1. National Training of Trainers
for Grade 11 Teachers
National
Educators
Academy of the
Philippines
2. National Training of Trainers
for Grade 11 Teachers
National
Educators
Academy of the
Philippines
K to 12
Pedagogies
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for Grade 11 Teachers
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• Discuss the principles of
constructivism
• Identify the pedagogical approaches,
methods and strategies that adhere
to constructivism
• Suggest constructivist approaches,
methods, or strategies which are
congruent with the SHS content and
performance standards
OBJECTIVES
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for Grade 11 Teachers
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• ‘Any conscious activity by one
person designed to enhance
learning in another” (Watkins
and Mortimer, 1999).
• study of methods and activities
of teaching (Cambridge
Dictionary).
PEDAGOGY
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for Grade 11 Teachers
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Act Enhancing the Philippine Basic
Education System by
Strengthening its Curriculum and
Increasing the Number of Years
for Basic Education, Appropriating
Funds Therefor and Increasing
the Number and for Other
Purposes
REPUBLIC ACT NO. 10533
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for Grade 11 Teachers
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SEC. 5. Curriculum Development
The DepED shall adhere to the following
standards and principles in developing the
enhanced basic education curriculum:
(e) The curriculum shall use pedagogical
approaches that are constructivist,
inquiry-based, reflective, collaborative
and integrative
REPUBLIC ACT NO. 10533
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for Grade 11 Teachers
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• Theoretical principles of
CONSTRUCTIVISM
• Practice of Instructional Design
• Practice of Teaching
Challenge – CLEAR LINK
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for Grade 11 Teachers
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• Student centered
• Consideration for HOT tasks
• Skills are treated in isolation
• Students learn how to learn
• Collaboration is not evident
• Focus is on the teacher
• Background knowledge taken in consideration
as well as new knowledge
• Interdisciplinary exploration is considered
C or NC?
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for Grade 11 Teachers
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TRADITIONAL
CONSTRUCTIVISM
Curriculum begins with the
part of the whole
emphasizing basic skills
Curriculum emphasizes big
concepts beginning with the
whole and expanding to
include the parts
Strict adherence to fixed
curriculum is highly valued
Pursuits of students’
question and interest is
valued (Inquiry-based)
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for Grade 11 Teachers
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TRADITIONAL
CONSTRUCTIVISM
Learning is based on
repetition
Learning is interactive
Teacher’s role is
directive, rooted in
authority
Teacher’s role is
interactive, rooted in
negotiation
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for Grade 11 Teachers
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TRADITIONAL
CONSTRUCTIVISM
Students work
primarily alone
Students work
primarily in groups
(Collaborative)
Textbooks and
workbooks primarily
used
Manipulative
materials are
primary sources
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for Grade 11 Teachers
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TRADITIONAL
CONSTRUCTIVISM
Assessment- Testing
(Correct answer)
Assessment- observation,
peer evaluation, and testing
The teacher is superior and
is referred as authority or
master
Teachers serve as guides to
the students to challenge
them to think harder by
considering new ideas
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for Grade 11 Teachers
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• J
• J
• V
• B
PROPONENTS
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for Grade 11 Teachers
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Cognitive Learning Theory
Piaget firmly believes that CHILDREN:
• think very differently than adults
• are active learners but need to be guided
properly
• Construct new knowledge as they move
through different cognitive stages
Jean Piaget
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for Grade 11 Teachers
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• Learning should engage and expand the
experiences of learners
• Education is a social process
• Schools should be viewed as an extension
of society and students should play an
active role in it, working cooperatively with
each other
• Students learn by doing and should be
allowed to construct, create, and actively
inquire
John Dewey
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for Grade 11 Teachers
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• Social Cognition – learning took place within the
context of a child’s social development and
culture
• Scaffolding – Discovering the level of each child’s
cognitive/ social development, and build or
construct their learning experiences from that
point
• Schemata – an organized way of creating or
providing a cognitive mental framework for
understanding and remembering information
Lev Vygotsky
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for Grade 11 Teachers
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• Learn through discovery
• New ideas are based on current or past
knowledge
• Instruction based on Cognition
Jerome Bruner
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for Grade 11 Teachers
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The main activity in a constructivist
classroom is solving problems. Students
use inquiry methods to ask questions,
investigate a topic, and use a variety of
resources to find solutions and answers. As
students explore the topic, they draw
conclusions, and, as exploration continues,
they revisit those conclusions. Exploration
of questions leads to more questions.
INQUIRY-BASED
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for Grade 11 Teachers
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• Students control their own learning process,
and they lead the way by reflecting on their
experiences. This process makes them experts
of their own learning. The teacher helps
create situations where the students feel safe
questioning and reflecting on their own
processes, either privately or in group
discussions. The teacher should also create
activities that lead the student to reflect on
his or her prior knowledge and experiences.
Talking about what was learned and how it
was learned is really important.
REFLECTIVE
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for Grade 11 Teachers
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• The constructivist classroom relies heavily on
collaboration among students. There are
many reasons why collaboration contributes
to learning. The main reason it is used so
much in constructivism is that students learn
about learning not only from themselves, but
also from their peers. When students review
and reflect on their learning processes
together, they can pick up strategies and
methods from one another.
COLLABORATIVE
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for Grade 11 Teachers
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• Integrative learning is linked to the classical
tradition of educating the "whole" person:
encouraging "breadth of outlook, a capacity to
see connections and hence an ability to make
fundamental decisions and judgments"
(Rothblatt 1993:28).
INTEGRATIVE
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for Grade 11 Teachers
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• Integrative learning requires the teaching of
intentional learning (taking a deliberative and
reflexive stance towards knowledge
acquisition): taking into account different
dimensions of a problem, seeing it from
different perspectives, and making conceptual
links among the dimensions and perspectives .
INTEGRATIVE
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for Grade 11 Teachers
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• Integrative learning leads students to synthesize
learning from a wide array of sources, learn from
experience, and make significant and productive
connections between theory and practice. This
approach to teaching and learning is necessary in
today's world where technology and globalization
transform knowledge practices in all disciplines
and professions: disciplines are now less bounded,
with new areas of scientific knowledge emerging
on the borders of old ones, and with a significant
exchange of concepts, methods, and subject
matter between the humanities, the social
sciences, and the arts.
INTEGRATIVE
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for Grade 11 Teachers
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SPECIFIC
CONSTRUCTIVIST
APPROACHES
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for Grade 11 Teachers
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• A learning approach in which the
educator uses strategically
placed
prompts, cues, questions, direct
explanations, and modeling
to guide student thinking and
facilitate an increased
responsibility for the completion
Guided Instruction
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for Grade 11 Teachers
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• An educational approach associated with problem-
based learning in which the student learns through
investigating issues or scenarios (Hakverdi-Can &
Sonmez, 2012). In this approach, students pose
and answer questions individually and/or
collaboratively in order to draw conclusions
regarding the specific issues or scenarios
(Hakverdi-Can & Sonmez, 2012). Effective essential
questions include student thought and research,
connect to student's reality and can be solved in
different ways (Crane, 2009). There are no incorrect
answers to essential questions, rather answers
reveal student understanding (Crane, 2009).
Inquiry-Based Learning
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• An educational approach associated with
problem-based learning in which the
educator introduces an ‘anchor’ or theme
in which students will be able to explore
(Kariuki & Duran, 2004). The ‘anchor’ acts
as a focal point for the entire task, allowing
students to identify, define, and explore
problems while exploring the topic from a
variety of different perspectives (Kariuki &
Duran, 2004).
Anchored Instruction
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for Grade 11 Teachers
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• A structured educational approach which
consists of large and small group
discussions (Schmidt & Loyens, 2007).
Problem-based learning begins with an
educator presenting a series of carefully
constructed problems or issues to small
groups of students (Schmidt & Loyens,
2007). The problems or issues typically
pertain to phenomena or events to which
students possess limited prior knowledge
(Schmidt & Loyens, 2007).
Problem-Based Learning
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“As long as there were people
asking each other questions,
we have had constructivist
classrooms. Constructivism, the
study of learning is about how
we all make sense of the world.
-Jacqueline
Brooks
QUOTE
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for Grade 11 Teachers
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Learning Pyramid*
* National Training Laboratories for Applied Behavioral Sciences, Alexandria, VA.
