001 Ra 10533 1

IMPLEMENTATION OF
THE PEDAGOGICAL
APPROACHES
MANDATED BY
RA 10533
2C-2I- 1R APPROACHES
(CONSTRUCTIVIST,
COLLABORATIVE, INQUIRY-
BASED, INTEGRATIVE, AND
REFLECTIVE APROACH)
1
THE CONSTRUCTIVISM APPROACH

(THE FIRST “C” APPROACH)
Shows learners to be active in the
process of constructing meaning and
knowledge rather than passively
receiving information. lt fosters critical,
thinking and provides learners with a
learning environment that helps them
make connections with their learning.
Learners are the makers of meaning
and knowledge.
ACTIVITIES
AND
APPROACHES
THINKING SKILLS
• Strives to improve achievement by consciously
developing learners ability to consider ideas
• Analyzes perspectives
• solves problems and makes decisions on their own
The RMFD Activity

 RECALL (Past Experiences)
 MODEL (follow Procedures/steps)
 FAMILIARIZE (Repeat the Performance/scaffolding)
 DECIDE (form a conclusion)
ASSESSMENT
• OBP (OUTCOMES-BASED
PERFORMANCE)
RUBRICS
ACTIVITY-BASED
Engages learners in individual or group
experiential learning opportunities such as
purposeful conversation, project planning,
hands on inquiry, analysis and product
creation.
The 3 A's Activity
ACT (giving simple workshops/coaching)
ANALYZE (Compare and Abstract)
APPLY (Use and implement)
ASSESSMENT
• Paper presentation
• Power point presentation
• Project exhibits
DIRECT INSTRUCTION
• Guides /models the learning in a
quickest way
 The TGA Activity
TELL (Give guidance)
GUIDE (Facilitate the process)
ACT (Apply the concept)
ASSESSMENT
• Laboratory experiment results
• Template completion
• Framework
creation/interpretation
2
THE COLLABORATIVE
APPROACH
(The Second 'C‘ Approach)
- It requires learners to work together
towards a common goal. This type of
learning has been called in various names
like collective learning, learning
communities, peer teaching, peer
learning or team learning; learners
engage in a common task in which each
individual depends on and is accountable
to each other.
ACTIVITIES
AND
APPROACHES
ONLINE COLLABORATIVE - prepares learners to
be responsible individuals in a technologically
advanced society.
 The CPFMI Activity
 CREATE Transparency of Expectations
 PROVIDE Clear Instructions
 FORM Small Groups
 MONITOR and Support
 Integration of Information Technology (IT) in the

lesson
ASSESSMENT
• Project Presentation
• Action Research
• Formal Essay
JIGSAW METHOD - is a cooperative learning
technique in which learners work in small
groups. lt can be used in a variety of ways for
a variety of goals that allows for an efficient
way for learners to learn content, develop
their listening, engagement and empathy
skills aside from allowing them to interact with
each other and work independently.
 The TDAR Activity
THINK (Analysis of the problem)
DISCUSS (Share ideas on how to
solve the problem)
ACT (Act collaboratively)
REFLECT (Introspect on the results
made by the group)
ASSESSMENT
• Group paper introspection re:
experiences feeling during the group
discussion
• Product of the group (in line with the
rubrics provided by the teacher)
THINK-PAIR-SHARE - is a strategy in
which students work together to
solve a problem or answer a
question. Students think through
questions using three distinct steps:
TPS (Think, Pair, and Share).
 The 2D-2M Activity
 DECIDE (Upon the problem/issue to be
solved)
 DESCRIBE (The purpose of the strategy
and provide guidelines for discussions)
 MODEL (ensure that students
understand how to use the strategy)
 MONITOR (Support students as they
work)
ASSESSMENT
• Group power point presentation
• Paper Reflection (Self-assessment)
• Observation Checklist -to monitor the
desirable attitudes of the learners
during collaborative work.
INTEGRATED PROCESS APPROACH/PROJECT
MANAGEMENT
- A highly collaborative activity for it requires
the whole team to think of the entire project
and all of its systems together/ emphasize
connections and improve communication
among students and stakeholders
throughout the life of a project.
 THE PROCESS/ACTIVITY
 Think of the project as a whole focus on life cycle
design
 Work together as a team from the beginning
 Conduct assessment (e.g., threat, vulnerability
assessments & risk analysis) to help identify
requirements and set goals
 Develop tailored solutions that yield multiple
benefits while meeting requirements and goals
 Evaluate solutions
 Ensure requirements and goals are met
 Emphasize the integrated process
ASSESSMENT
• Project presentation
• Exhibit
• Case studies presentation
• Debate results
• Demonstration
• Collaborative writing
PEER TEACHING
- involves learners taking on a teaching
role in the school setting. This strategy
can be: reciprocal teaching, peer
tutoring and cooperative learning.
 The AFA Activity
 ASSIGN and Design the Lesson.
 FACILITATE the Lesson.
 ASSESS their Peers.
ASSESSMENT
• Power point presentation
• Group reports
3
THE INTEGRATIVE APPROACH

(The First “I” Approach
- is a learning theory that describes a
movement toward integrated lessons
helping students make connections
across curricula; making connections
with a major, between curriculum, co-
curriculum, or between academic
knowledge and practice.
ACTIVITIES
AND
APPROACHES
SCAFFOLD-KNOWLEDGE INTEGRATION
• Makes thinking visible
• Models scientific thinking; scaffolds
students to make their thinking visible;
provides multiple representation
• Helps students learn from others
• Encourages listening to others; designs
discussions; highlights cultural norms
lifelong learning
• Promotes autonomy and lifelong learning
• Encourages monitoring; provides
complex projects; revisits and
generalizes inquiry processes; scaffolds
critique
 The 4 A’s Activity
 ACTIVITY (Build on students ideas)
 ANALYSIS (Make thinking visible)
 ABSTRACTION (Encourage listening
to others)
 APPLICATION (Promote
autonomy/lifelong learning)
-
ASSESSMENT
• Group work presentation
• Project exhibits
Content Based Instruction (CBI)
- focuses on the topic or subject matter using
the language they are trying to learn as a tool
for developing knowledge. They develop their
linguistic ability in the target language with the
content of a particular subject.
-This is thought to be a more natural way of
developing language ability and one that
corresponds more to the way we originally
learn our first language.
THEMATIC TEACHING & LEARNING BY
DESIGN
- integrates basic discipline of all
subjects acquires knowledge best when
learning in the context of a coherent
"whole“ and when they can connect
what they're learning to the real world.
- Seeks to put the teaching of cognitive
skills such as reading, mathematics,
science, and writing in the context of a
real world subject that is both specific
enough to be practical, and broad
enough to allow creative exploration.
ASSESSMENT
• One way to check if the teacher is using
thematic approach is the bulletin board
display where lessons in different learning
areas are connected to each other and
focus on the theme
• Culminating performance
4
THE INQUIRY-BASED
APPROACH
(The Second “I” Approach)
-is an approach of acquiring or obtaining
information thru investigation carried out by
the learners who are edger to know the
phenomenon in question. It is used to engage
leaners of all ages to learn by exploration and
discovery. As learners investigate, they build
their understanding and create meaning and
new knowledge on a certain content/ topic.
The process of inquiry begins with gathering
information and data through seeing, hearing,
touching, tasting, and smelling.
ACTIVITIES
AND
APPROACHES
CYCLIC INQUIRY MODEL AND THE
PRACTICAL INQUIRY MODEL
• Demonstrates an activity or a process of a
given content/topic.
• Post the topic as a statement starter or a
question on small board.
• Communicates through writing with markers,
asking questions and making comments to the
prompt and to each other's posts.
 The AICDR Activity
(Bruner 1965)
 ASK (To know)
 INVESTIGATE (To analyze)
 CREATE (To form)
 DISCUSS (To give arguments)
 REFLECT (To introspect)
 The DCAP Activity(Garrison, Anderson &
Archer 1999)
 DELIBERATE (Applicability of the concept)
 CONCEIVE (Idea/concept formulated)
 ACT (Application of the concept)
 PERCEIVE (Awareness on the usability of
the concept)
ASSESSMENT
• Discussions /Conferences
• Tasks done in groups
• Demonstrations /Performances
• Projects /Portfolios
• Peer and Self Assessment
• Self- reflections
KNOWLEDGE-BUILDING
COMMUNITY MODEL
-Collects/processes the results at the
end to use as data for later activities
based on the community of learner's
participation. This can be tweaked by
allowing them to review these results.
 The EIBU Activity
 EXPERIENCE (Setting up the concept)
 INFORM (Gather and analyze
information)
 BUILD KNOWLEDGE (Processing and
Abstraction)
 UNDERSTAND (Decision making)
EXPERIMENT
- An activity of doing investigation
- Encourages learners interest to
manipulate objects, test hypothesis
and work together to solve or prove
something exciting.
- ln the process, learners are able to see
or relate concepts better thereby
contributing to a thorough
understanding of concepts .
- Introduce the activity.
- Ask the learners to state the problem in the form of
a question. This will lead them to formulate their
hypothesis. Allow them to do research and gather
information on the problem. Guide them to form a
hypothesis.
- Ask them to do the experiment to test the
hypothesis
- Allow them to collect, record and analyze data from
the experiment. Let them present their findings for
others to comment or react to their findings.
- State a conclusion based on the results
ASSESSMENT
• Standardized tests, quizzes and
homework/assignments
• Open ended questions that allow
learners/teachers to reflect on their
experience and give an idea of what they
did and did not get from the experiment,
• Exhibits
• Study/Research Presentation
5
THE REFLECTIVE APPROACH

(The “R” Approach)
- Means looking at what the
teacher and learners do in
classroom, thinking about why
they do ii, and analyzing about it if
it works.
- This is a process of self-
evaluation cum self-observation.
ACTIVITIES
AND
APPROACHES
SELF EVALUATION AND SELF REFLECTION
- collects information about what goes on
inside the classroom
- analyzes/evaluates the obtained
information by teacher and learner
- engenders improvements in teaching
towards effective learning.
 The TTRA Activity
 THINK (Analyze patterns occurring during the
teaching and learning process)
 TALK (Self-talk or group talk done by the
teacher or learner-source of reflection)
 READ (finding out or making affirmations
regarding behavioral patterns)
 ASK (Post questions to get ideas or
opportunities on an area that interest
you to improve/develop)
ASSESSMENT
• Diary Presentation
• Paper writing
• Reports
• Journals

001 Ra 10533 1

Uploaded by

Copyright:

Available Formats

001 Ra 10533 1

Uploaded by

Document Information

Original Description:

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

001 Ra 10533 1

Uploaded by

Copyright:

Available Formats

IMPLEMENTATION OF

THE CONSTRUCTIVISM APPROACH

The RMFD Activity

 Integration of Information Technology (IT) in the

THE INTEGRATIVE APPROACH

THE REFLECTIVE APPROACH

You might also like