INTEGRATIVE TEACHING
STRATEGIES QUIZ #1
INTEGRATE – to put things together
Lesson and…
o real-life situation
o a lesson from other subjects
o meaningful activities
o their intelligences and learning styles
INTEGRATIVE TEACHING STRATEGY
paves the way to connecting what is learned
in school to real life world rather than in isolated
facts and information
a well-organized strategy anchored on real
life situation that include learners’ interests and
needs creating a variety of meaningful activities and
learning experiences
 OBJECTIVES
- foster security and satisfaction
- promote cooperative learning
- help develop sense of values
- help develop self-direction
- foster creativity
- provide opportunities for social action
- help evaluate learning
 BENEFITS
- help alleviate fragmenation of learning and
isolated skill instruction
- train students to think and reason at a higher
level (critical thinking)
- provide instruction in a more relevant and
interesting to the students
 EDUCATIONAL IMPLICATIONS
- pre-service teachers are expected to
demonstrate and practice the professional
and ethical requirements of the teaching
profession
- teachers are guided on how to modify,
create, innovate, and integrate best
classroom practices that match exactly to the
learning styles and multiple intelligents that
students have
- teachers must try to be sensitive in the
interest, needs, and experiences of the
students in the class that the learning
episode is realistic and significant
- in K-12, pre-service teachers will be
exposed to various comprehensive and best
classroom practices
 PRINCIPLES FOR PLANNING
- development of the whole personality of the
learner is more important than the subject
matter
- long range plans and large units should be
prepared to daily and isolated tasks
- learning activities should be recognized
around real-life problems of the pupils, their
needs and interests
- learning should be characterized by group
planning, group work, and group assessment
- teaching-learning activities should follow
democratic procedures
- individual differences should be provided
for by a wide variety of learning and
experiences
- atmosphere of the classroom should be
permissive and happy
 MODES
1. Thematic Teaching
- provides a broad framework for linking
content and process form a variety of
disciplines
- provides coherence and “focus” to the
activities that accompany by the unit
- helps learners see the meaningful connection
across disciplines or skills areas
- conveys a clear, compelling purpose to
learners, teachers and parents, linking ideas
to actions and learning to life (Zulueta,
2006)
2. Content-Based Instruction (CBI)
- integration of content learning language
teaching aims
- centered on the academic needs and interest
of learners, and crosses the barrier between
the language and subject matter courses
(Zulueta, 2006)
- emphasizes a connection to real-life real-
world skills
- students have more opportunities to use the
content knowledge and expertise they bring
to class (Curtain, 1995)
- activates their prior knowledge which leads
to increased learning of language and
content material
- INQUIRY = dynamic process of being open
to wonder and puzzlements and coming to
know and understand the world
- INQUIRY BASE LEARNING = a process
where students are involved in their
learning, formulate questions, investigate
widely and then build new understandings,
meanings, and knowledge
3. Focusing Inquiry
- student-centered and teacher-guided
instructional approach that engages students
in investigating real world questions
- students acquire and analyze information,
develop and support propositions, provide
solutions, and design technology and art
products that demonstrate their thinking and
make ther learning visible
 OTHER FORMS
o Lecture Discussion
uses the “Three-Pronged Strategy” which includes
careful organization of course material, student
interaction in lecture, and discussion section
activities
o Demonstration Lecture Method
provides students with an in-depth understanding of
the procedure or process presented
o Film Showing Discussion
uses films, tapes, slides, and televisions and after
that, the discussion will follow

o Reporting Discussion
can actively engage in an interesting discussion of
the various ideas that the students shared with the
classmates; the teacher can enliven the session by
asking some questions and can enrich it by adding
relevant and clarifying ideas
o Inductive-Deductive Technique
teaching from the most complex subject matter and
then letting the students derive their own specific
understanding about the topic

TRUE CURRICULUM – subjects are parts and

parcels of life (interconnectedness of learning areas)

THE THREE LEVEL STRATEGY

1. Values – the knowledge acquired are related
to students’ life
2. Concepts – the facts are reviewed and
organized into concepts (relationships of
facts)
3. Facts – the students learn isolated facts

UNITS – organized learning experiences where the

subject matter in an integrative classroom that are
being divided which are unified around a certain
core or theme for which the child has a felt need

THE THREE KINDS OF UNITS OF WORK

1. Subject Matter Units – organized around the
usual textbook chapters or topics or around
major generalization and principles
2. Center of Interests Units – based on the
interest of pupils, felt needs, dominant
purpose, or a combination of these
3. Integrative Experience Units – aim at a
learning product which is changed behavior
and the adjustment of the individual
(Lardizabal, 1995)

BLOOM’S TAXONOMY
– a classification system used to define and
distinguish level of human cognition
– to help educators to inform or guide the
development of assessments (tests and other
evaluations of student learning), curriculum (units,
lessons, projects, and other learning activities), and
instructional methods such as questioning strategies