Biological Foundation of Language
CENTRAL LUZON STATE UNIVERSITY
Science City of Munoz, Nueva Ecija
INTEGRATED APPROACH
In Partial Fulfillment of the Course
Teaching English as Second Language
LL 720
By:
Christian R. Faner (M.A.L.L.)
Soriano, Ramil Jayson L (M.A. English)
To:
Sir. Mark Anthony G. Moyano, Ph. D.
CENTRAL LUZON STATE UNIVERSITY
SCIENCE CITY OF MUNO, NUEVA ECIJA
INTEGRATED APPROACH PREPARED BY: MR. FANER & MR. SORIANO
An Integrated Approach in teaching refers to a teaching method that allows students to learn in a way that is natural. The teachers strive to create a curriculum that is comfortable and fun for the kids. This is flexible and it builds on the children 's interests and the teaching skills. What is Integrated Approach? “An integrated approach allows learners to explore, gather, process, refine and present information about topics they want to investigate without the constraints imposed by traditional subject barriers” (Pigdon and Woolley, 1992). An integrated approach allows students to engage in purposeful, relevant learning. Integrated learning encourages students to see the interconnectedness and interrelationships between the curriculum areas. Rather than focusing on learning in isolated curriculum areas, an integrated program is based on skill development around a particular theme that is relevant to the children in the class. “In an integrated curriculum unit all activities contain opportunities for students to learn more about the content” (Pigdon and Woolley, 1992). Smith and Ellery (1997) agree with this, saying that children can develop a deeper understanding of content through a range of purposeful activities. Integral to the model of integrated learning is the inquiry approach. Students are active learners who research, interpret, communicate, and process learning to both others and themselves. Inquiry approaches allow for students to construct meaning using their prior knowledge on a subject, and new knowledge gained during the learning process.
Science City of Munoz, Nueva Ecija
INTEGRATED APPROACH
In Partial Fulfillment of the Course
Teaching English as Second Language
LL 720
By:
Christian R. Faner (M.A.L.L.)
Soriano, Ramil Jayson L (M.A. English)
To:
Sir. Mark Anthony G. Moyano, Ph. D.
CENTRAL LUZON STATE UNIVERSITY
SCIENCE CITY OF MUNO, NUEVA ECIJA
INTEGRATED APPROACH PREPARED BY: MR. FANER & MR. SORIANO
An Integrated Approach in teaching refers to a teaching method that allows students to learn in a way that is natural. The teachers strive to create a curriculum that is comfortable and fun for the kids. This is flexible and it builds on the children 's interests and the teaching skills. What is Integrated Approach? “An integrated approach allows learners to explore, gather, process, refine and present information about topics they want to investigate without the constraints imposed by traditional subject barriers” (Pigdon and Woolley, 1992). An integrated approach allows students to engage in purposeful, relevant learning. Integrated learning encourages students to see the interconnectedness and interrelationships between the curriculum areas. Rather than focusing on learning in isolated curriculum areas, an integrated program is based on skill development around a particular theme that is relevant to the children in the class. “In an integrated curriculum unit all activities contain opportunities for students to learn more about the content” (Pigdon and Woolley, 1992). Smith and Ellery (1997) agree with this, saying that children can develop a deeper understanding of content through a range of purposeful activities. Integral to the model of integrated learning is the inquiry approach. Students are active learners who research, interpret, communicate, and process learning to both others and themselves. Inquiry approaches allow for students to construct meaning using their prior knowledge on a subject, and new knowledge gained during the learning process.
References: August, C. (2004) ‘Literature Facilitates Content-Based Instruction’. Academic Exchange Quarterly 8/2. Available athttp://findarticles.com/p/articles/mi_hb3325/is_2_8/ai_n29117621/print?tag=artBody;col1 Gallimore, R. and R. Tharp (1990) ‘Teaching mind in society: teaching, schooling, and literate discourse’, in Moll, L. (ed.), Vygotsky and Education: Instructional Implications and Applications of Sociohistorical Psychology. Cambridge: Cambridge University Press. Holten, C. (1997) ‘Literature: A Quentessential Content,’ in Snow, M. A. and D. M. Brinton (eds)The Content-Based Classroom: Perspectives on Integrating Language and Content. New York: Longman. Stoller, F. and W. Grabe (1997) ‘A Six-T’s Approach to Content-Based Instruction,’ in Snow, M. A. & D. M Brinton (eds.) The Content-Based Classroom: Perspectives on Integrating Language and Content. New York: Longman. Wells, G. and G. Chang-Wells (1992) Constructing Knowledge Together: Classrooms as Centers of Inquiry and Literacy. Portsmouth, NH: Heinemann.