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Integrative teaching strategy

Special Topic 2
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Integrative teaching strategy

  1. 1. IntegrativeTeaching Strategies (ITS) Prepared by: Jerwin L. Patiga III-SED2 SpecialTopic 2
  2. 2. What is Integrative Teaching Strategy (ITS)? • 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 in connecting what is learned in school to real life world rather than isolated facts and information.
  3. 3. • The integration of the child’s intelligences and learning style is more effective. That’s why, teachers should use a broad range of teaching strategies- INTEGRATIVE TEACHING STATEGIES.
  4. 4. Integrative Ladder The integrative ladder is the guide of the teacher in using the ITS. The learners’ interest must be sustained in order to build connections in context of learning and teaching. 1. Integrate 2. Interconnect 3. Make all the pieces fit 4. Make the longway learning worthwhile 5. Make learning more meaningful
  5. 5. Several ways to sustain learner’s interest: •Use diverse learning activities; •Relate clearly to individual learning modes; and •Recognize group’s success through appreciative remarks and rewards.
  6. 6. ThematicTeaching Content-Based Instruction (CBI) Focusing Inquiry Generic Competency Model Four Modes of ITS
  7. 7. 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. For this strategy to be effective, teachers must collaborate in order to decide a central theme that can be used to teach a lesson or a unit.
  8. 8. Example of thematic teaching: •Theme: “Philippines, a Spanish Experience” •English: identify infinitives by reading a selection entitled, “Philippines: in the Hands of Spain.” Slide 6
  9. 9. Content-Based Instruction (CBI) •It refers to the concurrent study of language and subject matter, with the form and sequence of language presentation dictated by content material. •This approach aims at developing the learners’ academic language skills. (Zulueta, 2006)
  10. 10. Example: English and Science •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 topic on the first year of science (BEC) under “LivingThings andTheir Environment.” •Slide 6
  11. 11. Focusing Inquiry •It is an interdisciplinary approach that uses questions to organize learning and it crosses conventional knowledge boundaries. •The teacher guides learners to discover answers to questions, whether or not answers pre-exist. •Learners become creators of knowledge rather than recipients.
  12. 12. Steps for Inquiry Process: • Frame a focusing question (linked to prior knowledge of students) • Present a field of facts (5 w’s and h question) • Help learners connect or relate facts (interpret, give meaning) • Help learners generate explanatory ideas (Generalization) • Help learners find answers.
  13. 13. Generic Competency Model •Generic Competency Model enables students to develop "competencies".These competencies are acquired through connecting one subject from the other. •Personal development, social competence and work/special skills are the most common competencies being integrated in two or more subjects. (Losabia, 2010)
  14. 14. Example: Objective in Makabayan (Social Study), "Identify material and non-material culture and to affirm their importance through preparing an exhibit about the culture of the Philippines", can be integrated in the three competencies stated.
  15. 15. Advantages of IntegrativeTeaching Strategy •Help alleviate fragmentation of learning and isolated skill instruction. •Train students to think and reason at a higher level (critical thinking). •Provide instruction in a more relevant and interesting to the students.
  16. 16. Impediments of IntegrativeTeaching Strategies •Take more time in planning and collaborating with other disciplines. •Does not sound accepted as valid or useful for some teachers. •Result to competition among teachers with regards to time, priorities and learning environment.
  17. 17. Thanks for Listening 