MODULE 3

• Constructivist Teaching


  • An approach where learners actively construct their own understanding of concepts through exploration, inquiry, and reflection
• Features of Constructivist Teaching

  • Authentic activities and real-world environments
  • Multiple Perspectives
  • Wholistic, integrative
  • Self-directed learners
  • Meaningful Learning
• Features of Constructivist Teaching - Authentic activities and real-world environments

  • LEARNING SITUATIONS, ENVIRONMENTS, SKILLS, CONTENT AND TASKS ARE RELEVANT, REALISTIC, AUTHENTIC AND REPRESENT THE NATURAL COMPLEXITIES OF THE REAL WORLD. PRIMARY SOURCES OF DATA ARE USED IN ORDER TO ENSURE AUTHENTICITY AND REAL-WORLD COMPLEXITY. ASSESSMENT IS AUTHENTIC AND INTERWOVEN WITH TEACHING. LEARNERS ARE PROVIDED WITH THE OPPORTUNITY FOR APPRENTICESHIP LEARNING IN WHICH THERE IS AN INCREASING COMPLEXITY OF TASKS, SKILLS AND KNOWLEDGE ACQUISITION.
• Features of Constructivist Teaching - Multiple Perspectives

  • LEARNING ENVIRONMENT "SHOULD SUPPORT MULTIPLE PERSPECTIVES OR INTERPRETATIONS OF REALITY, KNOWLEDGE CONSTRUCTION, AND CONTEXT-RICH, EXPERIENCE-BASED ACTIVITIES" (JONASSEN, 1995). ACTIVITIES, OPPORTUNITIES, TOOLS AND ENVIRONMENTS ARE PROVIDED TO ENCOURAGE METACOGNITION, SELF-ANALYSIS, REGULATION, REFLECTION AND AWARENESS.
• Features of Constructivist Teaching - Wholistic, integrative

  • KNOWLEDGE COMPLEXITY IS REFLECTED IN AN EMPHASIS ON CONCEPTUAL INTERRELATEDNESS AND INTERDISCIPLINARY LEARNING.
• Features of Constructivist Teaching - Self-directed learners


  • THE STUDENT PLAYS A CENTRAL ROLE IN MEDIATING AND CONTROLLING LEARNING. GOALS AND OBJECTIVES ARE DERIVED BY THE STUDENT OR IN NEGOTIATION WITH THE TEACHER OR SYSTEM. EXPLORATION IS A FAVORED APPROACH IN ORDER TO ENCOURAGE STUDENTS TO SEEK KNOWLEDGE INDEPENDENTLY AND TO MANAGE THE PURSUIT OF THEIR GOALS. SCAFFOLDING IS FACILITATED TO HELP STUDENTS PERFORM JUST BEYOND THE LIMITS OF THEIR ABILITY.
• Features of Constructivist Teaching - Meaningful Learning

  • KNOWLEDGE CONSTRUCTION AND NOT REPRODUCTION IS EMPHASIZED. THE LEARNERS' PREVIOUS KNOWLEDGE CONSTRUCTIONS, BELIEFS AND ATTITUDES ARE CONSIDERED IN THE KNOWLEDGE CONSTRUCTION PROCESS. ERRORS PROVIDE THE OPPORTUNITY FOR INSIGHT INTO STUDENTS' PREVIOUS KNOWLEDGE CONSTRUCTIONS.
• Interactive Teaching

  People with whom the learner interacts in order to learn: Teachers, Learners, School head, Non-teaching staff, Learning material (module, film, video clip, poem, map, model)
• Why do we promote interactive teaching?
• Learning is an active process. Only the student can do the learning for himself. The more intense the involvement, the better the learning.
• Learning is also a social process. Vygotsky's (1998) social learning theory states that we learn from others. No one has the monopoly of the truth. Then it must be good to listen to others' perspectives in our search for answers, in our search for truth.
• Zone of Proximal Development
• Every
• Vygotsky's (1998) social learning theory: 'Learn from others. No one has the monopoly of the truth. It must be good to listen to others' perspectives in our search for answers, in our search for truth.'
• Zone of Proximal Development


  Concept in social learning theory where learning occurs through interaction with others who are more knowledgeable
• Reason for promoting interactive teaching: Every student can serve as a resource person. Every student has so much to share. Just ask the right questions.
• Teachers should ask specific, non-intimidating feedback questions and HOTS questions to promote lively interaction in class.
• Teacher's Task in Interactive Teaching-Learning

  Must ask specific, non-intimidating feedback questions and HOTS questions. Find out if students understood the lesson by asking questions. Must make the focus of interaction clear based on intended learning outcomes. Must create a climate favorable for genuine interaction. Must talk less so students talk more.
• Students may be afraid of asking questions due to fear of asking a silly question, not wanting to be the first to ask, or hoping someone else will ask the question.
• Ways to make the classroom environment safe for questions: Praise students for asking questions, slow down to leave room for questions.
• Interactive whiteboards allow interaction with touch gestures and physical pens to annotate content.
• Conventional chalkboards can be made interactive by face-to-face interaction, identifying students' body language, and asking questions during lectures.
• Effective class interaction paves the way to collaboration. Interaction is the beginning of collaboration.
• Effective class interaction

  Paves the way to collaboration
• Interaction

  Beginning of collaboration
• Henry Ford: 'Coming together is the beginning; keeping together is progress; working together is success'
• Forms of collaborative learning

  • Twinning or partnering or forming dyad (collaboration of two)
  • Triad
  • Tetrad (the musical quartet)
  • Small group (beyond four but less than ten)
• For collaborative learning to work, teachers must structure tasks in such a way that the group goal cannot be realized without the members collaborating
• For collaborative learning to work, teachers must make the goal clear to all
• For collaborative learning to work, teachers must ensure that guidelines on procedures are clear especially on how their performance is assessed
• For collaborative learning to work, teachers must make clear that at the end of the activity, they have to reflect together
• Integrative Teaching and Learning

  • Interdisciplinary teaching
  • Transdisciplinary teaching
  • Three-level teaching
  • Multiple Intelligences-based and Learning Styles-based teaching
• Integrative Teaching and Learning


  Putting together separate disciplines to make whole. Students learn concepts and skills from two or more disciplines that are tightly linked so as to deepen knowledge and skills
• Transdisciplinary teaching


  Connecting lifeless subject matter to life itself. When the subject matter gets connected to real life, it becomes alive and interesting. By undertaking real-world problems or explaining phenomena, students apply knowledge and skills from two or more disciplines to help shape the learning experience
• Integrative teaching is also done when you integrate knowledge, skills, and values in a lesson
• Multiple Intelligences-based teaching


  A pedagogical approach that recognizes and caters to the diverse types of intelligence that individuals possess. This theory was proposed by Howard Gardner, who identified eight types of intelligence: Linguistic, Logical-Mathematical, Visual-Spatial, Bodily-Kinesthetic, Musical, Interpersonal, Intrapersonal, Naturalist
• Types of intelligence

  • Logical-Mathematical Intelligence
  • Visual-Spatial Intelligence
  • Bodily-Kinesthetic Intelligence
  • Musical Intelligence
  • Interpersonal Intelligence
  • Intrapersonal Intelligence
  • Naturalist Intelligence
• Multiple Intelligences-based teaching
• Learning Styles-based teaching
• Learning Styles-based teaching tailors instruction to the specific ways individuals learn best