Integrative Teaching

INTEGRATIVE TEACHING

Ø  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.

The objectives of integrative teaching are:

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.

INTEGRATIVE ACTIVITIES

Ø  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.

FOUR MODES OF INTEGRATIVE TEACHING

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

B) 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.

   Ex. 

        a)Filipino and Social Studies

        b) English and Science

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.

The process of inquiry includes the following steps:

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.

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

TWO TYPES OF WORK-BASED LEARNING

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.

Educational Fieldtrip

EDUCATIONAL FIELD TRIP

Ø  Field studies as a teaching approach is an out of the classroom teaching activity to introduce pupils/students to the environment which is the most natural and realistic manner. Its take the learner where growth and development abound or a place where natural phenomena occur.

The rational of field education trip is:

1) To observe living organism in their natural environment.

2) To see the actual operations of deferent mechanical devices and machines utilized in industrial plants.

3) To familiarize oneself w/ various community resources as primary sources of important information that can be used in school and at home.

4) To interview authorities and experts in their areas of operation and field of interest.

5) To strengthen ones skill in observing occurrences through the use of all the senses.

       In field studies pupils/students are provided opportunities to cultivate values such as cooperation respect for the rights of others, proper behavior and decorum, patience, and self possession.

In field educational tour, places worth visiting are:

1) Laboratory facilities and industrial sites of science and technology institution.

2) Planetarium

3) Aquarium, Aviary

4) Zoological and botanical gardens

5) Morabilia of great leaders and heroes

6) Art gallery and exhibits

7) Broadcast centers

8) Theater and cultural centers

9) Historic sites, monuments, important landmarks

10) Churches and old building and historic markers.

In planning the field trip, the following guidelines should be observed:

1) The teacher should make preliminary arrangement w/ official at the destination sites.

2) The teacher should make final arrangement w/ school officials as to the liability coverage, absence of pupils/students and other matters.

3) The teacher should state and classify the objectives of the field trip.

4) The teacher should prepare guide sheets for the members of the class about the trip and handed to them before the trip.

5) The teacher should be solely responsible for the observation during the trip.

6) The teacher should write a letter of thanks and appreciation to the officials of places/sites visited.

workshops

The Workshop

Ø  The workshop is used as a technique of in service education which involves group planning. It involves also the utilization of the group process in identifying, analyzing and solving educational problems and issues.

Mechanics of the Workshop

Ø  The committee works out the preliminary planning of the proposed activity. The members of the group are divided into sub-committees to take charge of a specific area of concern or groups problem. The problems identified should come from all the members .The planning committee studies, classifies, evaluates, and organizes and puts and workable plan the problems that have been identified and submitted by the members.

The Workshop embraces the following stages:

1. Opening session

   a. Keynote address/inspirational or opening remarks

   b. Organization of sub-committees

2. Group Work-presentation and discussion of problems

3. Consolidation of group reports leading to the formulation of recommended resolutions of the entire conference report.

4. Clossing session

     a. Evaluation of the input of work conference

     b. Disposition of the results/outcomes of the work conference

     c. Planning for the future

SYNERGIC

Ø  This teaching device is designed to develop a testing learning environment that fosters working together w/ the spirit of cooperation w/ a common purpose to share the benefits .This teaching alternative encourages the learners to develop creativity and exploration of new ideas in the areas of sciences and the arts.

One Weakness of Synergic as a Teaching Device

is that in creativity, the personal emotional component is more important than the rational. Education as a process must be oriented toward a rational approach and learners and teachers must always explore and engage in new ways and directions of thinking to solve problems.

PANEL DISCUSSION

 A public discussion of an issue by a group of experts or other concerned people.

A member:

ü  Must have an adequate knowledge of all aspect of the subject for deliberation.

ü  Is expected to know his subject

ü  Is given an opportunity to interact freely.

ü  Are supposed to give all views a full and full hearing.

ü  Should be interested in remarks an views of others.

ü  Should listen intently, strive to be objective and try to contribute to group cohesiveness and to an informal, spontaneous, relaxed and permissive atmosphere.

During the day of the discussion, the teacher appoints a panel of five or six members of the class and she/he will be giving a question to be discussed.

The member of the panel and the leader are seated a table facing the audience. The leader presents the members of the panel and the leader are seated at the table facing the audience. The leader opens the discussion by stating the topic. If the discussion is finish, the leader will summarize it briefly. At this point, members of the class are free to interact and address question to panel members. 

THE CONCEPTUAL APPROACH

Ø  Choosing and defining the content of a certain discipline to be taught through the use of or pervasive ideas as against the traditional practice of determining content by isolated topics.

Ø   Emphasis is not on the content perse, but in the big ideas that pervade the subject; using the content as a means of leading the students to discover the laws and principles of generalization that govern a particular subject.

Ø   not a particular teaching method with specific steps to follow; it is more of view of point of how facts and topics under a discipline should be dealt with.

Ø   stresses cognitive learning; the learning of content or the acquisition of knowledge.

Ø   involve more data collection usually through research while the discovery approach actively involves students to undertake experimental and investigative work.

Roles of teacher in conceptual approach:

ü  Never tell the students the principle or rule which the students are suppose to state at the end of the lesson.

ü  Should help students gather sufficient data to enable them to form the expected generalization.

ü  Should be able to master the cognitive hierarchy of his discipline.

ü  Should categorize all knowledge pertinent to his are:

      From facts to concept

      From concept to generalizations

      From generalizations to principles

ü  And all of this should be organize around conceptual schemes which are the pervasive ideas embodying the whole.

Useful guides to remember in concept formation:

1.       Concept should be introduced in context rather than in isolation.

2.       Pupils/students should be given opportunity to arrive at their own meanings of the concept prior to guidance of the teacher to guidance of the teacher.

3.       In concept formation, the children should engage in a lot of reading, understanding, listening, and writing so that they will be exposed to various situations, leading to the discovery of the correct meaning of the concept.

PROGRAMMED INSTRUCTION

Ø  Considered as one of the novel developments in education.

This planned learning pattern is presented to the pupils/students in sequential manner and the lessons are characterized by small segments which are given to the learners which they are required to answer before going to the next lesson.

      Programming- technique of planning the instructional materials.

      Programmed instructional materials- end product of the en materials. (ALCORM 1990)

Two types of Programmed instructional device

1.       Teaching machine - mechanical devices employed to present systematically a programmed sequence of instruction to a student.

2.       Programmed textbook - Presents the programmed exercise by requiring the pupils/students to read prepared materials in the book.

Principles of learning with the use of Programmed instruction:

1.       Learning by doing

2.       Psychological feed-back.

3.       mastery

4.       new techniques for teaching

5.       creativity

6.       Use of programmed learning materials

7.       Programmed learning 

DEBATE FORUM

Ø  Type of instructional practice which occurs when people with different beliefs on the same problem present issues and discuss the pros and cons may arrive at the different conclusions.

Ø  Serve as an academic intellectual exercise.

Debaters allotted equal time to speak.

The orthodox time allotment format:

1^st affirmative speaker – 10 min.

1^st negative speaker     - 10 min.

2^nd affirmative speaker – 10 min.

2^nd  negative speaker     - 10 min.

1^st negative rebuttal – 5 min.

1^st affirmative rebuttal – 5 min.

2^nd negative rebuttal – 5 min.

2^nd affirmative rebuttal – 5 min.

Common sequence of debate:

1.       1^st affirmative speech

Cross- examination by the second negative

2.       1^st negative speech

 Cross- examination by the first negative

3.       2^nd affirmative speech

Cross examination by first negative

4.       2^nd negative speech

Cross examination by second affirmative

5.       Summary and refutation by negative

6.       Summary and refutation by affirmative

Purpose:

·         To present an analysis of a problem and an objective and fair presentation of the arguments for or against it.

Guides or reminders:

1.       Attitude

2.       Refuting and answering

a.       point out the issue raised are not relevant or important

b.      show that it is not supported by facts that are valid

c.       identify and indicate fallacies committed in reasoning

d.       Presents more and better evidence to support your argument.

e.      Make every point consistent with those made by his colleagues who are also upholding his                       view.  Be careful of being caught by your opponent of inconsistencies.

f.        When answering points of the other side, it is better to have adequate supply of evidence that can be drawn and be used to support one’s position.

g.       A card-index file with all the important point raised during the debate should be kept, so that the members of the team can readily draw on the materials they want to include at any given stage of debate forum.