The document discusses pedagogical approaches used in the K to 12 curriculum in the Philippines, specifically constructivism. It provides information on constructivism including key thinkers like Piaget, Bruner, and Vygotsky. Characteristics of a constructivist classroom are presented, which emphasize active, collaborative, reflective, and inquiry-based learning. The roles of teachers in a constructivist environment include facilitating discussion and helping students construct their own understandings. Approaches like problem-based learning and strategies like Predict-Observe-Explain modeling promote constructivism. Assessment in a constructivist classroom can involve anecdotal records, portfolios, rubrics and other authentic methods.

1. K TO 12 PEDAGOGICAL
APPROACHES
DIVISION MASS TRAINING OF SCHOOL HEADS

2. Sec. 5 (e) RA 10533
The curriculum shall use
pedagogical approaches such as
constructivism, inquiry-based,
reflective, collaborative, and
integrative.

3. Features of K to 12:
• stronger integration of competencies and values
within and across the learning areas to master
learning standards (content and performance
standards)
• we are molding “integrated” learners, or well
rounded individuals.
• two main sources of reliable and meaningful
knowledge for basic education: expert systems
of knowledge and the learners’ experience in
his/her context

4. • What is Constructivism?
• Who are the key players of Constructivism?
• What are the characteristics of a Constructivist
classroom?
• What are the roles of teachers in a
Constructivist teaching-learning environment?
• What approaches/ teaching models promote
Constructivism?
• What strategies promote Constructivist
teaching-learning environment?

5. CONSTRUCTIVISM
“People construct their own
understanding and knowledge
of the world, through
experiencing things and
reflecting on those
experiences”

6. COGNITIVE DISEQUILIBRATION/
COGNITIVE DISSONANCE
• One’s dissatisfaction with what actually is
happening as contrasted with what ought
to happen is called , in Piagetian terms,
cognitive disequilibration or sometimes
called cognitive dissonance.

7. This cognitive disequilibration/
cognitive dissonance is a
necessary precursor of
learning.

8. Cognitive Disequilibration/
Cognitive Dissonance
• This gives the teacher access to what
is in the children’s minds and
encourage teachers to provide the
students with the learning opportunity
that would help the children
reconstruct their beliefs in valid ways
that include the new information and
have a conceptual change .

9. We do not learn by passively receiving
and then remembering what were taught,
but by actively constructing our own
meanings based on prior knowledge/
experience (schema).
This “meaning-making” theory of learning
is called ‘Constructivism’.

10. Basic Principle of
CONSTRUCTIVISM:
Learners construct
understanding/ meaning based
on their prior knowledge/
experience.

11. Key Players of CONSTRUCTIVISM
• Jean Piaget
– Children think differently from adult thus he
believed children were active learners and did
not need motivation from adults to learn.
– Children interpret knowledge differently as
they progress through different stages.

12. Key Players of CONSTRUCTIVISM
• Jerome Bruner
– Learning is an active process in which the
learner constructs new ideas or concepts
based on his or her current and past
knowledge.
– Children are constructivist learners are
participatory learners and are actively
engaged in the learning process.

13. Key Players of CONSTRUCTIVISM
• Lev Vygotsky
–Learning was influenced significantly by
social development and learning took
place of a child’s social development
and culture (Social cognition)

14. Key Players of CONSTRUCTIVISM
• John Dewey
–Education was a social process
therefore learning should engage and
expand the experiences of the learners.

15. • What are the
characteristics of a
Constructivist
classroom?
Traditional classroom vs.
Constructivist classroom

16. Curriculum begins with the parts of the whole.
Emphasizes basic skills.
Curriculum emphasizes big concepts, beginning
with the whole and expanding to include the
parts.
Strict adherence to fixed curriculum is highly
valued.
Pursuit of student questions and interests is
valued.
Materials are primarily textbooks and
workbooks.
Materials include primary sources of material
and manipulative materials.
Learning is based on repetition. Learning is interactive, building on what the
student already knows.

17. Teachers disseminate information to students;
students are recipients of knowledge.
Teachers have a dialogue with students, helping
students construct their own knowledge.
Teacher's role is directive, rooted in authority. Teacher's role is interactive, rooted in
negotiation.
Assessment is through testing, correct
answers.
Assessment includes student works,
observations, and points of view, as well as
tests. Process is as important as product.
Knowledge is seen as inert. Knowledge is seen as dynamic, ever changing
with our experiences.
Students work primarily alone. Students work primarily in groups.

18. In a constructivist classroom,
learning is…
 Constructed
 Active
 Reflective
 Collaborative
 Inquiry-based /Problem-based
 Evolving

19. What are the Roles
of Teachers in a
Constructivist Teaching-
Learning Environment?

20. Roles of Teachers in a
Constructivist Classroom:
Prompt and facilitate discussion
Guide students by asking questions that will lead
them to develop their own conclusions on the
subject
Allow wait time after posing a question
Engage students in experiences that might
engender contradictions to their initial hypotheses
and then encourage discussion

21. prompt students to formulate their
own questions (inquiry)
allow multiple interpretations and
expressions of learning (multiple
intelligences)
encourage group work and the use
of peers as resources
(collaborative learning)

22. Provide time for students to
construct relationships
Inquire about students’
understandings of concepts before
sharing their own understanding
about the concepts

23. Encourage students to engage in dialogue,
both with the teacher and with one another
Encourage student inquiry by asking
thoughtful, open-ended questions and
encouraging students to ask questions of each
other
Seek elaboration of students’ initial responses

24. What Approaches/
Teaching Models
promote
Constructivism?

25. Approaches/ Teaching Models that
promote Constructivism
• Integrative
• Reflective
• Collaborative
• Inquiry-based
• (etc.)

26. What Teaching Strategies
promote Constructivist
Teaching-Learning
Environment?

27. Probing Students’ Understanding in
the Constructivist Environment
• Predict-Observe-Explain
• Graphic Organizer (KWLH Chart,…)
• Mind Mapping and Concept Mapping
• Concept Cartoon

28. PROBEX or POE
(Predict-Observe-Explain)

29. PROBEX or POE Strategy
(Predict-Observe-Explain)
1. Predict: students make predictions on the
outcome of some event and justify their
predictions
2. Observe: students describe what they observe
from the activity they carry out or demonstrated
by the teacher
3. Explain: students explain the phenomenon,
reconcile any conflict between their predictions
and observations

30. Example of a POE Worksheet
Floating and Sinking
Will the orange (fruit) float or sink when you
put it into the container with water?
• Prediction: ________________________
(Reasons for prediction)____
• Observation: ______________________
• Explanation: ______________________

31. Scoring of POE:
• Can evaluate both the beliefs that
students reveal and the quality of their
reasoning.
If POE tasks needs to be scored, give
particular weight to the way students
reconciles any difference between
observation and prediction.

32. KWLH
CHART

33. KWLH CHART
 It involves analyzing and organizing what you
know and what you want to learn about a topic
before and after the research is done
• Filling out this chart prepares a student for
reading about a topic, helps in reviewing what
has been learned about the material, gives help
in obtaining more information, and makes the
students ready to write about what they’ve
learned

34. NOW
ANT
EARN
OW
What I
KNOW
What I WANT
to Know
What I
LEARNED
HOW Can I
Learn More
COLORS OF LIGHT

35. MIND MAPPING
and
CONCEPT MAPPING

36. A mind map is a diagram
used to represent words,
ideas, tasks, or other items
linked to and arranged
around a central key word
or idea.

37. CONCEPT MAP
 A schematic representation of meaningful
relationships among concepts.
• Good for starting a topic.
• Good for finding any misconceptions.
• Gives an insight into the structures the students
has built up about world.
• Encourages students to clarify their ideas using
a visual representation.
• Assesses current understanding and assists in
further learning.

38. 3 Ways by which Concept Maps
can be Introduced to Students:
1. By giving students a few concepts/words and
instruct them to devise a concept map based on
the concept given.
2. By giving students texts and ask them to identify
key words and make a concept map to link those
words.
3. By giving students freedom to build concept
maps on any topics.

39. Mind map
• Suitable to use before lesson to
* brainstorm ideas
* identify prior knowledge
• Features :
* No linking words
* No arrows
• Good to use during/after
lesson
* to consolidate understanding
* to do a summary of session
• Example :
Mammals
Warm blooded
Feed young
With fur/
hair
With backbone Can move
Concept map
• Suitable to use before lesson to :
* brainstorm ideas
* identify prior knowledge and
misconception
• Features :
* Got linking words
* Got arrows with correct
direction
• Good to use during/after lesson
* to modify misconception
* to consolidate understanding
* to do a summary of session
• Example : Mammals
dogs for example
are
Mammary
glands
Give
birth

40. Animal
Grass
Plant
Living thing
Cow
is a
produces
needs
Can
can be
eats e.g.
Can
can be

41. Concept
Cartoon

42. What is
Concept
Cartoon?
“ cartoon-style
drawings presenting
characters with
different viewpoints
around a particular
situation”.
(Roesky & Kennepohl, 2008)

44. Concept Cartoon
Concept cartoons are extremely versatile as
a teaching strategy (Brenda Keogh and
Stuart Naylor, 1999),
They may be employed across subjects,
such as in the development of reading skills
in English, or the teaching of problem solving
in Math.

45. Concept Cartoon
• Feature cartoon-style drawings showing
different characters arguing about an
everyday situation.
• Designed to intrigue, promote discussion and
to stimulate scientific thinking
• Puts forward a range of viewpoints about the
science involved in everyday situation.

46. Concept Cartoon and
Assessment
• Concept cartoons can be used as an
alternative assessment
(Youngjin Sons, Misook Heo, Larry Krumenaker & Deborah Tippins)
• Concept cartoons can be used to get
access to learners’ ideas, to probe their
level of understanding and to highlight any
confusion they may hold.

47. 3 Ways of Using Concept Cartoon as
an Alternative Assessment Tool
• Assessing students’ prior conceptions
• Assessing students’ progress and
difficulties with learning
• Assessing students’ learning outcomes

48. Examples of Effective
Assessment/Evaluation
Practices in a Constructivist
Classroom

49. 1. Anecdotal Records
These are a form of ongoing assessment of
observations of students in the classroom.
These jot-notes give the teacher information
about how the student is processing
information, collaborating with other
students and general observations on
learning styles, behaviors and attitudes.

50. 2. Celebration of Learning
• This is a demonstration where students can
share their expertise in different subject areas
with other students, teachers and parents.

51. 3. Exit Cards
• This is a short and easy activity for checking
student knowledge before, during and after a
lesson.
• Teacher may ask 3 questions to the students
so teacher can quickly check the answers and
plan necessary instructions.

52. 4. Graphic Organizers
• Graphic organizers are instructional tools and
they are used for illustrating prior knowledge.

53. 5. Journals
• Teacher can use journals for assessing for
process of learning and student growth. Open-
ended and reflective questions for the
students can be journals.
• Journals provide insight on how the learners
are synthesizing their learning.

54. 6. Oral Presentations
• Students share their knowledge verbally in
oral presentations.
• Some students may prefer to do an oral
presentation by using multimedia.

55. 7. Peer Assessment
• This is an assessment in which learners give
written or verbal feedback to another
learners.
• Checklists, rubrics or written response to peer
work can be used by peers.

56. 8. Portfolios
• A portfolio means a representative collection
of a student’s work.
• A student portfolio includes best work to date
and a few “works in progress” that show the
process.
• Students show their knowledge, skills, and
abilities by using different ways apart from
traditional media such as exams and essay.

57. 9. Project-Based Learning
• This is an instructional strategy that gives
opportunity to students to discover answers
to their questions through real-world
investigation.
• These are learning opportunities that
motivate students and integrate many
curriculum aims.

58. 10. Rubrics
• These are marking guides or sets of
expectations used to assess student level of
understanding, students know the
expectations and what they need to do in
order to be more efficient.

59. 11. Simulation
• Role playing during the operation of a
comparatively complex symbolic model of an
actual of hypothetical social process.

60. 10 Basic Learning Principles In
Constructivism

61. 1. Learning is a process of
structuring meaning in an active
way.
• Learning includes conceptual
changing

62. 2. Learning is a
reconstruction for developing
students‘ apprehension to more
complex and effective mode

63. 3. Learning is subjective.
Learning is internalization of
students‘ learning with different
symbols, graphics, metaphors and
models.

64. 4. Learning is shaped with situations
and the condition of environment.

65. 5. Learning is social process.
It means that learning develops
through communication such as
sharing their perspective, exchanging
of information and solving problems
collaboratively.
• *students learn solving problems such as real
life problems
instead of making exercises.

66. 6. Learning is an emotional process
because mind and emotion are
associated with each other so the
nature of learning are affected from
these factors.
the student‘s ideas about his abilities, the
clearness of learning goals, personal
expectations and motivation for learning.

67. 7. The appropriateness of learning to
students‘ development in terms of
difficulties, its association with
student‘s need or real life is important
in learning process.

68. 8. Learning is developmental and is
affected from person‘s physical,
social, emotional and
logical development.

69. 9. Learning is student-centered and
learning focuses on students‘
interests and needs not teacher‘s
need or lesson book‘s needs.

70. 10.Finally, learning doesn‘t start at
definite
time or doesn‘t finish at definite
time. In contrast it continues in a
permanent way.

71. Implications to you as teacher?

72. “ START BY DOING WHAT’S
NECESSARY; THEN DO WHAT’S
POSSIBLE; AND SUDDENLY YOU ARE
DOING THE IMPOSSIBLE.”
St. Francis of Assisi

73. “It is what teachers think, what
teachers do, and what teachers
are at the level of the
classroom that ultimately
shapes the kind of learning that
young people get.”
- Andy Hargreaves and Michael Fullan-

74. “ START BY DOING WHAT’S
NECESSARY; THEN DO WHAT’S
POSSIBLE; AND SUDDENLY YOU ARE
DOING THE IMPOSSIBLE.”
St. Francis of Assisi

76. “ Integrative teaching is cutting
across subject matter lines bringing
together various aspects of the
curriculum into meaningful
association to focus upon broad
areas of study.”

77. ACTIVITY
• Group half of the participants into 4.
Other participants will act as observers.
• Introduce and orient participants on the
mechanics of Rotating Learning Station.
• Each group shall perform the task
posted on a station in 3 minutes.

78. • Ask a volunteer from each group to
report their responses to the
activity. Compare notes/answers.
ACTIVITY

83. ANALYSIS
• How did you find the activity? Why?
(Publish)
• What can you say about the task
performed by the group? (Publish)
• What insights can we get from the
activity? (Publish)

84. What is Integrative Teaching?
• It focuses on connections rather teaching isolated
facts.
• The learners will be able to realize that subjects
being taught to them are not separate and isolated
field of knowledge, but are linked to each other in
order to achieve understanding and concept
attainment.
• It aims to connect what is learned in school to real
life situations, thus it is more on developing
problem solving and discussions of issues in the
real world.

85. • Learners will learn to relate what they
learn and apply it to their own daily lives.
• Involves consideration on the learners’
individual differences. These include
multiple intelligences and learning styles.
The teacher therefore must present the
lesson in various ways that can cater each
learner’s uniqueness.

86. The modes of integrative
teaching acknowledge that:
• students are rich sources of learning
• students are allowed to explore their own
minds and experiences
• students are expected to learn the intended
learning standards per grade level more
meaningfully
• the integrative learning systems are
anchored on the theory of multiple
intelligences and learning styles

87. The focus of integrative
teaching is on the mastery of the
learning standards (content and
performance) in the different
learning areas and on how
students could use what they
learned from these learning areas
as they face
issues/concerns/problems in their
day-to-day world.

89. Content-Based Instruction
• is an approach to language teaching that
focuses not on the language itself, but rather on
what is being taught through the language; that
is, the language becomes the medium through
which something new is learned
• is “the integration of particular content with
language teaching aims/objectives”
• Is based on the underlying principle that
successful language learning occurs when
students are presented in English in a
meaningful, contextualized form, with the
primary focus on acquiring information and
knowledge

90. • Researches have shown that CBI results in
effective language learning, content learning,
increased motivation and interest levels. This is
because students learn language best when
there is an emphasis on relevant, meaningful
content rather than on the language itself.
• In content-based classes, students have more
opportunities to use the content knowledge and
expertise they bring to class – they activate their
prior knowledge, which leads to increased
learning of language and of the content
material.

91. • In CBI, content becomes the organizing
principle: the language structures,
vocabulary and functions are selected by
the teacher that are both necessary for the
content and that are compatible with it.
• CBI approach “views that the target largely
as the vehicle through which subject matter
content is learned rather than as object of
study.”

92. Specific steps that the teacher could
follow are:
 Coordinate with subject teachers about the topics that
they will be having.
 Select a text from any of these other subject areas.
 Determine a Filipino or English lesson that is applicable
to the text from the other subject.
 Plan tasks/activities that will help students learn
identified language skill/s using the text from the other
subject area.
 Teacher in the subject area where the text was adapted
discusses the topic according to the needed KSA’s of
his/her subject area.

93. Focusing Inquiry
• an integrative approach that uses questions
to organize learning
• like mot interdisciplinary teaching, it goes
beyond conventional questions, whether or
not an answer exists
• students become creators of the main
process of conducting an investigation and
communicating what was learned to others
• process of inquiry is the organizer of the
instructional design while the content is
assigned to a secondary place

94. Focusing Inquiry:
• Is all about thinking
• It offers concrete ways on how students could approach their
studies easier by helping them become actively involved in
their own learning process
• Is self-renewing cycle of questions and answers
• Uses what students already know as a starting point (from
prior knowledge, explanation, posters, imagery, etc.)
• Students generate questions about the things they do not
know yet
• Students design a method of investigation and gather
information on their own
• Students generate answers and interpret information, other
questions may emerge
• Cycle of question-and- answer goes on

95. The process of inquiry includes the
following steps:
1. Frame a focusing question. (This should be
linked to prior knowledge of students)
2. Present a field of factors. (Act as triggers on
who? What? When? How? How much ?)
3. Help students connect or relate facts.
(Interpret, infer, give meaning)
4. Assist learners to generate explanatory ideas.
(generalization)
5. Facilitate how the learners could find answers.

96. Generic Competency Model

97. • The competency in this model refers to the desired KSAs in
every learning area.
• The students learn related proficiencies in different learning
areas at the same time as they undergo experience/s which
teachers in the different learning areas use as springboard
for them to develop shared competencies.
• The instructional integrity of the different learning areas is
maintained.
• In higher grade level, the respective teachers handle their
subjects separately.
• Teachers on one-teacher classes such as in lower grades
see to it that KSAs in all learning areas are covered.
• The difference lies on the teachers’ thorough planning of
what common lesson or activity they could have for the
students to be able to activate their prior knowledge and thus
that the targetted competencies be achieved.

98. Suggested steps in using the
approach:
1. Decide on a generic competency that will
allow specific competencies in several learning
areas to take part in the integration process.
2. Identify the culminating performance (what,
why and how) that will show if and how far the
students have learned the identified specific
and generic competencies.

99. 3. Brainstorm the specific skills that you
would like the students to learn from the
project/activity that is aligned with the
curriculum guide (performance standards(.
Examine if these skills will lead to the
culminating performance.
4. Design the scoring guide/rubrics with
criteria and standard to assess the
performance tasks, preferably through
other than paper-and-pencil tests.

100. Thematic Teaching
• Teaching by theme organizes learning around ideas.
• It provides a broad framework for linking content and
performance from a variety of subjects.
• The theme provides coherence, it gives a “focus” to
the activities that accompany the unit.
• The theme helps students see the meaningful
connections across disciplines or learning areas
• Have enough breadth to embrace the learning areas
that are being combined, and the depth to support the
increasing growth in students’ cognitive skills.

101. Below are the steps for the Integrated
Unit Design (thematic based)
1. Decide on a unit theme that will include all
learning areas in the integration process.
2. Identify a major concept to serve as a suitable
“Integrating lens” for the study. This will serve as
a measure of whether the learning areas adhere
to the theme.
3. Web the topics for study in the learning areas
around the concept and theme.
4. Brainstorm some of the “essential
understandings” or generalizations about the
concept.

102. • It conveys a clear, compelling purpose to
learners as they link ideas to actions and
learning for life.
• The integrated unit design is an example of
thematic teaching.
• The model identifies a major concept
(content) with topics from different learning
areas webbed around the theme.
• “Essential understandings” and questions
are clarified.
• Processes, and activities are listed and they
end in a “performance” that shows the
quality of learning achieved by the students.

103. 5. Brainstorm “essential questions” to facilitate
study toward the essential understanding.
6. List the processes (complex performance that
taps multiple intelligences) and list key skills to be
emphasized in a unit of instruction and activities.
7. For each week and each concept in the unit,
write instructional activities to engage the students
with essential questions and processes.
8. Write the culminating performance to show the
depth of learning.
9. Design the scoring guide /rubrics with criteria
and standard to assess the performance task.
Innovative types of assessment may be used to
measure progress throughout the unit.

104. Thematic Teaching Model
Subject
Theme
English Filipino AP Science Math TLE
Sample
instruct-
ional
activi-ties
Have a
panel
discussion
on the roots
of poverty.
Discuss
“Ang
Paksiw na
Ayungin”
which
deals on
poverty.
Discuss
definition of
poverty
through an
interview.
Discuss/
State how
science
and
techno-logy
could
lessen
poverty.
Answer
mathe-
matical
problems
related to
the issue of
poverty.
List the
needs of the
family.
Prepare/
Make
projects that
be sold to
increase
family
income
Culminating Activity - Immersion/Exposure to poor areas in the community.

105. • Creative evaluators – use creative
assessment tools in order to get the true
picture of students’ learning or mastery
of the learning standards since an
integrative class needs complex
performance to create something new
that could not be measured by mere
standardized and paper-and-pencil tests.

106. Application
As instructional leaders what
would be your plan of actions to
ensure an application of the
pedagogical approaches to fully
implement the K to 12 curriculum?

107. Teacher Roles in the Modes of
Integrative Teaching
• Connection experts and not just subject experts
– selects theme and examines learning areas and
respective materials interlinked with the theme
• Learning strategists – use innovative teaching
techniques and strategies
• Multimedia specialists – create and use audio
and visual materials which will be used in the
diverse learning tasks in their classes
• Not knowledge gatekeepers and meaning makers
but guides and facilitators of students’ own
meaning making

108. “In an interdisciplinary
approach the subjects are
interconnected beyond a
theme or issue and the
connections are made
explicit to the pupils.”
Grady Venville, J. W. (2002)

109. Thank you
Bernie C. Despabiladero
Presenter