modes of integrate teaching strategies (lesson plan)

-the 4 modes of teaching are

1. thematic teaching- Thematic teaching (also known as thematic instruction) is the
selecting and highlighting of a theme through an instructional unit or module, course, multiple
courses. It is often interdisciplinary, highlighting the relationship of knowledge across academic
disciplines and everyday life.

2. Content-based instruction- What is Content-Based

Instruction (CBI)?
Content-Based Instruction is an approach to language teaching that focuses not on the
language itself, but rather on what is being taught through the language; that is, the language
becomes the medium through which something new is learned. IN the CBI approach the
student learns the TL by using it to learn sme other new content. For example by studying the
French Revolution while using the French langauge. The language being learned and used is
taught within the context of the content. The theory behind CBI is that when students are
engaged with more content, it will promote intrinsic motivation. Students will be able to use
more advanced thinking skills when learning new information and will focus less on the structure
of the language. This approach is very student-centered as it depends entirely on the students’
ability to use the language.

What can be considered ‘content’?

There are many things that can be considered ‘content’; what is important is that what is being
taught or discussed through the language not be language instruction related. Aspects of the
curriculum, discussions about current events and world cultures or even general topics of interest
are all valid ‘content’ options.

3. Focusing Inquiry- FOCUSING INQUIRY  Focusing Inquiry is an interdisciplinary

approach that uses questions to organize learning. Like most disciplinary teaching, it crosses
conventional knowledge boundaries. The teacher guides learners to discover answers to
questions, whether or not answers pre-exist

4. Generic Competency Model- Generic Competency Model. Generic Competency

Model is a part of integrative teaching strategies which enable students to develop
"competencies". Thesecompetencies are acquired through connecting one subject from the
other. Usually, generic competency model is used in Makabayan
2.kinds of work units

subject matter- In short, subject matter content is an integration of facts, concepts, principles,
hypotheses, theories, and laws, thinking skills, manipulative skills, values and attitudes.
Our subject matter content includes cognitive, skill and affective components.

Center of interest-The center of interest or focal point in a photo is the predominant feature in
the image, the feature to which the viewer is first attracted. When you create a photograph of a
landscape, look for a predominant feature to be your center of interest.

Integrative experience-Positioned in the upper-division and in the major, the Integrative Experience (IE )
is a general education requirement that provides students with a structured opportunity to look back on
their early college learning experiences, reflect upon and make connections between those earlier
experiences and the more advanced work in their major, and use their integrated learning to prepare for
the demands of the world beyond the University.

7 STEPS TO PREPARE AN EXCITING AND

EFFECTIVE LESSON PLAN
7 Steps to Prepare an Exciting and Effective lesson plan. A well planned lesson can be described with two
words: exciting and effective. In fact these two adjectives are interlinked as any lesson that is exciting for
students will have some educational value and will be effective. This is because learning should essentially be
associated with positive motivation, excitement and passion. So whatever is taught with these qualities in mind
will stay with students for longer and will help them develop lifelong skills and attain knowledge.

However, there are a few traps that even experienced teachers often fall into. You want to cover the material
you are expected to and giving it too much focus you forget about the fact that the lesson should be fun and
exciting for your students to retain the knowledge and develop skills. The opposite is that you are trying too
much to make your lessons fun without adequately planning the learning process for your students. Yes, they
will still learn something by having fun but not necessarily that what you want them to learn. Therefore, you
need to be careful when balancing your lesson planning to make sure they have fun and actually learn what
you expect them to.

The following steps will help you organise the way you plan your lessons so that they are both appealing and
effective.
STEP 1 – CHOOSE REALISTIC LEARNING GOALS
Before you begin planning you need to know what specific skills and knowledge you want your students to
develop during one single lesson or unit. Making two separate lists helps to have a clear picture what you are
trying to achieve, and it is also necessary as skills and knowledge are two completely different things. Teachers
often focus too much on knowledge forgetting about developing skills which in a long term are more important
than knowing mere facts. So don’t plan too much as it may be impossible to achieve. It’s much better to plan
less and cover it adequately allowing your students enough time to digest and absorb new information their
own way.

STEP 2 – PICK EXCITING TOPICS OR LEARNING

CONTEXTS
Even if you have a curriculum to cover that tells you what specific topics to teach and they do not seem super
interesting, try to find something unique and fascinating about them. There is always a way to make even the
most boring topic appealing to your students. The best way to do so is to look for some meaningful
connections between the topic and your students’ current interests. For example, a specific historical character
might have had some unusual hobbies, little secrets, pets, toys or favourite songs that can seem funny or
maybe even disgusting, repulsive or controversial. This might be a great starting point to build your lesson on.

STEP 3 – KNOW YOUR STUDENTS’ NEEDS AND

TALENTS
This is an absolute must which will help you choose your learning goals, topics and teaching approaches
adequately. You need to know well what your students are good at, what skills they need to develop, what
fascinates them the most, and what their preferred learning styles are. Their special requirements related to
disabilities, delays and special talents should be taken into consideration when you plan your lessons.
Remember that you need to prepare your lessons with all your students in mind and that your main goal should
be to meet their needs and offer them enabling environments to learn their preferred way.

STEP 4 – USE A RANGE OF TEACHING APPROACHES

AND METHODS
Choosing various methods of delivery will not only make your lessons more dynamic, but it will also facilitate
the learning process as this way you are more likely to appeal to individual students’ preferences. One of the
most effective and preferred approaches in modern teaching are experiential/hands-on learning, multi-sensory
learning, collaborative learning, entrepreneurial education and project-based learning just to name a few.
Introducing movement, music, discussions, brainstorming sessions, multimedia, projects or team work will
help you cater for different learning styles, offer equal opportunities to all your students, and enable them to
learn through their talents.

STEP 5 – SELECT APPEALING RESOURCES

Whether you teach pre-school children or school students, they all are very tactile. This means they learn by
touching and manipulating things and objects. So make sure you provide enough opportunities for your
students to actually have their hands on various interesting objects and resources to facilitate the learning
process. Accompanying your lessons with various audio-visual materials will additionally help your students
make sense of what you are trying to teach them. Always choose good quality resources that come from
reliable sources, and make sure they are safe for your students to use, touch, smell or work with. Also, using
authentic and multi-cultural resources will add extra educational value to your lessons.

STEP 6 – FAIR ASSESSMENT

Assessment is a very important part of your planning, and I don’t mean testing here. Checking your students’
understanding at the end of the lesson may not be the best idea if you hadn’t observed them during the whole
session and adjusted your teaching accordingly. In the end, your students’ understanding will be as good as
your delivery. A reflective teacher uses observation skills during the entire session to make sure if their
planning needs changes. This is necessary as it may turn out that your session is too difficult or too easy for
your students, requires more or less time to cover, that your students may have interesting suggestions that
need to be taken into consideration immediately, etc. So, it is wise to think about the assessment as an ongoing
observation rather than just a single test. If you need to introduce tests or similar forms of assessment, you may
as well do so but make sure it is not the only method you use.

STEP 7 – EVALUATION
Each single lesson is a chance for the teacher to improve their teaching practice. For this reason it is good to
make a habit of analysing your lessons and finding out how your students responded to certain activities,
resources or methods you have used. It always helps when you try to identify the most effective tools that are
worth using and those that may need modification.