This document outlines several features of constructivist teaching approaches. Constructivism is based on the idea that learning occurs through active involvement in meaning-making rather than passive receipt of information. Key characteristics include using authentic real-world activities and assessments, incorporating multiple perspectives, emphasizing conceptual interrelatedness across disciplines, promoting self-directed learning, and viewing errors as opportunities to improve understanding. The document also discusses interactive, collaborative, integrative, and inquiry-based teaching methods and the teacher's role in facilitating these approaches.

2. Features of Constructivist Teaching
- Based on the belief that learning
occurs when learners are actively
involved in a process of meaning and
knowledge construction as opposed to
passively receiving information.
- Learners are makers of meaning and
knowledge.

3. Characteristics of constructivist
teaching:
1. Authentic activities and real-world
environments
- Learning situations, environments,
skills, content and tasks are relevant,
realistic, authentic and represent the
natural complexities of the “real
world”.

4. - Primary sources of data are used in
order to ensure authenticity and real-
world complexity.
- Assessment is authentic and
interwoven with teaching.
- Learners are provided with the
opportunity for apprenticeship learning
in which there is an increasing
complexity of tasks, skills and
knowledge acquisition.

5. 2. Multiple Perspectives
- Learning environment “should support
multiple perspectives or interpretations
of reality, knowledge construction, and
context-rich, experience-based
activities” (Jonasen, 1995)
- Activities, opportunities, tools and
environments are provided to encourage
metacognition, self-analysis, regulation,
eeflection.

6. 3. Wholistic, integrative
- Knowledge complexity is reflected in
an emphasis on conceptual
interrelatedness and interdisciplinary
learning.

7. 4. Self-directed Learners
- The student plays a central role in
mediating and controlling learning.
- Goals and objectives are derived by
the student or in negotiation with the
teacher or system.
- Exploration is a favored approach.
- Scaffolding is facilitated to help
students perform just beyond the limits
of their ability.

8. 5. Meaningful Learning
- Knowledge construction and not
reproduction is emphasized.
- The learners’ previous knowledge
constructions, beliefs and attitudes re
considered in the knowledge
construction process.
- Errors provide the opportunity for
insight into students’ previous
knowledge construction.

10. Interactive Teaching
- Learner-Teacher interaction
- Learner-Learner interaction
- Learner-Learning Material interaction

11. Why do we promote interactive
teaching?
1. Learning is an active process.
2. Learning is also a social process.
3. Every student can serve as a
resource person.

12. Teacher’s task in interactive
teaching-learning:
Teacher:
- must ask specific, non-intimidating
feedback questions and HOTS questions.
- must make focus on interaction clear.
- must create the climate favorable for
genuine interaction.
- must do less talk so students talk more.

13. Collaborative Teaching
- Interaction is the beginning of
collaboration.
“Coming together is the beginning;
keeping together is progress; working
together is success,” says Henry Ford.
- Collaboration goes beyond interaction.
- It is peer-to-peer learning.

14. - In collaborative learning, each one is
his “brother’s/sister’s keeper”.
- It takes on many forms:
a) Twinning or partnering or forming
dyad (collaboration of two)
b) Triad
c) tetrad (the musical quartet)
d) Small group (beyond four but less
than ten)

15. Teacher’s Tasks in collaborative
Learning:
Teacher must:
- begin with the conviction that every
student can share something in the
attainment of a goal.
- structure tasks in such a way that the
group goal cannot be realized without
the members collaborating.

16. - make the goal clear to all.
- ensure that guidelines on procedures
are clear especially on how their
performance is assessed.
- must make clear that at the end of
the activity, they have to reflect
together.

17. Integrative Teaching and learning
a) Interdisciplinary Teaching
- Putting together separate disciplines
to make a whole.
- This affirms the “boundarylessness”
of disciplines.

18. b) Transdisciplinary Teaching
- Connecting lifeless subject matter to life
itself.
- Making subject matter gets connected to
real life.
- How can teachers connect subject matter
to life?
a) Depart from teaching content for test
purposes only.
b) Reach the application phase of lesson
development.

19. c) Three-level Teaching
- Integration of knowledge, skills and
values.

20. Teacher’s Tasks in Integrative Teaching:
1. To do integrative teaching, a teacher
needs a broad background for him/her
to see readily the entry points for
interdisciplinary integration.
2. To do integrative by transdisciplinary
and 3-level teaching mode, a teacher
must be able to connect subject matter
to values and to life as a whole.

21. 3. To be able to integrate MI and LS,
the teacher must be familiar with MIs
and LSs and must have a reservoir of
teaching activities to be able to cater
to students with diverse MIs and LSs.

22. Inquiry-based Teaching
- Teaching that is focused on inquiry or
question.
- It espouses investigation ,
exploration, search, quest, research,
pursuit and study.

23. Teacher’s Tasks in Inquiry-based Teaching-
Learning
Teachers are responsible for:
1. starting student dialog;
2. promoting student dialog;
3. transitioning between small groups and
classroom discussions;
4. intervening to clear misconceptions or
develop students’ understanding of
content material; and
5. modelling scientific procedures and
attitudes.

24. Inquiry-based Learning Activities:
- Creating questions of their own
- Obtaining supporting evidence to
answer the question(s)
- Explaining the evidence collected
-Connecting the explanation to the
knowledge obtained from the
investigation process.

25. Inquiry-based learning covers a range
of activities to learning and teaching,
Including:
•Field-work
•Case studies
•Investigations
•Individual and group projects
•Research project

26. Thank You!!!