The Integrative Strategies of

Teaching
MAKABAYAN

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.
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• 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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Topography of Ethnic Communities in
the Cordillera CAR (Anthropology)
Administrative Governance of CAR
Region (Political Science)
Livelihood of the People
(Geography) in CAR
(Economics)
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 Learning is more web-like, concept development ranges from
path 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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