Termatic Approach

Definition
Education.com defines a thematic approach as a "teaching approach that organizes subject matter around unifying themes." Each subject area is brought together under the banner of a certain topic. The topic is then studied from the perspectives of reading, writing, math, science and other subject areas.

Quotation
Shoemaker (1989) states that a crosscurriculum education is one that is set up so that classroom subjects overlap with one another, the method attempts to bring together numerous aspects of the curriculum into various lessons to reflect the real world' such that students can use knowledge learned in one context as a knowledge base in other contexts (Collins, Brown, & Newman, 1989).

Concept
Shanahan (1995) agrees with this definition, he states that thematic teaching is a method of organizing teaching around themes or topics making it possible to integrate instruction across core areas...Thematic units are designed to encourage students to delve deep into topics developing both an awareness and understanding of existing connections across ideas.

Characteristics
Auditory learners remember by talking out loud, like to have things explained orally and may have trouble with written instructions. Auditory learners may talk to themselves when learning something new. Visual learners easily remember visual details and prefer to see what they are learning. They prefer to write down instructions and may have trouble following lectures. This type of learner enjoys art and drawing; reads maps, charts and diagrams well; fascinated with machines and inventions; plays with lego; likes mazes and puzzles. Kinesthetic learners prefer activities that allow them to do what they are learning about. Tactile learners like to touch things in order to learn about them and like to move around when talking or listening. Shows you rather than tells you.

Importance in teaching and learning process

Through the use of thematic and cross curricular teaching, classroom teachers are able to cater for these three distinct groups of learners and, therefore, create an atmosphere in which each group remains interested in the lesson thus combating any boredom and increasing the pupils' potential for learning. increases pupils' motivation for learning and their level of engagement because they can see the value of what they are being taught and become more actively engaged in the lesson as opposed to the isolated skill learning that other methods offer.

 Thaiss (1986), Krogh (1990) and Jacobs (1989) all write that children that are able to use investigatory skills to explore what they are learning, and interact with other members of their learning community, whether that's other pupils, teachers or classroom assistants, actually learn more than those children that are not encouraged to ask questions and share opinions with other learners. Vygotsky (1962) pointed out that children who have different skills, learn from each other. This is because through the encouragement of investigation, questioning and working together, pupils are given the opportunity to see tasks from the point of view of others.