Divine Word College of Laoag

SCHOOL OF ARTS, SCIENCES AND EDUCATION

GROUP-4 REPORT

INTEGRATIVE APPROACH

MEMBERS:
CARIAGA, LYZETTE JOY R.
CORPUZ, RICKA MAE
DANAG, MARIA LIZA

INTEGRATIVE APPROACH- It is an integrated learning incorporates multiple subjects,

which are usually taught separately, interdisciplinary method of teaching. A teaching method
that allows student to learn in a way that is natural and learner-centred in a learner-interest
context. This type of approach when a curriculum is created based of the learner’s interest and
comfortable, fun, and flexibility.

Example:
A social study and an English subject joint together. Students can make an essay in regards to
culture. As a result, social study used as a topic and English used as a language to elaborate
their answers.

According to Dewey, 1938 and New, 1992, an integrative approach has roots in early childhood
education, where a hallmark for quality is the seamless interconnection of development
domains and content areas. John Dewey claimed that learning could be more meaningful if
content areas are blended for curriculum and instruction. The use of unifying themes and real-
life activities could lead to more relevant learning.

Learning through an integrated studies approach is enhanced when studies are actively engaged
in meaningful and relative topics. Learner’s construct and produce knowledge by solving
problems, conducting inquiry, engaging in reflection and building repertoire of effective
strategies.

Integrative Teaching – is a well-organized anchored on real life situation that include learners’
interests and needs creating a variety of meaningful activities and learning experiences.

Example:
Social study discusses about the main problems or issues in our society in which the teacher
will give an activity and ask the students what are the possibilities and actions on how are they
going to suppress corruption, poverty and etc. In this way, their answers challenge them to
apply it in their own selves and practice honesty and responsibility in a real-life situation.

PROCESS AND TYPES OF INTEGRATION

1. Within the subject area- Intradisciplinary
2. Between the subjects’ areas-Multidisciplinary & Interdisciplinary
3. Beyond subject areas-Transdisciplinary

Intradisciplinary Integration- Knowledge and skills within one subject area are connected
from grade-to-grade.
 Divine Word College of Laoag
SCHOOL OF ARTS, SCIENCES AND EDUCATION

Multidisciplinary Integration- The subject area outcomes remain distinct, but due to some
meaningful linkages they are connected together during the process of transactions.

Interdisciplinary integration – is a process of integrating the interdependent or common

knowledge and skills from more than one subject areas during transaction process.

Integration beyond subject areas or trans-disciplinary integration - Is a process where the

student’s day to day experiences is connected to different subject areas to acquire knowledge
and skills.

Multidisciplinary Integration- Subjects bring together two or three disciplines to teach

common themes, issues, topics, or concepts. Help makes the connections. In the
multidisciplinary approach, standards from various objectives are organized around a specific
theme.

Example: Multidisciplinary Integration, when the lesson is all about Water, the other subjects
that also connects to water comes in. Math can define the volume of water, Language can make
compositions in regards to water, Values Education teaches people to discipline and how to
preserve water, Geography is about natural resources where water is also included, Social
Studies tell us its sources and uses, and Science helps us to dig and deepen our understanding
referring to water. This approach is very broad in the sense that there are many different ways
to go about it which vary in intensity of integration.

MATH
Volume

LANGUAGE SCIENCE
Composition Water Cycle

WATER
SOCIAL
VALUES
STUDIES
EDUC
Sources and
Preservation
uses

GEOGRAPHY
Natural
Resources

Interdisciplinary integration – It is a method or methods, used to teach a unit across different

curricular disciplines. Simply put it is a way to incorporate a topic or subject throughout
different classes.

An interdisciplinary approach (also called horizontal integration) connects the interdependent

knowledge and skills from more than one subject area to examine a central theme, issue,
problem, topic, or experience. It is a holistic approach that stresses linkages. Example, using
sustainable development as a theme, students pursue learning outcomes from science, social
studies, and language arts to better understand a complex issue. Another example is two or
more subjects are combined or merged in just one discussion. When we say Philippine history,
Geography and Government, it’s already 3 subjects but united in terms of its chapter or event.
This subject promotes the development of the students through Reading, Thinking, Drawing,
and Writing.
 Divine Word College of Laoag
SCHOOL OF ARTS, SCIENCES AND EDUCATION

Reading

Philippine
History,
Thinking Geography, Writing
and
Government

Drawing

Transdisciplinary learning is the exploration of a relevant concept, issue or problem that

integrates the perspectives of multiple disciplines in order to connect new knowledge and
deeper understanding to real life experiences.

Best practices in a transdisciplinary environment do not compartmentalize learning, but rather

explore content within the context of inquiry

For example, children learning about beliefs and values around the world (Social Studies)
might compare and contrast characteristics of religions. With that information, they will be
working with a math strand of data using tally marks and graphs to analyse information.

Transdisciplinary learning requires that all teachers are involved and collaborate. They must
shift away from the comfort zone of working individually by sharing ideas with others for the
purpose of integrating learning experiences. This results in building meaningful and enduring
understandings for students.

FOUR MODES OF INTEGRATED TEACHING STRATEGY

Here are some practices you may use when implementing the integrated approach, first,
incorporate the thematic teaching in the daily schedule and daily or weekly lesson plan. It
provides a broad framework for linking content and process from a variety of disciplines. Helps
students to see the relationships between concepts.

Provide Gives focus to the

Coherence Activity

THEME

Helps learner see Links ideas to

meaningful actions and
connections learning to life

Another example of a thematic teaching strategy. So, what comes in first when we hear the
word social studies? What is its benefit to the students? Of course, it gives information
especially from the past events, Students understand change and how the world and nations
developed Studies study the history of world civilizations, how they rose, how they fell, and
where current nations stand in history. Students learn why nations are located in certain areas,
from geographic reasons like resources and landmass, to reasons such as war or technological
advancement, Students learn skills essential for citizenship social studies informs students
 Divine Word College of Laoag
SCHOOL OF ARTS, SCIENCES AND EDUCATION

about the ways our democracy functions, such as how citizens are represented by elected
officials and how the voting process works. These courses also require students to participate
in community events and service-learning projects to understand how citizens work together
to create a functioning society, Students develop critical thinking skills by analyzing
decisions made by famous leaders in history Everyone learns from their mistakes. Students
have the benefit of learning from other peoples’ mistakes as they explore successful and
unsuccessful decisions made throughout history by world leaders. Actually, students can also
participate in history simulations and role-playing exercises to see first-hand how different
decisions might have affected Philippines today.
It can develop student's
critical thinking skills by
It gives Information analyzing decisions
made by famous leaders
in history

Social Studies

Students understand
change and how the Students learn skills
world and nations essential for citizenship
developed

For this strategy to be effective, teachers must collaborate in order to decide a central theme
that can be used to teach a lesson or a unit.

1. Content-Based Instruction (CBI)

Content-based instruction differs from traditional language classes because language comes
second to the content. In other words, the teacher runs a course on current affairs, or Philippine
history, or fiction writing, through which students also learn English. It’s important to note that
English ends up as subordinate to the material, although the teacher must recognize and be
prepared to help students with language skills.

During the lesson students are focused on learning about something. This could be anything
that captivates their interest, from a serious science topic to their favourite pop star or even a
current news story or film. They learn about this subject by using the language they are
attempting to learn as a tool for developing knowledge rather than their native language, and
as a result, they develop their linguistic ability in the target language. This is thought to be a
more natural way of developing language ability and corresponds more to how we learned our
first language. In short, CBI is a second language acquisition approach that emphasizes the
importance of content. Unlike other approaches or methods that focus on the language itself
but in Content-Based Instruction focuses on the subject matter.

Example 1: Language and Social Study

A teacher teaching the students how to operate and read maps by using English language.

If the students already mastered how to operate and read maps and adopted the language being
used as an instruction then that is what we call it a bonus. But we should always remember, in
Content-Based Instruction, the subject matter or the content comes first before the language
being used.

Example 2: Reading and Explaining to the students about the Philippine History.
 Divine Word College of Laoag
SCHOOL OF ARTS, SCIENCES AND EDUCATION

Still the same with 1st example, the language being used is English but what truly matter is the
content and how the story is being delivered or explained.

2. Focusing Inquiry
It is an interdisciplinary approach that uses questions to organize learning. Student-centred and
teacher guided instructional approach that engages students in investigating real world
questions.

It uses all available information to determine what her students have already learned and what
they need to learn next. Students' purposes for writing involve more complex concepts and
understandings as they move from years 4 to 8. This strategy is said to be in cycle in a sense
that as learners search for answers, they generate questions as well.

Steps for Inquiry Process:

• Frame a focusing question (linked to prior knowledge of students)
• Present a field of facts (5 w’s and h question)
• Help learners connect or relate facts (interpret, give meaning)
• Help learners generate explanatory ideas (Generalization)
• Help learners find answers.

Example 1: Social Study

Throwing them questions that will generate their minds such as linking this pandemic on how
and what are the possible ways in recovering the Philippines economy.

EXAMPLE 2: Another example is a debate in which students are hurling and exchanging
opinions. A teacher will ask the students who should be the one to be entitled as our national
hero is it Doctor Jose Rizal or Andres Bonifacio.

This is to broaden up their knowledge and deepen their understanding about the past events
and the phenomenon that our world is facing today. This process will enable learners to develop
higher ordered thinking skills that they can use in real life situations.

3. Generic Competency Model

It enables students to develop "competencies”. These competencies are acquired through
connecting one subject from the other. Personal development, social competence and
work/special skills are the most common competencies being integrated in two or more
subjects. (Losabia, 2010)

In the above-mentioned objective, the teacher can decide which competency he/she will make
the students develop. If the teacher wants the 3, the better. For personal skills, students can
develop their love and appreciation of their own culture. For social competence, the students
can work in groups especially in preparing their culminating performance which is an exhibit.
Lastly, for the work/special skills, the student can utilize their creative and artistic skills to
make their exhibit appealing. Their work attitudes can also be reflected especially given a
deadline and/or a criterion. The objective might be related to Social Science, however, the skills
in making the exhibit can be drawn from Social Study subject, MAPEH subjects, as well as the
proper work attitudes learned from Values Education.
 Divine Word College of Laoag
SCHOOL OF ARTS, SCIENCES AND EDUCATION

Example: Objective in Makabayan (Social Study), "Identify material and non-material culture
and to affirm their importance through preparing an exhibit about the culture of the
Philippines".

This can be integrated in the three competencies stated.

CONCLUSION: SO, WHY SHOULD WE USE AN INTEGRATIVE APPROACH?

Because it has many benefits to teaching in an integrated manner as well

• An integrated curriculum causes students to make connections in their learning across

subjects or between various areas of a specific subject. This is a more realistic learning
experience.

In “real-life,” problems are rarely as siloed as subjects in school can be. Teaching in an
integrated manner helps students see problem solving as complex and multi-layered.

• An integrated approach to learning provides students with overarching organizing ideas and
concepts, which help them develop the bigger picture and not see learning episodically.

Instead, they begin to internalize the process of making connections across disciplines and/or
among topics within a discipline.

• Integrated learning provides opportunities for students to develop and value multiple
perspectives that come not only from different people’s interpretations but different
disciplinary approaches to a particular problem or situation.