Integrative Teaching

Strategies
(ITS)
PREPARED BY: GAN ZI XI
What is integrated teaching?
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.
In an integrated curriculum unitallactivities 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.
Objectives of Integrative Teaching
Strategies
1) To foster security and satisfaction.
2) To promote cooperative learning.
3) To help develop sense of values.
4) To help develop self-direction.
5) To foster creativity.
6) To provide opportunities for social action.
7) To help evaluate learning.
Principles Underlying the Planning
for Integrative Teaching Strategies
1. The development of the whole personality of the learner is more important
than the subject matter.
2. Long rage plans and large units should be prepared to daily and isolated tasks.
3. Learning activities should be recognized around real-life problems of the
pupils, their needs and interests.
4. Learning should be characterized by group planning, group work, and group
assessment.
5. Teaching-learning activities should follow democratic procedures.
6. Individual differences should be provided for by a wide variety of learning and
experiences.
7. The atmosphere of the classroom should be permissive and happy.
Kinds of Work Units or Integrative
Activities in the Classroom
In the integrative classroom, the subject
matter is divided into meaningful learning
experiences which are unified around a certain
core or theme for which the child has a felt
need.
This organized learning experiences are called
units.
UNIT
An organization of activities or
experiences around a purpose or a
problem.
It signifies wholeness, oneness
or unity.
 The Three Kinds of Units of
Work
the units are organized round the usual
Subject Matter textbook chapters or topics or around
Units major generalization and principles.

the units based on the interest of

Units Center of Interests pupils, their felt needs, their dominant
Units purpose or a combination of these.

the units which aim at a learning

Integrative product which is changed behavior and
Experience Units the adjustment of the individual
(Lardizabal. 1995)
Three Modes of Integrative
Teaching Strategies

3 Modes

Thematic Content-based Focusing

Teaching Instruction Inquiry
1. THEMATIC TEACHING
It provides a broad framework for linking content and process
from a variety of disciplines.
The theme provides coherence; it gives a focus to the
activities that accompany by the unit.
The theme also helps learners see the meaningful connection
across disciplines or skills areas.
It conveys a clear, compelling purpose to learners, teachers
and parents, linking ideas to actions and learning to life.
(Zulueta, 2006)
Integrated Unit Design
1. Decide on a unit theme that will allow all group members to enter
to the integration process.
2. Identify the major concept to serve as a suitable Integrating lens
for the study.
3. Web the topics for the study, by subject or learning area, around
the concept and the theme
4. Brainstorm some of the essential understanding (generalization)
that would expect learners derive from the study.
5. Brainstorm essential questions to facilitate study toward the
essential understanding.
Integrated Unit Design
6. List processed (complex performance) and bullet key skills to be
emphasized in a unit instruction and activities.
7. For each week and discipline in the unit, write instructional
activities to engage learners with essential questions and
processes.
8. Write the culminating performance to show the depth of learning.
9. Design the scoring guide (rubric-criteria and standard) to assess
the performance task. Additional types of assessment may be used
to measure progress throughout the unit.
2. CONTENT-BASED INSTRUCTION
(CBI)
Integration of content learning language teaching
aims.

It is centered on the academic needs and interest

of learners, and crosses the barrier between the
language and subject matter courses. (Zulueta,
2006)
CONTENT-BASED INSTRUCTION
(CBI)
Content-based instruction emphasizes a
connection to real life, real world skills
(Curtain, 1995); in content-based classes,
students have more opportunities to use the
content knowledge and expertise they bring
to class (they activate their prior knowledge,
which leads to increased learning of language
and content material).
CONTENT-BASED INSTRUCTION
(CBI)
CBIisanapproachtolanguageinstructionthatintegratesthe
presentationoftopicsortasksfromsubjectmatterclasses(e.g.,
math,socialstudies)
(Crandall&Tucker,1990,p.187). Example
EnglishandScience
MathandCivics
EnglishandHistory
ScienceandMath
HealthandLanguage
3. FOCUSING INQUIRY
Inquiry is the dynamic process of being open to
wonder and puzzlements and coming to know and
understand the world. (Galileo Educational Network,
2004)
Inquiry-based learning is a process where students
are involved in their learning, formulate questions,
investigate widely and then build new
understandings, meanings and knowledge.
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 their learning visible.
INQUIRY PROCESS
Teaching Strategies for
Inquiry Process
Low Level Process High Level Process

RECALL INFER

OBSERVE HYPOTHESIZE

COMPARE/CONTRAST PREDICT

CLASSIFY ANALYZE

DEFINE SYNTHESIZE

INTERPRET EVALUATE

GENERALIZE
Benefits
1) Help alleviate fragmentation of learning and
isolated skill instruction.
2) Train students to think and reason at a higher
level (critical thinking).
3) 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 intelligences the pupils/students have.
Educational implications:
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 the K to 12 Basic Education Program, pre-service

teachers will be exposed will be exposed to various
comprehensive and best classroom practices.