Curricular Connections
Elements of Integration in the Classroom
Appendix A: A Generic Model of a Teaching-Learning Process
This teaching-learning process is based on a problem-solving approach. It is appropriate and applicable to all curricula. It must, however, be adapted to the area of study in question.
Problem-Solving Approach
A problem-solving approach sets the stage for active student participation and provides the parameters for the learning experience. Guided by learning outcomes, the student researches, organizes, evaluates information, and determines the action to be taken. The problem-solving process can be used as a way of teaching and as a way of learning.
According to Lunkenbein in Legendre (1993), problem-solving involves
- introducing a variety of problems in a variety of contexts
- recognizing that the problem provides the context
- realizing that the problem-solving process is equally as important as the solution
As a curriculum planner, the teacher chooses, constructs, and plans learning situations with rich and stimulating problems as a starting point (Legendre). The teacher also reflects on the context of learning and the relevant circumstances of the learning situation, including
- psychological factors (motivation, interest, intention)
- social factors (teacher-student and student-student interactions)
- physical environment (time, space, noise, resource materials)
The cognitive, affective, and social domains provide a context for the learning of the subject-based knowledge and skills, and are an integral part of the teaching-learning process. These non-subject specific domains foster the active and deliberate construction of meaning (Meirieu, 1992).
This involves three stages
1. Contextualization of learning
In this first stage of learning, students are actively involved in tasks within a specific context. Through reflection, clarification, organization, research, evaluation, and presentation, students acquire new knowledge and skills. The teacher determines which context most favours the acquisition of learning outcomes by
- taking into account previous student knowledge and skills in order to come up with a new learning context that is within his or her grasp
- ensuring that the new learning context will be stimulating and relevant so as to foster student motivation
In the classroom, the teacher's role is to
- present the learning outcomes to be pursued within the context of learning activities
- provide essential resource material
- assist students in their search and organization of information as well as help them understand and internalize their actions
Example
In visual arts, colour is a major element used in representing and expressing perceptions, sensations, and ideas. A Grade 3 or Grade 4 teacher wanting to introduce students to colour mixing, may start by having students discuss briefly the concept of colour.
Using student perceptions as well as visual materials, the teacher further awakens and stimulates the students' perceptions of colour. Then, through exploration exercises, only primary colour pigments are made available and students discover secondary and tertiary colours. The teacher verifies that students' explorations are varied and they meet learning outcomes (if this is not achieved, the teacher guides students through further discoveries).
2. Decontextualization of learning
Once students have acquired new knowledge and skills, the next step is to isolate the learning from the original situation. This decontextualization of the learning is necessary for deeper understanding. Contextualization, the first stage, is task-oriented. This second stage involves a mental process where the newly acquired skills and knowledge move to a symbolic or abstract level.
Example
When visual arts exploration exercises are completed and students have discovered knowledge and skills sought by learning outcomes, the teacher helps them draw conclusions and formulate principles relating to the newly acquired information -- yellow + blue = green (secondary colour); red + yellow = orange (secondary colour); blue + red = purple (secondary colour); green + blue = blue-green (tertiary colour); and so forth.
3. Recontextualization of learning
If students are to use their newly acquired knowledge and skills in different situations, they must identify the general principles from a given situation or context and apply them to new contexts. It is important to build bridges and establish links. To this end, students seek out similar situations where acquired concepts or skills may be put into practice. Students should
- delve into personal experiences
- question friends, relatives, and professionals
- conduct research to discover situations which can be dealt with in the same way
Example
Using large format art reproductions, students analyse colour mixtures used by artists to represent and express sensations and ideas. A theme is then presented where students will use colour as well as other design elements to represent and express their sensations and ideas. Follow-up discussion will focus on colour, colour mixing, and the role of colour in representing and expressing sensations and ideas, both in the work of students and artists.
Note: Recontextualization, in some instances, might precede the decontextualization stage, when it can further help students solve or clarify the problem posed in stage one.
Teaching-Learning Process Model
As the teaching-learning relationship evolves, students take part in a process aimed at achieving the learning outcomes prescribed by the curriculum. In learning situations, there is constant interaction between teacher and student. This process, as illustrated in the model that follows, is presented as three linear and separate dimensions: Preparation for the Learning Situation, Realization of the Learning Situation, and Integration of the Learning Situation. In actual practice, aspects of these dimensions tend to blend or overlap (Ministère de l'Éducation du Québec in Legendre, 1993).
Each dimension presents teacher activities parallel to student activities, and an ongoing formative evaluation process. The intent of the evaluation process is to monitor student progress. The ongoing formative process is also useful for evaluating the teaching process. Teachers' critical reflection is especially important to ensure that students
- carry out tasks related to the learning outcomes
- master the knowledge and skills outlined in the curriculum
- are presented with problems that are meaningful and significant
Teaching Process |
Learning Process |
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Teacher ensures that
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Teaching Process |
Learning Process |
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Teacher ensures that
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Teaching Process |
Learning Process |
Interactive
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Teacher
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Students
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Teacher ensures that
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Teaching Process |
Learning Process |
Interactive
Formative Evaluation Process |
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Teacher ensures that
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Note: The teaching-learning process starts again when the teacher proposes a new learning situation where the knowledge and skills will be reinvested and further elaborated by adding a new dimension (new learning outcome).