k to 12 pedagogical approaches

K TO 12 PEDAGOGICAL APPROACHES

DIVISION MASS TRAINING OF SCHOOL HEADS

Sec. 5 (e) RA 10533The curriculum shall use

pedagogical approaches such as constructivism, inquiry-based, reflective, collaborative, and integrative.

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

• 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?

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

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.

This cognitive disequilibration/ cognitive dissonance is a necessary

precursor of learning.

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 .

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’.

Basic Principle of CONSTRUCTIVISM:

Learners construct understanding/ meaning based on their prior knowledge/ experience.

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.

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.

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)

Key Players of CONSTRUCTIVISM

• John Dewey–Education was a social process

therefore learning should engage and expand the experiences of the learners.

• What are the characteristics of a

Constructivist classroom?

Traditional classroom vs. Constructivist classroom

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.

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.

In a constructivist classroom, learning is…

Constructed Active

Reflective Collaborative

Inquiry-based /Problem-based

Evolving

What are the Roles of Teachers

in a Constructivist Teaching-Learning

Environment?

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

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)

Provide time for students to construct relationshipsInquire about students’

understandings of concepts before sharing their own understanding about the

concepts

Encourage students to engage in dialogue, both with the teacher and with

one anotherEncourage student inquiry by asking

thoughtful, open-ended questions and encouraging students to ask questions of

each otherSeek elaboration of students’ initial

responses

What Approaches/ Teaching Models

promote Constructivism?

Approaches/ Teaching Models that promote Constructivism

• Integrative • Reflective • Collaborative• Inquiry-based • (etc.)

What Teaching Strategies promote

Constructivist Teaching-Learning

Environment?

Probing Students’ Understanding in the Constructivist Environment

• Predict-Observe-Explain• Graphic Organizer (KWLH Chart,

…)• Mind Mapping and Concept

Mapping• Concept Cartoon

PROBEX or POE (Predict-Observe-

Explain)

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

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: ______________________

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.

KWLH CHART

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

NOW

ANT

EARN

OW

What I KNOW

What I WANT to Know

What I LEARNED

HOW Can I Learn More

COLORS OF LIGHT

MIND MAPPING and

CONCEPT MAPPING

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.

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.

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.

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 bloodedFeed 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

areMammar

y glandsGive birth

Animal

Grass

Food

Plant

Living thing

Cow

is a

produces

needs

Can can be

eats

e.g.

Can

can be

Concept Cartoon

What is Concept Cartoon? “ cartoon-style

drawings presenting characters with different viewpoints around a particular situation”.

(Roesky & Kennepohl, 2008)

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.

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.

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.

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

Examples of Effective Assessment/Evaluation

Practices in a Constructivist Classroom

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.

2. Celebration of Learning

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

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.

4. Graphic Organizers

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

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.

6. Oral Presentations

• Students share their knowledge verbally in oral presentations.

• Some students may prefer to do an oral presentation by using multimedia.

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.

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.

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.

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.

11. Simulation

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

10 Basic Learning Principles In Constructivism

1. Learning is a process of structuring meaning in an active way.

• Learning includes conceptual changing

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

3. Learning is subjective.

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

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

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.

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.

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.

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

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

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

Implications to you as teacher?

“ START BY DOING WHAT’S NECESSARY; THEN DO WHAT’S

POSSIBLE; AND SUDDENLY YOU ARE DOING THE IMPOSSIBLE.”

St. Francis of Assisi

“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-

“ START BY DOING WHAT’S NECESSARY; THEN DO WHAT’S

POSSIBLE; AND SUDDENLY YOU ARE DOING THE IMPOSSIBLE.”

St. Francis of Assisi

“ 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.”

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.

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

ACTIVITY

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)

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.

• 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.

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

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.

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

• 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.

• 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.”

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.

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

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

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.

Generic Competency Model

• 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.

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.

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.

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.

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.

• 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.

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.

Thematic Teaching ModelSubject

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.

• 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.

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?

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

“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)

Thank you

Bernie C. Despabiladero Presenter