Integrative teaching as mode of instructional delivery
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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 as mode of instructional delivery
- 2. Integrative Teaching • Works best in the BEC • The curriculum is treated in a holistic manner • The process is interactive, collaborative and innovative
- 3. Thematic Teaching Content- Based Instruction Focusing Inquiry Generic Competency Model
- 5. Thematic Teaching • Teaching themes organize learning around ideas • Provides a broad framework for linking content and process from a variety of disciplines
- 6. Provides coherence Gives focus to the activities THEME Helps learners see meaningful connections Links ideas to actions and learning to life
- 7. Integrated Unit Design • Identifies major concept with topics from the different subjects webbed around the theme • Essential understandings & questions are clarified • Culminate in “performance” that shows depth of learning achieved by students
- 9. Decide on a unit theme that will allow all subject areas to join. Identify the major concepts to serve as a “common thread” for all the subject areas. Brainstorm and list generalizations that will be derived form the study of the theme.
- 10. Write questions that would facilitate the understanding and mastery of the generalization. For each subject area, write instructional objectives to be accomplished. Identify instructional activities that will accomplish the objectives.
- 11. Based on the objectives, perform the activities. Conduct culminating activity where all subject learning areas will be applied. Design a scoring guide or rubric to assess the performance of the task in the culminating activity.
- 12. Thematic Teaching • May involve the whole school, a department, group of teachers • Encourages collaboration and cooperation among all stakeholders
- 13. Teachers Stakeholders Parents School Officials Students
- 15. • Integration of content learning with language teaching • Concurrent study of language & subject matter: – the form & sequence of language presentation dictated by content material CBI
- 16. • Language curriculum is centered on the academic needs & interests of the learners Language Subject matter content
- 17. Aim of CBI: Developing the learners academic language skills
- 19. Focusing Inquiry • An interdisciplinary approach that uses questions to organize learning • Learners become creators of knowledge rather than recipients • Contents and concepts are given less importance than the process of conducting an investigation and communicating what was learned to others
- 20. • Instructional process is built around inquiry • Teachers guide the students to discover answers to questions • Using what learners already know as a starting point, they generate questions about things they do not know yet • They design a method of investigation and gather information on their own
- 22. 1. Frame focusing questions • Ask about prior knowledge 2. Present field of facts • Who? What? When? How? 3. Help learners connect or relate facts • Interpret, infer, give meaning 4. Help learners generate explanatory ideas • Generalization 5. Help learners find answers
- 24. Generic Competency Model • Learners are enrolled in three to four linked or related courses or subject areas • The links between the courses rest essentially on “generic competencies”
- 25. Personal Developme nt MAKABAYAN COMPETENCIES Work and Special Skills Social Competenc ies
- 27. Decide on the generic competency that will allow related competencies from the many subjects to enter the integration process. Social, personal, productivity Identify the culminating performance What, why, how
- 28. Brainstorm the specific skills derived from the project that would be expected of the learners. Find out if these skills will lead to the culminating performance Design the scoring guide criteria and standard to assess the performance tasks Performance test, portfolio
- 29. THIRD ELEMENTARY EDUCATION PROGRAM (TEEP)
- 30. TEEP • Flagship project of the Department of Education in response to the Social Reform Agenda initiatives of the government • FOCUS: elementary level • GOALS: – Improved learning achievement – Improve completion rates – Access to quality elementary education
- 31. TEEP • AIM: to build institutional capacity of the DepEd to manage change and actively involve parents, teachers, community leaders as stakeholders for quality education • Funded by World Bank and Japan Bank for International Cooperation • 1996-2005
- 32. TEEP Findings There are indicators of improved learning achievement and rise of completion rates of students. Access to quality elementary education have been achieved
- 33. TEEP • The best practices of the curriculum innovations of the pilot divisions would be implemented by other divisions all throughout the country.
- 35. Advocacy In-serivce Training for Teachers (INSET) Social Improvement and Innovation Facility (SIIF) Student Assessment (SA) Educational Management Information System (EMIS) Procurement Monitoring and Evaluation Principal Empowerment in all Educational Components