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Integrative teaching techniques aim to make connections across subjects rather than teach isolated facts. It focuses on relating what is learned in school to real-life situations to develop problem-solving and discussion of real-world issues. Teachers present lessons in various ways to cater to different learning styles and intelligences. Integrative teaching includes content-based instruction where language is used to learn new content, thematic teaching around broad themes, focusing inquiry where students investigate real-world questions, and developing generic competencies. The approach has advantages like connecting skills and knowledge from multiple sources and understanding issues contextually, though it may be more challenging to implement than traditional methods.
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Integrative teaching as mode of instructional delivery
The document discusses several approaches to integrated teaching and learning:
- Integrative teaching treats the curriculum holistically and uses interactive, collaborative, and innovative processes.
- Thematic teaching organizes learning around broad ideas and links content from various disciplines under a common theme.
- Content-based instruction integrates language learning with subject content, with the language curriculum centered on students' academic needs.
- Focusing inquiry takes an interdisciplinary approach using questions to guide student-led investigations and knowledge creation.
- The generic competency model links multiple courses through overarching competencies like social, personal, and work skills.
Integrative teaching strategy
Integrative teaching strategies (ITS) aim to organize learning around real-life situations and students' interests by connecting topics across subjects. ITS can take various forms, including thematic teaching, content-based instruction, focusing inquiry, and developing generic competencies through multiple subjects. The integrative ladder provides guidance for sustaining student interest through diverse activities, relating to different learning styles, and recognizing success. While ITS enhances critical thinking and relevance, its challenges include the additional planning time needed and potential conflicts over priorities among teachers.
Integrative approach
Integrated learning incorporates teaching multiple subjects together through interdisciplinary methods to help students remain engaged. The goal is to draw from different skills, experiences, and resources to accelerate learning. An integrated approach enhances learning when studies are actively engaged in meaningful and relevant topics, allowing students to construct knowledge by solving problems and conducting inquiry. Integrated studies help students become lifelong learners by efficiently covering curriculum.
Different approaches and methods
The document discusses different teaching approaches and methods. It begins by distinguishing between direct/expository approaches that have high teacher direction and guided/exploratory approaches with high student participation. It then defines key concepts like approach and method. The main types covered are direct/expository methods like deductive and demonstrative, as well as guided/exploratory methods like inductive. Characteristics, examples and advantages/disadvantages of each method are provided. The document aims to help teachers understand different instructional strategies and how to apply them based on learning objectives and content.
Approaches to Curriculum Design
Approaches to Curriculum Design
Learner-Centered Approach
Subject-Centered Approach
Problem-Centered Approach
Features of a Curriculum
Teacher Roles in the Modes of Integrative Teaching
SIMPLE PRESENTATION YET SO HELPFUL! TAKE A LOOK OF IT THEN IF YOU LIKE IT SAVE IT!! HAHAHA. kamsahamnida :) enjoy!
Curriculum content.ppt
The document discusses curriculum content and its elements. It defines curriculum as all learning planned by the school, whether individual or group activities inside or outside the school. Content is defined as information to be learned and can come in various forms like audio, text, or video. The document outlines criteria for selecting content, including significance, relevance to learners' lives, variety, suitability, validity, interest, utility, and feasibility. It emphasizes organizing content through sequencing, continuity, and integration to improve learning.
Pedagogical Approaches
This document discusses various pedagogical approaches that can be used to teach AP 10, including constructivism, inquiry-based learning, reflective approaches, collaborative approaches, and integrative teaching. Constructivism involves students constructing their own understanding based on experiences. Inquiry-based learning involves students investigating questions. Reflective approaches encourage students and teachers to analyze experiences. Collaborative approaches involve group work and peer teaching. Integrative teaching aims to make connections across subjects. Experiential and problem-based learning are emphasized as they allow students to apply knowledge to real-life issues. The goal is to make the AP 10 classroom a meaningful experience for students.
Recommended
Integrative teaching as mode of instructional delivery
The document discusses several approaches to integrated teaching and learning:
- Integrative teaching treats the curriculum holistically and uses interactive, collaborative, and innovative processes.
- Thematic teaching organizes learning around broad ideas and links content from various disciplines under a common theme.
- Content-based instruction integrates language learning with subject content, with the language curriculum centered on students' academic needs.
- Focusing inquiry takes an interdisciplinary approach using questions to guide student-led investigations and knowledge creation.
- The generic competency model links multiple courses through overarching competencies like social, personal, and work skills.
Integrative teaching strategy
Integrative teaching strategies (ITS) aim to organize learning around real-life situations and students' interests by connecting topics across subjects. ITS can take various forms, including thematic teaching, content-based instruction, focusing inquiry, and developing generic competencies through multiple subjects. The integrative ladder provides guidance for sustaining student interest through diverse activities, relating to different learning styles, and recognizing success. While ITS enhances critical thinking and relevance, its challenges include the additional planning time needed and potential conflicts over priorities among teachers.
Integrative approach
Integrated learning incorporates teaching multiple subjects together through interdisciplinary methods to help students remain engaged. The goal is to draw from different skills, experiences, and resources to accelerate learning. An integrated approach enhances learning when studies are actively engaged in meaningful and relevant topics, allowing students to construct knowledge by solving problems and conducting inquiry. Integrated studies help students become lifelong learners by efficiently covering curriculum.
Different approaches and methods
The document discusses different teaching approaches and methods. It begins by distinguishing between direct/expository approaches that have high teacher direction and guided/exploratory approaches with high student participation. It then defines key concepts like approach and method. The main types covered are direct/expository methods like deductive and demonstrative, as well as guided/exploratory methods like inductive. Characteristics, examples and advantages/disadvantages of each method are provided. The document aims to help teachers understand different instructional strategies and how to apply them based on learning objectives and content.
Approaches to Curriculum Design
Approaches to Curriculum Design
Learner-Centered Approach
Subject-Centered Approach
Problem-Centered Approach
Features of a Curriculum
Teacher Roles in the Modes of Integrative Teaching
SIMPLE PRESENTATION YET SO HELPFUL! TAKE A LOOK OF IT THEN IF YOU LIKE IT SAVE IT!! HAHAHA. kamsahamnida :) enjoy!
Curriculum content.ppt
The document discusses curriculum content and its elements. It defines curriculum as all learning planned by the school, whether individual or group activities inside or outside the school. Content is defined as information to be learned and can come in various forms like audio, text, or video. The document outlines criteria for selecting content, including significance, relevance to learners' lives, variety, suitability, validity, interest, utility, and feasibility. It emphasizes organizing content through sequencing, continuity, and integration to improve learning.
Pedagogical Approaches
This document discusses various pedagogical approaches that can be used to teach AP 10, including constructivism, inquiry-based learning, reflective approaches, collaborative approaches, and integrative teaching. Constructivism involves students constructing their own understanding based on experiences. Inquiry-based learning involves students investigating questions. Reflective approaches encourage students and teachers to analyze experiences. Collaborative approaches involve group work and peer teaching. Integrative teaching aims to make connections across subjects. Experiential and problem-based learning are emphasized as they allow students to apply knowledge to real-life issues. The goal is to make the AP 10 classroom a meaningful experience for students.
Integrative teaching Strategies
This presentation is about integrative teaching strategies, the mode of teaching strategies and steps of focusing inquiry
Curriculum approachers
The document discusses different approaches to curriculum development, including behavioral, managerial, systems, and humanistic approaches. The behavioral approach focuses on setting goals and objectives and measuring learning outcomes through changes in behavior. The managerial approach views the principal as the curriculum and instructional leader who manages various school operations. The systems approach examines how different parts of the educational system relate and influence each other. The humanistic approach places the learner at the center of curriculum development and emphasizes self-actualization, intrinsic motivation, and developing students' self-esteem.
Criteria for the selection of subject matter or content of the curriculum
Criteria for the selection of subject matter or content of the curriculumThe Gandhigram Rural Institute (Deemed to be University)
The document outlines seven criteria for selecting subject matter for curriculum:
1) Self-sufficiency of learners - allowing independent learning through experimentation and observation
2) Significance of domains of learning - responding to learner needs, interests, and developing cognitive, affective, and psychomotor skills
3) Validity of subject matter - ensuring content remains relevant and up-to-date
4) Interest of learners - making content meaningful and centered around learner interests
5) Utility of subject matter - ensuring learners view content as useful
6) Learnability of students - designing content at an appropriate level for learner experiences and capacities
7) Feasibility of completion - enabling content to be fully coveredRole of teacher in curriculum implementation
The document discusses the important role teachers play in curriculum implementation. It states that teachers are central to curriculum improvement efforts as they are responsible for introducing the curriculum in the classroom. It also emphasizes that teachers should be actively involved in curriculum development and planning to ensure the curriculum meets student needs and can be successfully implemented. The document concludes that high-quality professional development is needed to help teachers effectively implement new curriculum.
The constructivist approach
Constructivism is a philosophy of learning founded on the premise that, by reflecting on our experiences, we construct our own understanding of the world we live in. Each of us generates our own “rules” and “mental models” which we use to make sense of our own experiences. Learning, therefore, is simply the process of adjusting our mental models to accommodate new experiences.
Spiral progression in Science
The document discusses the spiral curriculum, an approach to teaching where basic facts are first introduced without details, and then more details are added with each repetition to help reinforce learning. It is both a sequencing and teaching strategy that exposes learners to concepts and skills through continually revisiting topics with increasing complexity. An example spiral curriculum for science is provided, showing how topics like characteristics of living things are revisited each year with more details. The approach aims to improve retention of concepts while allowing progressive elaboration of topics to broaden understanding.
Components of Curriculum
The document outlines the four major components of curriculum: 1) aims, goals and objectives which define what is to be achieved; 2) subject matter/content which determines what topics should be included; 3) learning experiences which are the instructional strategies that link goals to content; and 4) evaluation approaches to assess the quality, effectiveness and outcomes of the curriculum. It also discusses different views of curriculum being either subject-centered or learner-centered and introduces Stufflebeam's CIPP model as a widely used evaluation method.
Different approaches and methods
This document discusses different teaching approaches, methods, strategies and techniques. It defines teaching approach as principles or beliefs about learning translated into the classroom. Teaching strategy is a long-term plan to achieve a goal, while method is a systematic way of doing something. Technique refers to specific procedures. Some common approaches discussed are teacher-centered, learner-centered, subject-matter centered, and interactive. Direct teaching and demonstration methods are also explained, with steps for effective use focusing on skills mastery. Performance-based subjects are well-suited to direct instruction techniques.
Dimensions of curriculum design
The document discusses six dimensions of curriculum design:
1. Scope refers to the breadth of content, topics, experiences, and organizing themes included in the educational plan. The curriculum can be divided into chunks like units or chapters.
2. Sequence involves arranging the content and experiences in a logical order, either based on the subject matter or patterns of cognitive, affective, and psychomotor development.
3. Continuity provides vertical repetition of content to strengthen learning and develop skills over time, similar to a spiral curriculum described by Bruner.
4. Integration erases boundaries between subjects and disciplines, instead organizing around real-world themes.
5. Articulation sequences content either vertically from one grade
Unit 2 – Foundations of curriculum
The document discusses the philosophical foundations of curriculum, including four major philosophies - idealism, realism, pragmatism, and existentialism. It also covers four educational philosophies - perennialism, essentialism, progressivism, and reconstructionism. The philosophies differ in their views of reality, knowledge, values, the teacher's role, and emphasis on learning and curriculum. For example, idealism sees reality as spiritual/moral, knowledge as recalling ideas, and values knowledge based subjects. Realism views reality as objective, knowledge as derived from senses/reason, and values a hierarchy of subjects.
Teaching Strategies
This document discusses various teaching methods and strategies. It categorizes methods as either direct or indirect approaches. Direct approaches include deductive, showing, expository, demonstration, concept teaching, and reporting methods. These are teacher-centered and aim for mastery of skills and content. Indirect approaches are learner-centered and generate knowledge through experience with teacher guidance. Specific steps and techniques are outlined for each method.
Conceptual approach
The conceptual approach is choosing and defining content to be taught through big ideas that lead students to discover laws and principles of a subject. It uses a conceptual scheme including terms, concepts, generalizations, and principles to synthesize facts into a simple statement of truth. The conceptual attainment process defines concepts by comparing examples and non-examples until a definition is derived through inductive learning. Conceptual formation helps students think effectively by refining their understanding when approaching new information.
Criteria for selecting instructional materials
The document discusses several topics related to selecting instructional materials and resources for teaching. It provides:
1) Criteria for selecting instructional materials, such as appropriate vocabulary, unity, coherence and format.
2) Guidelines for preparing instructional objectives, including specifying the testing situation, student behavior, and performance standard.
3) A list of audiovisual media and other resources available in school, such as films, maps, computers, and community resources.
4) Criteria for selecting audiovisual materials, like relevance, age-appropriateness, quality, and ease of operation.
Curriculum Approaches
This document discusses four approaches to curriculum development: behavioral, managerial, systems, and humanistic. The behavioral approach focuses on specifying goals and objectives and arranging content and activities to meet those objectives, evaluating learning outcomes based on the goals. The managerial approach emphasizes the principal's role in setting policies, planning, and organizing curriculum implementation. The systems approach views all parts of the school as an interconnected system. The humanistic approach places the learner at the center and aims for their total development. Curriculum developers may draw from one or more of these approaches.
Categories of curriculum change(report in curr d ev)
This document discusses different types of curriculum changes and how to support teachers through the change process. It identifies four types of changes: replacement, alteration, major modification, and disruptive changes. It emphasizes that curriculum implementation should be participatory, involving teachers and other stakeholders. It also stresses the need for a supportive process that provides both material and human support for teachers as they adjust to changes within a short period of time. The goal is to create an open and trusting climate that appreciates teachers' strengths through a developmental change process.
Integrated curriculum all aspects by KHURRAM RAFI
An integrated curriculum draws together knowledge from different subject areas and relates them in meaningful ways for students and teachers. It can be planned or spontaneous. The document discusses the history and benefits of integrated curriculum, providing examples of integrating within subjects, between subjects, and beyond subjects. Key requirements for successful integration include maintaining content integrity and using authentic topics. Parents can also use integration at home. Links between integration and positive student outcomes are outlined.
Principles of Teaching
This document discusses principles of teaching and instruction. It defines teaching as a process of interacting that engages students in learning activities to acquire knowledge, skills, and values. Teaching involves both science and art, using psychological research and creative implementation. Key factors in the teaching-learning process are the teacher, learner, content/strategies, and their interplay. Principles of learning include that it is experiential, discovery-based, evolutionary, and involves the whole person - intellectually and emotionally. Effective instruction follows principles like context, focus, socialization, individualization, sequence, and evaluation. Instruction can be managed through homogeneous, heterogeneous, or non-graded student groupings.
DEFINITION AND IMPORTANCE OF PRINCIPLES OF TEACHING
Principles are fundamental truths or guiding rules that govern processes and conduct. They represent the origin, laws, objectives, and nature of things. Principles are generalized statements that systematize and interpret data. In education, principles guide the path and are compasses that direct the ship. Principles are important for making teaching and learning effective by proceeding from one situation to another and governing actions and techniques. Principles also explain educational processes by showing how things are done and results are achieved.
7 Philosophies of education and Field of Philosophy
This document outlines various philosophies of education including essentialism, progressivism, perennialism, existentialism, behaviorism, linguistic philosophy, and constructivism. It discusses the key beliefs of each philosophy in terms of why we teach, what we teach, and how we teach. The document also introduces the four pillars of learning: learning to know, learning to do, learning to live together, and learning to be. Finally, it provides an overview of four branches of philosophy related to teaching: axiology, epistemology, logic, and metaphysics.
Module 6: Designing Instructional Material and Visual Arts
The document discusses instructional materials that support teaching and learning. It defines instructional materials as devices that help learners comprehend information and forms of communicating information. Examples of instructional materials include handouts, presentations, videos, job aids, checklists, and assessments. The document outlines principles of effective instructional material design, such as the multimedia, spatial contiguity, temporal contiguity, modality, redundancy, coherence, and personalization principles. It emphasizes selecting or adapting existing materials and considering learner needs and preferences when designing instructional materials.
INTEGRATIVE TEACHING STRATEGY (Special Topics) - compiled by Krizzie Rapisura...
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INTEGRATIVE TEACHING STRATEGY (ITS) ▬ Special Topics
Prepared by:
◘ ▬ ORTEGA, Krizzie R.
◘ ▬ PILO, Silverio
◘ ▬ PINGAPING, May-an
◘ ▬ SABADO, Rudelyn
BSE IV A - English
(2015)Integrative Teaching Strategies (ITS)
This document discusses integrative teaching strategies (ITS) for improving student learning. It describes ITS as a well-organized strategy anchored in real-life situations that includes student interests and needs. The document outlines three main modes of teaching strategies that are part of ITS: thematic teaching, content-based instruction, and focusing inquiry. It also discusses principles for planning ITS, benefits and impediments, types of classroom activities, characteristics of meaningful integrative activities, and general steps for developing units and strategies.
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Integrative teaching Strategies
This presentation is about integrative teaching strategies, the mode of teaching strategies and steps of focusing inquiry
Curriculum approachers
The document discusses different approaches to curriculum development, including behavioral, managerial, systems, and humanistic approaches. The behavioral approach focuses on setting goals and objectives and measuring learning outcomes through changes in behavior. The managerial approach views the principal as the curriculum and instructional leader who manages various school operations. The systems approach examines how different parts of the educational system relate and influence each other. The humanistic approach places the learner at the center of curriculum development and emphasizes self-actualization, intrinsic motivation, and developing students' self-esteem.
Criteria for the selection of subject matter or content of the curriculum
Criteria for the selection of subject matter or content of the curriculumThe Gandhigram Rural Institute (Deemed to be University)
The document outlines seven criteria for selecting subject matter for curriculum:
1) Self-sufficiency of learners - allowing independent learning through experimentation and observation
2) Significance of domains of learning - responding to learner needs, interests, and developing cognitive, affective, and psychomotor skills
3) Validity of subject matter - ensuring content remains relevant and up-to-date
4) Interest of learners - making content meaningful and centered around learner interests
5) Utility of subject matter - ensuring learners view content as useful
6) Learnability of students - designing content at an appropriate level for learner experiences and capacities
7) Feasibility of completion - enabling content to be fully coveredRole of teacher in curriculum implementation
The document discusses the important role teachers play in curriculum implementation. It states that teachers are central to curriculum improvement efforts as they are responsible for introducing the curriculum in the classroom. It also emphasizes that teachers should be actively involved in curriculum development and planning to ensure the curriculum meets student needs and can be successfully implemented. The document concludes that high-quality professional development is needed to help teachers effectively implement new curriculum.
The constructivist approach
Constructivism is a philosophy of learning founded on the premise that, by reflecting on our experiences, we construct our own understanding of the world we live in. Each of us generates our own “rules” and “mental models” which we use to make sense of our own experiences. Learning, therefore, is simply the process of adjusting our mental models to accommodate new experiences.
Spiral progression in Science
The document discusses the spiral curriculum, an approach to teaching where basic facts are first introduced without details, and then more details are added with each repetition to help reinforce learning. It is both a sequencing and teaching strategy that exposes learners to concepts and skills through continually revisiting topics with increasing complexity. An example spiral curriculum for science is provided, showing how topics like characteristics of living things are revisited each year with more details. The approach aims to improve retention of concepts while allowing progressive elaboration of topics to broaden understanding.
Components of Curriculum
The document outlines the four major components of curriculum: 1) aims, goals and objectives which define what is to be achieved; 2) subject matter/content which determines what topics should be included; 3) learning experiences which are the instructional strategies that link goals to content; and 4) evaluation approaches to assess the quality, effectiveness and outcomes of the curriculum. It also discusses different views of curriculum being either subject-centered or learner-centered and introduces Stufflebeam's CIPP model as a widely used evaluation method.
Different approaches and methods
This document discusses different teaching approaches, methods, strategies and techniques. It defines teaching approach as principles or beliefs about learning translated into the classroom. Teaching strategy is a long-term plan to achieve a goal, while method is a systematic way of doing something. Technique refers to specific procedures. Some common approaches discussed are teacher-centered, learner-centered, subject-matter centered, and interactive. Direct teaching and demonstration methods are also explained, with steps for effective use focusing on skills mastery. Performance-based subjects are well-suited to direct instruction techniques.
Dimensions of curriculum design
The document discusses six dimensions of curriculum design:
1. Scope refers to the breadth of content, topics, experiences, and organizing themes included in the educational plan. The curriculum can be divided into chunks like units or chapters.
2. Sequence involves arranging the content and experiences in a logical order, either based on the subject matter or patterns of cognitive, affective, and psychomotor development.
3. Continuity provides vertical repetition of content to strengthen learning and develop skills over time, similar to a spiral curriculum described by Bruner.
4. Integration erases boundaries between subjects and disciplines, instead organizing around real-world themes.
5. Articulation sequences content either vertically from one grade
Unit 2 – Foundations of curriculum
The document discusses the philosophical foundations of curriculum, including four major philosophies - idealism, realism, pragmatism, and existentialism. It also covers four educational philosophies - perennialism, essentialism, progressivism, and reconstructionism. The philosophies differ in their views of reality, knowledge, values, the teacher's role, and emphasis on learning and curriculum. For example, idealism sees reality as spiritual/moral, knowledge as recalling ideas, and values knowledge based subjects. Realism views reality as objective, knowledge as derived from senses/reason, and values a hierarchy of subjects.
Teaching Strategies
This document discusses various teaching methods and strategies. It categorizes methods as either direct or indirect approaches. Direct approaches include deductive, showing, expository, demonstration, concept teaching, and reporting methods. These are teacher-centered and aim for mastery of skills and content. Indirect approaches are learner-centered and generate knowledge through experience with teacher guidance. Specific steps and techniques are outlined for each method.
Conceptual approach
The conceptual approach is choosing and defining content to be taught through big ideas that lead students to discover laws and principles of a subject. It uses a conceptual scheme including terms, concepts, generalizations, and principles to synthesize facts into a simple statement of truth. The conceptual attainment process defines concepts by comparing examples and non-examples until a definition is derived through inductive learning. Conceptual formation helps students think effectively by refining their understanding when approaching new information.
Criteria for selecting instructional materials
The document discusses several topics related to selecting instructional materials and resources for teaching. It provides:
1) Criteria for selecting instructional materials, such as appropriate vocabulary, unity, coherence and format.
2) Guidelines for preparing instructional objectives, including specifying the testing situation, student behavior, and performance standard.
3) A list of audiovisual media and other resources available in school, such as films, maps, computers, and community resources.
4) Criteria for selecting audiovisual materials, like relevance, age-appropriateness, quality, and ease of operation.
Curriculum Approaches
This document discusses four approaches to curriculum development: behavioral, managerial, systems, and humanistic. The behavioral approach focuses on specifying goals and objectives and arranging content and activities to meet those objectives, evaluating learning outcomes based on the goals. The managerial approach emphasizes the principal's role in setting policies, planning, and organizing curriculum implementation. The systems approach views all parts of the school as an interconnected system. The humanistic approach places the learner at the center and aims for their total development. Curriculum developers may draw from one or more of these approaches.
Categories of curriculum change(report in curr d ev)
This document discusses different types of curriculum changes and how to support teachers through the change process. It identifies four types of changes: replacement, alteration, major modification, and disruptive changes. It emphasizes that curriculum implementation should be participatory, involving teachers and other stakeholders. It also stresses the need for a supportive process that provides both material and human support for teachers as they adjust to changes within a short period of time. The goal is to create an open and trusting climate that appreciates teachers' strengths through a developmental change process.
Integrated curriculum all aspects by KHURRAM RAFI
An integrated curriculum draws together knowledge from different subject areas and relates them in meaningful ways for students and teachers. It can be planned or spontaneous. The document discusses the history and benefits of integrated curriculum, providing examples of integrating within subjects, between subjects, and beyond subjects. Key requirements for successful integration include maintaining content integrity and using authentic topics. Parents can also use integration at home. Links between integration and positive student outcomes are outlined.
Principles of Teaching
This document discusses principles of teaching and instruction. It defines teaching as a process of interacting that engages students in learning activities to acquire knowledge, skills, and values. Teaching involves both science and art, using psychological research and creative implementation. Key factors in the teaching-learning process are the teacher, learner, content/strategies, and their interplay. Principles of learning include that it is experiential, discovery-based, evolutionary, and involves the whole person - intellectually and emotionally. Effective instruction follows principles like context, focus, socialization, individualization, sequence, and evaluation. Instruction can be managed through homogeneous, heterogeneous, or non-graded student groupings.
DEFINITION AND IMPORTANCE OF PRINCIPLES OF TEACHING
Principles are fundamental truths or guiding rules that govern processes and conduct. They represent the origin, laws, objectives, and nature of things. Principles are generalized statements that systematize and interpret data. In education, principles guide the path and are compasses that direct the ship. Principles are important for making teaching and learning effective by proceeding from one situation to another and governing actions and techniques. Principles also explain educational processes by showing how things are done and results are achieved.
7 Philosophies of education and Field of Philosophy
This document outlines various philosophies of education including essentialism, progressivism, perennialism, existentialism, behaviorism, linguistic philosophy, and constructivism. It discusses the key beliefs of each philosophy in terms of why we teach, what we teach, and how we teach. The document also introduces the four pillars of learning: learning to know, learning to do, learning to live together, and learning to be. Finally, it provides an overview of four branches of philosophy related to teaching: axiology, epistemology, logic, and metaphysics.
Module 6: Designing Instructional Material and Visual Arts
The document discusses instructional materials that support teaching and learning. It defines instructional materials as devices that help learners comprehend information and forms of communicating information. Examples of instructional materials include handouts, presentations, videos, job aids, checklists, and assessments. The document outlines principles of effective instructional material design, such as the multimedia, spatial contiguity, temporal contiguity, modality, redundancy, coherence, and personalization principles. It emphasizes selecting or adapting existing materials and considering learner needs and preferences when designing instructional materials.
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Criteria for the selection of subject matter or content of the curriculum
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Categories of curriculum change(report in curr d ev)
DEFINITION AND IMPORTANCE OF PRINCIPLES OF TEACHING
DEFINITION AND IMPORTANCE OF PRINCIPLES OF TEACHING
7 Philosophies of education and Field of Philosophy
7 Philosophies of education and Field of Philosophy
Module 6: Designing Instructional Material and Visual Arts
Module 6: Designing Instructional Material and Visual Arts
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INTEGRATIVE TEACHING STRATEGY (Special Topics) - compiled by Krizzie Rapisura...
INTEGRATIVE TEACHING STRATEGY (Special Topics) - compiled by Krizzie Rapisura...Krizzie Rapisura Ortega
INTEGRATIVE TEACHING STRATEGY (ITS) ▬ Special Topics
Prepared by:
◘ ▬ ORTEGA, Krizzie R.
◘ ▬ PILO, Silverio
◘ ▬ PINGAPING, May-an
◘ ▬ SABADO, Rudelyn
BSE IV A - English
(2015)Integrative Teaching Strategies (ITS)
This document discusses integrative teaching strategies (ITS) for improving student learning. It describes ITS as a well-organized strategy anchored in real-life situations that includes student interests and needs. The document outlines three main modes of teaching strategies that are part of ITS: thematic teaching, content-based instruction, and focusing inquiry. It also discusses principles for planning ITS, benefits and impediments, types of classroom activities, characteristics of meaningful integrative activities, and general steps for developing units and strategies.
integrated teaching
This document reports on a case study that examined students' responses to teaching English through an integrated-skills approach. The study involved 6 students at an English course in Bandung. Through observations and interviews, the study found that most students preferred the integrated-skills approach over a separated-skills approach. They felt it was more interesting and enjoyable to learn reading, writing, speaking, and listening skills together in a continuous sequence rather than separately. The integrated approach also helped students learn and use English in a more meaningful way that simulated real-world contexts.
INTEGRATIVE TEACHING BY: Jepoy Pajalla Floriano
Integrative teaching focuses on making connections between subjects rather than teaching isolated facts. It aims to link what is learned in school to real-life situations to develop problem-solving and discussion of real-world issues. Integrative teaching also considers individual learner differences like multiple intelligences and learning styles. Some techniques of integrative teaching include content-based instruction where language is used to learn new content, thematic teaching which organizes curriculum around broad themes, focusing inquiry where students investigate real-world questions of their choice, and generic competency models.
Integrated teaching
Integrated teaching in medical education aims to coordinate different teaching activities to ensure effective learning. It is needed due to the growth and fragmentation of medical disciplines over time. Integration can be horizontal between disciplines of the same phase, vertical between disciplines of different phases, or both. Learning modules are planned units that take a multidisciplinary approach to a topic, problem, or task. They specify objectives, teaching methods, resources, and evaluation. Module development involves choosing a focus, identifying departments, planning teaching and assessment, and revising based on feedback. Benefits include minimizing contradictions and repetition for students while allowing collaboration for teachers. Drawbacks can include modules becoming too complex or fragmented learning.
Principles of Teaching:Different Methods and Approaches
The document discusses different approaches and methods for teaching. It defines key concepts like teaching approach, strategy, method, and technique. It also provides examples of different teaching approaches that range from teacher-centered to learner-centered. Direct instruction/lecture and demonstration are two methods discussed in more detail. For direct instruction, steps include demonstrating skills or concepts and providing guided and independent practice. Formative assessment is used during the process. Demonstration involves a teacher or student showing a process while others observe, and guidelines are provided for effective demonstrations.
Thematic teaching
The document discusses thematic and interdisciplinary teaching approaches. Thematic teaching involves identifying a central theme that connects learning across subjects. A theme provides relevance and allows students to see relationships between disciplines. Lessons can be studied thematically in various subjects like social studies, reading, art, and music. Interdisciplinary teaching also uses themes but retains boundaries between subjects while drawing related topics from multiple disciplines to supplement the core subject. Both thematic and interdisciplinary approaches involve selecting a topic or theme, goals, objectives, instructional procedures, and assessments. They aim to provide coherence and engagement for student learning.
Competency model
The document discusses competency models, which are clusters of knowledge, skills, abilities, behaviors, and attitudes related to job success. It outlines different approaches for developing competency models, including universal, functional, job-specific, and multiple job models. The document also discusses how competency models can be used for human resource processes like recruitment, selection, performance management, and career development.
Integrated Multidisciplinary thematic unit and
1. Thematic units are units of instruction that address a central theme through multiple disciplines in order to facilitate integrated study.
2. An integrated multidisciplinary thematic unit (IMTU) presents objectives through different disciplines, includes both topics and disciplines, and uses a backward design model with prescribed teaching steps for each discipline.
3. In contrast, an integrated interdisciplinary thematic unit (IITU) does not present objectives by discipline, only includes topics, uses a problem-based learning model, and assesses students through a set of questions.
SDN – Hybrid architecture
This document discusses hybrid SDN architectures that combine traditional and OpenFlow control planes. It describes two approaches for hybridization - "ships in the night" where each control plane operates independently, and an "integrated approach" where they can cooperate. The integrated approach allows more flexibility and gradual migration to OpenFlow. A hybrid switch is also presented that runs two separate software systems - a full-featured system and an OpenFlow-only system - to provide both production and development environments.
Hr generic competency
Generic competencies are classified into two broad categories: generic behavioral competencies including strategic thinking, change orientation, and networking; and generic technical competencies such as business knowledge and financial perspective.
Content based instruction
CBI is an effective method for combining language and content learning, particularly in EFL contexts. It involves using content or information as the organizing principle for instruction rather than focusing on language. Students learn a second language more successfully when using it to acquire meaningful information rather than focusing on language itself. CBI builds on students' prior knowledge and experiences and aims to develop their language skills through engaging with interesting and useful content.
The Art of Questioning
The document discusses the art of questioning in the classroom. It outlines different types of questions including knowledge, comprehension, analysis, application, synthesis and evaluation. Questions can be used to stimulate thinking, motivate students, diagnose difficulties, discover interests, and help students organize and evaluate information. Good questions are brief, clear, relevant to the lesson, and thought-provoking. Teachers should vary question types, allow time for responses, and handle student answers and questions appropriately.
Content based instruction
The document discusses content-based instruction (CBI) as an approach to teaching a second language. CBI uses information from academic subjects as the basis for language lessons rather than focusing solely on linguistic skills. It has several key principles: students learn a second language more effectively when using it to acquire academic content; CBI aligns with learners' needs; and it integrates language and subject learning. The document also reviews different types of CBI, its rationale, observations of CBI principles in practice, and techniques used in CBI like dictogloss, graphic organizers, and process writing.
Field Study 2 Episode 5
The document discusses the teaching approaches and methods observed being used by the resource teacher, Mary Juliet Doño. A variety of approaches were observed, including deductive, inductive, demonstration, problem-solving, discovery, and constructivist approaches. The student provided analysis of the approaches used and when each may be best applied. In the reflections, the student discussed factors to consider when choosing a teaching approach such as learning objectives, subject matter, learners, and teacher ability. In the portfolio, characteristics of constructivist and metacognitive approaches were shown along with research on advantages and uses of various teaching methods.
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The document discusses different approaches to teaching - deductive and inductive. The deductive approach involves the teacher directly presenting information to students, while the inductive approach involves the teacher presenting many examples for students to observe patterns and concepts from. Some key differences are noted: the deductive approach is more predictable but the inductive approach tends to lead to deeper understanding and retention. The document also asks questions about personalizing learning, predictability of lessons, desired depth of understanding, and time available to consider which approach may be better suited for a given situation.
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The document discusses the integrated approach to teaching and learning, which allows students to explore topics across subject areas without barriers. It emphasizes that students will see connections between different curriculum areas and develop deeper understanding through hands-on activities. An effective approach to ICT integration is constructivist and student-centered, promotes higher-order thinking, and involves learning within a community. The role of educators includes facilitating, co-assessing, designing, and mediating. To successfully integrate technology, schools should conduct a SWOT analysis, create a shared vision, formulate an action plan, implement it, and regularly review and modify the process. In conclusion, integrating ICT enhances instruction and prepares students with 21st century skills.
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INTEGRATIVE TEACHING STRATEGY (Special Topics) - compiled by Krizzie Rapisura...
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How is Teacher Professional Development Program running in Nepal
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The document discusses different approaches to integrated curriculum, including multidisciplinary, interdisciplinary, and transdisciplinary integration. In a multidisciplinary approach, different subject areas explore the same theme, such as studying pioneers through a math, language, and art lens. An interdisciplinary approach cuts across subjects to focus on broad topics. A transdisciplinary approach organizes learning around student questions through project-based learning or negotiating the curriculum.
integrated curriculum
The document discusses different approaches to integrated curriculum, including multidisciplinary, interdisciplinary, and transdisciplinary integration. In a multidisciplinary approach, different subject areas explore the same theme, such as studying pioneers through a math, language, and art lens. An interdisciplinary approach cuts across subjects, bringing them together around broad topics. A transdisciplinary approach organizes learning around student questions through project-based learning.
thematic teaching
The document is a research paper on thematic teaching by Arnel C. Bentayao presented for a course on teaching multi-grade classes. It discusses thematic teaching as a mode of instruction where concepts are organized around a central theme. Various experts define thematic teaching as integrating disciplines like reading, math, and science around a broad subject. Thematic teaching provides meaningful connections between concepts and makes lessons more relevant to learners. While not perfect for all concepts, it can be beneficial when implemented properly to develop holistic and cohesive understanding for students.
Curriculum Development: Curriculuim Design Models
There are several approaches to curriculum design:
1. Subject-centered design organizes curriculum around academic subjects like math, science, history. This is the most common approach but can lead to compartmentalization of learning.
2. Learner-centered design places the needs and interests of students at the center. Examples include child-centered, experience-centered, and humanistic designs which focus on the whole student.
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Forms of curriculum
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This document outlines the key principles of several educational philosophies:
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- Progressivists emphasize experiential, problem-based learning tailored to students' interests and experiences.
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- Communicative teachers develop students' verbal and non-verbal communication skills.
- Constructivists help students learn how to construct knowledge through active, inquiry-based learning.
TEACHING PROFESSION 1.pptx
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- For each philosophy, it provides information on why teachers teach according to that philosophy, what content is taught, and how teaching is done.
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Integrative-teaching.pptx
An integrated curriculum connects different academic subjects around common themes, allowing students to make real-world connections. It emphasizes skills and concepts across disciplines rather than focusing solely on individual subjects. There are two main approaches: multidisciplinary integration organizes standards from different subjects around a theme, while interdisciplinary integration chunks together common learnings across subjects. An integrated curriculum benefits students by taking a holistic approach, allowing skills to be taught and reinforced across multiple classes.
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Thematic teaching
Thematic instruction organizes curriculum around broad themes that integrate subjects like reading, math, and science. Teachers design learning objectives and assessments around themes, which are typically large systems or concepts connected to students' lives. This approach puts cognitive skills in the context of real-world subjects to allow creative exploration. Teachers of different subjects collaborate to design an integrated curriculum, instruction methods, and assessments centered on a chosen theme.
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This document outlines several features of constructivist teaching approaches. Constructivism is based on the idea that learning occurs through active involvement in meaning-making rather than passive receipt of information. Key characteristics include using authentic real-world activities and assessments, incorporating multiple perspectives, emphasizing conceptual interrelatedness across disciplines, promoting self-directed learning, and viewing errors as opportunities to improve understanding. The document also discusses interactive, collaborative, integrative, and inquiry-based teaching methods and the teacher's role in facilitating these approaches.
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Correlation in Science - By Asst. Prof. Pratibha Dabhade-Raysoni
“The power of the mind does not depend upon the amount of information accumulated in pieces, not related to one another, but is rather on well-organised system on which all these pieces of knowledge are taught, showing their relationship with one another. This is known as the principle of Correlation
Knowledge cannot be split into various compartments. Though different subjects of curriculum are taught and learnt, they are not separate and independent of one another.
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Disciplinary literacy allows students to not only comprehend subject content but also engage with and master subjects as experts do. It refers to the ability to engage with content like experts through social, cognitive, and semiotic practices. Being literate in a discipline means having both deep content knowledge and understanding how knowledge is communicated and evaluated within that discipline. For students to develop disciplinary literacy, collaboration between literacy and subject area teachers is important.
Chapter 3
This document discusses curriculum and instruction for teaching English language learners. It notes that curriculum refers to the courses offered at a school or defined program of study. Effective instruction considers students' language needs and adapts teaching methods accordingly. When instructional materials are not available in students' native language, teachers must fill gaps. The document contrasts transmission and constructivist models of education, noting a constructivist approach that values students' culture and language is most effective for language minority students. Educational philosophy drives the program model and subsequent curriculum and instructional practices.
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This document discusses curriculum and instruction for teaching English language learners. It notes that curriculum refers to the courses offered at a school or defined program of study. Effective instruction of ELLs requires considering language learning and culture, as well as adapting teaching methods and instructional materials to meet students' needs. The educational philosophy that underlies a school's program model is important, as it influences curriculum and teaching approaches. A constructivist or critical approach that values students' native languages and cultures may best support ELLs.
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Integrative teaching techniques rex
- 1. INTEGRATIVE TEACHING TECHNIQUES Rex S. Jardeleza MAEd – Biological Sciences
- 2. What is Integrative Teaching? It focuses on connections rather teaching isolated facts. The learners will be able to realize that subjects being taught to them are not separate and isolated field of knowledge, but are linked to each other in order to achieve understanding and concept attainment. It aims to connect what is learned in school to real life situations, thus it is more on developing problem solving and discussions of issues in the real world. Learners will learn to relate what they learn and apply it to their own daily lives. involves consideration on the learners' individual differences. These include multiple intelligences and learning styles. The teacher therefore must present the lesson in various ways that can cater each learner's uniqueness.
- 3. We must consider: The cognitive, behavioral and affective dimensions in teaching must be given balanced consideration. Values must be integrated in instruction across all subject areas. Through this, we are molding "integrated" learners, or well rounded individual.
- 5. 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 langauge. 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.
- 6. 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 they’re 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
- 7. Focusing Inquiry 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. InquiryBased 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.
- 9. Advantage Connecting skills and knowledge from multiple sources and experiences· Applying theory to practice in various settings· Utilizing diverse and even contradictory points of view· Understanding issues and positions contextually
- 10. Disadvantage
- 12. THANK YOU FOR LISTENING