This presentation covers new perspectives in using books in the classroom. The utility of books are integrated with pedagogical practices such as essential questions, inquiry-based approach, authentic-based tasks, and learner-centeredness
HALLMARKS OF VIBAL
Carlo Magno, PhD.
Contemporary Perspectives in
The Learner is a processor of information
Learning is active and constructive
Learning is cumulative
Learning is self-regulated
Learning is goal-oriented
Learning is situated in social/cultural
Learning is individually…
Builds higher order
Provides real life
Opportunity for self-
Why do we ask questions at the
beginning of the lesson?
Establishes the relevance of the content
Provides expository exercises and challenges
to enhance critical thinking
Focuses on what needs to be learned
What provocative questions will foster inquiry,
understanding, and transfer of learning?
What are Newton’s Law of Motion?
How does friction affect motion?
Why do objects move in circles?
Why do people find art and architecture, which
incorporate the golden ratio, visually appealing?
Why is factoring important in graphing polynomial
What is an analytic proof? How does it differ from
the usual geometric proof?
Paano nakakatulong ang mga pinagkukunang
yaman ng Pilipinas sa pagkamit ng pambansang
Ano ang kakapusan at ano ang mga implikasyon
Students inquire naturally when they are
They can become conscious of and learn to
analyze their thinking strategies
New strategies can be taught directly and
added to the students existing ones.
Cooperative inquiry enriches thinking and
helps students to learn about the tentative,
emergent nature of knowledge and to
appreciate alternative explanations.
Phase 1: Confrontation with the problem
Explain inquiry procedures
Present discrepant event
Phase 2: Data gathering, verification
Verify the nature of objects and conditions
Verify the occurrence of the problem situation
Phase 3: Data gathering, experimentation
Isolate relevant variables
Hypothesize causal relationship
Phase 4: Organizing, formulating an
Formulate rules or explanations
Phase 5: Analysis of the inquiry process
Analyze inquiry strategy and develop more
Mga sinaunang kabihasnan at Imperyo sa
Africa at America
P1: Confrontation of the Problem
Natutukoy mo ba ang nasa larawan?
Saan ito matatagpuan?
Saan ito nagmula?
P2: Data gathering, verification
Gaano na katagal ang mga bagay na ito?
Ano ang sinasabi nito tungkol sa mga tao noong unang
P3: Data Gathering, experimentation
Paano malalaman na mayroong sibilisasyon sa
pamamagitan ng mga bagay na ito?
P4: Organizing, formulating an explanation
Bakit mahalaga na pag araan at itago ang mga gusali at
bagay na iniwan ng ating mga ninuno?
P5: Analysis of the inquiry process
Ano pa ang ibang maaring gawin upang malaman ang
mga paraan ng pamumuhay sa mga sinauanang
P1: Confrontation with the problem
Find the 18th term of the arithmetic sequence 3, 10, 17,
Determine the common difference
10-3=7, 17-10=7, 24-17=7
P3: Experimentation/P4: Organizing
Analysis of the inquiry
Add 7 to 24 and so on until 122 is derived.
Six Standards for Judging the Degree of
1. Is realistic – The task replicates the
ways in which a person’s knoweldge and
abilities are tested in real world situations.
2. Requires judgment and innovation –
The student has to use knowledge and
skills to solve unstructured problems, and
solution involves more than following a set
3. Asks the students to do the subject –
the student has to carry out exploration
and work within the discipline of the
subject area, rather than restating what is
4. Replicates or simulates the contents in
which adults are tested in the workplace,
in civic life, and personal life – Contexts
involve specific situations that have
particular constraints , purposes, and
audiences. Students need to experience
5. Assesses the student’s ability to
efficiently and effectively use a repertoire
of knowledge and skill to negotiate a
complex task – Students should be
required to integrate all knowledge and
skills needed, rather than demonstrate
competence of isolated knowledge and
Authentic tasks (Wiggins, 1998)
6. Allows appropriate opportunities to
rehearse, practice, consult resources, and
get feedback on and refine performances
and products – Rather than rely on secure
tests as an audit of performance, learning
should be focused through cycles of
performance, on the production of known
high quality products and standards, and
learning in context.
Pagkonsumo: Magbigay ng halimbawa na
nagpapakita ng ugnayan ng utility at kakapusan,
pagkonsumo, at eat-all you can.
Earthquake: Prepare a list of items to be included
in an emergency bag that can be used during
natural disasters like earthquake.
Prepare an earthquake logbook that highlight
some of the hazards we encounter in the
Philipines or in other countries.
Literature: After reading The Analects of
Confucius versus from The Book of Tao and
The Wonderful Pear Tree, what lesson about
life and universe can be applied when dealing
with your friends in the following situations:
A friend borrowing money
A friend who forgot to bring art materials
A friend who lost her money
McCombs (1999) have developed the Assessment for
Learner-centered Practices and the subscales include:
Encourages Positive Relations - the ability to develop
positive interpersonal relationships with students and the
instructor’s ability to value and respect students as
Honor’s Student Voices – The teachers appreciates the
learners point of view, gets feedback from students and
provides freedom for students to raise their ideas.
Promotes Higher Order Thinking Skills - the
instructors ability to encourage students to monitor their
own learning process
Adapts to Individual Differences and Developmental
Learner Centered Principles
P1: Nature of the
P2: Goals of the
P6: Context of
P7: Motivational and
motivation to learn
P9: Effects of
motivation on effort
P13: Learning and
Principle 2: Goals of the Learning Process
Principle 4: Thinking about thinking
Paano isinulat ang usapan ng mga tauhan?
Bakit may mga usapan sa akda? Magkakaugnay
ba ang mga ito?
Principle 3: Construction of Knowledge
Pokus na tanong
Paano malalaman na ang isang tula ay nagsasadula?
Bakit dapat pag-aralan ang mga tulang dula?
Mathematics: Locating the Position of an
Object in a Data
Principle 3: Construction of Knowledge
Share what you know
In your recent quarterly math exam, would it be more
desirable to earn a grade with a high or low quartile?
After knowing all the descriptive measures of central
tendency in statistics such as mean, median, and
mode, do you think those measures gives ou an idea
on how the data is distributed around the center?
Principle 12: Individual Differences of learning
Illustrating the meaning of fractiles
Principle 14: Standards and Assessment
Check your understanding (Formative assessment)
Extend your understading
Think about this
End of presentation