UNIVERSITY OF EDUCATION, WINNEBA
COURSE TITTLE: PRINCIPLES AND PRACTICE OF TEACHER EDUCATION
COURSE CODE: EDC232
LECTURER: DR. PAUL KWABENA EFFRIAM
QUESTION: What are integrated pedagogies? How useful are integrated
pedagogies? Discus the following bringing out their usefulness, advantages and
disadvantages: Experiential learning and Guided Discovery Learning.
GROUP 11 MEMBERS
S/N NAME
INDEX NUMBER
1
Philip Otibo
220005446
2
Appiah Daniel Awuku
220005021
3
Bernard Kwabena Essibu
220005162
4
Sandra Duah Boateng
220012083
5
Ebenezer Mensah
220005166
6
Peter Arthur
220005204
7
Emmanuel Akwasi
220005292
8
Wisdom Bitimbila
220005257
1
SIGNATURE
INTEGRATED PEDAGOGIES
Pedagogy refers to the theory and practice of educating and teaching students. It
encompasses not only how knowledge is presented to students, but also the methods
and strategies used to facilitate learning and engagement. Effective pedagogy is
characterized by a focus on learner-centred approaches, such as active learning,
collaboration, and the use of formative assessments to guide instruction. It considers
the diverse needs and backgrounds of students, and ensures that instructional
materials and methods are accessible and inclusive. Pedagogy is often studied in the
fields of education and psychology, and is constantly evolving to meet the changing
needs of learners and society.
Integrated pedagogy refers to an approach to teaching and learning that involves the
integration of different subject areas and teaching methods. This approach looks at
learning as a holistic experience and seeks to create connections between different
knowledge areas and skills. In integrated pedagogy, teachers aim to connect students’
interests, experiences, and knowledge to core curriculum areas, as well as incorporate
different teaching methodologies such as project-based learning, cooperative learning,
inquiry-based learning, and experiential learning. The goal of integrated pedagogy is
to create a more meaningful and engaging learning experience for students and
empower them with the skills and knowledge needed to succeed in the real world.
TYPES OF INTEGRATED PEDAGOGIES
Here are some types of integrated integrated;
1. Project-Based Learning: This approach involves students working on a
project that requires them to apply knowledge and skills from multiple subject
areas. For example, a project on designing a sustainable community might
involve research on environmental science, engineering, urban planning, and
social studies.
2
2. Place-Based Learning: This approach involves incorporating the local
environment and community into the curriculum. For example, a science
lesson might involve studying the local ecosystem, while a social studies
lesson might involve learning about the history and culture of the local
community.
3. STEAM (Science, Technology, Engineering, Arts, and Mathematics)
Education: This approach involves integrating the arts into STEM (Science,
Technology, Engineering, and Mathematics) education in order to foster
creativity and innovation. For example, a lesson on designing a bridge might
involve not only engineering principles, but also artistic design elements.
4. Inquiry-Based Learning: This approach involves students asking questions
and investigating topics in order to develop their own understanding of a
subject. This can involve multiple subject areas, as students explore topics
from different perspectives and angles.
5. Multidisciplinary Learning: This approach involves incorporating multiple
subject areas into a single lesson or unit of study. For example, a lesson on the
human body might involve learning about biology, anatomy, and health.
6. Interdisciplinary Learning: This approach involves integrating multiple
subject areas in a more intentional and structured way, with the goal of
developing a deeper understanding of complex issues. For example, a unit on
climate change might involve studying the science of climate change, the
economics of renewable energy, and the social and political implications of
climate policy.
HOW USEFUL ARE INTEGRATED PEDAGOGIES
Integrated pedagogy, which refers to the use of interdisciplinary and integrated
approaches to teaching and learning, can be very useful in a number of ways.
Firstly, integrated pedagogy can help students make connections between different
subjects and topics, which can help them develop a deeper and more holistic
3
understanding of the world around them. For example, a lesson on the water cycle
could be integrated with a lesson on geography, to help students understand how the
cycle affects the earth’s climate and ecosystems.
Secondly, integrated pedagogy can help students develop important skills such as
critical thinking, problem-solving, collaboration, and communication. By working on
interdisciplinary projects, students are forced to think creatively and to apply
knowledge and skills from different areas to solve complex problems.
USEFULNESS OF INTEGRATED PEDAGOGIES
Integrated pedagogies refer to a teaching approach that combines different disciplines,
domains, and skills to create a more holistic and relevant learning experience for
students. This approach can be beneficial in several ways:
1. Encourages critical thinking: Integrated pedagogies teach students to
connect their learning across different subjects, which promotes critical
thinking and helps them understand how the knowledge they acquire is
interconnected.
2. Provides real-world context: By incorporating real-world issues and
problems into the curriculum, integrated pedagogies make learning more
relevant to students’ lives, and help them develop skills that are applicable in
the real world.
3. Builds collaboration and teamwork: Integrated pedagogies encourage
collaboration and teamwork, which help students develop the ability to work
well with others, and learn from their peers.
4. Enhances creativity: Integrated pedagogies create an environment that fosters
creativity, where students are encouraged to explore different perspectives and
apply their learning to create something new.
ADVANTAGES OF INTEGRATED PEDAGOGIES
4
Integrated pedagogies have several advantages to both teachers and students:
1. Encourages interdisciplinary learning: Integrated pedagogies combine
multiple disciplines, allowing students to learn how different subjects are
interconnected. This helps them develop critical thinking and problem-solving
skills.
2. Promotes active learning: Integrated pedagogies promote active learning,
encouraging students to engage in the learning process, and develop a deeper
understanding of the subject matter.
3. Enhances student achievement: Integrated pedagogies help students make
connections between different subjects, which leads to a better understanding
of the material and improved academic achievement.
4. Encourages lifelong learning: Integrated pedagogies teach students skills that
are applicable in the real world, such as collaboration, creativity, and critical
thinking. These skills are important in all areas of life and can promote
lifelong learning.
5. Provides a more engaging learning experience: Integrated pedagogies
create an environment that is stimulating and relevant to students’ lives. This
enhances their engagement in the learning process and helps them retain
information better.
DISADVANTAGS OF INTEGRATED PEDAGOGIES
Some of the disadvantages of integrated pedagogies:
1. More difficult to design: Integrated pedagogies often require a great deal of
collaboration and communication between teachers of different subject areas,
which can be challenging and time-consuming.
2. Increased workload: Teachers have to create and implement interdisciplinary
lesson plans that meet the standards of multiple subjects. This can lead to an
5
increased workload, particularly for those who are already overburdened with
responsibilities.
3. Limited focus: Some students may not benefit from integrated pedagogies as
they require a more focused and sequential approach to learning. For instance,
students with learning difficulties may find it challenging to learn from such
approaches.
4. Resistance from teachers: Some subject area teachers may resist integrated
pedagogies if it means sharing their subject area with others or challenging
their more traditional teaching methods.
5. Difficult to assess: Integrated pedagogies are often more difficult to assess,
particularly when it comes to testing mastery of specific subject areas. This
may result in students not receiving adequate feedback on their progress.
EXPERIENTIAL LEARNING
Experiential learning is a teaching method that involves actively engaging learners in
practical or real-life experiences, rather than relying solely on traditional classroom
instruction. This approach emphasizes hands-on experience, problem solving, critical
thinking, and reflection. It is often used in fields such as vocational training,
leadership development, and outdoor education, but can be applied to any subject or
discipline.
Some examples of experiential learning activities include:
- Role-playing or simulations
- Field trips or site visits
- Service learning or community service projects
- Group projects or team-building exercises
- Internships or apprenticeships
- Outdoor education or adventure-based learning
6
- Practicums or clinical experiences
- Case studies or problem-solving exercises
ADVANTAGES OF EXPERIENTIAL LEARNING
Experiential learning is a powerful approach to education that emphasizes learning
through direct, hands-on experience. Some of the advantages of experiential learning
include:
1. Active engagement: Experiential learning requires active engagement in the learning process,
which helps learners to better internalize and retain new knowledge and skills.
2. Real-world relevance: Experiential learning is often designed to simulate real-world
situations, which can help learners to develop practical skills and knowledge that can be
applied in their future careers or personal lives.
3. Critical thinking: Experiential learning often requires learners to engage in problem-solving
and critical thinking, which can help to develop their analytical and decision-making skills.
4. Personal development: Experiential learning can also provide learners with opportunities for
personal growth and development, such as increased self-awareness, self-confidence, and
self-efficacy.
5.Collaborative learning: Many experiential learning activities require collaboration and
teamwork, which can help learners to develop their interpersonal and communication skills.
6. Motivation and engagement: Experiential learning can be highly motivating and engaging for
learners, as it allows them to actively participate in the learning process and see the immediate
impact of their efforts.
DISADVANTAGS OF EXPERIENTIAL LEARNING
7
While experiential learning has many advantages, there are also some potential disadvantages to
consider:
1. Time and resource intensive: Experiential learning often requires a significant investment of
time, effort, and resources to plan and implement, which can make it difficult to scale or
apply in certain contexts.
2. Risk of failure: Experiential learning activities can involve some level of risk, such as
physical or emotional risk, and there is always a possibility that learners may not achieve the
desired outcomes.
3. Limited control: Because experiential learning activities involve direct, hands-on experience,
instructors may have limited control over the specific learning outcomes that learners achieve.
4. Limited generalizability: Some experiential learning activities may be highly specific to a
particular context or setting, which can limit their generalizability to other contexts or
situations.
5. Unequal participation: Experiential learning activities may favor learners who are more
outgoing, assertive, or confident, while learners who are more reserved or introverted may be
less likely to participate fully.
6. Difficulty in assessment: It can be challenging to assess the effectiveness of experiential
learning activities, as traditional assessment methods may not fully capture the range of
learning outcomes that learners achieve through direct experience.
GUIDED DISCOVERY LEARNING
Guided discovery learning is a teaching method where the teacher facilitates the learning
process by providing learners with a problem or task to solve, and guiding them to find
solutions through questions, prompts, and examples. The learners actively engage in the
learning process by exploring ideas, making connections, and constructing their own
understanding. This approach emphasizes critical thinking, problem-solving, and self-directed
learning. The teacher’s role is to act as a guide or coach, rather than a lecturer, and to facilitate
learners’ exploration and discovery of new ideas and concepts. Guided discovery learning is
often used in science, math, and social studies classes, but can be used in any subject. It is
considered an effective teaching method for promoting active engagement and deeper learning.
8
ADVANTAGES OF GUIDED DISCOVERY LEARNING
Some of the advantages of guided discovery learning include:
1. Active engagement: Guided discovery learning requires active engagement in the learning
process, which can help students to better internalize and retain new knowledge and skills.
2. Increased motivation: By allowing students to explore concepts or solve problems on their
own, guided discovery learning can increase student motivation and interest in the subject
matter.
3. Improved problem-solving skills: Guided discovery learning can help students to develop
their problem-solving skills by allowing them to experiment, make mistakes, and learn from
their experiences.
4. Enhanced critical thinking: Guided discovery learning can also enhance critical thinking
skills by encouraging students to ask questions, analyse information, and draw conclusions
based on their own observations and experiences.
5. Increased independence: Guided discovery learning can help to foster independence and
self-reliance in students, as they learn to take ownership of their own learning and develop
their own strategies for solving problems.
7. Personalized learning: Guided discovery learning can be personalized to individual students’
needs and interests, allowing them to learn at their own pace and explore topics that are of
particular interest to them.
DISADVANTAGS OF GUIDED DISCOVERY LEARNING
While guided discovery learning has many potential advantages, there are also some potential
disadvantages to consider:
9
1. Limited control: Because guided discovery learning involves giving students more control
over the learning process, instructors may have limited control over the specific learning
outcomes that students achieve.
2. Risk of confusion: Students may become confused or frustrated if they are not provided with
clear guidance or support during the discovery process, which can lead to a decrease in
motivation and engagement.
3. Time-intensive: Guided discovery learning can be time-intensive, as students may need
more time to explore and experiment than they would in a more traditional lecture-based
format.
4. Limited scope: Guided discovery learning may be more effective for certain types of
learning outcomes or subjects than others, and may not be suitable for all learners or
learning contexts.
5. Difficulty in assessment: It can be challenging to assess the effectiveness of guided
discovery learning, as traditional assessment methods may not fully capture the range of
learning outcomes that students achieve through this approach.
10
REFERENCES :
Darling-Hammond, L. (2017). Teacher education around the world: What
can we learn from international practice?. European Journal of Teacher
Education, 40(3), 291-309.
1. 2. Fink, L. D. (2013). Creating significant learning experiences: An
integrated approach to designing college courses. Jossey-Bass.
2. Gee, J. P. (2004). Situated language and learning: A critique of
traditional schooling. Routledge.
3. Hmelo-Silver, C. E. (2004). Problem-based learning: What and
how do students learn?. Educational Psychology Review, 16(3),
235-266.
4. Jenkins, H., Clinton, K., Purushotma, R., Robison, A. J., & Weigel,
M. (2009). Confronting the challenges of participatory culture:
Media education for the 21st century. MIT Press.
5. Kolb, D. A. (2014). Experiential learning: Experience as the source
of learning and development. FT press.
6. Kuhn, D. (2005). Education for thinking. Harvard University Press.
7. Pellegrino, J. W., Chudowsky, N., & Glaser, R. (2001). Knowing
what students know: The science and design of educational
assessment. National Academy Press.
11
8. Perkins, D. N. (2009). Making learning whole: How seven
principles of teaching can transform education. Jossey-Bass.
9. Vygotsky, L. S. (1978). Mind in society: The development of
higher psychological processes. Harvard University Press.
12