What Are the Foundations of an Integrated Approach to Teaching and Learning?

2021 ◽  
pp. 1-15
Author(s):  
Shawna Longo
Keyword(s):  
Student Engagement ◽  
Teacher Collaboration ◽  
Teaching And Learning ◽  
Integrated Approach ◽  
Music Technology ◽  
Pragmatic Approach ◽  
Content Areas ◽  
Approach To Learning ◽  
The Arts ◽  
Approach To Teaching

This chapter lays the foundation for an authentic integrated approach to learning. Music technology is a key component in most approaches that integrate STEM with Music. The connecting of multiple content areas through the arts, or music, can be used to increase teacher collaboration. The key areas of arts integration, STEM, STEAM, and how these can effectively and authentically exist together in the classroom to increase student engagement and connections to the content areas and concepts, are defined through a research-based and pragmatic approach. By incorporating the fundamental definitions and understandings posited by this chapter into one’s teaching students will be given opportunities to connect STEM concepts to the artistic processes.

scholarly journals Developing Creativity Through Creative Engagement in Art Appreciation: Outcomes in Teaching Humanities

2021 ◽  
Vol 3 (4) ◽  
pp. 49-59
Author(s):  
Ma Cecilia Alimen ◽  
Pinky Jasmin Poral ◽  
Rhounella Rhane Magpantay ◽  
Rosella Quiros ◽  
Ma Elena Azarcon
Keyword(s):  
Student Engagement ◽  
Teaching And Learning ◽  
Art Appreciation ◽  
Personal Reflection ◽  
New Approach ◽  
Outcome Based Education ◽  
The Arts ◽  
Significant Difference ◽  
Approach To Teaching ◽  
Art Activities

This descriptive-correlational study determined the level of creative engagement as part of humanities teaching in the outcome-based education. This focuses on the dimension of student engagement and creativity in the context of a new approach to teaching and learning primarily through the arts. This study captures student creative engagement supported by their personal reflection after the course term. There were eight (8) classes utilized with 134 students. Results showed that the level of students’ creativity in art appreciation was “high” and it was also “high” when they were grouped as to sex. Creative engagement in art appreciation was considered “highly influential” and it was “highly influential” when they were grouped as to sex. No significant difference was noted in the level of the students’ creative engagement and development of creativity. There was a moderate and positive correlation between the level of the students’ creative engagement and influence of creative engagement in art appreciation classes to their development of creativity. The most highly valued creative engagement practices of students in art appreciation are: “I have developed an appreciation for the local arts;” “I have deepened my sensitivity of myself, my community and the society,” and “Inclusion of art activities demonstrated my understanding of art appreciation.

scholarly journals Tire Art: Environmental Education through Science, Visual and Language Arts

2017 ◽  
Vol 5 (12) ◽  
pp. 50
Author(s):  
Young Imm Kang Song ◽  
Maureen Creegan-Quinquis ◽  
DongSun Min ◽  
HuiKyeong Kang
Keyword(s):  
Language Arts ◽  
Teaching And Learning ◽  
Integrated Approach ◽  
International Project ◽  
Classroom Teachers ◽  
The Arts ◽  
The Us ◽  
8Th Grade ◽  
Approach To Teaching ◽  
2D And 3D

This international project examined the use of an arts-integrated approach to teaching and learning 8th grade science and language art. It involved two arts faculty collaborating with classroom teachers in the US and South Korea. In the context of the "Tire Art project”, students and teachers were guided through several 2D and 3D creative interactions emphasizing innovative uses for recycled car tires and bicycle wheels. In this paper, authors discuss the learning that happened through the arts, and the learning that happened (by teachers) of arts integration methods. It is to be noted that integration is not only about the arts. In fact, if teachers take advantage of this approach, they will discover more connections and bridges between various non-art subjects. When teachers are as affected by innovative approaches as the students, they often feel more confident and empowered in their professional competencies.

Redesigning the Model: A Successfully Integrated Approach To Teaching and Learning

1996 ◽  
Vol 80 (577) ◽  
pp. 1-6
Author(s):  
Dennis M. McFaden ◽  
Barbara A. Nelson ◽  
Chip M. Randall
Keyword(s):  
Teaching And Learning ◽  
Integrated Approach ◽  
Approach To Teaching

scholarly journals Teachers are from Heaven, Students are from Hell — True or False?

2003 ◽  
Vol 17 (6) ◽  
pp. 417-422
Author(s):  
Luiz Fernando Capretz
Keyword(s):  
Learning Styles ◽  
Teaching And Learning ◽  
Psychological Theory ◽  
Learning Approaches ◽  
Myers Briggs Type Indicator ◽  
Approach To Learning ◽  
University Teachers ◽  
Class Differences ◽  
Type Indicator ◽  
Approach To Teaching

Researchers have long tried to relate personality types to teaching and learning styles. It is believed that the psychological theory behind the Myers–Briggs Type Indicator (MBTI) can help university teachers to accept variety in teaching and learning approaches. This paper makes some assertions about the personality traits of academics and students. These traits can create harmony or discord for individual students, depending on whether their approach to learning matches the teacher's approach to teaching. Although some teaching strategies can be useful for a whole class, differences among students make it necessary to diversify those strategies.

Motivational active learning: An integrated approach to teaching and learning process control

2018 ◽  
Vol 24 ◽  
pp. 7-12 ◽  
Author(s):  
Manuel Rodríguez ◽  
Ismael Díaz ◽  
Emilio J. Gonzalez ◽  
María González-Miquel
Keyword(s):  
Active Learning ◽  
Process Control ◽  
Learning Process ◽  
Teaching And Learning ◽  
Integrated Approach ◽  
Approach To Teaching

scholarly journals An integrated approach to teaching and learning logistics: A case study

2011 ◽  
Vol 5 (1) ◽  
Author(s):  
Jacobus N. Cronjé
Keyword(s):  
Teaching And Learning ◽  
Real Life ◽  
Integrated Approach ◽  
Project Based Learning ◽  
University Teaching ◽  
Research Skills ◽  
Theoretical Concepts ◽  
Life Project ◽  
Approach To Teaching

Business managers and students often criticise university teaching for not addressing real-life problems. Furthermore, professors are dissatisfied with the research capabilities of postgraduate students. This paper advocates an integrated approach to teaching and learning based on the features of project-based learning aimed at enhancing the practical and research skills of undergraduate students in Logistics. A case study is presented where third-year students were engaged in a real-life project in collaboration with industry, exposing them to collaborative learning, questionnaire design, surveys, analysing and evaluating results, literature review and report writing. The project was carried out in phases where students were assessed after each phase. The paper analyses the assessment of students and their perception of the value of the project. It is concluded that an integrated teaching and learning approach will increase students’ interest in the subject, understanding of theoretical concepts, research skills, business skills and life skills.

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