In the foregoing situations, the trending approach is for the committed teachers to create

and develop integrative teaching strategies. The teacher should have to move in this integrative
ladder:






5. Make learning more meaningful
4. Make the long way learning worthwhile
3. Make all pieces fit
2. Interconnect
1. Integrate


Learners persist through serious difficulties if the goal is absolutely worthwhile. That
learning under objectives is the best guarantee of stimulating the learner to overcome difficulty.
To sustain learners interest is very important and can be done in several ways:
1. use diverse learning activities or experiences;
2. relate clearly to individual learning modes; and
3. recognize groups success through appreciate remarks rewards.
Students learn best when teachers use their strengths and capitalize their multiple
intelligences and learning styles in designing their instructional plan. The integration of the
childs intelligences and learning styles is more effective. Thats why, teachers should use a
broad range of teaching strategies INTEGRATIVE TEACHING STARTEGIES(ITS)
The following are samples of very local yet productive integrated classroom activities:
1. Read, write, talk, listen to it.
2. Quantity, think, critically, conceptualize it.
3. See, draw, visualize, color it.
4. Build, act out, dance it.
5. Sing, rap listen, to it.
6. Teach, collaborate, interact.
7. Relate, connect it to the real world.
8. Visit, observe natural phenomenon.
Current trends in education pay much attention to the childs interests, abilities, and
needs and on the improvement of quality community life that demands the use of integrative
teaching strategies (ITS).

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

1. The Three Modes of Integrative Teaching Strategies :
1. THEMATIC TEACHING
Description: Teaching theme organize learning around ideas. 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 Integrated Unit Design is an example of thematic teaching. This model identifies a
major concept with topics from different subjects webbed around the theme, Essentials
understandings and questions are clarified. Processes, as well as activities, are listed and they
culminate in a performance that shows depth of learning achieved by the student.
Steps for the Integrated Unit Design (Thematic Teaching):
1. Decide on a unit theme that will allow all group members to enter to the integration
process.
2. Identify a major concept to serve as a suitable integrating lens for the study.
3. Web the topics for study, by the subject or learning area, around the concept study.
4. Brainstorm some of the essential understanding (generalization) that would expect
learners to derive from the study.
5. Brainstorm essential questions to facilitate study toward the essential
understanding.
6. List processed (complex performance) and bullet key skills to be emphasized in a unit
instruction and activities.
7. For each week and discipline in the unit, write instruction activities to engage learners
with essential question.
8. Write the culminating performance to show the depth of learning.
9. 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.

Examples for Thematic Teaching Plan Objectives:
For this strategy to be effective, teachers must collaborate in order to decide as central
theme that can be used to teach a lesson or unit.

1. CONTENT BASED INSTRUCTION
Description Content-Based Instruction(CBI) is the integration of content learning with language
teaching aims. It refers to the content study of language and subject matter with the form
of language presentation dedicated by content material.

2. FOCUSING INQUIRY
Description Focusing Inquiry is an interdisciplinary approach that uses questions to organize
Learning. Like most interdisciplinary teaching, it crosses conventional knowledge
boundaries. Learners become creators of knowledge rather than recipients. Concepts and
content are less important than the governing process conducting an investigations and
communicating was learned to others. The process of inquiry is the organizer of the
instructional design while content is relegated to an ancillary place( Zulueta, 2006).
Inquiry learning can be self-renewing cycle of questions and ansers. As they interpret the
information and generate answers, new questions emerge. The cycle is continuous.
Steps for inquiry process:
1. Frame a focusing question(This should be linked to prior knowledge)
2. Present a field of facts (Who? What? When? How much?)
3. Help learners connect or relate facts. (Interpret, infer, give meaning)
4. Help learners generate explanatory ideas(Generalization)
5. Help learners find answers.

Teaching Strategies for Cognitive, or Inquiry Process
These strategies may be used in any subject and are designed to be used at all levels of
instruction. The order of questioning is generally follows but varies in terms of students
backgrounds, prior knowledge/instruction or emphasis on inductive and deductive approach.
Both cognitive effective dimensions are involved in any given strategy (Aquino, 1999)

I. OBJECTIVES OF INTERGRATIVE TEACHING STRATEGIES
Integrative strategy is a mean of achieving both personal and social integration of
individual. The strategy can work effectively only in an integrative curriculum where learning
opportunities are organized to promote integration or wholeness of the learner,(Lardizabal, 1995)

1. To foster security and satisfaction. It is attained by developing in the pupils a feeling
of belonging and acceptance of each other as a worthwhile members of the group.
2. To promote cooperative learning. It is having pupils and teachers plan together.
3. To help develop sense of values. It is by fostering an atmosphere in the classroom that
enables pupils to evolve aesthetics standards, spiritual values, work standards, norms
of the group conduct, and appreciation for human work and individual integrity.
4. To help develop self-direction. It is done through the teachers developing in the child
the ability to control his own affairs and his own emotions.
5. To faster creativity. It is by developing self-expressions through art, music, dramatics,
etc. as well as in the social, scientific and literary fields. Pupils should be given the
freedom to select the media they want to use in expressing themselves.
6. To provide opportunities for social action. Its through the teachers making use of all
opportunities to develop in the child the willingness to cooperate with the members
oh his group for the common good.
7. To help evaluate learning. It is to evaluate the progress in all phases of learning so
that pupils and the group are properly guided.

II. BENEFITS
1. Help alleviate fragmentation of learning and isolated skill instruction.
2. Train students to think and reason at a higher level (critical thinking)
3. Provide instruction in a more relevant and interesting to the students.
III. KINDS OF WORK UNITS OR INTEGRATIVE ACTIVITIES IN THE CLASSROOM
In the integrative classroom, the subject matter is divided into meaningful learning
experiences which are unified around a certain core or theme for which the child has a felt need.
These organized learning experiences are called units. A unit is defined as an organization of
activities or experiences around a purpose or a problem. It signifies wholeness, oneness or unity.
learning stars with large centers of interests branching out into different activity fields so that the
individual reacts as a whole to the situation presented. (Corpuz, 2002)

The Three Kinds of Units of Work:
1. Subject Matter Units the units are organized round the usual textbook chapters or
topics or around major generalization and principles.
2. Center Of Interest Units - the units based on the interest of pupils, their felt needs,
their dominant purpose or a combination of these.
3. Integrative Experience Units the units which aim at a learning product which is
changed behavior and the adjustment of the individual (Lardizabal, 1995)

IV. GENERAL STEPS IN DEVELOPING UNITS/INTEGRATIVE STARTEGY
1. Initiating Unit- the teacher skillfully guides the pupil to be aware of the problem/topic
confronting them, helps them plan including possible activities to be undertake.
2. Point of Experiencing each pupil decides on which and begins to work on the
various activities in group like researching, reading, collecting materials, constructing
simple articles, undertaking field trips and the activities under the supervision of the
teacher.
3. Culminating Activity- the teacher goes for the integration and guides the pupils to
summarize the unit, organize ideas and develop expression. It may be in the form of a
presentation of materials, reports of research using both oral and visual methods of
presentation.
4. Evaluation the group evaluation is more valuable and should be done continuously
for the pupils to improve their work through the use of rubric(analytical or holistic)

There are other forms of integrative strategy that simply employ the process or practice of
combining two or more methods of teaching, traditional and innovative, traditional and
traditional or innovative and innovative in presenting them as one unifying whole in order to
develop the integrative personality of the learner some of them are the following: (Gracia, 2001)

1. Lecture Discussion 2. Demonstration Lecture
3. Film Showing Discussion 3. Reporting-Discussion
4. Inductive Deductive 6. Direct - Transductive

EDUACATIONAL IMPLICATIONS:

Gone are the days that teachers would use solo or isolated strategy in presenting the
lesson during classroom instruction that all time appears to be the subject matter centered or
teach-directed. The trending practice in every classroom especially for pre-service preparation
for teachers is now anchored on the quality pre service teacher education competency standards.
And that will be executed in the classroom instruction and in real life situations.
The integrative teaching strategies are presently needed in order to respond to
underpinning diversity of learners or the individual differences observed among the pupils.
Pre-service teachers are expected to demonstrate and practice the professional and ethical
requirements of the teaching profession. One is being the repertoire of teaching strategies. The
teachers can facilitate learning of diverse types of learners in diverse type of learning
environments using a wide range of teaching knowledge and skills. They are believed to be
trained to reflect on the relationships among the teaching process skills, learning processing in
the students, the nature of the content/subject matter, and the broader social forces encumbering
the school and educational process in order to constantly improve their teaching knowledge,
skills and practices. They should be taught to be creative and innovative in thinking of alternative
teaching approaches, take informed risks in trying out these innovative approaches, and evaluate
the effectiveness of such approaches in improving student learning.(ELC, 201)