1. MODES OF INTEGRATIVE TEACHING “Integrative Teaching is cutting across subject matter lines, bringing together various aspects of the curriculum into meaningful association to focus upon broad areas of study.”

2. One of the features of the Basic Education curriculum is its stronger integration of competencies and values within and across the subject areas through the use of integrative teaching approaches.

3. This is greatly associated with BEC’s principle that there are two main sources of reliable and meaningful knowledge for basic education: expert systems of knowledge, and the learners’ experience in his/her context.

4. The modes of integrative teaching acknowledge that students are rich sources of learning. Instead of the teachers as the “expert” inside the class, integrative teaching allows students to explore their own minds and experiences and this learn intended KSA’s (knowledge, skills and attitudes) more meaningfully.

5. As it is, these modes of integrative teaching share the philosophies and principles believed by the Integrative Learning System such as those of the Theory of Multiple Intelligences and Learning Styles Theory.

6. The focus of integrative teaching is more than the intended competencies in the different subject areas. It deals more with how students could use what they learned from these subject areas as they face issues/problems in their day-to-day world.

7. MODES OF INTEGRATIVE TEACHING CONTENT BASED INSTRUCTION FOCUSING INQUIRY GENERIC COMPETENCY MODEL THEMATIC TEACHING

8. CONTENT BASED INSTRUCTION the “integration of particular content with language teaching aims”. based on the underlying principle that successful language learning occurs when students are presented with selections in the target language (in our case, English) in a meaningful, contextualized form, with the primary focus on acquiring information and knowledge.

9. CONTENT BASED INSTRUCTION content becomes the organizing principle: and language structures, vocabulary and functions are selected by the teacher that are both necessary for the content and that are compatible with it. “…views the target largely as the vehicle through which subject mater content is learned rather than as object of study.”

10. CONTENT BASED INSTRUCTION Researchers have shown that CBI results in effective language learning, content learning, increased motivation and interest levels. This is because students learn language best when there is an emphasis on relevant, meaningful content rather than on the language itself.

11. CONTENT BASED INSTRUCTION In content-based classes, students have more opportunities to use the content knowledge and expertise they bring to class – they activate their prior knowledge, which leads to increased learning of language and of the content material.

12. CONTENT BASED INSTRUCTION Specific steps that the teacher should follow are: 1.Coordinate with subject teachers about the topics that they will be having. 2.Select a text from any of these other subject areas. 3.Determine a Filipino or English lesson that is applicable to the text from the other subject.

13. CONTENT BASED INSTRUCTION Specific steps that the teacher should follow are: 4.Plan tasks/activities that will help students learn identified language skill/s using the text from the other subject area. 5.Teacher in the subject area where the text was adapted discusses the topic according to the needed KSA’s of his/her subject area.

14. FOCUSING INQUIRY An integrative approach that uses questions to organize learning is called Focusing Inquiry. Like most interdisciplinary teaching, it goes beyond conventional questions, whether or not an answer exists.

15. FOCUSING INQUIRY Students become creators of the main process of conducting an investigation and communicating what was learned to others. The process of inquiry is the organizer of the instructional design while the content is assigned to a secondary place.

16. FOCUSING INQUIRY The method of inquiry is all about thinking. It offers concrete ways on how students could approach their studies easier by helping them become actively involved in their own learning process.

17. FOCUSING INQUIRY Learning through Focusing Inquiry can be a self-renewing cycle of questions and answers. Using what students already know as a starting point, (from prior knowledge, explanation, posters, imagery, etc.) students generate questions about the things they do not know yet.

18. FOCUSING INQUIRY They design a method of investigation and gather information on their own. As they generate answers and interpret information, other questions may emerge. The cycle of question – and – answer goes on.

19. FOCUSING INQUIRY 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 factors. (Act as triggers on Who? What? When? How much?) 3.Help students connect or relate facts. (Interpret, infer, give meaning)

20. FOCUSING INQUIRY The process of inquiry includes the following steps: 4.Assist learners to generate explanatory ideas. (generalization) 5.Facilitate how the learners could find answers.

21. GENERIC COMPETENCY MODEL The competency in this model refers to the desired KSA’s in every subject area. In the Generic Competency Model, the students learn related proficiencies in different subject areas at the same time.

22. GENERIC COMPETENCY MODEL This is made possible as they undergo experience/s which teachers in the different subject areas use as springboard for them to develop shared competencies. However, the instructional integrity of the different learning areas is maintained.

23. GENERIC COMPETENCY MODEL In higher grades/year level, the respective teachers handle their subjects. Teachers on one-teacher classes such as in lower grades sees to it that KSA’s in all the subjects are covered.

24. GENERIC COMPETENCY MODEL The difference lies on the teachers’ thorough planning of what common lesson or activity they could have for the students to be able to activate their prior knowledge and thus learn that targeted competencies faster.

25. GENERIC COMPETENCY MODEL Here are the suggested steps in using this approach: 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.

26. GENERIC COMPETENCY MODEL Here are the suggested steps in using this approach: 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.

27. THEMATIC TEACHING Teaching by theme organizes learning around ideas. It provides a broad framework for linking content and process from a variety of subjects. The theme provides coherence; it gives a “focus” to the activities that accompany the unit.

28. THEMATIC TEACHING The theme also helps students see the meaningful connections across disciplines or subject areas. It must then have enough breadth to embrace the subject areas that are being combined; and depth to support the increasing growth in students’ cognitive skills.

29. THEMATIC TEACHING It conveys a clear, compelling purpose to learners as they link ideas to actions and learning for life. The Integrated Unit Design is an example of thematic teaching.

30. THEMATIC TEACHING 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.

31. THEMATIC TEACHING The Integrated Unit Design –Processes, as well as activities, are listed and they end in a “performance” that shows the quality of learning achieved by the students.

32. THEMATIC TEACHING Below are the steps for the Integrated Unit Design (thematic based): 1.Decide on a unit theme that will include all subject areas in the integration process. 2.Identify a major concept to serve as a suitable “integrating lens” for the study. This will server as a measure of whether the learning areas adhere to the theme.

33. THEMATIC TEACHING Below are the steps for the Integrated Unit Design (thematic based): 3.Web the topics for study in the subject areas around the concept and theme. 4.Brainstorm some of the “essential understandings” or generalizations about the concept. 5.Brainstorm “essential questions” to facilitate study toward the essential understandings.

34. THEMATIC TEACHING Below are the steps for the Integrated Unit Design (thematic based): 6.List the processes (complex performance taps multiple intelligences) and list key skills to be emphasized in a unit of instruction and activities. 7.For each week and each concept in the unit, write instructional activities to engage the students with essential questions and processes. 8.Write the culminating performance to show the depth of learning.

35. THEMATIC TEACHING Below are the steps for the Integrated Unit Design (thematic based): 8.Write the culminating performance to show the depth of learning. 9.Design the scoring guide (criteria and standard) to assess the performance task. Innovate types of assessment may be used to measure progress throughout the unit.

36. SubjectEnglishFilipinoA. P.ScienceMathTHE Sample Instructio nal Activities Have a panel discussio n on the roots of poverty Discuss “Ang Paksiw na Ayungin” which deals on poverty. Discuss definition of poverty Conduct interview and surveys State how science and technolog y could lessen poverty Answer mathema tical problems related to the issue of poverty List the needs of a family Prepare poverty alleviatio n projects Culminating activity Immersion / Exposure Trip to Poor Areas in the Community This table below could serve as a model for Thematic Teaching:

37. SubjectEnglishFilipinoA. P.ScienceMathTHE Sample Instructional Activities Have a panel discussion on the roots of poverty Discuss “Ang Paksiw na Ayungin” which deals on poverty. Discuss definition of poverty Conduct interview and surveys State how science and technology could lessen poverty Answer mathematical problems related to the issue of poverty List the needs of a family Prepare poverty alleviation projects Culminating activity Immersion / Exposure Trip to Poor Areas in the Community

38. SubjectEnglishFilipinoA. P.ScienceMathTHE Sample Instructional Activities Have a panel discussion on the roots of poverty Discuss “Ang Paksiw na Ayungin” which deals on poverty. Discuss definition of poverty Conduct interview and surveys State how science and technology could lessen poverty Answer mathematical problems related to the issue of poverty List the needs of a family Prepare poverty alleviation projects Culminating activity Immersion / Exposure Trip to Poor Areas in the Community

39. Teacher Roles in the Modes of Integrative Teaching Successful teachers who incorporate modes of integrative teaching in their classrooms play the following roles: –Connection experts and not just subject experts – selects theme and examines subject areas and respective materials interlinked with the theme. –Learning strategists – use innovative teaching techniques and strategies

40. Teacher Roles in the Modes of Integrative Teaching Successful teachers who incorporate modes of integrative teaching in their classrooms play the following roles: –Multimedia specialists - create and use audio visual materials which will be used in the diverse learning tasks in their classes. –Not knowledge gatekeepers and meaning makers but guides and facilitators of students’ own meaning making

41. Teacher Roles in the Modes of Integrative Teaching Successful teachers who incorporate modes of integrative teaching in their classrooms play the following roles: –Creative evaluators – use creative assessment tools in order to get the true picture of the students’ learning since an integrative class needs complex performance that could not be measured by mere standardized and paper-and-pencil tests.

42. ADVANTAGES OF USING THE MODES OF INTEGRATIVE TEACHING Integrative teaching puts an end to compartmentalized teaching-learning which fails to prepare students for the real world. It puts students at the center of instruction. They are no longer the audience but rather the actors and actresses in their play with concepts, skills and attitudes.

43. ADVANTAGES OF USING THE MODES OF INTEGRATIVE TEACHING The various real-life activities needed in an integrative curriculum equip learners with a certain set of abilities that are critical in developing ideal citizens.

44. ADVANTAGES OF USING THE MODES OF INTEGRATIVE TEACHING This could include the ability to detect biases in the media, knowing how to use the legal system to protect one’s rights, writing petitions and making informed choices about what actions to take, what products to buy and whom to vote for.

45. ADVANTAGES OF USING THE MODES OF INTEGRATIVE TEACHING Authentic integration affects both emotion and cognition (awareness of knowledge) since we think about and act on them on terms of our values, morals and feelings.

46. ADVANTAGES OF USING THE MODES OF INTEGRATIVE TEACHING The holistic effect of integrative teaching makes both teachers and students more responsible and accountable of their roles in the teaching-learning process.

47. ADVANTAGES OF USING THE MODES OF INTEGRATIVE TEACHING Students, after all, are given more learning tasks that they should do either individually or with a group. The teacher need not tell them what they should know but rather allow them to discover for themselves.

48. ADVANTAGES OF USING THE MODES OF INTEGRATIVE TEACHING Teachers, on the other hand, could clearly recognize their indispensable roles of facilitating their students’ learning.

49. ADVANTAGES OF USING THE MODES OF INTEGRATIVE TEACHING Teachers need not teach in isolation in the higher grades/levels. Working with a partner or in teams could make them strengthen their commitment to the common vision of providing quality education and thus taking part in the process of nation building.

50. ADVANTAGES OF USING THE MODES OF INTEGRATIVE TEACHING Specifically, Content-Based Instruction reduces the amount of instructional time. Instead of focusing on students learning the language first, the structures of the language are learned simultaneously with content of different subject areas.

51. ADVANTAGES OF USING THE MODES OF INTEGRATIVE TEACHING Due to the motivating factors of a relevant text, language learning and learning of content are both enhanced.

52. ADVANTAGES OF USING THE MODES OF INTEGRATIVE TEACHING Focusing Inquiry awakens the students’ innate curiosity. And including various curricular contents in different areas offers new learning opportunities for students with difficulties in particular subjects.

53. ADVANTAGES OF USING THE MODES OF INTEGRATIVE TEACHING Generic Competency Model makes them work on this curiosity – unconscious that they are learning multiple skills in the process – forgetting their inadequacies in certain subjects.

54. ADVANTAGES OF USING THE MODES OF INTEGRATIVE TEACHING Students then are equipped with lifelong problem – solving skills as they plan strategies on how to answer their own questions and on how to perform tasks requiring a variety of related skills.

55. ADVANTAGES OF USING THE MODES OF INTEGRATIVE TEACHING Thematic Teaching helps students recognize the interrelationships and connections that shape their world. These patterns (themes) provide a context for understanding the relevance of every factor, every event and every experience they have.

56. ADVANTAGES OF USING THE MODES OF INTEGRATIVE TEACHING Lessons will be remembered because students perceived them as meaningful and useful. In the end, students apply what they learn in school to make their lives and help others make their lives better.