Promoting an Integrated Approach

to Teaching and Learning

through Curriculum and PedagogyBy the NEL ConneX team

The NEL ConneX Team

• Choa Chu Kang Bible Centre Kindergarten

• E-Bridge Pre-school (Edgedale Plains)

• EtonHouse Preschool Vanda• MOE Kindergarten @

Punggol View• MOE Kindergarten @

Riverside• PCF Sparkletots @

Telok Blangah Blk 44 CC• Pre-school By-The-Park• MY World Preschool HQ• Pre-school Education

Branch, MOE

Outline

• WHAT is an integrated approach to teaching & learning about?

• WHY is an integrated approach to teaching & learning important?

• HOW can an integrated approach to teaching & learning be put in

practice through curriculum and pedagogy?

• thematic approach using a 5-step teaching protocol

• inquiry approach using listening pedagogy

• co-operative learning strategies

• building a learning culture

• WHAT have we learnt?

WHAT is

an integrated approach to

teaching & learning about?

To you, what is an integrated approach to

teaching & learning about? (Pick the option that resonates with you most)

It is about helping children make meaningful connections…

A. Across different learning areas

B. Between previous learning, new learning andextended learning

C. Between children’s interests/experiences and newlearning

D. Between different contexts (indoors & outdoors;home & preschool)

What is an integrated approach to teaching &

learning about?The NEL Framework says…

• Plan learning experiences as a whole and inmeaningful contexts and not by distinct subjects

- Plan learning experiences based on themes, stories orprojects that are built on children’s interest and levelof understanding

• Help children draw meaningful connections

- across different learning areas

- between previous and current learning and expand ontheir existing understanding

What is an integrated approach to teaching &

learning about?

Based on our NEL ConneX conversations and literature,

it could be about helping children make meaningful connections…

• Across different learning areas

• Between previous learning, new learning and extended learning

• Between their interests/experiences and new learning

• Between different children’s ideas/experiences

• Between different contexts (indoors & outdoors; home & preschool)

• Across their experiences in different languages

Expanding our understanding of an integrated approach to teaching and learning

What is an integrated approach to teaching &

learning about?

“The integration of the knowledge process emphasizes a fusion of ideas andconcepts within and across subject areas and broader life experiences in anattempt to make education more relevant and meaningful for children.

It is seen as a way to support the transfer of learning and skills from onesituation to another, teach children to think and reason, and provide a morerelevant curriculum to engage their interest.” (Hayes, D., 2010)

Source: Hayes, D. (2010). The seductive charms of a cross-curricular approach. Education, 3–13, 38(4), 381-387, https://doi.org/10.1080/03004270903519238

WHY is an

integrated approach to

teaching & learning

important?

Why is an integrated approach to teaching &

learning important?

• Learning is a highly integrated process which cannot be separated into distinctdomains (Piaget, 1969; Bruner, 1960) as children do not conceive the world asif it is divided into separate cubbyholes (Barbosa, A. & Vale, I., 2014).

• Children need to learn through concrete experiences which build on eachother and lead to new experiences and further learning (Caine & Caine, 1991).

• The love and joy for learning could be killed if knowledge was presented in afragmented manner (Jensen, 1996; Hinde, E. T., 2005).

• An integrated approach to teaching and learning allows for deep learning(Jablon, 1992; Drake, S. M. & Reid, J. L. 2018).

• The best outcomes for children occur with an integrated approach to teachingand learning (Hamre, Pianta, Mashburn & Downer, 2009; Sylva, Siraj-Blachford,& Taggart, 2003; Sylva et al., 2007).

HOW can an

integrated approach to

teaching & learning be put

in practice through

curriculum and pedagogy?

Promoting an integrated approach to

teaching and learning through a thematic

approach using a 5-step teaching protocol

Ms Sharifah Nooraishah Sayed ZaabaLead TeacherMOE Kindergarten @ Punggol View

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Through a thematic approach, we design integrated learning experiences to help children make connections, thereby developing a deeper and broader level of understanding of the world around them.

When children learn through a theme, they are learning in context. They learn about topics that are meaningful and relevant to their own lives. This helps them understand a topic and apply their knowledge to solve real-life problems.

Promoting an integrated approach through themes

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Learning Areas:

Aesthetics and Creative Expression

Discovery of the World

Language and Literacy

Motor Skills Development

Numeracy

Social and Emotional Development

Learning Dispositions (PRAISE):Perseverance

Reflectiveness

Appreciation

Inventiveness

Sense of Wonder and Curiosity

Engagement

Promoting an integrated approach through themes

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Promoting an integrated approach through a 5-step

teaching protocol

• The 5-step teaching protocol isdeveloped based on children’slearning cycle.

• It helps teachers plan experiencesthat cater to children’s interest andallow children to experience thefull learning cycle.

• It helps children make connectionsbetween previous learning, newlearning and extended learning.

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Invite InterestIgnite children’s interest

Tap children’s prior knowledge

Build on CuriosityTap children’s natural curiosity

Provide opportunities for children to explore and find out more

Connect to New LearningHelp children make connections between prior knowledge and new learning

Extend LearningHelp children apply the skill in different contexts

Reflect on LearningEngage children in reflection to think back, learn from it and do it better

An illustration of the 5-step teaching protocol

Children become aware of new things and develop aninterest to find out more

Children start asking questions and make new discoveries

Children start to make new connections and acquire new skills that can be applied to different situations

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Invite Interest

In prior activities, the children have been introduced to a 2-dimensional world map.In this activity, the children were presented a table globe and were asked to sharetheir thoughts about the different coloured lands and the blue ocean.

Helping children make connections between their prior knowledge/interest

and new learning

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Build on Curiosity

The children started asking questions about who lived in the differentcountries. A book titled “We Share One World” was read to them. Thechildren discovered they share the world with people from other countries.

Helping children make connections between

their interests and new learning

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Connect to New Learning

Based on the children's prior experiences, the teacher elicited and recorded theirresponses using a KWL chart. According to what they wanted to find out, the childrengathered information from a variety of sources and shared their findings with each other.

Helping children make connections between

previous experiences and new learning

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Extend Learning

The children found out that the countries often have unique features/ characteristics(e.g. people, food, culture). They went on to find out more about the different countriesthey were interested in at the learning centres.

Helping children make connections between new

learning and extended learning

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Reflect on Learning

The children were invited to talk about what they have learnt about a selectedcountry. This led to new questions for extended learning.

Helping children make connections between new learning and

extended learning

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What have we observed?

Through the 5-step teaching protocol,

Children are:• motivated because learning is meaningful since it is related to their interests• able to make connections and apply knowledge & skills in different contexts

Teachers are better able to plan learning experiences that help children make connections between • previous learning, new learning and extended learning• between their interests and new learning

Promoting an Integrated Approach to

Teaching and Learning through an Inquiry

Approach using Listening Pedagogy

Ms Munia AhmedPrincipal, EtonHouse Preschool Vanda

“Education is not preparation for life; education is life itself.”

John Dewey

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Inquiry is an approach to learning that involves aprocess of exploring the natural and material worldthat leads to asking questions, and makingdiscoveries for new understanding.

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Inquiry Approach to Teaching and Learning

Best Teaching Practices - University of Akron

Potential

The inquiry topic is normally identified through observations of children interests. Hence, it allows for meaningful connections to be made between children’s interest and new learning.

Relevance

The inquiry provides a meaningful context through which children can see a connection between the topic and their lives/interests.

Authenticity

Using real and familiar people, places and events in the inquiry allows children to make connections between their daily experiences and the new learning.

Challenge

The inquiry can lead the children to think of further questions hence allowing them to make connections between previous learning, new learning and extended learning.

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Promoting an integrated approach to teaching

and learning through inquiry

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Reflection

Planning

Implementation

Evaluation

Observation

Inquiry process

Provocation

• stimulates thoughts, discussions, questions, interests, creativity and ideas

• expands thoughts, project ideas and interest

• invites children to explore and express themselves

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The Power of PROVOCATION

This helps children make connections between• their interest and new

learning• previous learning, new

learning and extended learning

• When we re-consider how we ‘see’ children, and seek to honour children’s rights within our teaching practice, we are beginning to consider how to work in greater partnership with children.

• Partnership -> respect + listening to each other

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The Pedagogy of LISTENing

This helps teachers make connections betweenchildren’s interest and new learning

• Listen with your heart

• Identify and interpret their feelings

• Speak with them on their own level

• Take the time to listen attentively

• Encourage them to express themselves

• Non-verbal clues – listen for underlying feelings

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The Pedagogy of LISTENing

Initial Planning – Making connections across

different learning areasMind mapping is done in pairs (EL & MTL teacher). Planning stems will incorporate all the 5 domains for holistic development.

An example of our daily observations leading to spontaneous planning

Spontaneous Planning – Making connections between

children’s experiences and new learning

An example of our daily observations leading to spontaneous planning

Spontaneous Planning – Making connections across

different languages

Because both EL and MTL teachers have access to the document to know what children have experienced in each other’s classes, they make connections between what the children experience in the different classes.

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Classroom of K1 Zoologists 2018 “A Butterfly Inquiry”

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Making connections between different

children’s ideas/experiences

Different children contribute ideas based on their experiences and teachers organised these ideas on the mind map showing the connections between different ideas.

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Making connections between children’s

interest and new learning

“This is the caterpillar and cocoon. This is the butterfly. Caterpillar has 24 legs.” Isaac

“The caterpillar becomes a butterfly. She flies in the sky. When she goes back home, she turns into a caterpillar again.” Su Rui

The teachers observed children’s interest in butterflies and scoped the topic from “insects” to “butterflies/caterpillar”.

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Making connections between home & pre-school

The inquiry project idea was shared with parents and they not only helped to build on children’s learning at home but also contributed ideas to enhance children’s learning in school.

A note written by a parent to provoke children’s interest in learning more about caterpillars.

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Making connections across different learning areas

•Daily observation and documentation done in children’s journals •Numeracy, Discovery of the World and Literacy concepts incorporated intentionally

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Making connections between daily experiences

and the new learning

• Coping with unexpected loss of three caterpillars

• Talking about death, grief and sadness

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Making connections between new learning &

extended learning

During a movie screening oneday, the teachers observedthat the children wereinterested in movieproduction. Even though itwas not part of the initialplan, the inquiry onbutterflies led to a newinquiry on movie production.The children embarked on thejourney of producing a movieon butterflies.

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Making connections between new learning &

extended learning

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Reflection

Planning

Implementation

Evaluation

Observation

In summary…

Key strategies shared:• Provocation• Pedagogy of listening• Initial and

spontaneous planning

Promoting An Integrated Approach to Teaching

and Learning Through

Co-operative Learning Strategies

Ms Debbie Ong & Ms Katherine KohAssistant Curriculum SpecialistsMY World Preschool HQ

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• Consist of a wide variety of small-group learning strategies (e.g.think-pair-share, round robin) that can be adopted selectivelyto support curriculum implementation

• Can be used across multiple learning contexts and learningapproaches (e.g. inquiry/thematic, etc.)

• Provide insights on children’s interests and understanding ofthe topic/inquiry

• Support planning and extension of the learning experience

Cooperative Learning Strategies

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Cooperative Learning Strategies

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An inquiry into: Reducing the use of plastic

1. Take a “Give One, Get One” activity sheet from the table.

2. On the “Give One” column, state 2 things that you can do toreduce your plastic usage

3. Find a partner at your table and share one idea from your “GiveOne” column

4. Get a new idea from your partner and record it down in the“Get One” column

5. If your partner has a similar idea, indicate with a tick √ on your “Give One” column

Cooperative Learning Strategies

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An inquiry into: Reducing the use of plastic

1. Now, find a partner at a different table

2. Share one idea from your “Give One” column

3. Get another new idea from your partner and record it down inthe “Get One” column

4. If your partner has a similar idea, indicate with a tick √ on your “Give One” column

Cooperative Learning Strategies

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How do you think this cooperative learning strategy promotes an integrated

approach to teaching and learning?

Cooperative Learning Strategies

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Prior Knowledge &

Personal Experiences

Insights gained from partners’ prior

knowledge and experiences

New Learning

Connections between personal experiences and new information

acquired from partner/s

Cooperative Learning Strategies

}

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Cooperative Learning Strategies

What teachers can do after the “Give One, Get One” activity:

• Have different pairs of children share their ideas

• Record their ideas

• Guide the children in organising the ideas

• Help them to see patterns/connections between the different ideas

• Use information gathered for future planning of learning experiences

• Make connections between children’s interest/prior knowledge and new learning experiences

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Making connections across learning areasChildren will have opportunities to:

Language and Literacy• Listen for information and speak to articulate ideas• Write to communicate ideas and information

Discovery of the World• Apply inquiry skills to find out answers to their queries• Record information gathered from peers

Social and Emotional Development• Value others’ opinions and respect diversity• Exchange ideas and learn from others

Cooperative Learning Strategies

Promoting An Integrated Approach to

Teaching and Learning through Building

Teachers’ Capacity

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Ms Hephzi SeeECDA Fellow and Centre Principal,Choa Chu Kang Bible Centre Kindergarten

What is Capacity Building

“ efforts that sustain the professional learning of teachers and mobilise the collective power of the entire staff … to strengthen student learning.”

(King, 2011; Youngs and King,2002)

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Choa Chu Kang Bible Centre Kindergarten Teacher is KEY!

Build Meaningful

Relationships

Vision: Children who are curious, creative and kind

Build a Caring and No Blame Culture

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Build a Learning Culture

Capacity Building

• Professional learning of teachers• Collective power of the centre staff

(King,2011;Youngs and Kings,2002)

Adopting an integrated approach to teaching & learning

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Outdoor activities to develop numeracy

and problem solving skills

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Challenges raised by teachers

•Safety of children

•Risk assessment

•Teaching resources

Explore and

Apply

Reflective Process

Learn

Explore and

apply

Reflectand

evaluate

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Creating platforms for MTL and EL teachers to collaborate

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Involve all teaching staff in all discussion and peer sharing session

Building Middle-Level Leaders

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Building a Learning Culture

• Build teachers’ competence & confidence through shadowing, on-site mentoring, on-the-job training, peer learning & sharingpractical /easy-to-use strategies/tools

• Provide opportunities for piloting of new ideas• Provide time and structures for sharing/dialogues, planning

together and reflection• Provide opportunities for collaboration across levels & between EL

& MTL teachers• Build up middle-level leaders

Building a Learning Community

Culture Building

Individual Learning

Group Learning

Organisation Learning

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Both teachers and leaders are key to culture building

WHAT have we learnt?

What is an integrated approach to teaching and learning about? It is about helping children make meaningful connections:

• Across different learning areas Provide a meaningful context for children to make connections across different learning areas (e.g. butterfly inquiry allowed for meaningful connections to be made between different learning areas)

• Between previous learning, new learning and extended learningUse tools/ strategies to help children make connections between what they have learnt

earlier, what they are learning now and what else they would like to learn about. (e.g. use of 5-step teaching protocol to help children make connections)

• Between their interests/experiences and new learningObserve children to find out their interest (e.g. through listening pedagogy), be flexible in making changes to original plans (i.e. use initial and spontaneous planning) and use provocations/stimuli to help children make connections between their interest and new learning

What is an integrated approach to teaching and learning about? It is about helping children make meaningful connections:

• Between different children’s ideas/experiencesProvide opportunities for children to exchange ideas/share experiences (e.g. use cooperative learning strategies)

• Between different contexts (indoors & outdoors; home & preschool) Help children build connections in their experiences in different contexts (e.g. outdoor experiences building on indoor experiences and vice versa; partnering parents so they can build on children’s learning at home)

• Across their experiences in different languagesCreate opportunities for EL and MTL teachers to communicate & collaborate so that children can see connections and coherence in what they experience across the centre’sprogrammes

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Building Teachers’ capacity• Have a shared vision; build a centre-

wide learning culture• Build curriculum leadership;

emphasise on importance of centreleader working alongside teachers

• Provide opportunities forcollaboration across levels & bet EL& MTL teachers

• Provide time and structures forsharing/dialogues and planningtogether and reflection

• Build teachers’ competence and confidence– provide scaffold such as shadowing, on-site mentoring, building middle level leaders & sharing of practical /easy-to-use teaching strategies/tools

• Empower teachers to pilot new ideas

What is an integrated approach to teaching and learning about? It is about helping children makemeaningful connections:• Across different learning areas • Between previous learning, new

learning and extended learning• Between their

interests/experiences and new learning

• Between different children’s ideas/experiences

• Between different contexts (indoors & outdoors; home & preschool)

• Across their experiences in different languages

Using Meaningful Contexts• Tap children’s interest to provide

authentic/ meaningful context for learning

• Use themes/topics/projects/ as a context for learning

• Use both planned and unplanned moments meaningfully as a context for learning

Combining child-directed and teacher-directed approaches• Include both structured and unstructured activities • Have both initial & spontaneous planning • Provide time and space for children to make their

own connections• Use pedagogies that are respectful of children’s

thinking and interests (e.g. pedagogy of listening)• Observe and document children’s learning and

development to inform teaching practices

Useful tool /strategy:Learn

Reflect & Evaluate

Explore & Apply

Useful tools / strategies• 5 step teaching protocol:-Invite interest-Build on curiosity-Connect to new learning-Extend learning-Reflect on learning• Listening pedagogy: -Listen with your heart-Identify and interpret children’s feelings-Speak with children at their level-Take time to listen-Encourage them to express themselves-Non verbal cues- listen to underlying feelings

• Co-operative learning strategies

https://tinyurl.com/NEL-Connex-ECC2019

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