CONTRUCTIVIST TEACHING: INTERACTIVE, COLLABORATIVE, INTEGRATIVE AND

INQUIRY BASED
CONSTRUCTIVIST TEACHING

 Is based on the belief that learning occurs when learners are actively
involved in a process of meaning and knowledge construction as opposed
to passively receiving information.
 Learners are the makers of meaning and knowledge
CHARACTERISTICS OF CONSTRUCTIVIST TEACHING
1. Authentic Activities and Real- World Environments
2. Learning situations, environments, skills, content and tasks are relevant,
realistic, authentic and represent the natural complexities of the “real
world”.
3. Primary sources of data are used in order to ensure authenticity and real-
world complexity.
4. Assessment is authentic and interwoven with teaching.
5. Learners are provided with the opportunity for apprenticeship learning in
which there is an increasing complexity of tasks, skills, and knowledge
acquisition.
Multiple Perspectives
JONASSEN 1995
 Learning Environment should support multiple perspectives or
interpretations of reality, knowledge construction and context-rich
experience-based activities”.
 Activities, opportunities, tools and environments are provided to
encourage metacognition, self-analysis, regulation, reflection and
awareness.
WHOLISTIC INTEGRATIVE
 KNOWLEDGE COMPLEXITY IS REFLECTED IN AN EMPHASIS ON
CONCEPTUAL INTERRELATEDNESS AND INTERDISCIPLINARY LEARNING.
SELF – DIRECTED LEARNERS
a. The student plays a central role in mediating and controlling learning.
b. Goals and objectives are derived by the student or in negotiation with the
teacher or system.
c. Exploration is a favored approach in order to encourage students to seek
knowledge independently and to manage the pursuit of their goals.
d. Scaffolding is facilitated to help students perform just beyond the limits of
their ability.
e. Meaningful Learning
f. Knowledge construction and not reproduction is emphasized.
g. The learner’s previous knowledge constructions, beliefs and attitudes are
considered in the knowledge construction process.
h. Errors provide the opportunity for insight into students’ previous
knowledge constructions.
INTERACTIVE TEACHING
 The word interactive can reminds us of people with whom the learner
interacts in order to learn.
 The interaction can be between the learner and learning materials
(module, film, video, clip, poem, map)
 Why do we promote interactive teaching?
Teacher’s tasks in Interactive Teaching-Learning
Teacher:
• Must ask specific, non-intimidating feedback questions and HOTS
questions.
• Must take the focus of interaction clear.
• Must create the climate favorable for genuine interaction.
• Must do less talk so students talk more.
COLLABORATIVE TEACHING
 An effective class interaction paves the way of collaboration
 When the students collaborate for learning, they do not just interaction,
they work together and help one another for a common goal.
 This is peer-to- peer learning.
Teacher’s tasks in Collaborative Learning
Teacher must:
• Begin with the conviction that every student can share something in the
attainment of a goal.
• Structure tasks in such way that the group goal cannot be realized
without the members of collaborating.
• Make the goal clear to all.
• Ensure that guidelines on procedures are clear especially on how their
performance is assessed.
• Make clear that the end of the activity, they have to reflect together.
INTEGRATIVE TEACHING AND LEARNING
INTERDISCIPLINARY TEACHING
 INTEGRATE COMES FROM THE LATIN WORD “INTEGER” WHICH MEANS
TO MAKE A WHOLE.
 INTEGRATE TEACHING AND LEARNING MEANS PUTTING TOGETHER
SEPARATE DISCIPLINES TO MAKE A WHOLE
 THIS AFFIRMS THE “BOUNDARYLESSNESS” OF DISCIPLINES.
TRANDISCIPLINARY TEACHING
Integrative teaching is also transdisciplinary.
 This means connecting lifeless subject matter to life itself.
HOW CAN TEACHERS CONNECT SUBJECT MATTER TO LIFE?
 • Depart the teaching content for the test purposes only.
• Research the application phase of the lesson development.
Three level teaching
• Integrative teaching is also done when you integrate knowledge, skills
and values in a lesson.

VALUES

CONCEPTS, MORE
COMPLEX SKILLS

FACTS, SKILLS

The three-level teaching is a teaching information for formation and

transformation.

FORMATION
INFORMATION
TRANSFORMATION

Multiple intelligences based and learning style-based teaching

• If integrative teaching is making things whole, it also means putting
together the multiple intelligences (MI) of the learner as identified by
Howard Gardner.
• It is also considering varied learning styles (LS).
TEACHERS TASK IN INTEGRATIVE TEACHING
• This is the teaching that focused on inquiry or question.
 • It espouses investigation, exploration, exploration search, quest, research,
pursuit and study.
• readily the entry points for interdisciplinary integration.
• To do integrative teaching by interdisciplinary and 3 level teaching mode, a
teacher must be able to connect subject matter to values and to a life as a
whole.
• To be able to integrate MI and LS, the teacher must have a reservoir of
teaching activities to be able to cater to students with diverse Mis and LSs.
INQUIRY-BASED TEACHING
 This is the teaching that focused on inquiry or question.
 It espouses investigation, exploration, exploration search, quest, research,
pursuit and study.
Teacher’s task in Inquiry-Based Teaching Learning
When using inquiry-based lessons, teachers are responsible for:
 Starting the inquiry process
 Promoting the students dialog;
 Transitioning between small groups and classroom discussions;
 Intervening to clear misconceptions or develop students’ understanding of
content material; and
 Modeling scientific procedures and attitudes.
INQUIRY –BASED LEARNING COVERS RANGE OF ACTIVITIES TO LEARNING AND
TEACHING, INCLUDING:

 Field-work
 Case studies
 Investigations
  Individual and group activities
Research project

PREPARED BY:
MERCY, MABILIN A.
BEED III