your persuasion map by
writing this down first.
Step 3: Next to it, write down the reasons for making that claim.
Step 4: Then write down facts, examples, and information to back up your reasoning.
Step 5: End your persuasion map with the conclusion of your essay.

2. Sequence Chart

A sequence graphic organizer is a tool that helps visualize the order of steps of a process
or a timeline of events, etc. It can also be used for note-taking, lesson planning, and essay
writing.

How to use it
Step 1: Identify the steps in the process or event.
Step 2: Using a sequence chart, arrange these steps in sequential order.
Graphic Organizers for Reading
3. Story map

A story map can be used to identify the

different elements such as characters, character
plots, themes, techniques, etc. in a book students
are reading. It’s a useful tool that teachers can
integrate into the lesson to improve students’
comprehension.

How to use it
Step 1: Read the book and understand it well.
Step 2: Discuss the different significant elements
that were involved in the story. These could be the
characters, setting, problem and solution, etc. You
can fill the story map during the discussion.
Step 3: Once the map is complete you can discuss
each element individually.
4. Biography graphic organizer

This is a tool that assists with understanding a character from a novel, autobiography or
movie or a historical figure more in-depth. It brings attention to various important factors about a
person’s life.

How to create it
Step 1: Gather as much information you can about the character you are studying. You can also
refer to online resources, or ask from teachers or experts.
Step 2: As you analyze the information you have gathered, isolate the facts that stand out or you
think are important.
Step 3: Use your biography graphic organizer to lay out the information in a presentable way.
You can add images to make it more comprehensible as well.

5. KWL chart

KWL chart is used for gathering

information from student’s prior
knowledge or experience. This 3 column
chart captures the before (what the
reader already knows), during (what the
reader wants to learn) and after (what
the reader learned) stages of reading.

How to use it
Step 1: Get students to
brainstorm around the selected topic and
write down everything they know about it in the K column.
Step 2: Ask them to generate a list of questions about what they want to know in the W
column of the chart.
Step 3: During or after reading the book/ lesson get them to answer these questions in the
L column.

Graphic Organizers for Teaching

6. Learning map

Learning maps visually depict the key takeaways – skills, ideas, knowledge – students
should get from a lesson. It usually provides a high-level view of the lesson/ unit/ course that is
to be studied and the connection between its different components. Students can also use learning
maps in the classroom for note-taking.

How to use it
Step 1: At the center of the map, write down the topic (i.e. name of the lesson or unit)
Step 2: Brainstorm ideas and information related to it. Write these down on branches
emerging from the center. Make sure that you place them in a way that makes sense to teach or in
a logical sequence around the center.
Step 3: Add connectors between these elements and add labels to highlight the kind of
relationship between them.

7. Analogy graphic organizer

The analogy graphic organizer uses analogy to help students identify similarities and
differences between a new topic and a topic that they are already familiar with.

How to use it
Step 1: Select a topic/ concept that the students already know and is analogous in certain aspects
to the new topic
Step 2: Introduce the new concept and get the students to read and discuss it
Step 3: Using an analogy graphic organizer, ask the students to brainstorm and write similarities
and differences between the two topics.
Step 4: Based on the completed graphic organizer, ask the students to write a brief description of
the new topic.

8. Vocabulary graphic organizer

This tool can be used to assess the vocabulary knowledge of students. You can create graphic
organizers including various elements to help students learn new words, and learn antonyms and
synonyms.
9. Problem-solving organizer

Problem-solving graphic organizers can

be used to improve the problem-solving skills of
the students. It helps students identify and
evaluate solutions to problems.

How to use it
Step 1: Identify the problem and write it in the
problem box
Step 2: Ask students to then write down why
they think it is a problem in the first place
Step 3: Get them to brainstorm all possible
solutions along with the pros and cons relates to
them.
Step 4: Once they select the best possible
solution, ask them to list down all its possible
consequences
Step 5: Students can then make suggestions to
improve the selected solution further

Graphic Organizers for Learning

10. Timeline graphic organizer

Timeline diagrams are a type of graphic organizer that shows a sequence of events in
chronological order.
They come in handy when studying history as you can use it to display major historical
events that occurred during a period of time along with important details such as dates and
locations in which they took place.
In addition, timeline charts can also be used to show the progress of something (i.e.
growth of a business) or changes.

How to use it
Step 1: Identify the different events and the sequence of order in which they took place.
Step 2: Use a timeline template to arrange them chronologically
Step 3: Include significant details such as dates, locations and other additional information as
needed.
 11. T chart

T charts allow students to study

two facets of a topic. For example,
disadvantages and advantages, pros and
cons, differences and similarities, etc.

How to use it
Step 1: Draw a T chart and write
down the two areas you want to
brainstorm around on each column
head.
Step 2: Write down facts on each
column as you carry out your
brainstorming.

12. Hierarchy chart

Hierarchy charts visualize the elements of a system, organization or concept from its
highest position to the lowest. Students can use this tool to understand the superordinate and
subordinate categories of a topic and the relationship between them.
 How to use it
Step 1: Identify the most important element under the topic you are studying. Write this
down at the top of the hierarchy chart.
Step 2: List down the second layer of sub-elements stemming from the first component
you have identified. Add a third and fourth as necessary.
Step 3: Connect these with lines to show how they are connected to each other.

13. Star diagram

Star diagrams are used to organize

the characteristics of a chosen topic. It can
also be used to brainstorm around new
topics.

How to use it
Step 1: Select the topic you want to
study and write it down in the center of the
star diagram.
Step 2: Write down the
characteristics or attributes related to the
central topics on each point of the star.
Adjust the points of the star depending on
how many traits you write down.
 Graphic Organizers for Brainstorming
14. Cluster diagram

Cluster diagrams can be used to facilitate a brainstorming session or structure idea

generation and even to help with
exploring new topics.

How to use it
Step 1: Pick your topic of
interest to explore. This should be
placed in the middle of the diagram.
Step 2: Brainstorm around
this main idea and come up with
sub-topics related to it. Place them
around the center.
Step 3: Brainstorm around
each of the sub-topics and write
down related ideas around them.
Step 4: Add as many layers
as you want. However, use
color-coding to emphasize each
branch of thought. This will make it
easier for you to read and
understand the cluster diagram.

15. Lotus diagram

Lotus diagram is an analytical tool that can be used to breakdown broader and more
complex topics into smaller
components for easy
understanding. It can be
used for brainstorming and
studying new topics.

How to use it
Step 1: Draw a 3×3
grid in the center. On the
square in the center, write
down the main topic to be
explored.
Step 2: Write down
the related sub-topics around it as you brainstorm.
Step 3: Draw 8 more 3×3 grids around the one in the center. Each of these can be used to
write down facts that you brainstorm around each subtopic.
 16. Cause and effect graphic organizer

This type of graphic organizer shows the causes and effects of an event. The cause is the
reason why something has happened, and effect is the result of what has happened. Visualization
helps clearly understand the different cause and effect relationships.

How to use it
Using a cause and effect graphic organizer, identify the causes and effects related to the
problem you are studying or writing about. There could be several models of cause and effect
events, such as one cause leading to one effect or multiple effects, or multiple causes leading to
one effect or multiple effects.
One cause leading to several effects
Several causes leading to one effect (You can use a fishbone diagram here)
Each cause having one related effect
One cause triggering another cause that leads to another

17. Mind map

A mind map is a tool that helps capture the free flow of thought and is widely used for
brainstorming around topics. Additionally, it can also be used to organize and group information
about a topic.

How to use it
Step 1: Write down the topic you are brainstorming around in the center.
Step 2: On branches emerging from the middle, write down brainstormed ideas/ thoughts.
Step 3: Expand each sub idea with more facts. You can keep on adding more information
to your mind map until you have enough.
Graphic Organizers for Compare and Contrast
18. Double bubble map

The double bubble map is one of the popular thinking maps. It is much like a Venn
diagram and is used to identify similar and different qualities between two things.

How to use it?

Step 1: Write down the two ideas/ topics you are comparing in the two bubbles in the center.
Step 2: As you brainstorm and analyze the topic, write down the differences in the bubbles
radiating from the center.
Step 3: Write down the similarities in the bubbles that are common to both topics.
19. Venn diagram
Another graphic organizer that helps you visually represent a comparison of differences and
similarities between two subjects, is the Venn diagram. What makes it different from the double
bubble map is that it can include more than two topics and one common area.

How to use it

It works similar to the double bubble map.

Step 1: Write down the topics being compared on the top of each circle.
Step 2: Writ down the differences or unique characteristics inside its own sector avoiding the
overlapping area.
Step 3: List the similarities in the common area.

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