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INTEGRATIVE TEACHING METHOD

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by

Mary Grace Sarmiento

on 24 March 2014

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Transcript of INTEGRATIVE TEACHING METHOD

INTEGRATIVE TEACHING STRATEGY (FOCUSING INQUIRY)
OBJECTIVES:
1.)Determine the use of Integrative Teaching Strategies.
2.)Discuss the importance of Focusing Inquiry in student's learning.
3.)Apply the steps for Inquiry process..
FOCUSING INQUIRY
STEPS
1.) Frame Focusing questions
( Linked to prior knowledge)
TEACHING STRATEGY FOR COGNITIVE THINKING OR INQUIRY PROCESS
The order of questioning generally follows but varieties in terms of students backgrounds, prior knowledge/ instruction or emphasis on inductive and inductive approach. Both cognitive and affective dimensions are involved in any given strategy.
Success in the teaching-learning process is always attributed to the creativity of teacher. Being the pilot of the classroom educative flight, the teacher has to choose and design what strategy suits the kind of learner's present therein. To be creative, teacher has to consider individual differences or diversity of the learners in every learning episode to make it more meaningful. Best learning outcome in the process is grounded on the art of delivery as a set of teaching approaches or techniques highlighting the idea that each learner has a pattern and rhythm of growth innate to him on the account for his distinguishing traits that make him unique.
INTEGRATIVE TEACHING STRATEGY
A well organized strategy anchored on real life situation that includes learners interests and needs creating a variety of meaningful activities and learning experiences. It paves the way to connecting what is learned in school to real life world rather than isolated facts and information . It is Integrative if it includes the use of multiple intelligences and learning styles planned in diverse ways to be presented in a holistic form a each learners uniqueness..
2.) Present a field of facts
( Who? What? When? How much
3.) Help learners connect or relate facts
(Interpret, Infer, Give meaning)
Is an interdisciplinary approach that uses questions to organize learning. Like most interdisciplinary teaching, it crosses conventional knowledge boundaries. The teachers guides learners to discover answers to questions, whether or not answers pre-exist. Learners become the creator of knowledge rather recipients. Concepts and content are less important than the governing process conducting an investigation and communicating what was learned to others. The process of inquiry is the organizer of the instructional device while content is regulated to an ancillary place..
4.) Help learners generate explanatory ideas
(Generalization)
5.) Help learners find the answers.
LOW LEVEL PROCESS
RECALLING
Is the questions clear?
What clues will help us recall needed items?
OBSERVING
What do we need to find out?
What sources should we use?
COMPARING/CONTRASTING
What did you see? Hear? Find?
What features did you notice?
CLASSIFYING
What did you see? Hear? or Find?
Which ones may be grouped together?
DEFINING
What do you mean by _________?
how can we find the meaning?
INTERPRETING
What does this show?
What does it mean to you?
GENERALIZING
What did you find?
What can we say in general?
HIGH LEVEL PROCESS
INFERRING
What usually happens if? or What is the usual effect of
What is a fair way to test our hypothesis?
PREDICTING
What do you think will happen in the future?
What information should we collect?
ANALYZING
How can we break it into parts?
How are the parts related?
SYNTHESIZING
How can we put the parts together in a new way?
In what should they presented?
EVALUATING
What is to be appraised?
What information do we have related to each standard?
ACTIVITY:
Construct a question for each level of Focusing Inquiry that can be pose for the learning process.

THANK YOU..BY GRACE SARMIENTO:)
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