THE INTEGRATIVE

STRATEGIES OF TEACHING
Makabayan shall be delivered
using the integrative teaching
strategies which include
thematic, content-based
instruction, focusing inquiry,
and generic competency models.
 THEMATIC TEACHING

This is a way of teaching

and learning, whereby many
areas of the curriculum are
connected together and
integrated within a theme.
 The following characteristics of
thematic teaching :
 It recognizes learning around ideas.
 It provide a framework for linking content
and process from variety of discipline.
 The theme provides coherence of
activities.
 It gives a focus to the activities that
accompany the unit.
 It also helps the learners see the
meaningful connection across the discipline
or skill areas. (DepEd Manual, BEC Primer)
 It conveys clear, compelling purpose
to learners, teacher and parents.
 It links ideas to action.
 Topics are relevant and are of
interest to children
 An array of lessons is built around
central ideas.
 It enhances children’s concept
development.
 It provides a means for integrating
content learning and process learning
in ways that are meaningful to them.
 A. Content Learning
 It uses such mental abilities as attending,
listening, observing, remembering, and recalling.
 It consists of socio-conventional knowledge
around which the theme is designed
 It gathers data about people in the community
and their work through field trips, observation,
interviews, and the like.
 In the clasroom, it engages in hands- on
activities, replicates, simulates the work of the
people from the community.
 It provides stories, books, and other sources of
information such as videos or demionstrations by
resource persons.
 It is comprised of the cognitive,
social, emotional and physical elements
that form the basis for all experiences
in the classroom.
 It encompasses the whole child.
 The processes involved range from
mental abilities such as grouping,
differentiating, inferring and
concluding, to such physical skills as
developing strength or endurance, to
the social skills of learning; how to
delay gratification or how initiate an
interaction.
 Learners gain factual insight
into ther life of workers and
can also test their ideas.
 Learners gain opportunities to
reach compromises.
 It create symbols.
 Learners draw conclusions.
 Content-Based Instruction
(CBI)

 The focus of the CBI is on the

topic or subject matter.
 During the lesson students are
focussed on learning about
something by the use of the
content of another subject
integrates lesson content in
HKS to teach Filipino grammar
 A. Content Learning
 Students learn about what interest
them in using the language thay are
trying to learn, rather than their
native language.
 They develop linguistic ability in
the target language.
 It is a natural way of developing
language ability that corresponds to
the way first language was earned.
 B. Process Learning
Preparation
 In the preparation, teacher
chooses a subject of interest
to students.

 He/ She finds three or four

suitable sources that deal with
the different aspects of the
subject.
 During the lesson
 The teacher divides the class into
small groups and assigns each group
a small research task and a source
of information to use.
 Once research is done, students for
new groups with those that used
other information sources and share
and compare their information.
 There should be some products as
the end result of the sharing of
information.
 Focusing Inquiry
o Focusing means the center of interest or
activity is the focus of attention and
concentration.
o Inquiry is something termed “
discovery”, heuristic” and “problem
solving”
o It is defined simply as a teaching
method which is “modeled after the
investigative processes of scientists”
o It puts premium on obtaining information
through direct experience.
 Content Learning
o It is focused on using learning
content as a means to develop
information-processing and problem
solving skills.
o It puts more emphasis on “how we
come” and less on “what we know”.
o It is student- centered with the
teacher as a facilitator of learning.
o Students are more involved in the
construction of knowledge.
o Student ask questions taht are more open and
reflective in nature.
o Assessment is focused on determining the
progress of skills development in addition to
content understanding.
o It stresses skill development and nurtures the
development of good habits of mind.
 B. Process Learning
Here are the steps:
o Getting started, by identifying
preliminary questions and information
o Planning, by specific unknown and
formulating hypotheses
o focusing by refining the preliminary
question
o Identifying and mapping possible
resources
o Evaluating resources
o Tracking what fits and what
doesn’t
o Assessing preliminary answres
o Making sense of multiple
pieces of information
o Telling a particular audience
the personal story of the “
learning journey”
 Generic Competency
Model

 In this approach, learners are

enrolled in three to four
linked courses
 These links between the
courses rest essentially on
“generic competencies”
 Content Learning
 Learners are enrolled in three to four
limited courses link among the sources
essential on generic competencies.
 Learners are assisted in developing
competencies that will transfer
readily from one discipline to
another.
 Competencies are clustered into
personal development, social
competence, and work special skills.
 The subject specialist teaches
his or her subject.
 Instructional integrity of the
discipline is maintained.
 Activities draw on the
processes and skills important
to each discipline.
 B. Process Learning
 Describe the generic competency (social,
personal, productivity/work/special
skills)
 Identify the culminating performance
( what, why, and how)
 Brainstorm the specific skills that you
would expect the learners to derive from
the project.
 Examine if the specific skills will lead
to the culminating performance.
 Design the scoring guide ( criteria and
standard) to assess the performance.
THANK YOU FOR
LISTENING!!
Good day!!!