K to 12 pedagogical approaches

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 with
in and across the learning areas to master learning standards (content and perfo
rmance standards) we are molding integrated learners, or well rounded individuals.
two main sources of reliable and meaningful knowledge for basic education: expe
rt systems of knowledge and the learners experience in his/her context
4. What is Constructivism? Who are the key players of Constructivism? What a
re the characteristics of a Constructivist classroom? What are the roles of teac
hers in a Constructivist teaching-learning environment? What approaches/ teachin
g models promote Constructivism? What strategies promote Constructivist teaching
-learning environment?
5. CONSTRUCTIVISM People construct their own understanding and knowledge of t
he 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 dis
sonance.
7. This cognitive disequilibration/ cognitive dissonance is a necessary prec
ursor of learning.
8. Cognitive Disequilibration/ Cognitive Dissonance This gives the teacher a
ccess to what is in the children s minds and encourage teachers to provide the stu
dents with the learning opportunity that would help the children reconstruct the
ir 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 tau
ght, but by actively constructing our own meanings based on prior knowledge/ exp
erience (schema). This meaning-making theory of learning is called Constructivism .
10. Basic Principle of CONSTRUCTIVISM: Learners construct understanding/ mea
ning based on their prior knowledge/ experience.
11. Key Players of CONSTRUCTIVISM Jean Piaget Children think differently fro
m adult thus he believed children were active learners and did not need motivati
on from adults to learn. Children interpret knowledge differently as they progre
ss through different stages.
12. Key Players of CONSTRUCTIVISM Jerome Bruner Learning is an active proces
s in which the learner constructs new ideas or concepts based on his or her curr
ent and past knowledge. Children are constructivist learners are participatory l
earners and are actively engaged in the learning process.
13. Key Players of CONSTRUCTIVISM Lev Vygotsky Learning was influenced signif
icantly by social development and learning took place of a child s social developm
ent and culture (Social cognition)
14. Key Players of CONSTRUCTIVISM John Dewey Education was a social process t
herefore 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 in
clude 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 ma
terials. Learning is based on repetition. Learning is interactive, building on w
hat the student already knows.
17. Teachers disseminate information to students; students are recipients of
knowledge. Teachers have a dialogue with students, helping students construct t
heir own knowledge. Teacher's role is directive, rooted in authority. Teacher's
role is interactive, rooted in negotiation. Assessment is through testing, corre
ct answers. Assessment includes student works, observations, and points of view,
 as well as tests. Process is as important as product. Knowledge is seen as iner
t. Knowledge is seen as dynamic, ever changing with our experiences. Students wo
rk primarily alone. Students work primarily in groups.
18. In a constructivist classroom, learning is ? Constructed ? Active ? Refle
ctive ? Collaborative ? Inquiry-based /Problem-based ? Evolving
19. What are the Roles of Teachers in a Constructivist Teaching- Learning En
vironment?
20. Roles of Teachers in a Constructivist Classroom: Prompt and facilitate d
iscussion Guide students by asking questions that will lead them to develop thei
r own conclusions on the subject Allow wait time after posing a question Engage
students in experiences that might engender contradictions to their initial hypo
theses and then encourage discussion
21. prompt students to formulate their own questions (inquiry) allow multipl
e 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 stude
nts understandings of concepts before sharing their own understanding about the c
oncepts
23. Encourage students to engage in dialogue, both with the teacher and with
one another Encourage student inquiry by asking thoughtful, open-ended question
s and encouraging students to ask questions of each other Seek elaboration of st
udents initial responses
24. What Approaches/ Teaching Models promote Constructivism?
25. Approaches/ Teaching Models that promote Constructivism Integrative Refl
ective Collaborative Inquiry-based (etc.)
26. What Teaching Strategies promote Constructivist Teaching-Learning Enviro
nment?
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 ma
ke predictions on the outcome of some event and justify their predictions 2. Obs
erve: students describe what they observe from the activity they carry out or de
monstrated 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 t
he quality of their reasoning. If POE tasks needs to be scored, give particular
weight to the way students reconciles any difference between observation and pre
diction.
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 o
ut this chart prepares a student for reading about a topic, helps in reviewing w
hat has been learned about the material, gives help in obtaining more informatio
n, 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 amo
ng concepts. Good for starting a topic. Good for finding any misconceptions. Giv
es an insight into the structures the students has built up about world. Encoura
ges students to clarify their ideas using a visual representation. Assesses curr
ent 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 o
n the concept given. 2. By giving students texts and ask them to identify key wo
rds 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/aft
er lesson * to consolidate understanding * to do a summary of session Example :
Mammals Warm blooded Feed young With fur/ hair With backbone Can move Concept ma
p Suitable to use before lesson to : * brainstorm ideas * identify prior knowled
ge and misconception Features : * Got linking words * Got arrows with correct di
rection Good to use during/after lesson * to modify misconception * to consolida
te 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 wi
th different viewpoints around a particular situation . (Roesky & Kennepohl, 2008)
43. Concept Cartoon Concept cartoons are extremely versatile as a teaching s
trategy (Brenda Keogh and Stuart Naylor, 1999), They may be employed across subj
ects, such as in the development of reading skills in English, or the teaching o
f problem solving in Math.
44. Concept Cartoon Feature cartoon-style drawings showing different charact
ers arguing about an everyday situation. Designed to intrigue, promote discussio
n and to stimulate scientific thinking Puts forward a range of viewpoints about
the science involved in everyday situation.
45. Concept Cartoon and Assessment Concept cartoons can be used as an altern
ative assessment (Youngjin Sons, Misook Heo, Larry Krumenaker & Deborah Tippins)
Concept cartoons can be used to get access to learners ideas, to probe their lev
el of understanding and to highlight any confusion they may hold.
46. 3 Ways of Using Concept Cartoon as an Alternative Assessment Tool Assess
ing students prior conceptions Assessing students progress and difficulties with l
earning Assessing students learning outcomes
47. Examples of Effective Assessment/Evaluation Practices in a Constructivis
t Classroom
48. 1. Anecdotal Records These are a form of ongoing assessment of observati
ons of students in the classroom. These jot-notes give the teacher information a
bout how the student is processing information, collaborating with other student
s and general observations on learning styles, behaviors and attitudes.
49. 2. Celebration of Learning This is a demonstration where students can sh
are their expertise in different subject areas with other students, teachers and
parents.
50. 3. Exit Cards This is a short and easy activity for checking student kno
wledge before, during and after a lesson. Teacher may ask 3 questions to the stu
dents so teacher can quickly check the answers and plan necessary instructions.
51. 4. Graphic Organizers Graphic organizers are instructional tools and the
y are used for illustrating prior knowledge.
52. 5. Journals Teacher can use journals for assessing for process of learni
ng and student growth. Open- ended and reflective questions for the students can
be journals. Journals provide insight on how the learners are synthesizing thei
r learning.
53. 6. Oral Presentations Students share their knowledge verbally in oral pr
esentations. Some students may prefer to do an oral presentation by using multim
edia.
54. 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.
55. 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 u
sing different ways apart from traditional media such as exams and essay.
56. 9. Project-Based Learning This is an instructional strategy that gives o
pportunity to students to discover answers to their questions through real-world
investigation. These are learning opportunities that motivate students and inte
grate many curriculum aims.
57. 10. Rubrics These are marking guides or sets of expectations used to ass
ess student level of understanding, students know the expectations and what they
need to do in order to be more efficient.
58. 11. Simulation Role playing during the operation of a comparatively comp
lex symbolic model of an actual of hypothetical social process.
59. 10 Basic Learning Principles In Constructivism
60. 1. Learning is a process of structuring meaning in an active way. Learni
ng includes conceptual changing
61. 2. Learning is a reconstruction for developing students apprehension to m
ore complex and effective mode
62. 3. Learning is subjective. Learning is internalization of students learni
ng with different symbols, graphics, metaphors and models.
63. 4. Learning is shaped with situations and the condition of environment.
64. 5. Learning is social process. It means that learning develops through c
ommunication such as sharing their perspective, exchanging of information and so
lving problems collaboratively. *students learn solving problems such as real li
fe problems instead of making exercises.
65. 6. Learning is an emotional process because mind and emotion are associa
ted with each other so the nature of learning are affected from these factors. t
he student s ideas about his abilities, the clearness of learning goals, personal
expectations and motivation for learning.
66. 7. The appropriateness of learning to students development in terms of di
fficulties, its association with student s need or real life is important in learn
ing process.
67. 8. Learning is developmental and is affected from person s physical, socia
l, emotional and logical development.
68. 9. Learning is student-centered and learning focuses on students interest
s and needs not teacher s need or lesson book s needs.
69. 10.Finally, learning doesn t start at definite time or doesn t finish at def
inite time. In contrast it continues in a permanent way.
70. Implications to you as teacher?
71. START BY DOING WHAT S NECESSARY; THEN DO WHAT S POSSIBLE; AND SUDDENLY YOU A
RE DOING THE IMPOSSIBLE. St. Francis of Assisi
72. 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 p
eople get. - Andy Hargreaves and Michael Fullan-
73. START BY DOING WHAT S NECESSARY; THEN DO WHAT S POSSIBLE; AND SUDDENLY YOU A
RE DOING THE IMPOSSIBLE. St. Francis of Assisi
74. Integrative teaching is cutting across subject matter lines bringing tog
ether various aspects of the curriculum into meaningful association to focus upo
n broad areas of study.
75. 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 mi
nutes.
76. Ask a volunteer from each group to report their responses to the activit
y. Compare notes/answers. ACTIVITY
77. 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 t
he activity? (Publish)
78. 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 conn
ect what is learned in school to real life situations, thus it is more on develo
ping problem solving and discussions of issues in the real world.
79. 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.
80. The modes of integrative teaching acknowledge that: students are rich so
urces of learning students are allowed to explore their own minds and experience
s students are expected to learn the intended learning standards per grade level
more meaningfully the integrative learning systems are anchored on the theory o
f multiple intelligences and learning styles
81. The focus of integrative teaching is on the mastery of the learning stan
dards (content and performance) in the different learning areas and on how stude
nts could use what they learned from these learning areas as they face issues/co
ncerns/problems in their day-to-day world.
82. Content-Based Instruction is an approach to language teaching that focus
es not on the language itself, but rather on what is being taught through the la
nguage; that is, the language becomes the medium through which something new is
learned is the integration of particular content with language teaching aims/obje
ctives Is based on the underlying principle that successful language learning occ
urs when students are presented in English in a meaningful, contextualized form,
with the primary focus on acquiring information and knowledge
83. Researches have shown that CBI results in effective language learning, c
ontent learning, increased motivation and interest levels. This is because stude
nts learn language best when there is an emphasis on relevant, meaningful conten
t rather than on the language itself. In content-based classes, students have mo
re opportunities to use the content knowledge and expertise they bring to class
they activate their prior knowledge, which leads to increased learning of langua
ge and of the content material.
84. In CBI, content becomes the organizing principle: the language structure
s, 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 targ
et largely as the vehicle through which subject matter content is learned rather
than as object of study.
85. Specific steps that the teacher could follow are: ? Coordinate with subj
ect 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 s
ubject 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.
86. Focusing Inquiry an integrative approach that uses questions to organize
learning like mot interdisciplinary teaching, it goes beyond conventional quest
ions, whether or not an answer exists students become creators of the main proce
ss of conducting an investigation and communicating what was learned to others p
rocess of inquiry is the organizer of the instructional design while the content
is assigned to a secondary place
87. Focusing Inquiry: Is all about thinking It offers concrete ways on how s
tudents could approach their studies easier by helping them become actively invo
lved in their own learning process Is self-renewing cycle of questions and answe
rs Uses what students already know as a starting point (from prior knowledge, ex
planation, posters, imagery, etc.) Students generate questions about the things
they do not know yet Students design a method of investigation and gather inform
ation on their own Students generate answers and interpret information, other qu
estions may emerge Cycle of question-and- answer goes on
88. 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 f
ield of factors. (Act as triggers on who? What? When? How? How much ?) 3. Help s
tudents connect or relate facts. (Interpret, infer, give meaning) 4. Assist lear
ners to generate explanatory ideas. (generalization) 5. Facilitate how the learn
ers could find answers.
89. Generic Competency Model
90. The competency in this model refers to the desired KSAs in every learnin
g area. The students learn related proficiencies in different learning areas at
the same time as they undergo experience/s which teachers in the different learn
ing areas use as springboard for them to develop shared competencies. The instru
ctional integrity of the different learning areas is maintained. In higher grade
level, the respective teachers handle their subjects separately. Teachers on on
e-teacher classes such as in lower grades see to it that KSAs in all learning ar
eas are covered. The difference lies on the teachers thorough planning of what co
mmon 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.
91. 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 spe
cific and generic competencies.
92. 3. Brainstorm the specific skills that you would like the students to le
arn from the project/activity that is aligned with the curriculum guide (perform
ance standards(. Examine if these skills will lead to the culminating performanc
e. 4. Design the scoring guide/rubrics with criteria and standard to assess the
performance tasks, preferably through other than paper-and-pencil tests.
93. 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 a
ccompany the unit. The theme helps students see the meaningful connections acros
s disciplines or learning areas Have enough breadth to embrace the learning area
s that are being combined, and the depth to support the increasing growth in stu
dents cognitive skills.
94. Below are the steps for the Integrated Unit Design (thematic based) 1. D
ecide on a unit theme that will include all learning areas in the integration pr
ocess. 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 abou
t the concept.
95. 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 them
atic teaching. The model identifies a major concept (content) with topics from d
ifferent learning areas webbed around the theme. Essential understandings and ques
tions are clarified. Processes, and activities are listed and they end in a perfo
rmance that shows the quality of learning achieved by the students.
96. 5. Brainstorm essential questions to facilitate study toward the essential
understanding. 6. List the processes (complex performance that taps multiple in
telligences) and list key skills to be emphasized in a unit of instruction and a
ctivities. 7. For each week and each concept in the unit, write instructional ac
tivities to engage the students with essential questions and processes. 8. Write
the culminating performance to show the depth of learning. 9. Design the scorin
g guide /rubrics with criteria and standard to assess the performance task. Inno
vative types of assessment may be used to measure progress throughout the unit.
97. Thematic Teaching Model Subject Theme English Filipino AP Science Math T
LE Sample instruct- ional activi-ties Have a panel discussion on the roots of po
verty. 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 fa
mily income Culminating Activity - Immersion/Exposure to poor areas in the commu
nity.
98. Creative evaluators use creative assessment tools in order to get the tr
ue picture of students learning or mastery of the learning standards since an int
egrative class needs complex performance to create something new that could not
be measured by mere standardized and paper-and-pencil tests.
99. 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?
100. Teacher Roles in the Modes of Integrative Teaching Connection experts a
nd not just subject experts selects theme and examines learning areas and respec
tive materials interlinked with the theme Learning strategists use innovative te
aching techniques and strategies Multimedia specialists create and use audio and
visual materials which will be used in the diverse learning tasks in their clas
ses Not knowledge gatekeepers and meaning makers but guides and facilitators of
students own meaning making
101. In an interdisciplinary approach the subjects are interconnected beyond
a theme or issue and the connections are made explicit to the pupils. Grady Venvi
lle, J. W. (2002)
102. Thank you Bernie C. Despabiladero Presenter