Integrative-Approach

BY JUDITH ALBA

1. SEMINAR WORKSHOP ON CONTENT, PEDAGOGY & ASSESSMENT ACROSS ALL LEARNING AREAS InitialsOfFunctionalDivision / InitialsOfWhoPrepared / ShortenedTitleOfActivity / InitialsOfDocument -Number/Date Judith B. Alba, EPS-I CID - Learning Resource Management Section Eulogia Hotel & Restaurant, General Santos City August 15, 2022

2. Classroom Teaching Integration Approach Across the Curriculum Align to 21 st Century Learner Needs InitialsOfFunctionalDivision / InitialsOfWhoPrepared / ShortenedTitleOfActivity / InitialsOfDocument -Number/Date Judith B. Alba, EPS-I CID - Learning Resource Management Section Eulogia Hotel & Restaurant, General Santos City August 15, 2022

3. InitialsOfFunctionalDivision / InitialsOfWhoPrepared / ShortenedTitleOfActivity / InitialsOfDocument -Number/Date TERMINAL OBJECTIVE At the end of the session, the participants shall enhance their teaching competence to effectively apply knowledge of content within and across curriculum teaching areas through Integrating thinking and learning skills approach

4. InitialsOfFunctionalDivision / InitialsOfWhoPrepared / ShortenedTitleOfActivity / InitialsOfDocument -Number/Date ENABLING OBJECTIVES Differentiate content-oriented integration and skill-oriented integration across curriculum Explore and experience employing approaches and activities for integrating skills and content in the classroom teaching setting Explain the benefits of integrating skills and content across curriculum on learner’s learning Appreciate skills-content integration in developing lesson plan

5. InitialsOfFunctionalDivision / InitialsOfWhoPrepared / ShortenedTitleOfActivity / InitialsOfDocument -Number/Date Introduction The 2I st C Learner  is…. A Critical Thinker Globally Aware A Self-Directed An  Innovator Civically  Engaged Financially &  Economically Literate A Communicator A Problem  Solver A Collaborator An Informative  & Media Literate EDUCATION VISION & MISSION Integrative Curriculum Align to the needs

6. InitialsOfFunctionalDivision / InitialsOfWhoPrepared / ShortenedTitleOfActivity / InitialsOfDocument -Number/Date What is Integration? engage relevant Meaningful activities Connected to real-life

7. InitialsOfFunctionalDivision / InitialsOfWhoPrepared / ShortenedTitleOfActivity / InitialsOfDocument -Number/Date Activity 1: THINK, GROUP AND SHARE CLASSROOM  A CLASSROOM  B

8. InitialsOfFunctionalDivision / InitialsOfWhoPrepared / ShortenedTitleOfActivity / InitialsOfDocument -Number/Date Activity 2: Role Playing (Act-out) Task: Collaboratively form groups into 2 Group 1 will  act out the  classroom setting situation 1  Group 2 will  act out the  classroom setting situation 2  Role Playing Rubrics  will be used to  rate        and appreciate performance ( Rating scale 1-5)  Do the tasks in  a maximum of  5 minutes

9. InitialsOfFunctionalDivision / InitialsOfWhoPrepared / ShortenedTitleOfActivity / InitialsOfDocument -Number/Date Activity 2: Role Playing (Rubrics) Act out performance 20 %   Clear Voice  Inflection 30%    Role Impact 30%    Organized Interaction connection expressed 20 %   Captured  Audience  Interest  ------- 100% Rating Scale       5-Excellent      4-Very Good      3-Good      2- Fair      1- Needs Improvement

10. InitialsOfFunctionalDivision / InitialsOfWhoPrepared / ShortenedTitleOfActivity / InitialsOfDocument -Number/Date TITLE/TOPIC In classroom A, the approach is thematic: exploring a short story about a child who runs away from home, the students make up additional episodes for the story Situation 1

11. InitialsOfFunctionalDivision / InitialsOfWhoPrepared / ShortenedTitleOfActivity / InitialsOfDocument -Number/Date Activity 2: Role Playing (Act out)  In classroom B, where the students also study ecology and read the story about the boy who ran away, They highlight cause-and-effect relationships and predict the behavior of the system over time. After the students read the short story, the teacher asks them to prepare concept maps of the problems the child faces upon running away from home: how to find food, how to find shelter, how to feel safe, and so on. Situation 2

12. InitialsOfFunctionalDivision / InitialsOfWhoPrepared / ShortenedTitleOfActivity / InitialsOfDocument -Number/Date Activity 3: Buzz Session What is the difference of the teaching  approaches  focus on Classroom A   compared to classroom B, Do you think   the potentials of integrating thinking and learning skills across the curriculum employed in teaching? 2. What insights gained from  Classroom A  employing  Content integration teaching approach?

13. InitialsOfFunctionalDivision / InitialsOfWhoPrepared / ShortenedTitleOfActivity / InitialsOfDocument -Number/Date 3. What benefit  gained from Classroom B  employing  skill integration teaching approach . What new strategies did you   learn? 4. When, how, and why might we cultivate such an approach to integration? What  are its promises and its pitfalls? Activity 3: Buzz Session

14. InitialsOfFunctionalDivision / InitialsOfWhoPrepared / ShortenedTitleOfActivity / InitialsOfDocument -Number/Date Integrative Curriculum Integrative Curriculum described as one that connects different areas of study by cutting across subject-matter lines and emphasizing unifying concepts . Integration focuses on making connections for students, allowing them to engage in relevant , meaningful activities that can be connected to real life . 

15. InitialsOfFunctionalDivision / InitialsOfWhoPrepared / ShortenedTitleOfActivity / InitialsOfDocument -Number/Date Activity 4: Tell Me CLASSROOM  A CLASSROOM  B Content-Oriented Integration Skill-Oriented Integration The first approach is “ thematic ” in nature The second approach is “ procedural ” in nature APPROACHES  Difference

16. InitialsOfFunctionalDivision / InitialsOfWhoPrepared / ShortenedTitleOfActivity / InitialsOfDocument -Number/Date Activity 5: Insights Gained Think of benefits of integrating  skills  and  content across curriculum on  learner’s  learning Situation 1 Situation 2

17. InitialsOfFunctionalDivision / InitialsOfWhoPrepared / ShortenedTitleOfActivity / InitialsOfDocument -Number/Date Pour the Empty Mind Benefits of integrating  skills  and  content across curriculum on  learner’s  learning Helping students acquire “higher-order content,” general ideas such as dependency, that they can use to order and illuminate their understanding of particular topics and situations. Enable students to acquire general skills and strategies that they can apply widely to understand situations and solve problems. We focus on the potentials of integrating thinking and learning skills across the curriculum.

18. InitialsOfFunctionalDivision / InitialsOfWhoPrepared / ShortenedTitleOfActivity / InitialsOfDocument -Number/Date The Skills-Content Relationship: Contrasting Visions Curriculum integration perspective, it makes obvious sense to try to build solid connections between the development of skills and the teaching of content , because the “skills” may be helpful, even essential, to students trying to unlock the content

19. InitialsOfFunctionalDivision / InitialsOfWhoPrepared / ShortenedTitleOfActivity / InitialsOfDocument -Number/Date Know the practical side         The simplicity of the notion of skills-content integration masks numerous questions about how curriculum and instruction would actually be organized. Even if there is agreement about which skills should be taught, decisions must be made as to who (teachers of which subjects and grade levels) will teach which of the skills and, more significantly, how the skill teaching will relate to the content that students are to learn. Practical Side of Skills-Content Integration

20. InitialsOfFunctionalDivision / InitialsOfWhoPrepared / ShortenedTitleOfActivity / InitialsOfDocument -Number/Date Viewpoints: Egalitarian Schema Assume greater average responsibility for instruction in reading and writing. Teachers in… Which subjects might the skills be taught? English Science Social Studies and Health Math Assume the same degree of responsibility for skills of empirical inquiry Skills in decision making Approaches to problem solving

21. InitialsOfFunctionalDivision / InitialsOfWhoPrepared / ShortenedTitleOfActivity / InitialsOfDocument -Number/Date Emphasis  Each subject responsible for the “lead” teaching of some thinking and learning skills and for the reinforcement and application of others. 

22. InitialsOfFunctionalDivision / InitialsOfWhoPrepared / ShortenedTitleOfActivity / InitialsOfDocument -Number/Date Further explanation      The social studies curriculum were organized to both “teach” decision-making skills (confident that they would be reinforced in other subjects) and to reinforce skills in reading, writing, empirical inquiry, and problem solving that had been introduced, respectively, in English, Science, and Mathematics classes. 

23. InitialsOfFunctionalDivision / InitialsOfWhoPrepared / ShortenedTitleOfActivity / InitialsOfDocument -Number/Date Required Task: Lesson Planning Activity Do these tasks: Form groups with at least 10 members in a group to work collaboratively  Assign roles (e.g., facilitator, writer, reporter etc.). 3. Do the task assigned to each group 4. Follow specific instructions for each task  Finish the task in 15 minutes. 5. Afterwards, present your outputs to our assigned master teacher to evaluate the output.

24. InitialsOfFunctionalDivision / InitialsOfWhoPrepared / ShortenedTitleOfActivity / InitialsOfDocument -Number/Date Activity: Run - Through Demo Teaching Do these tasks: Choose a  subject  representative  to teach each learning  lesson made Demonstrate the  lesson plan  developed and apply the  integration  of content and skill  approach in teaching  and learning activities using  an appropriate instructional materials. Choose 1 member  to represent the group to do the  demonstration . Constructive Feedback –giving  and  other  needed technical assistance  may follow for further gained insights on  understanding of applied knowledge  content within across curriculum goal..

25. InitialsOfFunctionalDivision / InitialsOfWhoPrepared / ShortenedTitleOfActivity / InitialsOfDocument -Number/Date Self-Learning Reflection Share your ideas or reflections from the learning session Express agreement and conclusion

26. InitialsOfFunctionalDivision / InitialsOfWhoPrepared / ShortenedTitleOfActivity / InitialsOfDocument -Number/Date Thank you

27. InitialsOfFunctionalDivision / InitialsOfWhoPrepared / ShortenedTitleOfActivity / InitialsOfDocument -Number/Date