Integrative Teaching Strategies

A Synthesis

Submitted to:

Prof. Willy A. Manaog

Instructor

In Partial Fulfillment
of the Requirements for the Subject

Submitted by:

Rogelio D. Barral
BSEd IV

February 2011
 TABLE OF CONTENT

Page

TITLE PAGE ……………………………………………………………………….. i

TABLE OF CONTENT …………………………………………………………… ii

I. Introduction ………………………………………………………….. 1

II. Findings ……………………………………………………………… 2

III. Stances/Recommendations/Critiques ………………………….. 4

IV. Activity ……………………………………………………………...... 7

V. Rubric ………………………………………………………………… 8

REFERENCES …………………………………………………………………… 10
Introduction

Integrative learning is an umbrella term encompassing all aspects of the student

learning experience. Learning is now everywhere in the language and practices of

learning and teaching, it is important that they are thought of as part of a greater whole.

Integrative learning is used to reflect how pedagogy, curriculum, learning resources and

environments work together in a seamless and integrated way to be responsive to

student expectations. The integrative strategy optimizes the opportunities provided to

enhance student learning outcomes and the student experience. The framework upon

which the strategy is based enables the integration of resources to improve the student

experience and their learning. Integrative Teaching gives emphasis on questioning and

problem solving, rather than on the structure of the academic discipline to direct the

process of acquiring knowledge and skills.

Integrative teaching is one of the emerging trends in education for the past years.

It focuses on connections rather teaching isolated facts. For instance, a certain different

subject may be integrated in teaching another subject. With this, learners will be able to

realize that subjects being taught to them are not separate and isolated field of

knowledge, but are linked to each other in order to achieve understanding and concept

attainment. Integrative teaching aims to connect what is learned in school to real life

situations, thus it is more on developing problem solving and discussions of issues in

the real world. Learners will learn to relate what they learn and apply it to their own daily

lives.

Integrative teaching involves consideration on the learners' individual differences.

These include multiple intelligences and learning styles. The teacher therefore must
present the lesson in various ways that can cater each learner's uniqueness. When we

say integrative teaching, we must remember the ABC domain of our objectives. The

cognitive, behavioral and affective dimensions in teaching must be given balanced

consideration. Values must be integrated in instruction across all subject areas.

Through this, we are molding "integrated" learners, or well rounded individuals.

II. Findings

Outside the classroom, students in online communities are constantly engaged in

connective interaction, whether it be informal texting or sharing knowledge of areas of

interest, such as celebrity news and sports. Integrative learning experiences shape how

students desire to learn and their opinions about subject matter.

Beatham (2008) cited that teachers must clearly distinguish for students the

integrative learning strategies (the tools or means) used to investigate a subject from

the subject (the task) itself. Without this distinction, students develop critical and

fundamental misconceptions about their subjects of study, usually confusing the tool for

the task. Integrative teaching strategies promise increased power of investigation, but

are likely to do little more than compound the confusion unless critically understood and

distinguished from their subjects of investigation.

Russel (2008) discussed that integrative teaching strategy in the classroom is an

expectation in the curricula of just about every grade level. Some teachers are at a loss

as to know how to do this. It can be your secret that they are learning as well. There is a

current emphasis in schools to teach students creative and colorful ways to present
their ideas. Similarly, people in business are looking to easily produce professional

looking presentations.

Chua (2006), in his study on the development of integrative teaching strategy,

stated that integrative teaching can now be seen in all aspects of life. Because of this,

individuals in every organization are encouraged to acquire skills and knowledge

pertaining to the approach. Specifically, all people employed as classroom teachers

need to develop the skills which will enable them to maximize the use spoon-feed

approaches as a teaching resource. This will enhance students learning and thus,

prepare students to master the subject being taken.

Chavez (2006) expressed that changes were made in the curriculum at all levels

of instruction and pointed out that it is an added responsibility for the teachers to select,

organize and present lesson in the development manner tailored to the objectives of the

subject and to the needs of the students at the same time of instruction. New ways of

teaching the subject are important to device.

Bernardo (2004) discussed the development of instructional materials as the

utilization of instructional aids to achieve a more effective teaching and learning process

brought by the advancement of technology, the teacher and students now have a wide

array of instructional materials to choose. There are more complex and complicated

instructional materials which are interdisciplinary. With the help of integrative learning

strategies, teachers can be better in delivering the goods to their students. On the other

hand, their students can gain insight on learning more adequately with the sense and

accuracy. The development of the strategies likewise helps the students be familiarized
with these so that, when they reach higher level of learning, they will be ready to accept

the challenges their own chosen field, particularly in education.

Shulman (2004) found out that fostering student' abilities to integrate learning--

over time, across courses, and between academic, personal, and community life--is one

of the most important goals and challenges of higher education. The undergraduate

experience is often a fragmented landscape of general education, concentration,

electives, co-curricular activities, and for many students "the real world" beyond

campus. An emphasis on integrative learning can help undergraduates find ways to put

the pieces together and develop habits of mind that will prepare them to make informed

judgments in the conduct of personal, professional, and civic life.

III. Stances / Recommendations / Critiques

Marx's (2008) found that Integrative learning does not just happen, although it

may come more easily for some students than for others. Whether one is talking about

making connections within a major, between fields, between curriculum and co-

curriculum, or between academic knowledge and practice, integrative learning requires

work. Of course, students must play the most important role in making this happen, but

their success depends in large part on commitment and creativity from professors, staff,

and administration. Four brief essays explore ways in which colleges and universities

can foster integrative learning through curriculum, assessment, pedagogy, and faculty

development.

Medina (2007) found that lessons such as comparing and contrasting are easily

implemented with media, including movies and television. Music is an excellent medium
as well, especially for English-as-a-second-language students. This is partly because of

the repetitive pattern, modern idioms and interesting vocabulary.

Markovich (2005) cited that English is both a verbal and a written language. As a

result, the types of media for English learners can be quite varied. Learner's textbooks

often include non-authentic written materials (materials that have been created for the

textbook) as well as original materials like articles from newspapers and magazines.

Valdez et al., (1993) stated that the teacher guides and engage students in self-

directed activities. Especially students’ use technology to explore diverse information

resources inside and outside the school classroom and the students have greater

opportunities to access up-to-date, real world resources. Global telecommunications

network enable on-line collaboration. Professional development is align with research

and best practices where teachers participate in just in time study group, online

seminars, action research and collaboration with colleagues. Website interactive

electronics systems are used to provide mufti-tired collaborations among educators,

students, parents and community.

Establish new governance model to lead integrated learning in the University.

Develop and implement a business model integrating virtual and physical learning

environments. Develop and implement an operational plan for the integrated learning

environment. Develop and implement information management plan. Develop and

implement communication and staff development strategies to foster research,

innovation and experimentation in integrated learning.

Choosing material for lessons involves knowing your student's level of English,

interests and preferences. Look for materials that will keep your students' interest, that
are challenging enough to be encouraging but not so difficult that they will become

discouraged. Whenever possible, use up-to-date authentic materials that allow students

to see how much of their knowledge can be used in a real-life setting.

Experiment to discover the methods that work best for you as a teacher and what

media choices are most appreciated (and helpful) for your students. Enjoy being part of

their language learning goals!

Integrative teaching strategies which are presented inside the classroom will be

meaningful and clear for the students. Teaching and leaning method are various. The

students become more creative to do various activities, to create an interesting learning

atmosphere, to solve limited space and to increase students’ motivation.

IV. Activity

Name:______________________________ Date:____________

A. Please classify yourself into one of the following categories:

 
Category 1:
What is a computer? What is a mouse?  Where are the computers located?
Category 2:
I know how to turn on the computer and start the programs.
Category 3:
I know all the above plus I know how to: Save to disk and hard drive, retrieve
work from disk and hard drive. I know the basics of Microsoft Works, ClarisWorks
or some similar application package.
Category 4:
I know all the above plus I know how to: Create folders and organize work,
backup my work to a disk, import and manipulate graphics, check spelling,
change the format of a document (font, font size, boldface, underline, center,
etc.)
Category 5:
I know all the above plus I know how to: Import data from other programs (i.e.:
MS Works into ClarisWorks), use the scanner, use the modem, create and use
databases and/or spreadsheet using ClarisWorks or Microsoft Works.
Category 6:
I know all the above plus I know how to use electronic mail (e-mail) and upload
and/or download files in e-mail.
Category 7:
I know all the above plus I know how to: Access World Wide Web resources,
download graphic images, upload documents for others to read.
Category 8:
I feel comfortable teaching others how to do everything in categories 1-6.

I best fit into Category _______.

B. I have Internet access: (Please check all that apply).

____ at home
____ at my school
____ in my classroom
____ other location (Please specify ________________.)

My immediate technology training needs are:

I plan to use what I learn to:

 REFERENCES

Bernardo (2004). Development of instructional materials. Retrieved December

28, 2008, from http://encarta.msn.com/Computer-Aided_Instruction.html.
Bringham (2006). Development of ict-based instructional materials. Retrieved
January 15, 2009 from http://www.actden.com.ph/guide.html.
Markovich (2010) Why apply integrative teaching strategies to teach english?
Retrieved December 14, 2010 from eHow.com
http://www.ehow.com/about_6394906_use-media-teach-english_.html#ixzz17yzeonti

Marx (2008). Methods & media for integrative teaching approach in english
language. Retrieved December 14, 2010 from eHow.com
http://www.ehow.com/way_5432144_methods-media-teaching-english
language.html#ixzz17z2L772w

Russel (2008). Integrative teaching strategy in the classroom. Retrieved March

27, 2009, from
http://sydney.edu.au/learning/governance/elearning_docs/integrated_learning_strategy_
final.pdf
A question tag or tag question is a grammatical structure in which a declarative statement or
an imperative is turned into a question by adding an interrogative fragment (the "tag"). The term
"question tag" is generally preferred by British grammarians, while their American counterparts prefer
"tag question". In most languages, tag questions are more common in colloquial spoken usage than in
formal written usage. They can be an indicator of  politeness, emphasis, or irony. They may suggest
confidence or lack of confidence; they may be confrontational or tentative. In legal settings, tag
questions can be found in leading question. Some examples showing the wide variety of structure
possible in English are:
 Open the window,  will you?
 She doesn't really want those apples,  does she?
 You'd better stop now,  hadn't you?
 So you thought it would be a good idea to reprogram the computer,   did you?
 It's quite an achievement,  isn't it, to win a Nobel prize!
 Oh I must,  must I?
 I just adore Beethoven,  don't you?
 I'm coming with you,  all right?
 You've been there,  right?
 Easier said than done,  eh?
 You went there,  no?
Auxiliary
The English tag question is made up of an auxiliary verb and a pronoun. The auxiliary has to agree with
the tense, aspect and modality of the verb in the preceding sentence. If the verb is in the present perfect, for
example, the tag question uses has or have; if the verb is in a present progressive form, the tag is formed with am,
are, is; if the verb is in a tense which does not normally use an auxiliary, like the present simple, the auxiliary is
taken from the emphatic do form; and if the sentence has a modal auxiliary, this is echoed in the tag:
He's read this book,  hasn't he?
 He read this book,  didn't he?
 He's reading this book, isn't he?
 He reads a lot of books,  doesn't he?
 He'll read this book,  won't he?
 He should read this book,  shouldn't he?
 He can read this book,  can't he?
A special case occurs when the main verb is to be in a simple tense. Here the tag question repeats the main verb,
not an auxiliary:
 This is a book, isn't it?
 (Not doesn't it?, as the normal rules for present simple would suggest.)
 If the main verb is to have, either solution is possible:
 He has a book, hasn't he?
 He has a book, doesn't he?
Negation
English tag questions may contain a negation, but need not. When there is no special emphasis, the rule
of thumb often applies that a positive sentence has a negative tag and vice versa:
 She  is  French,  isn't  she?
 She's  not  French,  is  she?
These are sometimes called "balanced tag questions". However, it has been estimated that in normal
conversation, as many as 40%-50%[2] of tags break this rule. "Unbalanced tag questions" (positive to
positive or negative to negative) may be used for ironic or confrontational effects:
 Do  listen,  will  you?
 Oh,  I'm  lazy,  am  I?
  Jack: I refuse to spend Sunday at your mother's house!  Jill: Oh you  do, do  you? We'll see about
that!
 Jack: I just won't go back! Jill: Oh you  won't, won't  you?
 Patterns of negation can show regional variations. In North East  Scotland, for example, positive
to positive is used when no special effect is desired:
 This pizza's fine,  is it? (standard English: This pizza's delicious,  isn't it?)
 Note the following variations in the negation when the auxiliary is the  I form of the copula:
 England (and America, Australia, etc.):  Clever,  aren't  I?
 Scotland/Northern Ireland: Clever,  amn't  I?
 nonstandard dialects: Clever,  ain't  I?

Tag questions.
A tag question is a short question added to the end of a positive or negative statement.
For example:-
He is, isn't he?
How are they formed? He does, doesn't he?
Normally a positive statement is He will, won't he? followed by a negative tag, and a
negative statement is followed by He can, can't he? a positive tag.
For example:-
+ -
You're English, aren't you?
- +
You're not
are you?
German,
The statement and the tag are always separated by a comma. Treat any statements with nothing,
nobody etc like negative statements.The verb in the statement should be the same tense as the verb in
the tag.
For example:-
Present tense | present tense
You are a good singer, aren't you?
Past tense | past tense
You didn't go to work
did you?
yesterday,
| present perfect
Present perfect tense
tense
You have been to London, haven't you?
 
If the verb used in the statement is an auxiliary verb, then the verb used in the tag must match it. If a
modal (can, could, will, should, etc.) is used in the statement, then the same modal is used in the tag
part. If the statement doesn't use an auxilliary verb, then the auxiliary do is used in the tag part.
For example:-
Auxiliary verb  TQ
She is from England, isn't she?
They aren't very nice, are they?
She doesn't like it here, does she?
 Modal verb  
You can sing, can't you?
They shouldn't do that, should they?
No auxiliary  
He eats meat, doesn't he?
He had a bath, didn't he?
Nothing happened, did it?

Tag questions are used to verify or check information that we think is true or to check information that
we aren't sure is true. Sometimes we just use them for effect.
We show the meaning of the tag question through intonation. If the tag is a real question it has a rising
intonation.

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