INTEGRATIVE TEACHING STRATEGY (ITS) ▬ Special Topics Prepared by: ◘ ▬ ORTEGA, Krizzie R. ◘ ▬ PILO, Silverio ◘ ▬ PINGAPING, May-an ◘ ▬ SABADO, Rudelyn BSE IV A - English (2015)

1. Integrative
Teaching
Strategies
(ITS)
Krizzie Ortega Silverio Pilo
May-an Pingaping Rudelyn Sabado
Special Topics
Benguet State University
College of Teacher Education

2. Fragmented Teaching
This is what happens when we study just
a part of reality like when we put a wall
to shut science from math, language
from values, music from civics. This is
what we do when we teach the subjects
in isolation from one another.

3. Values and
other subjects
History and
Literature
Science and
Math
Reading and
Math
India’s Caste System and Hymn
of Creation
“What is the angle of elevation
or velocity or the acceleration
if….”
Word Problems; “Tom is 12
years old greater than Jerry”
“Do I need that in my life? Will I
use or apply that in real life?”
I don’t know!
Malay ko!

4. Integrative Teaching Strategies (ITS)
A. Integrate – “To put things together”
• The lesson and real life situation.
• The lesson and a lesson from other subjects.
• The lesson and meaningful activities.
• The lesson and their intelligences and learning
styles.
B. It paves the way to connecting what is learned in
school to real life world rather than isolated facts
and information.

5. We teach values, health, grammar and
math when we teach science. We teach
science, values and math when we teach
grammar.
After all these subjects are parts and
parcels of life which is the only true
curriculum.

6. This was popularized by the advocates
of Values Clarification like Charles
Merill. The proponents of this
integrated teaching strategy asserts
that the teaching – learning process
should touch the facts – level, the
concept – level and the values –level.

7. Values
Concepts
Facts
The knowledge
acquired are
related to the
students’ life.
The facts a
reviewed and
organized into
concepts
(relationship of
facts).
The students
learn isolated
facts

8. The Little Prince meets the Fox
A. Facts - Students read the excerpt `The Little
Prince meets the Fox`
B. Concepts - Students answer these questions:
1. What happens with the little prince?
2. Why did he leave the fox?
3. How did the little prince tame the fox?
C. Values – Students relate the lesson they
derived from the story to a real life situation.

9. 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.

10. 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.

11. 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.

12. 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.

13. UNIT
An organization of
activities or experiences
around a purpose or a
problem.
It signifies wholeness,
oneness or unity.

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

15. Characteristics of the
learning experiences for
meaningful integrative
activities
1. Problem-based
2. Contextualized learner’s comprehension
and scope of experience
3. Continuous development
4. Cooperatively planned by teachers and
students. (Lardizabal, 1995)

16. Three Modes of Integrative
Teaching Strategies
1. Thematic Teaching
2. Content-based Instruction
3. Focusing Inquiry

17. THEMATIC TEACHING
• Linking of content and process from a
variety of disciplines.
• Provides coherence among the
activities.

18. 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.

19. 5. Brainstorm “essential questions” to facilitate
study toward the essential understanding.
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.

20. 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.

21. 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.

22. 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.

23. INQUIRY PROCESS

24. What kinds of questions work best?
When helping students to pose open-ended
questions for inquiry, teachers should lead student
thinking to questions that are:
Interesting to the student
Answerable, but neither a simple fact answer nor a
value judgment
Not personal in nature
Objective

25. Teaching Strategies for
Inquiry Process
Low Level Process
• RECALL
• OBSERVE
• COMPARE/CONTRAST
• CLASSIFY
• DEFINE
• INTERPRET
• GENERALIZE
High Level Process
•
• INFER
• HYPOTHESIZE
• PREDICT
• ANALYZE
• SYNTHESIZE
• EVALUATE

26. 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)

27. 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).

29. CBI is an approach to language instruction
that integrates the presentation of topics or
tasks from subject matter classes (e.g., math,
social studies)
(Crandall & Tucker, 1990, p. 187).
Example
• English and Science
• Math and Civics
• English and History
• Science and Math
• Health and Language

30. Other forms of integrative
strategy:
1. Lecture-Discussion
It uses the “Three Pronged Strategy” which
includes careful organization of the course
material, student interaction in lecture, and
discussion section activities.

31. 2. Demonstration-Lecture Method
After showing an actual thing that represents
the subject matter, the teacher may now
proceed to his lecture in order to provide
students with an in-depth understanding of
the procedure or process presented.

32.  Uses films, tapes, slides and televisions and
after that, the discussion will follow.
3. Film showing-Discussion

33. 4. Reporting-Discussion
After a student makes a reports, the class can
actively engage in an interesting discussion of
the various ideas that the student shared with
his classmates.
The teacher at this point can enliven the
session by asking some questions and can
enrich it, too, by adding relevant and clarifying
ideas.

34. 5. Inductive-Deductive Technique
 Teaching from the most specific to most
complex subject matter and then letting the
students derive their own specific
understanding about the topic.

35. 6. Directed-Transductive
Convergent thinking is
emphasized in this
strategy which is highly
structured in moving
students from
particular to particular.
It is used in teaching
specific motor skills,
word association skills,
map skills, and the like.
Main steps are:
1. Direct students attention
to the items to be
associated or related.
2. Provide opportunities for
practice.
3. Provide assistance to
students who need it.
4. Provide for application in
other situations.

36. 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.

37. 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.

38.  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.

39. Lee Flamand Study
Goals:
Integrative teaching is supposed to
allow students to learn how to approach a
problem as they might have to in the real
world and getting them to consider a
single issue from different angles.

40. Methods:
An Integrated curriculum
emphasizes projects rather than
individual, self-sufficient lessons.
Skills:
The point of developing and
implementing an integrative curriculum is
to foster higher-ordered thinking skills.

41. Teacher Evaluation:
One of the primary values of
integrative teaching is that it allows
teachers to evaluate their students by
means other than standardized testing
School To Work:
One of the major strengths of the
integrative curriculum approach is that it
prepares students to think about and
struggle with a long-term project the way
people in the workplace often have to think
about their own projects.