Compilations of presentations about education

1. INSTRUCTIONAL SUPERVISION :
PEDAGOGIES
1

2. School Heads’ Development Program:
Advanced Course for SHS School Heads
Session Objectives
1. Revisit the principles of
constructivism and its teaching
methodologies.
2. Identify ways in which school heads
can supervise and guide teachers to
adopt appropriate teaching
methodologies

4. 4
Connecting the line between the vision and the
mission of the 21st century
Framework Curriculum Learners

5. School Heads’ Development Program:
Advanced Course for SHS School Heads

6. School Heads’ Development Program:
Advanced Course for SHS School Heads
• How did you complete the task?
• How did you learn to build a boat?
• What are your insights in relation to:
– nature of learners
– nature of learning process?
 What is the implication of the nature
of learners and learning process on
teaching?

7. School Heads’ Development Program:
Advanced Course for SHS School Heads
- Nature of learners
• Learners learn differently
• Learners learn better if they take
responsibility for their own
learning and must engage to
learn effectively.
• Learners have different
motivation in learning.

8. School Heads’ Development Program:
Advanced Course for SHS School Heads
Nature of learning process
• Is An active process
• Is A social / collaborative process
• Involves dynamic interaction among tasks,
instructor and learner.
• Builds on prior knowledge, background
and context of the learner

9. 9
Do not confine your children to
your own learning for they were
born in another time…
Teacher
Student
• Challenge students
• Progress rather than regress
• Given the opportunity to
create their own meaning
•Make connections with the
content based on their learning
experiences
Gilles Amado & Rachel Amato. Organizational Change theories and Practices in
Transitional Approach to Change. Anthony Ambrose. Karnac Books, 2001

11. School Heads’ Development Program:
Advanced Course for SHS School Heads
• Learning is an active process
• People discover how to learn as they
learn
• Crucial action of constructing meaning is
mental
• Learning involves language
• Learning is a social activity

12. School Heads’ Development Program:
Advanced Course for SHS School Heads
• Learning is contextual
• One needs knowledge to learn
• Motivation is a key component in learning
• Learning is not instantaneous

13. School Heads’ Development Program:
Advanced Course for SHS School Heads
ar
ning Style
Construction of knowledge
– learner’s prior knowledge
– have access to resources
– actively learn
– create, manipulate and debate
knowledge

14. School Heads’ Development Program:
Advanced Course for SHS School Heads
Process, not product
– control of instruction
– learning environment tasks the
learner with creating or constructing
representations of individual meaning
– Learners systematically gather and
evaluate information

15. School Heads’ Development Program:
Advanced Course for SHS School Heads
• Multiple perspectives
–collaboration allowing learners
to share and reconcile multiple
dissonant perspectives or
strategies and find synergistic
solutions

16. School Heads’ Development Program:
Advanced Course for SHS School Heads
Peers provide multiple interpretations and
models that enables the learner to
systematically revisit, rearrange and re-
purpose material from different conceptual
perspectives.
• Reflexive cognition
• Cognitive apprenticeship
• Process-based evaluation

18. TRADITIONAL APPROACH
18
CURRICULUM KNOWLEDGE STRUCTURE
THEORIES 0F LEARNING

19. School Heads’ Development Program:
Advanced Course for SHS School Heads
CURRICULUM
• Teachers decide what information is
going to be taught
• Teachers adhere strictly to a non-
negotiable curriculum
• Teacher- centered instruction

20. School Heads’ Development Program:
Advanced Course for SHS School Heads
KNOWLEDGE
Collection of data
Deposits his/her knowledge in the form of
facts into empty receptacles
Through lecture and dictation
Train students to record, memorize

21. School Heads’ Development Program:
Advanced Course for SHS School Heads
STRUCTURE
Teacher is superior, master, authority
Students are inferior and treated like
subjects
Research, textbooks and experts are the
only source of facts that create
knowledge
Students depends on the teacher to
transmit facts to them

22.  ARRANGE THE GIVEN STRIPS OF
PAPER AND LABEL YOUR
OUTPUT
Activity

23. 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

24. Learning is based
on repetition
Learning is
interactive
Teacher’s role is
directive, rooted
in authority
Teacher’s role is
interactive,
rooted in
negotiation

25. Students work
primarily alone
Students work
primarily in
groups
Textbooks and
workbooks
primarily used
Manipulative
materials are
primary sources

26. 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

27. 27
Transition:
Actual Change
Process
21st Century
Learner-centered
Continuous
improvement
Pedagogy
Traditional
Managing Transitions. William Bridges, 1986

28. School Heads’ Development Program:
Advanced Course for SHS School Heads
Characteristics of Effective
Instructional Strategies
Instructional StrategyEffective
Instructional Strategy
• Interactive
• Introspective
• Reflective
• Experiential
• Collaborative
• Cooperative

29. School Heads’ Development Program:
Advanced Course for SHS School Heads
Effective Interaction with
Teachers
 Skillful questioning and reacting
techniques.
 Teacher- school head interaction
 Setting up of a learning environment
or climate
 Open Communication
 Good Interpersonal relationship
 Feedback mechanism
 Appropriate TA provisions

30. Reflection
 Propose at least five measures to ensure
that constructivism is manifested in the
teaching-learning process
 Write on a piece of Cartolina shaped as
accessories to your King/Queen
 Choose a representative to act as a King
or Queen
 The Chosen King/Queen shall declare the
whole kingdom

31. Knowledge is not
transmitted; it is
constructed.
Education must
engage with and
expand
experience.”
-John Dewey