INTEGRATIVE APPROACH
• Integrative approach is cutting across subject
matter lines bringing together various aspects
of the curriculum into meaningful association
to focus upon broad areas of study.
• The learners will realize that subjects being
taught to them are not separate and isolated
field of knowledge, but are linked to each
other in order to achieve understanding and
concept attainment.
Focus of Integrative Approach
The focus of Integrative Approach is the mastery of
learning standards in different learning areas and
how students could use what they learned from these
learning areas as they face issues/concerns/problems
in their day-to-day world.
Types of Integrative Approach
 Scaffold-Knowledge Integration
 Content-Based Instruction
 Thematic Teaching
Scaffold-knowledge Integration
● Make thinking visible.
● Models scientific thinking.
● Promotes autonomy and lifelong learning.
● Helps students learn from others.
● Encourages listening to others.
● Encourages monitoring.
Ex. The teacher begins sharing to students how the
new information can be used. The teacher then
guides the students as they use the new information.
The teacher lets the students use the new information
independently.
Suggested Activity:
The 4 A’s Activity
• Activity (build on students ideas)
• Analysis (Make thinking visible)
• Abstraction (Encourage listening to others)
• Application (Promote autonomy/lifelong
learning)
Suggested form of Assessment:
• Group Work Presentation
• Project Exhibits
Content-Based Instruction
● Focuses on the topic or subject matter using
the language they are trying to learn as a tool
for developing knowledge.
● Develop their linguistic ability in the target
language with the content of a particular
subject way of developing.
Six T’s Features
● Themes - central ideas that organize major
curricular units.
● Text - content resources which derives the
basic planning of theme units.
● Topics - subunits of content which explore
specific aspects of the themes.
● Threads - linkages across themes which
create greater curricular coherence.
● Tasks – instructional activities and
techniques utilized.
● Transitions – explicitly planned actions
which provide coherence across topics in a
theme unit and across tasks within topics.
The Six T’s provide the means for developing a
coherent content-based instruction. In this
approach, the themes become primary source for
curriculum planning. A variety of relevant and
interesting texts leads to topic selection. A
coherent set of topics is expected to stimulate
student interest and create connections that
maintain student involvement. Specific tasks are
 designed to teach the language knowledge and
content information central to the texts for a
given theme unit, meeting student needs and
achieving curricular priorities. Transitions and
threads create additional linkages throughout the
curriculum, creating a sense of coherence and
seamlessness.
Suggested Activity:
The 4 A’s Activity
• Activity (build on students ideas)
• Analysis (Make thinking visible)
• Abstraction (Encourage listening to others)
• Application (Promote autonomy/lifelong
learning)
Suggested form of Assessment:
• PowerPoint Presentation
• Action Research
Thematic Teaching
● Integrates basic discipline of all subjects.
● 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 to be practical
and broad enough to allow creative
exploration.
Suggested Activity:
The AACE Activity
• Apply (Being creative)
• Analyze (Being critical)
• Conceptualize (Design Theory)
• Experience (New concept with celebration)
Suggested form of Assessment:
• Bulletin board display
• Culminating Performance
Value of Integrative Approach
● Allows students to engage in purposeful
relevant learning.
● It encourages students to see the
interconnectedness and interrelationships
between the curriculum areas.
● Students are able to use their prior
experiences to consult learning.
● Since integrated units are child-centered, they
provide opportunities for cross-cultural
sharing.
● Opportunities for students are given rather
than relying on a written or oral test.
Conclusion
Success in the teaching process is always
attributed to the creativity of the teacher. Learners
vary greatly in terms. Integrative Approach involves
combining the idea that students will learn more
when they see how the topic connects to different
areas in curriculum.
References
• Bago, A. (2008). Curriculum development, the
Philippine experience. C & E Publishing, Inc. Quezon
Ave., Philippines
• Wynn, M. (2009). Strategies for teaching in the
content areas. Pearson Education Inc. New Jersey,
USA.
• Wortham, S. (2009). Early childhood curriculum
developmental bases for learning and teaching.
Pearson Education Inc. New Jersey, USA.
• https://prezi.com/nghpj20u2wc_/integrative-
approach/?fallback=1
• https://prezi.com/ptzqq7jrbvhd/integrative-approach/
• https://classroom.synonym.com/teach-using-
integrative-approach-8677824.html
Discussant: Karen Joy O. Depon (BSEd Math 4)