this was presented by the scholar in PhD class to prof. Dr. Samina Malik

1. Integrative learning and appraisal
by
Ijaz Ahmad
PhD Student
to
Prof. Dr. Samina Malik
DEPARTMENT OF EDUCATION
INTERNATIONAL ISLAMIC UNIVERSITY ISLAMABAD

2. Introduction
 derived from Latin word “Integratus ” meaning “to make whole”
or “to put things together” i.e.
The lesson and real life situation
 The lesson and a lesson from other subjects
The lesson and meaningful activities
Integrative learning is the process of making connections among
concepts and experiences so that information and skills can be
applied to new and complex issues or challenges

3. It paves the way to connecting what is learned in school to
real life world rather than isolated facts and information

4. Integrated learning in 21st century
In the 21st century integrated learning usually refers to a
pedagogical design that integrates a rich set of teaching,
learning and technological components. In particular:
 Integration of different pedagogical strategies, including
individual, group and class work
 Integration of direct teaching, presential learning
activities and distance work
 Use of different technologies
 Integration of theoretical and practical (e.g. workplace
knowledge)

5. Principles of Integrated Learning
Kline (1988) bases his model of principles of Integrated Learning on three
principles
• Input
• Synthesis
• Output
Input
Provides for insuring that the scope of
the subject is addressed first, and then
allows the details to fall into place later

6. Output
Output is open ended, or not limited
to just one "right" answer
The expectation is that the student
will apply experiences to the
learning set and will perform
beyond that of expectations
Synthesis
Synthesis happens when a student is
allowed to compare new input with
past experience
Cont.

7. Stages of integrated learning
 Three stages
 Should be presented sequentially in a
structured classroom (Lozanov, n.d)
 Decoding
 Concert
 Activations

8. Decoding
Includes lectures, discussions and
research or inquiry learning

9. Concert
Concert is the presentation of lessons in
the form of a story or dialog with a
background of music

10. Activations
Activations are performances:
Performance or project based learning
allow students to display what they have
learned in a format that is unique to them
and therefore makes sense to them.

11. Pedagogy

12. Curriculum
There are three types of integrative
curriculum
 Interdisciplinary
 Multidisciplinary
 Transdisciplinary Integration
When teachers integrate the sub disciplines within a subject area, they are using an
interdisciplinary approach
Integrating reading, writing, and oral communication in language arts is a common example
Interdisciplinary

13. In a multidisciplinary approach, two or more subject
areas are organized around the same theme or topic.
In elementary school, this often occurs when
learning centers are utilized.
Multidisciplinary
Transdisciplinary Integration
In the transdisciplinary approach teachers organize curriculum
around student questions and concerns
Two routes lead to transdisciplinary integration: project-based
learning and negotiating the curriculum

14. Potential Challenges to Integrative Learning
The role of faculty
The everlasting issues of comfort
with this mode of learning, time,
and the reward system

15. Potential Challenges to Integrative
Learning for Faculty and Staff
Communicating with “the other.”
Increasing everyone’s
knowledge about others in the
college or university community
who focus on a different
component of learning

16. Potential Challenges to Integrative
Learning
Involving large numbers of students
Keeping track of who does what
Involving transfer students

17. Assessment of integrative learning
Although it is difficult to directly
assess students' integrative work
But can be asses on the basis of their
tasks completion
Different assessment approaches are Reflective
Portfolio
Case study, presentation, role playing, integrated
learning outcome rubric etc.

18. Reflective Portfolio
A Reflective Portfolio is a set of
writings that summaries the insights and
experiences a student has gained from
practical assignments. It is used to assess
the student's engagement with their
fieldwork, and their ability to use
theoretical knowledge in an applied
setting

19.  Samples of Work
 Journal Entries
 Critical Incidents Reports
 Evidence of Achievement
 Personal Statement
What Does a Reflective Portfolio Normally Contain?

20.  Be critical
 Be comprehensive
 Don’t be afraid to reveal your weaknesses
 Devise a plan for development
How to Write a Good Reflective Portfolio

21. Presentation is the process of showing
and explaining the content of a topic to
an audience or a group of audiences
It is often used to assess student learning
in individual or group research projects
Presentation

22. How to design a good
Presentation Assessment?
1.Ensure the students know what the primary objective of the
presentation assessment is
2.Tell them how long the presentation will be, and let them know if
there is time for Q&A
3.Let students know the assessment criteria and marking scheme, the
students should also be aware of who is going to assess them
– tutor, peers and/or self? And if peers or themselves are going to
assess, would the weightings be the same as the tutor's assessment?
4. Prepare a structured marking sheet for all assessors

23. Marking Rubrics
There are many different grading criteria standards,
to design the best grading standards for presentation
assessment, one must keep in mind the learning
outcomes of the assessment.
relevant and useful; knowledgeable;
involved the audience; well organized; well
prepared; easy to understand; confident
these are factors that determine a good
presentation.

24. A common presentation grading standard is shown below
MARKING RUBRICS Excellent Proficient Average Poor
Content:
Relates to topic, detailed,
and accurate
All content directly
related to the topic.
Opinions were always
supported by fact if
possible.
Content directly
related to the topic.
Almost all opinions
were supported by
facts.
Demonstrated Basic
understanding of the
topic. Many opinions
were not supported by
facts.
Few facts related to the
topic. Most Information
was opinion.
Knowledge:
Demonstrate knowledge of
subject
Showed a thorough
knowledge of the topic.
Able to use assessor
questions to further
demonstrate
understanding of the
topic.
Appeared to be an
expert on the subject
being presented
Showed a working
knowledge of the topic.
Able to satisfactorily
answer assessor
questions and provided
additional information
upon request.
Showed basic
knowledge of the topic.
Able to address assessor
questions by repeating
parts of the
presentation did not
provide any additional
information.
Showed little or no
knowledge of the topic.
Unable to answer
assessor questions or
comment further on
any part of the
presentation.

25. Posture/Eye
Contact/Mannerism:
Appropriate posture and effective
eye contact
Stood upright and appeared
confident throughout.
Avoided rocking, shifting,
and other nervous behavior.
Made eye contact
throughout the assessors.
Posture was good for most
of the presentation.
Made eye contact
numerous times during
presentation. Did not rely
too heavily on notes or
visual aids.
Sometimes
rocked, shifted, or appeared
uncomfortable. Made
occasional eye contact with
one or two audience
members. Did not rely too
heavily on notes or visual
aids
Posture was poor. Slouched,
shifted from foot to foot, and
appeared very
uncomfortable. Made almost
no eye contact with the
audience. Looked down at
notes or visual aids.
Enthusiasm:
Energetic, confident, not frenetic
Appeared enthusiastic and
confident at all times.
Moderated level of
excitement to hold
audience's attention.
Appeared enthusiastic and
confident at all times. May
have appeared overly
enthusiastic at times. Held
audience interest for most of
the time.
Showed some confidence and
little excitement about the
topic. Attempted to modify
behavior to engage audience
on one or more occasions.
Lost attention of some
audience members.
Showed little or no
enthusiasm about the topic.
Nervous. Did not moderate
level of excitement in
response to audience
reaction. Lost audience
interest.
Audience:
Engage and interact with
audience
Moderated speaking style
based on audience feedback.
Calmly and eloquently
addressed audience
questions and comments.
Engaged
audience for the duration of
the presentation.
Adjusted volume, pace, and
enthusiasm several times.
Answered audience
questions and addressed
comments. Presenter
adjusted enthusiasm or pace
to hold audience attention.
Spoke more loudly when
requested by audience
members.
Presenter was clearly
uncomfortable. Presenter
attempted to adjust
enthusiasm or pace to hold
audience attention.
Did not adjust speaking style
based on audience reaction.
Could not answer audience
questions. Presenter made
no visible effort to hold
audience interest.

26. Integrative Learning Outcome Rubric
We can also used Association of American colleges and
Universities (AAC&U)’s value rubric to assess
integrated learning out come

27. Learning Outcome
Below
Benchmark
(0 Points)
Benchmark 1
(1 Point)
Benchmark 2
(2 Points)
Benchmark 3
(3 Points)
Capstone
(4 Points)
LO #1 - Connections to
Experience
Student connects
relevant experiences
and academic
knowledge.
Makes no
connections to
relevant
experiences or
academic
knowledge.
Identifies connections
between life
experiences and
content presented in
the academic setting
(course, texts, etc.)
that are perceived as
similar and related to
own interests.
Compares life experiences
and academic knowledge,
to infer differences as well
as similarities, and
acknowledge perspectives
other than own.
Selects and develops
examples of life
experiences, drawn from a
variety of contexts (e.g.,
family life,
artistic participation, civic
involvement, work
experience), that connect
two or more fields of study.
Synthesizes connections
among experiences
outside of the formal
classroom (including life
experiences and academic
experiences such as
internships and travel
abroad) to understand
fields of study and to
broaden own points of
view.
LO #2 - Connections to
Discipline
Student makes
connections across
disciplines and
perspectives.
Makes no
connections across
disciplines or
perspectives, or
confines analysis to
one discipline.
Identifies varied
approaches to issues,
problems, or
questions;
Begins to see
relationships between
more than one field of
study or perspective;
Presents examples,
facts, or theories from
one other field of
study or perspective,
but without
Demonstrates an ability
to draw on more than
one discipline to address
or gain insight on a
particular problem, issue,
or question;
Intentionally utilizes
multiple perspectives in
forming responses;
Attempts to connect
examples, facts, or
theories from more than
one field of study or
perspective.
Demonstrates an ability to
effectively connect
examples, facts, or theories
from multiple fields of study
or perspectives to address a
particular issue, problem, or
question;
Develops a position which
utilizes multiple
perspectives and disciplines;
Creatively incorporates
evidence from multiple
disciplines/fields.
Demonstrates holistic,
interdisciplinary
understanding of a
particular issue, problem,
or question.
Creatively draws and
supports conclusions by
intentionally combining
examples, facts or theories
from multiple fields of
study or perspective.
Interprets and explains the
conclusions using

28. Learning Outcome
Below
Benchmark
(0 Points)
Benchmark 1
(1 Point)
Benchmark 2
(2 Points)
Benchmark 3
(3 Points)
Capstone
(4 Points)
LO #3 - Transfer
Student adapts and applies
skills, knowledge, or
methodologies gained in one
academic or experiential
context to a new academic or
experiential context.
Does not use, adapt
or apply skills,
knowledge, or
methodologies gained in
one academic or
experiential context to a
new context.
Uses skills, knowledge, or
methodologies gained in one
academic or experiential
context in a new context in a
basic or non-explicit way.
Intentionally uses skills,
knowledge, or methodologies
gained in one academic or
experiential context in a new
context to convey knowledge, or
explain problems or issues.
Intentionally adapts and applies
skills, knowledge, or methodologies
gained in one academic or
experiential context to a new
context to solve problems or
address complex issues with
sufficient support.
Creatively adapts and applies
skills, knowledge, or
methodologies from one
academic or experiential context
to a new context to solve difficult
problems or explore complex
issues in original ways.
LO #4 - Integrated
Communication
Student demonstrates ability
to utilize appropriate
communication forms.
Does not use
communication forms
appropriate to the
assignment.
Fulfills the assignment(s) (i.e.
to produce an essay, a
poster, a video, a PowerPoint
presentation, etc.) using an
appropriate communication
form.
Fulfills the assignment(s) by
choosing a format, language, or
graph (or other visual
representation) that connects in
a basic way what is being
communicated (content) with
how it is said (form).
Fulfills the assignment(s) by
choosing a format, language, or
graph (or other visual
representation) to explicitly
connect content and form,
demonstrating an awareness of
purpose and audience.
Fulfills the assignment(s) by
choosing a format, language, or
graph (or other visual
representation) in ways that
enhance meaning, making clear
the interdependence of language
and meaning, thought, and
expression.
LO #5 - Reflection and Self-
Assessment
Student demonstrates a
developing sense of self as
learner and/or of changes in
own viewpoint, values, and
understanding.
Does not identify own
viewpoint, values, or
understanding.
Can identify own viewpoints,
values, or understanding.
Realizes how own viewpoint and
values are formed (impact of
own personal history,
experiences, and interactions
with others).
Evaluates changes in own learning
over time, recognizing complex
contextual factors (e.g., works with
ambiguity and risk, deals with
frustration, considers ethical
frameworks).
Envisions a future self, and
possibly makes plans that build
on past experiences that have
occurred across multiple and
diverse contexts.
Able to reflect on how own
viewpoints, values or
understanding have changed (i.e.:
acknowledges the contributions
of others, need for diverse
viewpoints and approaches for
solving complex problems).

29. 1
4
Rubric Scoring Sheet Example
Note that this sheet address Learning
Outcome 1 (Connections to
Experiences) and Learning Outcome 2
(Connections Across Disciplines). The
best work sample is from student B25

30. Despite the advocacy of integrated learning, many of the claims made for it
remain largely untested. As yet there is not clear evidence about the impact of
integrated learning nor about the best ways to achieve it.
There have been few studies of integrated learning.
There is a need for some programmatic research around the concept of
integrated learning. It is important to ask and to seek responses to questions such
as those below.
• What factors promote integrated learning?
• What factors limit it?
What curriculum designs promote integrated learning?
• What is the perceived relevance of integrated learning for students?
• What is the effect of integrated assessment on integrated learning?
Conclusion

31. Thank you
&
?