METACOGNITIVE APPROACH

• “meta” – beyond• an approach that goes beyond cognition• monitoring cognitive process – cognitive

task

e.g.• thought processes – while thinking• thinking aloud

THE CONSTRUCTIVIST APPROACH

• view learning as an active process – self-constructive meanings

• established meaningful connection between prior knowledge and present learning activity

• anchored on the belief of every individual’s past experiences – meanings are either constructed or reconstructed depending on it

• reflecting and evaluating accumulated knowledge – constructing new meanings

Olrich, 1994• “effective problem-solvers subvocalize; that is

they talk to themselves frequently”• Subvocalizing – constant re-stating of situation,

rechecking progress and evaluating one’s thinking

e.g.• Describing – what’s going on in their mind• Identifying – problem or situation• Steps that are required to obtain information

Instructional Characteristics1. Teaching

• is not merely transmitting knowledge and information such as facts, concepts and principles

• it provide students with relevant experiences from which they can construct their own meaning

2. Constructivism• anchored on the assumption that “the absorption or assimilation of knowledge is

somewhat personal and therefore no two learners can build up the same meaning out of one situation”.

3. Teacher’s role• to facilitate learning by providing opportunities for a stimulating dialogue• guides the students through skillful questioning and appropriate cognition processing

4. Materials• Learning activities and events rather than fixed documents ( laws, principles)

5. Lessons • are activity-centered in order to experience or gain personal knowledge through

active involvement• Participation with understanding enables them to “live through” a learning episode

Suggestions

1. Introduction - review or recount of observation done in the previous learning activity

2. Inquiry teaching – open discussions, honest exchange of ideas

3. Reflection – analyzing experiences to arrive new interpretations and conclusions

4. Planning of learning activities – research activities develop critical thinking and promote the search of new information

5. Working independently – allow testing of own ideas

Guidelines for Its Effective Use

1. Taking own initiative and having a strong sense of responsibility.

2. Respecting and accepting the student’s own ideas.

3. Recalling and analyzing past experiences.

REFLECTIVE TEACHING

• is anchored on the ability of the teacher to guide students to reflect on their own experiences in order to arrive at new understandings and meanings.

Instructional Characteristics

Schulman (1990) – cites three key characteristics of reflective teaching.

1. Ethic of caring

2. Constructivist approach

3. Tactful problem solving

Ethic of Caring– refers to the teachers’ expressions of thoughtfulness. To care means to be “ethically bound to understand one’s students.

• to practice the ethics of caring a teacher is guided by three effective ways:

1. Confirmation

2. Dialogue

3. Cooperative Practice

ConfirmationTo confirm a student, a caring

teacher takes time to help students discover their individual inclinations and capitalize on them. She recognizes the differences among them.

Dialoguemeans to “talk honestly and

openly about one’s innermost concerns. The goal is to understand and in the long run, to care.

Cooperative Practice Facilitates learning through counseling and

guiding rather than just imparting knowledge.

Students learn through an analysis and evaluation of past experiences. Without analysis, no new learning and ideas can be constructed. Through reflection, the students experience acquires meaning, hence she/he is able to formulate his/her own concepts that can be applied to new learning situations.

COOPERATIVE LEARNING APPROACH

Make use of a classroom organization where students work in groups or teams to help each other learn.

Characteristics Features:

1. It has two important components, namely:• a cooperative incentive structure – one where two or

more individuals are interdependent for a reward. They will share if they are successful as a group.

• a cooperative task structure – a situation in which two or more individuals are allowed, encouraged or required to work together on some tasks, coordinating their efforts to complete the task.

2. Students work in teams to tackle academic tasks.

3. Reward systems are group-oriented rather than individually-oriented

4. The interactions within the group is controlled by the members themselves.

5. Teams are made up of mixed abilities – high, average, and low achievers.

6. Each individual learner is accountable for his/her learning.

7. The group reflects on and evaluates the group process they underwent.

Advantages of Cooperative Learning:

1. Interdependent relationship is strengthened and reinforced when group cooperation is rewarded.

2. Group work develops friendliness, willingness, to assist and the more worthwhile value of caring and sharing

3. Cooperation in group promotes maximum generation and exchange of ideas, tolerance, and respect for other people’s point of view.

4. Cooperative learning groups exhibit less competitive behavior compared to whole-class teaching classrooms.

5. The group members gain skills of cooperation and collaboration through experience.

Peer tutoring/Peer teaching

• The best way to learn something is to teach it.• “Pair, Think, Share”• is commonly employed when the teacher

requests the older, brighter and more cooperative member of the class to tutor ( coach, teach, instruct) other classmates.

Tutoring arrangement may be any of the following:

a. Instructional tutoring

b.Same age tutoring

c. Monitorial tutoring

d.Structural tutoring

e. Semi-structured tutoring

Instructional Characteristics:1. Tutees receive individualized instruction, checked immediately

for errors or misconceptions as well as rewarded for correct responses.

2. Tutees receive more instruction and given more contact hours by a tutor.

3. Establishing rapport between the tutee and tutor regardless of the age group.

4. There is more time to attend to higher concerns (curriculum, lesson planning, etc.)

5. It reduces large class into smaller working groups.

6. Discipline problems are lessened because of the presence of assistants.

7. Highlighted spirit of cooperation, camaraderie and reciprocity.

8. Tutors stand to gain more.

9. Tutors improve their self-concept.

Guidelines for Its Effective Use1. Careful selection of tutors must be strictly exercised.

2. The teacher should observe and provide the necessary feedback that can further assist the tutors.

3. Acknowledge students who possess leadership qualities.

4. Explain the benefits of arrangement.

5. The tutor must confer with the teacher regarding the nature and extent of assistance.

6. Preparing each other’s role (tutors & tutees) to avoid confusion.

7. The tutor should exhibit teaching competence.

8. The tutors must have a variety of techniques in “reaching”.

9. Provide instant evaluation by way of performance and oral responses.

Partner Learning is learning with a partner students choose partner from their

classmates rehearsing what they have learned and

exploring their understanding may also mean “study buddy”

Guidelines for Its effective Use

1. Give specific amount of time and prompt for discussion – two minutes

2. Give students less time from what they actually need. Add more seconds if necessary.

Appropriate Learning Activities in the Different Phases of the Lesson

Introductory / opening / initiatory activities

Developmental Activitieso For Data-gatheringo For Organizing and summarizingo For Application/Creative activities

For Concluding Activities