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INTEGRATED TEACHING
INTRODUCTION

An integrated approach allows learners to explore, gather, process, refine and

present information about topics they want to investigate without the constraints
imposed by traditional subject barriers (Pigdon and Woolley, 1992). An
integrated approach allows students to engage in purposeful, relevant learning.
Integrated learning encourages students to see the interconnectedness and
interrelationships between the curriculum areas. Rather than focusing on
learning in isolated curriculum areas, an integrated program is based on skill
development around a particular theme that is relevant to the children in the
class.

In an integrated curriculum unit, all activities contain opportunities for students

to learn more about the content (Pigdon and Woolley, 1992). Smith and Ellery
(1997) agree with this, saying that children can develop a deeper understanding
of content through a range of purposeful activities. Integral to the model of
integrated learning is the inquiry approach. Students are active learners who
research, interpret, communicate, and process learning to both others and
themselves. Inquiry approaches allow students to construct meaning using their
prior knowledge on a subject, and new knowledge gained during the learning
process. Success in teaching learning process always attributed to the
creativity of teachers. The teacher has to choose and design what strategy suits
the kind of learners present there. To be creative the teacher has to consider
individual difference or diversity of learners in every learning episode to make
it more meaningful.

MEANING
Knowledge Learnt in Isolation is Rapidly Forgotten" Here comes the importance of
integration. Meaning is to make entire".
DEFINITION
Integration of teaching is defined as the organization of teaching matter to interrelate
or unify the subjects which are frequently taught in separate academic courses or
departments. It simply means bridging connections between academic knowledge and
practicals.
Integration is defined as organization of teaching matter to interrelate or unify
subjects frequently taught in separate academic courses or departments.
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AIMS
Integration aims at giving the students a holistic
his studies. Thus the topics can be presented
overcomes the separation in the students mind
system concerned, its diseases, their diagnosis,
aspects.
instead of a fragmented outlook on
in a more meaningful way. This
between form and function of the
therapy and social and preventive

OBJECTIVES OF INTEGRATED TEACHING

To foster security and satisfaction.
To promote cooperative learning.
To help develop sense of value.
To help develop self direction.
To foster creativity.
To provide opportunities for social action.
To help evaluate learning.

PURPOSE
The purpose of integrated teaching is to improve the teaching- learning
process.
PRINCIPLE
The development of the whole personality of the learner is more important than
the subject matter.
Large units should be prepared accordingly.
Learning 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 procedure.
Individual differences should be provided for by a wide variety of learning
activities and experiences.
The atmosphere of the classroom should be permissive and happy.
FORMS OF INTEGRATEG TEACHING
Content Based Instruction
Focusing Inquiry
Thematic Teaching
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A) Content Based Instruction

Content-Based Instruction is an approach to language teaching that
focuses not on the language itself, but rather on what is being taught
through the language; that is, the language becomes the medium through
which something new is learned. IN the CBI approach the student learns the
TL by using it to learn some other new content. For example by studying
the French Revolution while using the French language. The language
being learned and used is taught within the context of the content. The
theory behind CBI is that when students are engaged with more content, it
will promote intrinsic motivation. Students will be able to use more
advanced thinking skills when learning new information and will focus less
on the structure of the language. This approach is very student-centered as it
depends entirely on the students ability to use the language.

B) Thematic Teaching
Thematic instruction is the organization of a curriculum around macro
themes. Thematic instruction integrates basic disciplines like reading,
math, and science with the exploration of a broad subject, such as
communities, rain forests, river basins, the use of energy, and so on.
Thematic instruction is based on the idea that people acquire knowledge
best when learning in the context of a coherent whole, and when they can
connect what theyre learning to the real world. Thematic instruction 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

C) Focusing Inquiry-based instruction is a student-centered and teacher-

guided instructional approach that engages students in investigating real
world questions that they choose within a broad thematic framework.
Inquiry Based instruction complements traditional instruction by providing
a vehicle for extending and applying the learning of students in a way that
connects with their interests within a broader thematic framework. Students
acquire and analyze information, develop and support propositions, provide
solutions, and design technology and arts products that demonstrate their
thinking and make their learning visible.

Advantages:
Connections
O Helps students understand connections and how to connect
O Draw connections from the real world
O Makes connections through a common them
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O Focuses the Learner on the Mastery of Objectives/Overall Goals

O Models for Students the Resources Used in Research
Variety within Learning
O Makes for well-rounded students (experienced many different
ways of learning)
o Keeps students engaged through making learning activities
fun/variety
O Teacher is able to be creative, authentic, and original (as well as
the students)
O Expands your Assessment Strategies
O Can integrate all subjects and use literacy within those subjects
Classroom Culture
O Students have choice in what they learn- topic choice
O Utilizes Collaborative and Cooperative Learning
O Share the same learning goals
O Creates a community of learners
O Not all teacher-student centered, this is student centered
Curriculum Advancements
O Technology in the classroom
O Compact the curriculum
O Integrates Word Processing Skills into Creative Activities
O Time savers- teaching multiple subjects at one time

Disadvantages:
Interest Issues
O Some students may lose interest
O Student/Teacher could become bored with one theme
O Not participate due to low motivation or interest
Content Issues
O Students miss a day- may miss the connections
O Finding enough resources/information to cover every aspect of
the topic
O Intertwining the benchmarks within that one topic may be
difficult
O Missing out on some content that could be covered
O Less organization for teacher (compared to basal program)- more
work for the teacher
A Turn with Classroom Culture
o With student choice- may cause arguments, unwilling to want to be
involved because it wasnt there first choice
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o Inaccessible to some students due to cultural, academic, or ability

differences
Cultural- never experiences winter
Academic- lower level students having a hard time with concepts
within that theme- but expected to connect.
SUMMARY

Integrated teaching learning process always attributed to the creativity of

teachers. The teacher has to choose and design what strategy suits the kind of
learners present there. To be creative the teacher has to consider individual
difference or diversity of learners in every learning episode to make it more
meaningful. Definition Integration of teaching is defined as the organization of
teaching matter to interrelate or unify the subjects which are frequently taught in
separate academic courses or departments. It simply means bridging connections
between academic knowledge and practicals Knowledge Learnt in Isolation is
Rapidly Forgotten" Here comes the importance of integration. Meaning is to make
entire". Aim Integration aims at giving the students a holistic instead of a fragmented
outlook on his studies. Objective s of integrated teaching - To foster security and
satisfaction. To promote cooperative learning. To help develop sense of value. To
help develop self direction. purpose The purpose of integrated teaching is to improve
the teaching- learning process. Principle The development of the whole personality of
the learner is more important than the subject matter. Large units should be prepared
accordingly.
CONCLUSION
An integrated approach allows students to engage in purposeful, relevant
learning. Integrated learning encourages students to see the interconnectedness
and interrelationships between the curriculum areas. Children learn language is a
vast range of contexts both social and educational (Pigdon and Woolley, 1992).
Language is used to communicate ideas throughout every curriculum area using at
least one of the three strands: Oral, Written, or Verbal.

RESEARCH ABSTRACT
1 Introduction of Integrated Teaching Learning Module in Second M.B.B.S.
Curriculum
Neelam Anupama Toppo1 , Monica Lazarus2 , Riti Jain Seth2 , O.P. Bhargava2 ,
Kuldeep Singh Yadav2 , Pradeep Kumar Kasar3.
ABSTRACT
An integrated approach is an effective educational strategy to teach Under
Graduate Medical students. Yet, this has not been incorporated in most of the
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medical colleges in India. Aim and objectives of the research were to introduce
the Integrated teaching learning method, to study the effect of an integrated
teaching learning process among undergraduate medical students and to get
feedback regarding integrated teaching learning method of students and faculty.
Material and methods: It was Cross sectional Interventional study conducted in
NSCB Medical College, Jabalpur for 4th Semester MBBS students over the
period of 6 month. Topics for integrated teaching were Pneumonia and
Diarrhoea. Vertical and horizontal integration was adopted. Paediatrics,
Community Medicine, Microbiology and Pathology departments were included
for this project. Results: Thirty seven per cent students obtained more than 60%
marks while 21% students between 50-60% and 42% students

2 Integrated teaching program using case-based learning

Pankaj Bhardwaj, Nikha Bhardwaj,1 Farzana Mahdi,1 J P Srivastava,1 and Uma
Gupta1

Author information Article notes Copyright and License information

Abstract

Background:
At present, in a medical school, students are taught in different departments,
subject-wise, without integration to interrelate or unify subjects and these
results in compartmentalization of medical education, with no stress on case-
based learning. Therefore, an effort was made to develop and adopt integrated
teaching in order to have a better contextual knowledge among students.

Methodology and Implementation:

After the faculty orientation training, four topic committees with faculty
members from different departments were constituted which decided and agreed
on the content material to be taught, different methodologies to be used, along
with the logical sequencing of the same for the purpose of implementation.
Different teaching methodologies used, during the program, were didactic
lectures, case stimulated sessions, clinical visits, laboratory work, and small
group student's seminar.

Results:
After the implementation of program, the comparison between two batches as
well as between topics taught with integrated learning program versus
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traditional method showed that students performed better in the topics, taught
with integrated approach. Students rated clinical visits as very good
methodology, followed by case stimulated interactive sessions. Students
believed that they felt more actively involved, and their queries are better
addressed with such interactive sessions.

Conclusion:
There is a very good perception of students toward integrated teaching. Students
performed better if they are taught using this technique. Although majority of
faculty found integrated teaching, as useful method of teaching, nevertheless
extra work burden and interdepartmental coordination remained a challenging
task.
Keywords: Case based learning, integrated teaching, topic committees
BIBLIOGRAPHY
1 http://www.angelfire.com/stars5/integrated_teaching/integration.htm
2 https://msu.edu/~zenkcarl/Thematic%20Unit-%20A%20and%20D.html
3 https://www.slideshare.net/swanandpathak/integrated-teaching
4http://www.ijcmr.com/uploads/7/7/4/6/77464738/_introduction_of_integrated_
teaching_learning_module_in_second_m.b.b.s._curriculum__.pdf
5 https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4552059/
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INDEX
INTEGRATED TEACHING
INTRODUCTION
MEANING
DEFINITION
AIMS
OBJECTIVES
PURPOSE
PRINCIPLES
FORMS OF INTEGRATED TEACHING
ADVANTAGES
DISADVANTAGES
SUMMARY
RESEAECH ABSTRACT
CONCLUSION
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NURSING EDUCATION

MICROTEACHING
ON
INTEGRATED TEACHING

Submitted to Submitted by
Mrs. Shakila .k Soumya Raj
Vice Principal M.sc Nursing I year
Vcon vcon