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- 4. Here are some key aspects of constructivist teaching: Knowledge Construction: • Central Idea: Human learning is constructed; learners build new knowledge upon their existing foundation. • Active Process: Learning is an active process, not a passive one. Students construct meaning by engaging with the world, conducting experiments, or solving real-world problems. • Prior Knowledge Influence: Prior knowledge significantly impacts what new knowledge individuals construct from their learning experiences.
- 5. Socially Constructed Knowledge: • Learning as a Social Activity: Learning is a social activity that occurs through interaction with others. • Community Influence: The environment in which learners grow up shapes their thinking and influences what they think about. • Shared and Negotiated Knowledge: Teaching and learning involve sharing and negotiating socially constituted knowledge.
- 6. Benefits: Critical Thinking: Constructivism fosters critical thinking skills. Problem-Solving: Learners actively engage in problem-solving. Creativity: Encourages creativity and deeper understanding.
- 9. Teacher’s tasks in Interactive Teaching-Learning 01 02 03 04 High Order Thinking Skills
- 10. Brainstorming Sessions Freewriting Sessions Interactive Learning Activities
- 13. Teacher’s tasks in Collaborative Learning
- 15. Think/Write, Pair, Share Round Table Collaborative Learning Activities
- 16. Integrative Teaching and Learning
- 18. Integrative Teaching Transdisciplinary Teaching This means, connecting lifeless subject matter to life itself. How can teachers connect subject matter to life? Depart from teaching content for test purposes only. Reach the application phase of lesson development. Three- Level Teaching Integrative Teaching is also done when you integrate knowledge, skills, and values in a lesson. The three-level teaching is teaching information for formation and transformation.
- 19. Teachers task in Integrative Teaching A teacher needs a broad background for him/her to see readily the entry points for interdisciplinary integration. Teachers must be able to connect subject matter to values and life as a whole.
- 20. Integrative Teaching Example Real-Life Situation: The Philippines is home to more than two-thirds of all animal and plant species on our planet and due to water pollution, the country is one of the world’s most threatened biodiversity hotspots. What is Pollution and what causes “Water Pollution” “Cleanliness is next to Godliness” How many of the animal and plant species on our planet is affected by water pollution? Write an essay about the water pollution in the Philippines. Makatao? Maka-Diyos? Makabayan? Makakalikasan?
- 23. Teacher’s tasks in Inquiry-Based Teaching - Learning
- 24. Inquiry-Based Learning Activities Some specific learning processes that people engage in during inquiry-learning include:
- 25. Inquiry-based learning covers a range of activities to learning and teaching, including: Field-work Case studies Investigations Individual and group activities Research project
- 27. Problem-Based Learning (PBL) is an engaging and student-centered approach to learning. In PBL, students work to solve real-world problems.
- 28. Here are the key features of PBL: • Real-World Problems: • Student-Driven Learning: • Teamwork and Communication: • Critical Thinking and Research Skills:
- 29. EXAMPLE:
- 30. Inquiry-Based Learning (IBL): Problem-Based Learning (PBL) Focus IBL centers around essential questions and emphasizes the process of discovery. PBL challenges students to solve real- world problems and Question Types IBL involves complex, ill-structured, open- ended real-world problems. PBL presents teacher-posed unsolved, real-world problems. Student Exploration Students formulate original questions and explore topics based on their curiosity. Students delve into historical context, theological differences, and current events related to the problem. Method IBL can be methodical (guiding students through a procedure to discover a known result) or free-form (encouraging students to create their own questions). PBL is a type of IBL, specifically guided inquiry. Example In a Physics laboratory, students might investigate Newton’s Second Law of Motion by designing experiments and formulating questions In a Middle Eastern Studies course, students might propose solutions to the Israeli–Palestinian conflict, integrating various aspects of knowledge
Editor's Notes
- Constructivism is a learning theory that emphasizes the active role of learners in building their own understanding. Instead of passively receiving information, learners reflect on their experiences, create mental representations, and incorporate new knowledge into their existing schemas.
- Is based on the belief that learning occurs when the learners are actively involved in a process of meaning and knowledge construction as opposed to passively receiving information. Learners are the makers of meaning and knowledge.
- Here are some key aspects of constructivist teaching: Knowledge Construction: Central Idea: Human learning is constructed; learners build new knowledge upon their existing foundation. Active Process: Learning is an active process, not a passive one. Students construct meaning by engaging with the world, conducting experiments, or solving real-world problems. Prior Knowledge Influence: Prior knowledge significantly impacts what new knowledge individuals construct from their learning experiences.
- Socially Constructed Knowledge: Learning as a Social Activity: Learning is a social activity that occurs through interaction with others. Community Influence: The environment in which learners grow up shapes their thinking and influences what they think about. Shared and Negotiated Knowledge: Teaching and learning involve sharing and negotiating socially constituted knowledge.
- Constructivism is a learning theory that emphasizes the active role of learners in building their own understanding. Instead of passively receiving information, learners reflect on their experiences, create mental representations, and incorporate new knowledge into their existing schemas.
- The word interactive can remind us of people with whom the learner interacts in order to learn. The interaction can be between the learner and learning materials (module, film, video clip, poem, map) Interactive teaching is not something new or mysterious. If you are a teacher and you ask questions in class, assign and check homework, or hold class or group discussions, then you already teach interactively. Basically, it is just giving students something to do, getting back what they have done, and then assimilating it yourself, so that you can decide what would be best to do next. Interactive teaching is an approach that actively engages students in the learning process. It encourages participation, collaboration, and hands-on activities.
- 1.Ask Specific, non intimidating feedback questions and HOTS questions. Don't get fixated at low-level of questioning. 2. Make the focus of interaction clear. 3.Create the climate favorable for genuine interaction. Why Does It Matter?: A positive climate encourages people to express ideas, feel seen, heard, and valued. It promotes genuine interactions where individuals connect authentically. Remember, creating a favorable climate isn’t just about the words we use—it’s about the emotional tone we set. 4. Do less talk so that students talk more.
- Group brainstorming sessions are a great way to bring your students together to engage with whatever it is they’re learning. Instead of thinking about the topic alone at their desk, they get to expand their ideas with other students, which will help them be more engaged and gain a new perspective into the lesson. So as we always say, 2 minds is better than one. Freewriting Sessions – Obviously, structure works in a classroom. But sometimes, a lack of structure is just what your students need to engage, interact, and get their creative juices flowing. Give your students a freewriting exercise. Give them a prompt, set a timer and have them write whatever they want about the topic. Have them share about the experiences and if they are comfortable, share some of their writing. This kind of open ended creative time is a great way to keep your students engaged – and make for a more interactive classroom environment in the process.
- An effective class interaction paves the way for collaboration Collaboration is beyond interaction. When student collaborate for learning, they do not just interact, they work together and help one another for a common goal. An educational approach to teaching and learning that involves groups od students working together to solve a problem, complete a task, or create a product..
- Begin with the conviction that every student can share something in the attainment of a goal. This principle emphasizes inclusivity and the belief that every student has something valuable to contribute. It encourages educators and group leaders to recognize and appreciate diverse perspectives, skills, and abilities. 2. Structure tasks in such a way that the group goal cannot be realized without collaborating. Collaboration lies at the heart of effective group work. When tasks are designed to require joint effort, it encourages communication, cooperation, and interdependence among group members. 3. Must make the goal clear to all. Clarity regarding the group’s purpose and objectives is essential. When everyone understands the common goal, it aligns their efforts and motivates them to work together. 4. Ensure that guidelines on procedures are clear especially on how their performance is assessed Well-defined procedures and assessment criteria provide structure and fairness. Students need to know how their contributions will be evaluated. 5. Must make clear that at the end of the activity, they have to reflect together. Reflection promotes learning and growth. It allows group members to assess their experiences, identify strengths and areas for improvement, and learn from both successes and challenges.
- Through Collaborative learning students are now exposed Active Interaction with others Accountable to others (since in a collaboration, the success of the activity lies in the team work, so students now become accountable to others) Responsible to the groups Positive Interdependency Heterogeneous Grouping Social Skills are taught directly.
- Think/Write, Pair, Share – is a cooperative learning technique that encourages individual participation and is applicable across all grade levels and class sizes. Students think through questions using three distinct steps: 1. Think/Write – Students think independently about a question that has been posed, forming ideas of their own and write them down. Pair : Students then are grouped in pairs to discuss their thoughts. This step allows students to articulate their ideas and to consider those of others. Share – student pairs share their ideas with a larger group, such as the whole class. Often, students are more comfortable presenting ideas to a group with support of a partner. In addition, students’ ideas have become more refined through this three-step process. Round Table –a collaborative learning technique that allows students to assess prior knowledge, recall information and practice communication skills. Steps: Write : Each student writes one (or 2 or 3) sentences about a given topic (or this could be an answer to a question) on a piece of paper. Share: The paper is passed around to one group member at a time. Each group member responds in writing. Summarize: When the original is returned, the student reads the comments from the group and shares what the collective sense of what was said in the group about the topic.
- Integrative teaching emphasizes connections between different subjects and real-world contexts. Integrative teaching is an approach where the learner brings together prior knowledge and experiences to support new knowledge and experiences. By doing this, learners draw on their skills and apply them to new experiences at a more complex level. The concept behind integrative learning is that students take ownership of their own learning, becoming critical inquirers who are able to make meaningful connections between different disciplines and utilize critical thinking to solve real-life problems. In summary, integrative teaching promotes a holistic understanding by bridging different areas of knowledge and encouraging students to apply their learning to real-world contexts.
- An integrated approach allows learners to explore, gather, process, refine and present information about topics they want to investigate without constraints imposed by traditional subject barriers. Integrative teaching and learning means putting together separate disciplines to make a whole.
- This means, connecting lifeless subject matter to life itself. How can teachers connect subject matter to life? Depart from teaching content for test purposes only. Reach the application phase of lesson development. Three- Level Teaching Integrative Teaching is also done when you integrate knowledge, skills, and values in a lesson. The three-level teaching is teaching information for formation and transformation.
- A teacher needs a broad background for him/her to see readily the entry points for interdisciplinary integration. To do integrative teaching by transdisciplinary and 3-level teaching mode, they must be able to connect subject matter to values and life as a whole.
- I have observed in la salle academy that somehow they are integrating the Integrative teaching Approach. In one of my nephews PT, he was given an article about real-life situation, and was asked to give solutions and his thoughts about the article, and what was amazing was it was integrative in nature that this certain article was covered in all of his subject. Real-Life Situation: “pollution” The Philippines is home to more than two-thirds of all animal and plant species on our planet and due to water pollution, the country is one of the world’s most threatened biodiversity hotspots. Science: What is Pollution and what causes “Water Pollution” Values Ed. : “Cleanliness is next to Godliness” so they where asked to give their thoughts whether it was right for humans to keep being the biggest contributors in causing the body of waters, be polluted. Math : How many of the animal and plant species on our planet is affected by water pollution? English: Write an essay about the water pollution in the Philippines. Filipino: They were tasked and asked if it was “Makatao? Maka-Diyos? Makabayan? Makakalikasan?” for humans to be the main source of pollutants.
- Inquiry-based teaching is a student-centered approach that encourages active exploration, critical thinking, and problem-solving. Let’s explore what it entails: Definition: Inquiry-based learning is a teaching method that combines students’ curiosity with the scientific method to enhance the development of critical thinking skills while learning science1. It shifts the focus from passive absorption of information to active engagement in seeking answers and understanding concepts. Benefits of Inquiry-Based Instruction: Deeper Understanding: Students actively involved in asking questions and seeking answers develop a deeper understanding of content compared to passive listening or reading. Active Engagement: Inquiry-based learning keeps students engaged in making meaning of the material. Critical Thinking: It fosters critical thinking skills by encouraging students to explore and analyze information. Problem-Solving: Students learn to tackle real-world problems through inquiry. Incorporating inquiry-based teaching can empower students to become curious, independent learners who actively explore and discover knowledge. 🌟
- Teacher’s tasks in Inquiry-Based Teaching - Learning When using inquiry-based lessons, teachers are responsible for: Starting the inquiry process; - The teacher initiates the inquiry by posing thought-provoking questions, presenting a problem, or introducing a topic that sparks curiosity. promoting the student’s dialog; -The teacher facilitates meaningful discussions among students, encouraging them to share their ideas, hypotheses, and observations. 3. transitioning between small groups and classroom discussions; -The teacher manages transitions between small-group work and whole-class discussions. 4. intervening to clear misconceptions or develop students’ understanding of content material; and -The teacher actively monitors student progress, identifies misconceptions, and provides targeted support. 5. modeling scientific procedures and attitudes. -The teacher demonstrates scientific inquiry processes, ethical behavior, and a growth mindset.
- Inquiry-Based Learning Activities Some specific learning processes that people engage in during inquiry-learning include: 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 investigative process
- Actually, PBL is a type of IBL Unlike traditional teaching methods where a teacher presents facts and concepts, PBL shifts the focus to active problem-solving and critical thinking. It is an instructional method where students learn through the active exploration and resolution of REAL WORLD challenges or problems. It emphasizes self directed research, collaboration, and critical thinking with educators often playing the role of facilitators rather than traditional lecturers.
- Here are the key features of PBL: Real-World Problems: Students tackle open-ended problems that simulate real-world challenges. These problems often relate to their future careers or personal experiences. Student-Driven Learning: Students take ownership of their learning process. They identify what they need to know, research, and explore solutions. Teamwork and Communication: PBL encourages collaboration within groups. Students learn to communicate effectively, share ideas, and work together. Critical Thinking and Research Skills: Through PBL, students develop critical thinking skills. They analyze information, evaluate options, and propose solutions.
- Similar to inquiry-based learning, the teacher presents a problem, and students develop a study to inquire about answers.
- Definition: In PBL, teachers make learning come alive for students by involving them in solving real-world problems or answering complex questions. Students work on a project over an extended period (from a week to a semester) and demonstrate their knowledge and skills by creating a public product or presentation for a real audience. PBL develops deep content knowledge along with critical thinking, collaboration, creativity, and communication skills.
- Key Characteristics of PBL: Active Engagement: Students actively explore and solve problems. Question-Driven: Projects start with a question or problem. Teacher Facilitation: Teachers guide students but allow autonomy. Authenticity: Projects relate to real-world issues. Skills Development: PBL fosters critical thinking, collaboration, and communication.
- Key Characteristics of PBL: Active Engagement: Students actively explore and solve problems. Question-Driven: Projects start with a question or problem. Teacher Facilitation: Teachers guide students but allow autonomy. Authenticity: Projects relate to real-world issues. Skills Development: PBL fosters critical thinking, collaboration, and communication.