Presented by John Medina

Fragmented Teaching and

Integrated Teaching

Three-Level Strategy in Teaching

Integrative Teaching Strategies

This is what happens when we study just a part of reality like when we put a wall to shut science from math, language from values, music from civics. This is what we do when we teach the subjects in isolation from one another.

• India’s Caste System and Hymn of Creation History and

Literature

• “What is the angle of elevation or velocity or the acceleration if….”

Science and Math

• Word Problems; “Tom is 12 years old greater than Jerry”

Reading and Math

• “Do I need that in my life? Will I use or apply that in real life?”

Values and Other Subjects

I don’t know! Malay

ko!

We are far from truth and far from reality. To arrive closer to what is true we make connections of the subjects. Let us make them interconnected instead of making demarcation lines between and among them.

We teach values, health, grammar and math when we teach science. We teach

science, values and math when we teach grammar.

After all these subjects are parts and parcels of life which is the only true

curriculum.

… the teaching of Filipino … will be enriched through the integration of vocabulary, and competencies from the social sciences.

…even with the integration of values and life skills in Filipino, English, Science, and Mathematics, it is inevitable that these learning areas will accentuate the development of linguistic and logical/mathematical intelligences…

… the Makabayan subject will be the most experiential interactive, interdisciplinary and value laden.

Etymology of the word “integrate”: Latin: “integer” which means “whole.”

This is also the root word of “integrity.”

is a well-organized strategy anchored on real life situation that include learners' interests and needs creating a variety of meaningful activities and learning experiences.

It paves the way to connecting what is

learned in school to real life world rather than isolated facts and information.

Integrated Teaching

Three Level Strategy

Integrative Teaching Strategies

This was popularized by the advocates of Values Clarification like Charles Merill. The proponents of this integrated teaching strategy asserts that the teaching – learning process should touch the facts – level, the concept – level and the values – level.

The students learn isolated facts

Values

Concepts

Facts

The facts are viewed and organized into

concepts (relationship of facts).

The knowledge acquired are related to

the students’ life.

Sample Lesson Plan Using the 3 Level Strategy

Objectives: During and at the end of the lesson, students must be

able to: 1. Manifest knowledge and understanding on water

pollution by: a. tracing the remote and immediate causes of

water pollution; b. describing the effects of water pollution; and c. proposing solutions to the problem of water

pollution.

A lesson plan in Water Pollution

2. Manifest appreciation for the value of life and concern for the environment by launching an anti – pollution drive in the locality.

Subject Matter: Water Pollution

Core Values: Respect for Life and Concern for the Environment

Materials: Picture/Film/Field Trip on a polluted river.

Procedure: Facts Level: Conduct a field trip to a polluted river. Ask them to jot down their observations or show pictures/film on polluted rivers in contrast with clean rivers and ask them to write down what they see.

Concepts Level: Pivotal Questions: - What happens when water gets polluted? - What causes water pollution? - How does water pollution affect us? Activities: Come up with a comic strip to present how fishes and plants in the polluted river would explain what water pollution is if they could talk.

Evaluation: Present the meaning, causes and effects of water pollution by means of a graphic organizer.

Values Level: Pivotal Questions: - In what ways do we contribute to water pollution?

- Can we say that the root cause of water pollution is our very own indifference? How can you fight this icy indifference? - How can we show care for our rivers and other bodies of water? What are possible solutions to the problem on water pollution? - If we continue to pollute our rivers, what would happen?

Activities: Small Group Discussion – Divide the class into groups of five or six and ask them to discuss their answers to the questions given above. share your answers to the class. Research on the contributory factors to the river pollution in your locality. Come up with a project on anti – pollution.

Modes of Integrative Teaching Strategies

THEMATIC TEACHING

CONTENT-BASED

INSTRUCTION

It provides a broad framework for linking

content and process from a variety of disciplines.

The theme provides coherence; it gives a "focus"

to the activities that accompany by the unit.

The theme also helps learners see the meaningful

connection across disciplines or skill areas.

It conveys a clear, compelling purpose to learners, teachers and

parents, linking ideas to actions and learning to life.

(Zulueta, 2006).

It is an example of thematic teaching

The model identifies a major concept with topics from different subjects webbed

around the theme.

“Essential Understandings” and questions are clarified.

Processes, as well as activities, are listed and they culminate in a "performance"

that shows the depth of learning achieved by the

student.

Decide on a unit theme that will allow all group members to enter

to the integration process.

Identify a major concept to serve as a suitable "integrating lens"

for the study.

Web the topics for study, by subject or learning area, around

the concept and theme.

Brainstorm some of the "essential understanding"

(generalization) that would expect learners to derive from

the study.

Brainstorm "essential questions" to facilitate study toward the

essential understanding.

List processed (complex--performance) and bullet key

skills to be emphasized in a unit instruction and activities

For each week and discipline in the unit, write instructional

activities to engage learners with essential questions and

processes.

Write the culminating performance to show the depth

of learning.

Design the scoring guide (rubric-criteria and standard) to

assess the performance task. Additional types of assessment

may be used to measure progress throughout the unit.

Theme: "Philippines, A Spanish

Experience"

Science: Evaluate the technological

advancements in the Philippines from

Spanish Era up to the present.

Mathematics: Develop a pictograph on the duration of Spanish regime in relation to

other foreign colonizers who controlled the Philippines.

English: Identify infinitives by reading a

selection entitled, “Philippines: In the

Hands of Spain”

Filipino: Matutukoy ang mga gamit ng

pangngalan sa pagbasa ng kwentong, "Ang Buhay ni Andres“

MAPEH: Maaawit ang ilan sa mga kundimang umusbong sa panahon

ng himagsikan

Araling Panlipunan: Masusuri ang

pagbabagong naidulot ng pagsakop ng Kastila

sa Pilipinas.

HELE: Makakapagluto ng putaheng

impluwensya ng Kastila.

Values Education: Express the value of freedom by writing a short credo for the

country.

Theme: "Philippines, A Spanish Experience"

Science: Evaluate the technological

advancements in the Philippines from Spanish

Era up to the present.

Mathematics: Develop a pictograph on the duration

of Spanish regime in relation to other foreign

colonizers who controlled the Philippines.

Theme: "Philippines, A Spanish Experience"

English: Identify infinitives by reading a

selection entitled, “Philippines: In the

Hands of Spain”

Filipino: Matutukoy ang mga gamit ng

pangngalan sa pagbasa ng kwentong, “Ang Buhay ni Andres”

Theme: "Philippines, A Spanish Experience"

MAPEH: Maaawit ang ilan sa mga

kundimang umusbong sa panahon ng

himagsikan

Araling Panlipunan: Masusuri ang

pagbabagong naidulot ng pagsakop ng

Kastila sa Pilipinas.

Theme: "Philippines, A Spanish Experience"

HELE: Makakapagluto ng

putaheng impluwensya ng

Kastila.

Values Education: Express the value of freedom by writing a short credo for

the country.

ACTUAL LESSON PREPARATION

Decide your subject matter by consulting the K to 12

curriculum guide.

Decide on the Possible Concepts or other

learning areas that you want to integrate.

Draw the connection between the learning area

subject matter and concepts in other areas

that you want to integrate.

Develop the theme to unite the two lessons or

concepts from the different learning areas or

subjects.

Follow the steps in developing an Integrated

Unit Design.

Arrange the questions, activities and discussion using the “Three Level

Strategy.”

CBI is the integration of content learning

with language teaching aims.

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 lesson in Filipino designed to develop skills in "identifying keywords in a given context" uses Social Studies content (essay or article)

such as "Batas Militar sa Pilipinas" or a related topic under the unit on “Pamahalaan at Batas”.

The Social Studies content is used to develop the language skills.

A lesson in English designed to "develop the ability to locate and

synthesize information"

may use content in Science (essay or article) such as "The Ecological System" which is a topic on the

First Year of Science under "Living Things and Their Environment"

When a teacher teaches about a lesson in English, like "Good Qualities of a

Paragraph",

he/she may use sample paragraphs with topics containing or relating to other

subjects like History

or when teaching a lesson about Filipino, he she can utilize selections pertaining to

Araling Panlipunan or HELE.

A lesson in Math can be integrated with Civics or Science by giving sample problems

relating to the given subjects.

As a concrete example, let's say that a teacher has subtraction as a topic. He/she

can give a problem like this: "In his journey, Magellan started out with 5 ships. At the end

of the journey only 1 was left. How many ships were destroyed along the journey?"

Corpuz , B. B., Salandanan , G. G., & Rigor, D. V. (2006). Principles of Teaching 2. Quezon City: Lorimar Publishing Inc.

Daligdig, R. T. (2012). Intgerative Teaching Strategies. Special Topics in Education: Volume 2, Lorimar Publoshing Inc., 91-103.

Department of Education. (2002). 2002 Basic Education Curriculum Primer.

Let us make more our lessons meaningful to our learners through the use of

integrative teaching strategies!