21 CENTURY

st

PEDAGOGICAL
APPROACHES
ALBERT P. BALONGOY, PhD
Discussant
OBJECTIVES:
• Explain what is Constructivism
• Identify the key players of Constructivism
• Discuss the characteristics of a
Constructivist classroom
• Gain insights to the roles of teachers in a
Constructivist teaching-learning
environment and the approaches/ teaching
models that promote Constructivism
• Present the strategies that promote
Constructivist teaching-learning
environment
ACTIVITY: FACT OR BLUFF
• Choose your TEAM LEADER and
RAPPORTEUR.
• Discuss within your group if each statement
FOLLOWS THE PRINCIPLES OF
CONSTRUCTIVIST CLASSROOM.
• Write FACT if the statement is TRUE and
BLUFF if otherwise.
• Finally, draw an image of windshield like
what is shown below.
DEPARTMENT OF EDUCATION
1. Curriculum emphasizes big concepts, beginning
with the whole and expanding to include the
parts.

2.Strict adherence to fixed curriculum is

highly valued.
3. Materials include primary sources of
material and manipulative materials.
4. Learning is interactive, building on what
the student already knows.
5. Teachers disseminate information to students;
students are recipients of knowledge.

6.Teacher's role is directive, rooted in authority.

7. Assessment includes student works,

observations, and points of view, as well as
tests. Process is as important as product.
8. Knowledge is seen as inert.
9. Students work primarily alone.
1. Curriculum emphasizes big concepts, beginning
with the whole and expanding to include the
parts. FACT
2. Strict adherence to fixed curriculum is
highly valued. BLUFF
3. Materials include primary sources of
material and manipulative materials. FACT

4. Learning is interactive, building on what

the student already knows. FACT
5. Teachers disseminate information to students;
students are recipients of knowledge.
BLUFF
6.Teacher's role is directive, rooted in authority.
BLUFF
7.Assessment includes student works,
observations, and points of view, as well as
tests. Process is as important as product. FACT
8. Knowledge is seen as inert. BLUFF
9. Students work primarily alone. BLUFF
DEPARTMENT OF EDUCATION
 ANALYSIS

DEPARTMENT OF EDUCATION
Sec. 5 (e) RA 10533
The curriculum shall use
pedagogical approaches
such as constructivism,
inquiry-based, reflective,
collaborative, and
integrative.
 The Cone of Learning
We tend to remember…. Our level of involvement
10% Of what we read
Reading Verbal receiving P
20% Of what we hear Hearing words A
Visual receiving S
30% Of what we see Looking at pictures
S
Watching a movie
I
Of what we see and Looking at an exhibit V
50% hear
Watching a demonstration E

Seeing it done on location

Receiving and A
Of what we say Participating in a discussion participating C
70% T
Giving a talk
I
Of what we Doing a dramatic presentation
V
90% both say Simulating the real experience Doing E
and do
12 Doing the real thing
 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
 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 student’s minds
and encourage teachers to
provide the students with the
learning opportunity that would
help them 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.
Basic Learning Principles In
Constructivism
1. Learning is a process of
structuring meaning in an
active way.
 Learning includes conceptual changing
2. Learning is subjective.

Learning is internalization of
students‘ learning with different
symbols, graphics, metaphors and
models.
3. Learning is shaped with situations
and the condition of environment.
 4. 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.
5. 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.
 6. 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.
7. Learning is developmental and is
affected from person‘s physical,
social, emotional and
logical development.
8. Learning is student-centered and
learning focuses on students‘
interests and needs not teacher‘s
need or lesson book‘s needs.
9. Finally, learning doesn‘t start at
definite
time or doesn‘t finish at definite
time. In contrast it continues in a
permanent way.
In a constructivist classroom,
learning is…
 Constructed
 Active
 Reflective
 Collaborative
 Inquiry-based /Problem-based
 Evolving
DEPARTMENT OF EDUCATION
Activity No. 1
 Group yourselves into 4.
 Choose your leader , secretary and reporter.
 Each group will be given a topic.
 You will be given 5-minute preparation and
after that, your reporter will discuss your
consolidated output in front in three minutes.
 Use multimedia in reporting.
 What are the Roles of Teachers
 1. in a
Constructivist Teaching-Learning
Environment?

 2. Approaches that promote constructivism

in the classroom

 3. What Teaching Strategies

promote Constructivist Teaching-Learning
Environment?

 4. Examples of Effective
Assessment/Evaluation Practices in a
Constructivist Classroom
 1. What are the
Roles of Teachers
in a Constructivist
Teaching-Learning
Environment?
Roles of Teachers in a
Constructivist Classroom:
1. Prompt and facilitate discussion

2. Guide students by asking questions that will lead

them to develop their own conclusions on the
subject

3. Allow wait time after posing a question

4. Engage students in experiences that might

engender contradictions to their initial hypotheses
and then encourage discussion
4. 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)
5. Connection experts and not just subject
experts – selects theme and examines learning
areas and respective materials interlinked with
the theme
6. Learning strategists – use innovative teaching
techniques and strategies
7. Multimedia specialists – create and use audio
and visual materials which will be used in the
diverse learning tasks in their classes
8. Not knowledge gatekeepers and meaning
makers but guides and facilitators of students’
own meaning making
2. Approaches that
promote constructivism in
the classroom
• Integrative teaching – cutting across disciplinal
lines (interdisciplinary) 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.
• Reflective – stepping back and analyze their
experience to improve future learning
• Collaborative – not only among students but more
importantly between students, teachers, and their
respective community
• Inquiry-based– raising questions, posing problems or
scenarios and let student discover the answer
- students become creators of the main process of conducting an
investigation and communicating what was learned to others

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.
3. What Teaching
Strategies
promote
Constructivist
Teaching-Learning
Environment?
a. Probing Students’
Understanding in the
Constructivist Environment

• Predict-Observe-Explain
• Graphic Organizer (KWLH
Chart,…)
• Mind Mapping and Concept
Mapping
• Concept Cartoon
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
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
 COLORS OF LIGHT
NOW What I What I What I HOW Can I
KNOW WANT to LEARNED Learn More
Know

ANT

EARN

OW
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.
 Mind map Concept map
• Suitable to use before lesson to • Suitable to use before lesson to :
* brainstorm ideas * brainstorm ideas
* identify prior knowledge * identify prior knowledge and
misconception
• Features :
* No linking words • Features :
* No arrows * Got linking words
* Got arrows with correct
• Good to use during/after
direction
lesson
* to consolidate understanding • Good to use during/after lesson
* to do a summary of session * to modify misconception
* to consolidate understanding
• Example :
ekonomiya
pamhalaan
tao * to do a summary of session
• Example : kultura
pamilya are
Lipunan komunidad

lipunan for example

relihiyon kultura
What is
Concept
Cartoon?
“ cartoon-style
drawings
presenting
characters with
different
viewpoints around
a particular
situation”.

(Roesky & Kennepohl, 2008)

Cooperative Learning
Teaching Techniques
Cooperative Learning can be
defined as collaboration in an
instructional setting either between or
among members of small groups that
achieves learning outcomes, including
ability to remember and utilize what
is learned.
In cooperative learning settings . . .
 Groups have common goals toward which to
work.
 Students work in small, teacher-assigned groups.
 Teachers provide activity structures that
encourage productive learning behaviors.
 Each student is individually accountable for his
or her achievements.
 Students are rewarded for group success.
Instructor Needs
 Classroom
 Movable chairs
 Tables that individually seat up to five persons, if
possible
 Computers for computer-based exercises
 Well-planned activities, designed to meet the needs
of the audience in the amount of time allocated
 Knowledge of techniques and how to utilize them
 Previous practice using the techniques
 Students equipped with writing instruments and
paper who are motivated to follow directions and
work in groups
 Techniques

Round Robin Brainstorming

 Jigsaw
 Group students into sets of five. Assign unique information to
learn to each group member. After reading the material,
instruct group members to take turns teaching their material to
their teammates.

 Example: Give the members of each group a piece of paper

containing information detailing one way to evaluative web
sites. Provide two minutes of silence to read the material and
decide how to explain it. Ask them to take turns explaining the
information to the other group members.
 Think-Pair-Share
 Pose a question, and ask students to think about its answer.
Instruct students to pair off and take turns explaining their
answers to each other.

 Example: Ask class members to imagine they need to research

a paper topic but cannot remember what their library
instruction professor told them about which databases to use to
do so. Instruct students to think silently about how best to
refresh their memories and then explain their answers to their
partners. Then call on a few students to explain their partner’s
strategy to the class.
 Three-Step Interview
 Group students into pairs. In step one, ask individuals to
interview their partners. In step two, ask partners to reverse
roles. In step three, select a few students to explain their
partners’ answer to the entire class.

 Example: Instruct students to imagine that their psychology

professor has asked each one to compose a five-page research
paper focused on one of the many topics covered in the course
textbook. Request that they think silently about how they would
go about selecting a topic and why they would choose that
method. Ask the students to pair off and interview each other.
Each partner should ask the other these questions. “How would
you identify a topic?” “Why would you choose this method?”
 Round Robin Brainstorming
Group students into sets of four or five each, and instruct each group to
appoint a recorder. Pose a question having several answers. Have group
members think silently about responses and then take turns sharing their
ideas with the others in the group. Ask group members not to criticize one
another's responses. Instruct the recorder to write down the ideas. After a
few minutes, stop the discussions, and select a member of each group to
read the recorder’s list aloud.

Example: Instruct class members to imagine that their biology professor

has asked each one to compose a paper focused on gene therapy but has
provided no guidance in terms of appropriate number or type of resources
needed to complete the paper. Tell students to imagine themselves
confronted with 253 titles after a global library database/catalog search and
to “brainstorm” ideas as to what to do next. Ask them to name a recorder to
take notes and a reporter to read the notes. After a few minutes, ask
students to end their discussions. Then have each reporter tell the entire
class about his or her group’s ideas.
 Three-minute Review
 Pause during or at the end of a lecture or discussion. Ask
students to work with partners to summarize the lecture or
discussion. After three minutes, call on a few students to
share their group’s summary with the class.

 Example: Pause at the end of each lecture topic. Ask

students to pair up and summarize the lecture. Ask one
member of two or three of the pairs to share summaries
verbally with the entire class.
 Numbered Heads
Group students into sets of four, and number the
members of each group one through four. Give the
groups questions to answer. Ask each group to
decide upon an answer, and call on all persons with a
certain number to take turns reporting to the class.
 Book Ends
 Ask students to pair up. Give them a topic, and tell them
to spend a couple of minutes deciding how to teach that
topic to their partners. After giving participants time to
think, invite them to take turns teaching the topic to their
partners.

 Example: Ask students to select an information resource

such as Encyclopedia Britannica, Wikipedia, NewYork Times
Index, or a resource of their choosing. Instruct them to
describe the resource by creating a list of its
characteristics. After a few minutes, ask students to use
their lists to teach their partners about the resource.
 Cooperative Learning Benefits

 Ensuring attention through active student

participation

 Adding meaning and relevance to the material

 Enabling students to learn from “modeling” or

through observation of others
 Cooperative Learning Benefits
 Using repetition and “deep” processing to help move
information into long-term memory

 Facilitating future retrieval by mimicking retrieval

environments

 Encouraging student participation through

expectation of rewards - desire to avoid possible
punishments
 Cooperative Learning Benefits
Students of all ability levels show higher academic
achievement when taught using cooperative
learning techniques as opposed to traditional
techniques. Women, members of minority
groups, and “at risk” students especially are likely
to show increased achievement. Cooperative
Learning promotes development of higher-level
thinking skills. (See J. E. Ormrod’s Human
learning (4th ed.) for detailed information.)
4. 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.
Application

As instructional leaders what

would be your plan of actions to
ensure an application of the
pedagogical approaches to fully
implement in your classroom?
 In a constructivist approach,
it is important that we know
where our students are coming
from but NOT to judge them, but
to be able to provide the most
suitable learning environment for
them to discover what needed to
be learned and un-learned.
“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-
Thank you