Principle of teaching ii kaye

M A K A B A Y A N

The Integrative Strategies of Teaching

By :Kayce Joy L. Saliendrez

INTEGRATIVE STRATEGIES

Thematic Teaching

Content-based

Focusing Inquiry

Generic Competency Model

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THEMATIC TEACHING

• It recognizes learning around ideas

• It provides a framework for linking content and

process from variety of discipline

• The theme provides coherence of activities

• It gives a focus to the activities that accompany the

unit

• It also helps the learners see the meaningful

connection across the discipline or skill areas.

• It conveys clear, compelling purpose to learners,

teachers and parents.

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• It links ideas to action

• Topics are relevant and are of interest to children

• An array of lessons is built around central ideas

• It enhances children`s concept development

• It provides a means for integrating content learning

and process learning in ways that are meaningfuk

to them

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A.CONTENT LEARNING

• It uses such mental activities as

attending,listening,observing,remembering and

recalling

• It consists of socio-conventional knowledge around

which theme is designed

• It gathers data about people in the community and

their work through field trips,observation,interviews

and the like

• It engages in hands-on

activities,replicates,simulates the work of the

people from the community

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OUTLINE FOR AN INTEGRATED THEMATIC PLAN

• Theme: the topic or focus

• Children: age and characteristics

• Rationale: Why?

• Goals: 3-6 broad statements of desired ends• Attitudes

• Skills

• Abilities

• Experiences

• Major Understandings: 4-6 important ideas you want children to construct

• Resources: Books, articles, etc.

• It provides stories,books and other sources of

information such as videos or demonstrations by

resource person.

• It is comprised of the cognitive,social,emotional

and physical elements that form the basis for all

experiences in the classroom

• It encompasses the whole child

• The processes involved range from mental activities

to physical activities,social skills and how to delay

gratification or how to initiate an interaction

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• Gain factual insight into the life of workers and can

also test their ideas.

• Gain opportunities to reach comprises

• It create symbols

• draw conclusions

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Ethnic Communities in

CAR (Anthropology)

Governance of CAR

(Political Science)

Livelihood of the People in

CAR

(Economics)

Topography of

the Cordillera

Administrative

Region

(Geography)

CORE

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CONTENT-BASED INSTRUCTION(CBI)

A. Content Learning

• Students learn about what interest them

• They develop linguistic ability in the target

language

B. Process Learning

Preparation

• chooses a subject matter

• Finds 3 to 4 suitable sources

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• During

• Divides the class into groups and assign task

• Form new groups and share and compare

information

• product

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FOCUSING INQUIRY

• Focus: attention and concentration

• 'discovery' heuristics and problem solving

• teaching method which is modeled after the

investigative process of scientists

• it puts premium on obtaining information through

direct experiences.

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A. Content learning

• focused on using learning content as a means to

develop information-processing and problem

solving skills.

• emphasize how we come to know and less on what

to know

• student-centered with teacher as facillitator of

learning

• students are more involved in thre construction of

knowledge

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• students ask questions that are more open and

reflective in nature

• Assessment is focused on determining the process

of skills development in addition to content

understanding

• it stresses skill development and nurtures the

development of good habits of mind

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B. Process learning

1. identify preliminary questions and information

2. planning by specific unknown and formulating

hypothesis

3. focusing by refining the preliminary question

4. identifying and mapping possible resources

5. evaluating resources

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4. tracking what fits and what doesn't

5. assessing preliminary answers

6. making sense of multiple pieces of information

7. Telling a particular audience the personal story of

the learning journey

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Traditional Inquiry-based

Teacher-centered Student-directed

Teacher as giver of knowledge Teacher as facilitator of learning

Content mastery Content mastery and beyond

Learning follows a vertical and linear

path

Learning is more web-like, concept development ranges from

linear to spiral

Assessment is teacher-created Assessment requires student input

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GENERIC COMPETENCY MODEL

• learners are enrolled in three to four linked courses

• these links between the courses rest essentially on

genetic competencies

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A.CONTENT LEARNING

• learners are enrolled in three to four linked courses

• learners are assisted in developing competencies that

will transfer readily from one discipline to onme another

• competencies are clustered into personal development,

social competence and work/special skills

• the subject specialist teaches his or her subject

• instructional integrity of the disciplined is maintained

• activities draw on the process and skills important to

each discpline

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B. PROCESS LEARNING

1. Describe a genetic competency that allows

related competencies from many subjects to

enter the integration process

2. Identify the culminating performance.

3. Brainstorm the specific skills that the learners

would acquire in the project.

4. Examine if the specific skills will lead to the

culminating performance.

5. Design the scoring guide.

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REFERENCES

• http://en.wikipedia.org/wiki/Content-

based_instruction

• http://jaylordlosabia.blogspot.com/2010/09/generi

c-competency-model.html

• http://www.glencoe.com/sec/teachingtoday/subje

ct/inquiry_based.phtml

• http://www.show-me-wow.com/a-thematic-

approach/

• http://www.slideshare.net/wanitaaaa/thematic-

teaching-28909777

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