INTEGRATIVE-METHODS.-REPORT ....(1).pptx

MARK
DAVE
C.
SUPNET
Integrative
Methods in
Teaching
Social
Studies
COMPONENTS
IN DESIGNING
INTEGRATED
THEMATIC
UNITS

TABLE OF CONTENTS
 Classification of Instructional Objectives
 Preparing Instructional Objectives
 Choosing Themes
 Organizing Bodies of Knowledge
 Teaching Approaches
 Graphic Organizers
 Study Skills
 Integrating Values

Instructional Objectives (also known as behavioral
objectives or learning objectives) are statements that
describe what learners shall be able to do upon
completion of a given learning experience. These are the
objectives formulated by teachers for a particular lesson
or unit of study that drive learner performance.

Cognitive Domain (knowledge-based). This
refers to the intellectual operation from the
lowest level of simple recall of information to a
complex, high-level thinking process.

Revised Bloom’s Taxonomy of Cognitive Domain (2001)

Affective Domain (Emotional-based). Describe the
way people react emotionally and their ability to feel
other living things’ pain or joy. Affective objectives
typically target the awareness and growth in attitudes,
emotions, and feelings.

The Taxonomy of the Affective Domain
Receiving. It is the lowest level of the affective domain. It is
simply the awareness of feelings and emotions. It involves
passively paying attention and being aware of the existence
of certain ideas, material, or phenomena. Without this level,
no learning can occur. If information is never received and
cannot be remembered.
Responding. This level involves actively participating in the
learning process. You are not only aware of a stimulus, but
you react or respond to it in some way.

 Valuing. The ability to see the worth of something and express it.
Valuing is concerned with the worth you attach to a particular object,
phenomenon, behavior, or piece of information.
 Organizing. Involves putting together different values, information,
and ideas then relating them to already held beliefs to bring it into an
internally consistent philosophy. The focus of this level is on
comparing, relating, and assessing values to create that unique value
system.
 Characterizing. The highest of the affective domain. It is about
internalizing values. It means acting consistently in accordance with
the set of values you have internalized and your characterization or
philosophy about life. Essentially, you internalize values and let them
control or guide your behavior.

Psychomotor Domain (Action-based). It is specific to
physical function, reflex actions and body movements to
interpret information and learn. It implies that physical
activity supports or is a vehicle for cognitive growth and
furthering knowledge or skills. The learners use physical
action to achieve a cognitive or affective objective.

The Taxonomy of the Psychomotor
Domain

Preparing Instructional Objectives
As instructional process becomes successful when a
well-organized list of instructional objectives is
prepared. It satisfies two goals:
a) To obtain a complete list of instructional objectives.
b) To state the learning objectives clearly so that it will
indicate the expected learning outcomes.

Instructional objectives in the learning process can
be divided into two types:
a) General Instructional Objectives. It is a goal or intended
learning outcome stated in general terms. It includes a
set of specific objectives in it.
b) Specific Learning Objectives. A goal or aim serves as a
guide for a teaching unit, directed toward the eventual
achievement of a general objective. It is stated in terms of
specific and observable pupil performance. It describes
the specific behavior, a learner will exhibit after learning
a particular unit.

Characteristics of Instructional Objectives
 Specific
Objectives are very specific. It should describe exactly what the learner is
expected to do.
 Outcome Based
Objectives are outcome-based. Objectives are going to state what the
learner should be able to do after the instruction is complete. The process
of how the instruction happens is not considered in an objective.
 Measurable
Objectives should describe learning outcomes that can be measured;
objectives should be seen or heard.
 Describe Student Behavior
Objectives describe student behaviors. Objectives should relate to what the
students should be able to do after the instruction.

Writing S.M.A.R.T Objectives
 Specific (says exactly what the learner will be able to do). Instructional objectives
should precisely describe what is expected of a learner.
 Measurable (can be observed by the end of the training session). A measurable
instructional objective can be observed or one that generates data points.
 Attainable (for the participants within the scheduled time and specified
conditions). Learners cannot feel defeated by the intended outcomes of the learning
objectives. Instructional objectives should not ask learners to prove themselves under
unfeasible circumstances. Give learners ample time to prove their new skills.
 Relevant ((to the needs of the participant and the organization). Most learners do
not care about learning things that they cannot use right away. The information
presented in the course and the outcomes should be relevant to their personal lives or
day-to-day work.
 Time-framed (achievable by the end of the training session). Learners need a
deadline for when they should achieve and demonstrate the use of the skill set. One
month is the time frame for the objective mentioned above. A learning objective that is
not time-framed gives learners the false impression that they have an indefinite amount
of time to learn the skill and apply it.

Four Fundamentals of Good Objectives
 Audience. Does the statement clearly define who the learner is? Since the
purpose of an objective is to define the outcome of a learning experience,
it is important to specifically define who the learner is.
 Behavior. Does the statement clearly define what the learner will be doing
after completing the learning sequence? The behavior component of the
objective emphasizes the observable behavior that will occur after the
learner completes the instruction. This will identify the type of
performance that will be used as evidence to show that the learner has
reached the objective.

 Condition. Does the statement clearly describe the condition under which
the learner is expected to perform? When stating objectives, you must
include the condition in which performance is to be observed. Condition is
the setting or circumstance the learner will be in at the time of
assessment.
 Degree. Does the statement set the degree or standard of acceptable
performance? The final criterion of a well-stated objective is the standard
by which acceptable performance is measured. The clarity and
communication of the objective is enhanced greatly by specifying how well
(to what degree) the learner will be able to perform. By specifying at least,
the minimum acceptable performance, a standard will be developed by
which to judge the instructional program.

Choosing Themes
Theme is a topic of interest that provides the core for group
activities.
Themes serve as reference points in conceptualizing, analyzing,
synthesizing, and consolidating learning experiences for a given
unit.
Be guided by the questions below in selecting a theme for a unit of
study (Kellough, 2003).
a. Is the theme within the realm of understanding and experience of
the teachers involved?
b. Will the theme be of interest to all members of the teaching team?
c. Are there sufficient materials and resources to supply the needed
information?
d. Does the theme lend itself to active learning experiences?

e. Can the theme lead to a unit of proper duration; that
is not too short and not too long?
f. Is the theme helpful, worthwhile, and pertinent to the
instructional objectives?
g. Is the theme one with which teachers are not so
familiar that they cannot share in the excitement of the
learning?
h. Will the theme be of interest to students and will
motivate them to do their best?

Organizing Bodies of Knowledge
Organizing bodies of knowledge drawn from
multiple disciplines is the key to effective
instruction. These are topics that combine facts,
concepts, generalizations, and the relationships
among them. In planning thematic units, the
content of instruction could be presented this
way.
Note:
Organized bodies of knowledge are not just
concepts, although concepts are building blocks
that support them and even form the basis for
their organized structure.

Teaching Approaches
The approach that an educator takes in the
classroom is as individual as their accent: it is
a culmination of their background, context,
and personal preference. A teacher may use
any combination of these different methods
and may change their approach depending on
the context, teaching phase, and the content
they are delivering.

The teacher-centered model positions the teacher as the expert in charge of
imparting knowledge to his or her students via lectures or direct instruction.
In this setting, students are sometimes described as “empty vessels,” listening
to and absorbing information.
 Lecture
The lecture style puts the teacher at the front of the classroom, delivering
the content, while the students take notes. Sometimes referred to as
“chalk and talk”, a modern lecture might also include visual images,
written notes on a handout, or a display of key points on a projector or
whiteboard.
 Direct instruction
In this approach, the teacher delivers the content by explicitly explaining
a concept, rather than relying upon the student to discover the
information on their own. They will give examples of what they mean and
what they don’t mean, and check understanding through questioning.
Direct instruction will usually lead into guided practice activities, before
students begin independent practice.

 Scaffolding
Scaffolding involves offering targeted support to help students complete
independent work. This might take the form of sentence prompts, mind maps, essay
plans or teacher-led explanations of the thought processes behind an idea. Types of
scaffolds vary depending on the phase or focus of the class.
 Questioning
Questioning occurs in both teacher-centered and child-centered approaches, but
the types of questions may differ. With a teacher-led approach, questioning may be
used primarily to monitor students’ understanding and correct misconceptions.
Types of questioning techniques might include: cold-call questioning, dialogic
questioning, oral-drill questions, open questions, closed questions, and questioning
using Bloom’s Taxonomy of remembering, applying, and evaluating. Hinge
questions and key questions could be planned as key formative assessment points;
if students are unable to answer these questions, teachers can plan re-teaching to
eliminate misconceptions.
 Drilling
The term ”drilling” refers to the use of repetition to support the memorization of
information. It might involve: call and response (sometimes called choral response)
or repeated practice of written responses.

Child-centered approaches, on the other hand, emphasize the child’s role in the learning
process. In these approaches, the child may be allowed to decide what is learned, how it is
learned and where the learning takes place.
 Inquiry-based learning
In inquiry-based learning, the teacher sets the students a task, or poses a question, and
then facilitates them in their discovery of information. The teacher may provide
students with books or technology needed to uncover the information. They may also
teach the thinking skills needed to determine whether information is reliable or
relevant.
Inquiry-based learning may be split into four categories: confirmation inquiry,
structured inquiry, guided inquiry, and open inquiry.

 Questioning
With a child-centered approach, questioning in the classroom often
prioritizes critical thinking skills. Teachers may refer to Bloom’s Taxonomy in
their questioning to encourage students to draw on what are known as “higher
order” thinking skills - asking students to analyses or evaluate, rather than
simply recall information.
 Expeditionary-based learning
In this approach, students go outside the classroom to find real-world examples
of what they’re learning about. For instance, if students are learning about
coastal patterns, they might go to the coast to try to observe these patterns for
themselves.

 Pair work and group work
Activities in which students work together in pairs or small groups may be used in
teacher-led classrooms. However, these activities are more often prioritized by
teachers who favor a child-led approach. In pair work or group work the students
work collaboratively on an activity with peers. The make-up of the groups may be
decided by the teacher or chosen by the students. The teacher may take on the role of
facilitator, while the students are in charge of their own learning.
 Personalized learning
When a teacher adopts a “personalized learning” approach, students are given the
freedom to choose their learning method for themselves, and then produce their own
work in a form of their choosing. The teacher may even give the freedom of allowing
the students to choose their topic and make choices based on their own prior learning
and interests.

 Project-based learning
Project-based learning is when students work independently of
the teacher to solve a problem or respond to a question, over a
period of time. The teacher may set a task or students might
devise their own task under guidance from the teacher. The
project could last a week or as long as a half-term.

Graphic Organizers
A graphic organizer is a visual display that demonstrates
relationships between facts, concepts, or ideas. It specifically guides
the user's thinking as they build up and fill in the graphic organizer.
Benefits of Graphic Organizers
 Helps students to classify ideas and examine relationships
 Improves students' reading comprehension by making information
digestible
Here are some graphic organizer examples:
1.Circle Map Graphic Organizer
A circle map graphic organizer is used to explain related concepts or
brainstorm ideas. There is one large circle in this organizer and one
small circle inside it. The main topic is defined in the small circle,
and then the large circle is filled with related information.

2. Spider Map Graphic Organizer
A graphic organizer is used to describe the attributes and functions of
a central idea or theme. Each central theme has four or more
branches to organize details, resembling a spider.
3. Idea Web Graphic Organizer
The idea web graphic organizer is a combination of two spider maps.
It's a comparison organizer that defines differences and similarities
between topics.
4. Concept Map Graphic Organizer
A concept map is a visual organizer that can enrich students'
understanding of a new concept.
5. Venn Diagram Graphic Organizer
A Venn diagram is a graphic organizer that compares and contrasts
two (or more) ideas

6. Tree Chart Graphic Organizer
A tree chart is a type of graphic organizer that shows how items are
related to one another. The tree’s trunk represents the main topic,
and the branches represent relevant facts, factors, influences, traits,
outcomes, etc.
7. Organizational Chart Graphic Organizer
An organizational chart is a visual representation of a company’s
internal structure. Also known as organograms or org charts, these
assets show how teams and departments are organized, showcase
relationships across an organization, and each individual’s role and
responsibilities.
8. Sequence of Events Chain Graphic Organizer
Chain diagrams, also called the sequence of events diagrams, are a
type of graphic organizer that describes the stages or steps in a
process.

9. Cause and Effect Map Graphic Organizer
A cause-and-effect graphic organizer is a fantastic tool that helps
students organize and internalize complex information and ideas.
With this technique, you can figure out any cause's effects and any
effect's causes. It visually represents the relationship between ideas
or events.
10. Timeline Chart Graphic Organizer
A timeline is a type of graphic organizer that shows specific events in
sequence, usually with dates, in a linear fashion. Timelines are
particularly useful for studying or reviewing history because the
timeline will visually display major events over a period of time.

Study Skills
Study skills (academic skills or study strategies) are approaches
applied to learning. Study skills are an array of skills that tackle the
process of organizing and taking in new information, or dealing with
assessments. In other words, study skills are the skills you need to
enable to study and learn efficiently—they are an important set of
transferable life skills.

What is the importance of Study Skills?
Study skills can increase your confidence, competence, and self-esteem. They can also
reduce anxiety about tests and deadlines. By developing effective study skills, you may
be able to cut down on the number of hours spent studying, leaving more time for other
things in your life.
How to Improve Your Study Skills?
 Behavior modification can work for you
 Do not study more than an hour at a time without taking a break
 Do not study when you are tired.
 Use the best note-taking system for you.
 Memorize actively, not passively

Integrating Values
Values are integrated today in all learning areas in the elementary and
secondary schools. Values are the standards or criteria that we use in
making judgments about whether something is positive or negative,
good or bad, pleasing or displeasing.
A channel of values development through the teaching-learning
activities in the different learning areas.
Values integration in all subject areas is a vital component of learning.
We define learning as a behavioral change of a person by acquiring new
knowledge that we may encounter in our daily life.

What is the importance of value integration in our education?
The integration of values in our education teaches a deep
understanding of different cultures of the people and fosters respect
and appreciation. The main key to achieving harmonious
relationships between individuals despite differences. Education is
considered a major vehicle for inculcating values among learners. It
is a process of transmission of values, which help them to lead a good
life in accordance with societal aims. Therefore, value forms an
integral part of the school curriculum.

INTEGRATIVE-METHODS.-REPORT ....(1).pptx

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