Mc seminar integ teach strat
Upcoming SlideShare
Loading in...5
×

Like this? Share it with your network

Share
  • Full Name Full Name Comment goes here.
    Are you sure you want to
    Your message goes here
    Be the first to comment
    Be the first to like this
No Downloads

Views

Total Views
216
On Slideshare
216
From Embeds
0
Number of Embeds
0

Actions

Shares
Downloads
7
Comments
0
Likes
0

Embeds 0

No embeds

Report content

Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
    No notes for slide

Transcript

  • 1. Presented by John Medina
  • 2. Fragmented Teaching and Integrated Teaching Three-Level Strategy in Teaching Integrative Teaching Strategies
  • 3. 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.
  • 4. • India’s Caste System and Hymn of Creation History and Literature • “What is the angle of elevation or velocity or the acceleration if….” Science and Math • Word Problems; “Tom is 12 years old greater than Jerry” Reading and Math • “Do I need that in my life? Will I use or apply that in real life?” Values and Other Subjects I don’t know! Malay ko!
  • 5. We are far from truth and far from reality. To arrive closer to what is true we make connections of the subjects. Let us make them interconnected instead of making demarcation lines between and among them.
  • 6. 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.
  • 7. … the teaching of Filipino … will be enriched through the integration of vocabulary, and competencies from the social sciences.
  • 8. …even with the integration of values and life skills in Filipino, English, Science, and Mathematics, it is inevitable that these learning areas will accentuate the development of linguistic and logical/mathematical intelligences…
  • 9. … the Makabayan subject will be the most experiential interactive, interdisciplinary and value laden.
  • 10.  Etymology of the word “integrate”: Latin: “integer” which means “whole.”  This is also the root word of “integrity.”
  • 11.  is a well-organized strategy anchored on real life situation that include learners' interests and needs creating a variety of meaningful activities and learning experiences.  It paves the way to connecting what is learned in school to real life world rather than isolated facts and information.
  • 12. Integrated Teaching Three Level Strategy Integrative Teaching Strategies
  • 13. 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.
  • 14. The students learn isolated facts Values Concepts Facts The facts are viewed and organized into concepts (relationship of facts). The knowledge acquired are related to the students’ life.
  • 15. Sample Lesson Plan Using the 3 Level Strategy Objectives: During and at the end of the lesson, students must be able to: 1. Manifest knowledge and understanding on water pollution by: a. tracing the remote and immediate causes of water pollution; b. describing the effects of water pollution; and c. proposing solutions to the problem of water pollution. A lesson plan in Water Pollution
  • 16. 2. Manifest appreciation for the value of life and concern for the environment by launching an anti – pollution drive in the locality. Subject Matter: Water Pollution Core Values: Respect for Life and Concern for the Environment
  • 17. Materials: Picture/Film/Field Trip on a polluted river. Procedure: Facts Level: Conduct a field trip to a polluted river. Ask them to jot down their observations or show pictures/film on polluted rivers in contrast with clean rivers and ask them to write down what they see.
  • 18. Concepts Level: Pivotal Questions: - What happens when water gets polluted? - What causes water pollution? - How does water pollution affect us? Activities: Come up with a comic strip to present how fishes and plants in the polluted river would explain what water pollution is if they could talk.
  • 19. Evaluation: Present the meaning, causes and effects of water pollution by means of a graphic organizer. Values Level: Pivotal Questions: - In what ways do we contribute to water pollution?
  • 20. - Can we say that the root cause of water pollution is our very own indifference? How can you fight this icy indifference? - How can we show care for our rivers and other bodies of water? What are possible solutions to the problem on water pollution? - If we continue to pollute our rivers, what would happen?
  • 21. Activities: Small Group Discussion – Divide the class into groups of five or six and ask them to discuss their answers to the questions given above. share your answers to the class. Research on the contributory factors to the river pollution in your locality. Come up with a project on anti – pollution.
  • 22. Modes of Integrative Teaching Strategies THEMATIC TEACHING CONTENT- BASED INSTRUCTION
  • 23. 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 skill areas. It conveys a clear, compelling purpose to learners, teachers and parents, linking ideas to actions and learning to life. (Zulueta, 2006).
  • 24. It is an example of thematic teaching The model identifies a major concept with topics from different subjects webbed around the theme. “Essential Understandings” and questions are clarified. Processes, as well as activities, are listed and they culminate in a "performance" that shows the depth of learning achieved by the student.
  • 25. Decide on a unit theme that will allow all group members to enter to the integration process. Identify a major concept to serve as a suitable "integrating lens" for the study. Web the topics for study, by subject or learning area, around the concept and theme. Brainstorm some of the "essential understanding" (generalization) that would expect learners to derive from the study. Brainstorm "essential questions" to facilitate study toward the essential understanding. List processed (complex-- performance) and bullet key skills to be emphasized in a unit instruction and activities For each week and discipline in the unit, write instructional activities to engage learners with essential questions and processes. Write the culminating performance to show the depth of learning. 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.
  • 26. Theme: "Philippines, A Spanish Experience" Science: Evaluate the technological advancements in the Philippines from Spanish Era up to the present. Mathematics: Develop a pictograph on the duration of Spanish regime in relation to other foreign colonizers who controlled the Philippines. English: Identify infinitives by reading a selection entitled, “Philippines: In the Hands of Spain” Filipino: Matutukoy ang mga gamit ng pangngalan sa pagbasa ng kwentong, "Ang Buhay ni Andres“ MAPEH: Maaawit ang ilan sa mga kundimang umusbong sa panahon ng himagsikan Araling Panlipunan: Masusuri ang pagbabagong naidulot ng pagsakop ng Kastila sa Pilipinas. HELE: Makakapagluto ng putaheng impluwensya ng Kastila. Values Education: Express the value of freedom by writing a short credo for the country.
  • 27. Theme: "Philippines, A Spanish Experience" Science: Evaluate the technological advancements in the Philippines from Spanish Era up to the present. Mathematics: Develop a pictograph on the duration of Spanish regime in relation to other foreign colonizers who controlled the Philippines.
  • 28. Theme: "Philippines, A Spanish Experience" English: Identify infinitives by reading a selection entitled, “Philippines: In the Hands of Spain” Filipino: Matutukoy ang mga gamit ng pangngalan sa pagbasa ng kwentong, “Ang Buhay ni Andres”
  • 29. Theme: "Philippines, A Spanish Experience" MAPEH: Maaawit ang ilan sa mga kundimang umusbong sa panahon ng himagsikan Araling Panlipunan: Masusuri ang pagbabagong naidulot ng pagsakop ng Kastila sa Pilipinas.
  • 30. Theme: "Philippines, A Spanish Experience" HELE: Makakapagluto ng putaheng impluwensya ng Kastila. Values Education: Express the value of freedom by writing a short credo for the country.
  • 31. ACTUAL LESSON PREPARATION
  • 32. Decide your subject matter by consulting the K to 12 curriculum guide. Decide on the Possible Concepts or other learning areas that you want to integrate. Draw the connection between the learning area subject matter and concepts in other areas that you want to integrate. Develop the theme to unite the two lessons or concepts from the different learning areas or subjects. Follow the steps in developing an Integrated Unit Design. Arrange the questions, activities and discussion using the “Three Level Strategy.”
  • 33. CBI is the integration of content learning with language teaching aims. The language curriculum is centered on the academic needs and interest of the learner, and crosses the barrier between language and subject matter courses.
  • 34. A lesson in Filipino designed to develop skills in "identifying keywords in a given context" uses Social Studies content (essay or article) such as "Batas Militar sa Pilipinas" or a related topic under the unit on “Pamahalaan at Batas”. The Social Studies content is used to develop the language skills.
  • 35. A lesson in English designed to "develop the ability to locate and synthesize information" may use content in Science (essay or article) such as "The Ecological System" which is a topic on the First Year of Science under "Living Things and Their Environment"
  • 36. When a teacher teaches about a lesson in English, like "Good Qualities of a Paragraph", he/she may use sample paragraphs with topics containing or relating to other subjects like History or when teaching a lesson about Filipino, he she can utilize selections pertaining to Araling Panlipunan or HELE.
  • 37. A lesson in Math can be integrated with Civics or Science by giving sample problems relating to the given subjects. As a concrete example, let's say that a teacher has subtraction as a topic. He/she can give a problem like this: "In his journey, Magellan started out with 5 ships. At the end of the journey only 1 was left. How many ships were destroyed along the journey?"
  • 38.  Corpuz , B. B., Salandanan , G. G., & Rigor, D. V. (2006). Principles of Teaching 2. Quezon City: Lorimar Publishing Inc.  Daligdig, R. T. (2012). Intgerative Teaching Strategies. Special Topics in Education: Volume 2, Lorimar Publoshing Inc., 91-103.  Department of Education. (2002). 2002 Basic Education Curriculum Primer.
  • 39. Let us make more our lessons meaningful to our learners through the use of integrative teaching strategies!