The document outlines an agenda for a national training of trainers for grade 11 teachers in the Philippines. The objectives are to discuss constructivism principles, identify pedagogical approaches that adhere to constructivism, and suggest constructivist approaches that align with senior high school standards. Constructivism prioritizes student-centered, collaborative, inquiry-based learning. The training covers constructivist theory, instructional design models, and examples of specific approaches like problem-based learning and anchored instruction.
Topic: Types of Evaluation
Student Name: Aneeqa Hashmi
Class: B.Ed. (Hons) Elementary
Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, Pakistan
Accounting 1 students used the one minute paper at the end of each tutorial over one semester. there was a significant improvement in final results compared to the same cohort in the previous years. Students recognised that the revision component of the one minute paper assisted their learning but did not recognise the benefits in the reflection process implicit in writing the one-minute paper. Students may need assistance with reflection.
Topic: Types of Evaluation
Student Name: Aneeqa Hashmi
Class: B.Ed. (Hons) Elementary
Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, Pakistan
Accounting 1 students used the one minute paper at the end of each tutorial over one semester. there was a significant improvement in final results compared to the same cohort in the previous years. Students recognised that the revision component of the one minute paper assisted their learning but did not recognise the benefits in the reflection process implicit in writing the one-minute paper. Students may need assistance with reflection.
This presentation clarifies what formative assessment is. The purpose and intention of formative assessment on improving student learning is emphasized. The different techniques on conducting formative assessment inside the classroom are provided.
Objective of student engagement in the school
1. Maximize learning in the classroom
2. Develop healthy learning environment in the classroom
3. Promotes meaningful learning
4. Monitor students learning outcome
5. Avoid monotonous, boredom, laziness , passive learning environment in the classroom
6. Prepare alert, active and smart global students who can think critically , minutely and rationally
Methods of Interpreting Test Scores
Interpretation of test Scores
Referencing Framework
Percentage
Standard deviation
Ranking
Frequency Distribution
Pictoral Form
This presentation clarifies what formative assessment is. The purpose and intention of formative assessment on improving student learning is emphasized. The different techniques on conducting formative assessment inside the classroom are provided.
Objective of student engagement in the school
1. Maximize learning in the classroom
2. Develop healthy learning environment in the classroom
3. Promotes meaningful learning
4. Monitor students learning outcome
5. Avoid monotonous, boredom, laziness , passive learning environment in the classroom
6. Prepare alert, active and smart global students who can think critically , minutely and rationally
Methods of Interpreting Test Scores
Interpretation of test Scores
Referencing Framework
Percentage
Standard deviation
Ranking
Frequency Distribution
Pictoral Form
Integrated teaching for effective learning in health professionsK Raman Sethuraman
Health professions education, being complex is ideally suited for integrated teaching-learning. This is a slide-set that will help you to conduct a 100-minute session set in a workshop mode. Suitable for Educators of Medicine, Dentistry, Nursing and allied health professions.
Features of Project-based learning; 1. Student-centered 2. Interdisciplinary ...Future Education Magazine
PBL stands for project-based learning, which is a student-centered pedagogy that incorporates an active classroom approach. The idea behind this method of teaching is that students would gain a more in-depth knowledge via the active investigation of real-world issues and obstacles.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
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
3. National Training of Trainers
for Grade 11 Teachers
3
• 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
4. National Training of Trainers
for Grade 11 Teachers
4
• ‘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
5. National Training of Trainers
for Grade 11 Teachers
5
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
6. National Training of Trainers
for Grade 11 Teachers
6
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
7. National Training of Trainers
for Grade 11 Teachers
7
• Theoretical principles of
CONSTRUCTIVISM
• Practice of Instructional Design
• Practice of Teaching
Challenge – CLEAR LINK
8. National Training of Trainers
for Grade 11 Teachers
8
• 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?
9. National Training of Trainers
for Grade 11 Teachers
9
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)
10. National Training of Trainers
for Grade 11 Teachers
10
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
11. National Training of Trainers
for Grade 11 Teachers
11
TRADITIONAL
CONSTRUCTIVISM
Students work
primarily alone
Students work
primarily in groups
(Collaborative)
Textbooks and
workbooks primarily
used
Manipulative
materials are
primary sources
12. National Training of Trainers
for Grade 11 Teachers
12
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
13. National Training of Trainers
for Grade 11 Teachers
13
• J
• J
• V
• B
PROPONENTS
14. National Training of Trainers
for Grade 11 Teachers
14
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
15. National Training of Trainers
for Grade 11 Teachers
15
• 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
16. National Training of Trainers
for Grade 11 Teachers
16
• 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
17. National Training of Trainers
for Grade 11 Teachers
17
• Learn through discovery
• New ideas are based on current or past
knowledge
• Instruction based on Cognition
Jerome Bruner
18. National Training of Trainers
for Grade 11 Teachers
18
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
19. National Training of Trainers
for Grade 11 Teachers
19
• 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
20. National Training of Trainers
for Grade 11 Teachers
20
• 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
21. National Training of Trainers
for Grade 11 Teachers
21
• 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
22. National Training of Trainers
for Grade 11 Teachers
22
• 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
23. National Training of Trainers
for Grade 11 Teachers
23
• 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
24. National Training of Trainers
for Grade 11 Teachers
24
SPECIFIC
CONSTRUCTIVIST
APPROACHES
25. National Training of Trainers
for Grade 11 Teachers
25
• 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
of a task (Fisher & Frey, 2010).
Guided Instruction
26. National Training of Trainers
for Grade 11 Teachers
26
• 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
27. National Training of Trainers
for Grade 11 Teachers
27
• 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
28. National Training of Trainers
for Grade 11 Teachers
28
• 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
30. National Training of Trainers
for Grade 11 Teachers
30
“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
31. National Training of Trainers
for Grade 11 Teachers
31
31
Learning Pyramid*
* National Training Laboratories for Applied Behavioral Sciences, Alexandria, VA.