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Integrative teaching combines different subjects and skills to create a cohesive learning experience. It emphasizes real-world relevance, interdisciplinary connections, inquiry-based learning, collaboration, and differentiated instruction to promote deeper understanding and engagement among students.

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The objectives of integrative teaching are:

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The objectives of integrative teaching are:

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1) To promote cooperative learning by having teachers and pupils/students plan together the learning activity.

2) To keep develop self-direction by way of developing in the children the ability to control their own learning activities.

3) To foster security and self-confidence by developing the pupils/students a feeling of acceptance.

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The objectives of integrative teaching are:

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The objectives of integrative teaching are:

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4) To develop creativity through self-expression in art, music and dramatic lessons.

5) To promote opportunities for social action using every opportunity to develop in the children the attitude of cooperation.

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Are some of the objectives familiar to you?

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It is the integration of content learning with language teaching aims. It refers to the concurrent study of language and subject matter, with the form and sequence of language presentation dictated by content material.

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Unlike traditional language instruction, which focuses primarily on grammar and vocabulary, CBI places emphasis on teaching language skills within the context of meaningful content from various disciplines such as science, history, or literature.

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In CBI, language is acquired as a tool for understanding and expressing ideas related to specific content areas. Students learn language skills such as reading, writing, listening, and speaking while engaging with authentic content.

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Focusing inquiry is an instructional approach that involves guiding students through a structured process of exploration and investigation to deepen their understanding of a specific topic or concept. Instead of presenting information directly to students, teachers pose questions or problems that prompt students to engage in inquiry-based learning, where they actively seek out knowledge, analyze information, and draw conclusions through investigation and discovery.

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1. Questioning: Teachers pose open-ended questions or present real-world problems that serve as the focus of inquiry. These questions are designed to stimulate curiosity, provoke critical thinking, and guide students' exploration of the topic.

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2. Investigation: Students conduct research, gather data, and explore various sources of information related to the inquiry question. They may use a variety of methods, such as conducting experiments, analyzing texts, or engaging in fieldwork, to investigate the topic from multiple perspectives.

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3. Analysis and Synthesis: Students analyze the information they have gathered, identify patterns or trends, and synthesize their findings to develop a deeper understanding of the topic. This process involves critical thinking skills such as evaluation, inference, and interpretation.

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4. Reflection: Throughout the inquiry process, students reflect on their learning experiences, consider different viewpoints, and make connections between new information and their prior knowledge. Reflection encourages metacognitive awareness and helps students consolidate their understanding.

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5. Communication: Students communicate their findings, insights, and conclusions to others through various means, such as written reports, oral presentations, or multimedia projects. Effective communication skills are essential for sharing ideas and engaging in meaningful discourse.

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6. Teacher Guidance: While students take the lead in exploring the inquiry question, teachers provide guidance and support throughout the process. They offer scaffolding, clarify concepts, facilitate discussions, and encourage students to ask probing questions to deepen their inquiry.

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1) Frame a focusing question. (This should be linked to prior knowledge.)

2) Present a field of facts. (Who? When? How Much?)

3) Help learners connect or relate facts. (Interpret, Infer, and Give Meaning.)

4) Help learners generate explanatory ideas. (Generalization.)

5) Help learners find answers.

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This model outlines the essential skills, knowledge, and attributes that students should acquire to succeed academically and prepare for future endeavors. This model serves as a guide for educators, curriculum developers, and policymakers to design educational programs and assessments that support student learning and development.

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Generic Competency Model is a part of integrative teaching strategies which enable students to develop "competencies". These competencies are acquired through connecting one subject from the other.

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The most common competencies being integrated are the following: personal development, social competence and work/special skills. These three skills are integrated in teaching two or more subjects. An output or culminating performance is also expected.

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1. Decide on a generic competency that will allow specific competencies in several subject areas to take part in the integration process.

2. Identify the culminating performance (what, why, and how) that will show if and how far the students have learned the identified specific and generic competencies.

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3. Brainstorm the specific skills that you would like the students to learn from the project/activity. Examine if these skills will lead to the culminating performance.

4. Design the scoring guide (criteria and standard) to assess the performance tasks, preferably through other than paper-and-pencil tests.

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Thematic teaching is an instructional approach that organizes curriculum and learning activities around specific themes or topics rather than isolated subjects or skills. It integrates various disciplines such as language arts, mathematics, science, social studies, and the arts into a coherent and meaningful whole, allowing students to explore connections between different areas of knowledge.

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The Integrated Unit Design

– This model identifies a major concept with topics from different subject areas webbed around the theme.

– “Essential understandings” and questions are clarified.

– Processes, as well as activities, are listed and they end in a “performance” that shows the quality of learning achieved by the students.

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Theme: Community

Grade Level: Elementary (3rd Grade)

Integration of Subjects:

1. Language Arts: Students read books and articles about different types of communities (urban, suburban, rural) and discuss the characteristics of each. They also write narratives or create stories set in various community settings.

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Theme: Community

Grade Level: Elementary (3rd Grade)

Integration of Subjects:

2. Social Studies: Students explore the concept of community by studying the roles and responsibilities of community members, local government structures, and community resources and services. They may conduct interviews with community members or take a field trip to explore their own local community.

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This teaching technique is concerned to the development of a well-rounded personality-an individual who can adjust and respond to any given situation. This mode of learning tries to move away w/ the study of the subjects in the traditional manner and substitutes learning activities as units of work which would help the pupils/students solve their problems.

1) To promote cooperative learning by having teachers and pupils/students plan together the learning activity.

2) To keep develop selp-direction by way of developing in the children the ability to control their own learning activities.

3) To foster security and self-confidence by developing the pupils/students a feeling of acceptance and belonging as members of the group.

4) To develop creativity through self-expression in art, music and dramatic lessons.

5) To promote opportunities for social action using every opportunity to develop in the children the attitude of cooperation.

The learning activities should be well organized around real-life situations of the pupils/students, focusing on their interesting and needs. Learning should be characterized by group planning, group work and group evaluating.

A) THEMATIC TEACHING -it is teaching themes organize learning around ideas. It provides broad framework for linking content and process from a variety of disciplines. The theme also helps learners see the meaningful connections across disciplines or skill areas.

Ex. Integrated Unit Design

CONTENT-BASED INSTRUCTION (CBI)-is the integration of content learning w/ language teaching aims. It refers to the concurrent study of language and subject matter, w/ the form and sequence of language presentation dictated by content material. The language curriculum is centered on the academic needs and interest of the learner, and crosses the barrier between language and subject matter courses.

a)Filipino and Social Studies

C) FOCUSING INQUIRY -is an interdisciplinary approach that uses question to organize learning. Like most interdisciplinary teaching, it crosses conventional knowledge boundaries. The teacher guides learners to discover answer to questions, whether or not answer pre-exist. It can be a self- renewing cycle of questions and answer. The process of"inquiry" is the organizer of the instructional design while "content" is relegated to an ancillary place.

1) Frame a focusing question.(This should be linked to prior knowledge)

2) Present a field of facts.(Who? When? How Much?)

3) Help learners connect or relate facts.(interpret, infer, give meaning)

4) Help learners generate explanatory ideas.(generalization)

5) Help learners find answers.

WORK-LIKE EXPERIENCE-the purpose of their endeavor include teaching technical competence, and the related activities include planning, and evaluation complex tasks.

1) Youth-run enterprise-can be an exceptionally valuable type of work-based learning because students are able to take responsibility at a level that is rarely possible in an adult work place.

2) Cooperative occupational education experience (co-op)-this is the one of the oldest types of work-based learning: co-op integrate classroom learning w/ paid practical work experience in a field of the student interest.

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INTEGRATIVE TEACHING Ø This teaching technique is concerned to the development of a well-rounded personality-an individual who can adjust ...

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CBI uses authentic materials such as articles, videos, and textbooks related to the content being studied. Tasks and activities are designed to reflect real-world communication situations, making learning more meaningful and relevant to students.

CBI provides opportunities for students to learn about different cultures and perspectives through the study of content from diverse sources. This helps develop intercultural competence and fosters appreciation for cultural diversity.

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Students analyze primary sources such as letters, photographs, and newspaper articles from the time period to gain insight into the experiences and perspectives of immigrants. They discuss the challenges faced by immigrants, such as discrimination, poverty, and cultural assimilation.

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Students examine specific immigrant groups, such as Irish, Italian, Chinese, and Eastern European immigrants, and explore their motivations for coming to the United States, their experiences upon arrival, and their contributions to American society.

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How did the Treaty of Versailles contribute to the rise of nationalism, economic instability, and political upheaval in Europe in the aftermath of World War I?

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What were the social, economic, and political consequences of World War II, including the reshaping of global alliances, the establishment of international organizations such as the United Nations, and the onset of the Cold War?