3. • One principle of learning that should guide teaching
in the 21st century emphasized by Linda Darling-
Hammond (2008) and colleagues is that "students
come to the classroom with prior understandings
and experiences and to promote student learning,
teachers must address and build upon this prior
knowledge."
CONSTRUCTIVIST APPROACH
4. • Believes that knowledge is
constructed by the learner itself.
• Believes that knowledge cannot be
passed from person to another.
CONSTRUCTIVIST APPROACH
5. • Constructivists view learning as an active
process that results from self-constructed
meanings.
• A meaningful connection is established
between prior knowledge and the present
learning activity.
CONSTRUCTIVIST APPROACH
6. • 1. Teaching is not considered as merely
transmitting knowledge and information
such as facts, concepts and principles but
rather as providing students with relevant
experiences from which they can construct
their own meaning.
INSTRUCTIONAL CHARACTERISTICS
7. • 2. Constructivism is anchored on the
assumption that "the absorption or
assimilation of knowledge is somewhat
personal and therefore no two learners can
build up the same meaning out of one
situation."
INSTRUCTIONAL CHARACTERISTICS
8. • 3. The teacher's role is to facilitate
learning by providing opportunities for
a stimulating dialogue so that
meanings could evolve and be
constructed.
INSTRUCTIONAL CHARACTERISTICS
9. • 4. The instructional materials include
learning activities and events rather
than fixed documents (laws,
principles) that almost always are
learned unquestioned and simply
recalled.
INSTRUCTIONAL CHARACTERISTICS
10. • 5. Lessons are activity-centered in
order for them to experience or
gain personal knowledge through
active involvement.
INSTRUCTIONAL CHARACTERISTICS
11. • Since this approach emphasizes that
learning is influenced by past
experiences, here are some
suggestions on how the students can
acquire meanings:
CONSTRUCTIVIST APPROACH
12. • 1. In introducing a lesson, find
connection with the previous one
through a review or recount of
observations done on a past learning
activity.
CONSTRUCTIVIST APPROACH
13. • 2. Inquiry teaching suits the
constructivists. The teacher poses
a problem, asks questions and
facilitates free probe into a
particular subject.
CONSTRUCTIVIST APPROACH
14. • 3. Reflection is an important
activity wherein the learner
recaptures an experience, thinks
about it and evaluates it.
CONSTRUCTIVIST APPROACH
15. • 4. Plan learning activities that will
develop critical thinking skills,
creativity and innovativeness such as
performing own experiments and in-
depth investigations.
CONSTRUCTIVIST APPROACH
16. • 5. Since construction and
reconstruction of meanings is an
active and uniquely individual process,
students must be encouraged to work
independently.
CONSTRUCTIVIST APPROACH
17. •1. Encourage students to take their own
initiative in undertaking a learning activity.
•2. Respect and accept the student's own ideas.
•3. Ask the students to recall past experiences,
analyze and see a connection with the new
learning event.
GUIDELINES FOR ITS EFFECTIVE USE
19. • It is one in which learners learn by
doing in learner-centered
environment in the learner-
interest contexts.
INTEGRATED APPROACH
20. • The integrated approach is
intradisciplinary, interdisciplinary, and
transdisciplinary.
• In an integrated approach, there are no
walls that clearly separate one subject from
the rest.
INTEGRATED APPROACH
21. • An intradisciplinary approach is observed
when teacher integrate the subdisciplines
within a subject area.
• Integrating listening, reading, writing,
speaking and viewing in language arts is a
common example.
INTEGRATED APPROACH
22. •Involves drawing appropriately from several
disciplines (or separate branches of learning or
fields of expertise) to redefine problems
outside of normal boundaries and reach
solutions based on a new understanding of
complex situations.
INTEGRATED APPROACH
24. • In the transdisciplinary approach to
integration, teachers organize curriculum
around students' questions and concerns.
• Students develop life skills as they apply
interdisciplinary and disciplinary skills in a
real-life context.
INTEGRATED APPROACH
25. • Problem-based Learning (PBL) is a concrete
example of transdisciplinary teaching.
• It is the learning that results from the process
of working toward the understanding of the
resolution of a problem.
INTEGRATED APPROACH
26. • 1. Teachers and students select a topic of study based
on student interests, curriculum standards, and local
resources.
• 2. The teacher finds out what the students already know
and helps them generate questions to explore.
• 3. Students share their work with others in a culminating
activity.
PLANNING PROJECT-BASED CURRICULUM
INVOLVES THREE STEPS:
