Pedagogical Approaches in Teaching

Edukasyon sa Pagpapakatao
Mark G. Arriesgado
Resource Speaker
Let’s tease your brain!!!
How many
Elephants Find The Hidden
can you Tiger
see?

How many faces can you see?

Marian’s father has five children: Nana, Nene, Nini, Nono.

What is the name of the fifth daughter?
Rationale

REPUBLIC ACT No. 10533

Enhanced Basic Education Act of 2013
SEC. 5. Curriculum Development
The DepED shall work with the Commission on Higher Education
(CHED) to craft harmonized basic and tertiary curricula for the global
competitiveness of Filipino graduates. To ensure college readiness
and to avoid remedial and duplication of basic education subjects,
the DepED shall coordinate with the CHED and the Technical
Education, and Skills Development Authority (TESDA).
Rationale

The DepED shall adhere to the following standards and principles in

developing the enhanced basic education curriculum:
 The curriculum shall be learner-centered, inclusive and
developmentally appropriate;
 The curriculum shall be learner-centered, inclusive and
developmentally appropriate; The curriculum shall use
pedagogical approaches that are constructivist, inquiry-
based, reflective, collaborative, and integrative;
 The curriculum shall be flexible enough to enable and allow
schools to localize, indigenize and enhance the same based on
their respective educational and social contexts.
Pedagogy
• The heart of teaching. It is the rules and principles that guide
effective and efficient activities which lead to learning (Pritchard &
Woollard, 2010)
• Method of how teachers teach, in theory and in practice.
• Teaching approaches and how they affect learners.
• The field relies heavily on educational psychology, which
encompasses scientific theories of learning, and to some extent
on the philosophy of education, which considers the aims and
value of education from a philosophical perspective
(britannica.com)
Different Pedagogical Approaches

1. Constructivist

2. Collaborative

3. Integrative

4. Inquiry-based

5. Reflective
Constructivist Approach
This is based on the central notion that learners construct their our
own understanding of the world around them based on experience as
they live and grow. They select and transform information from past
and current knowledge and experience into new personal knowledge
and understanding (Pritchard & Woollard, 2010)

Constructivist Approach allows learners to be active in the process

of constructing meaning and knowledge rather than passively
receiving information. It fosters critical thinking and provides learners
with a learning environment that helps them make connections with
their learnings (RM No. 11 s. 2015)
Constructivist Approach

Since the construction is the process of learning, teachers have a big

role like
a. to influence, or create motivating conditions for learners,
b. take responsibility for creating problem situations,
c. foster acquisition and retrieval of prior knowledge,
d. create the process of learning not the product of learning
(Olsen 1999)
Collaborative Approach
Collaborative learning is an educational approach to teaching and
learning that involves groups of learners working together to solve a
problem, complete a task, or create a product (Laal & Laal, 2012)

Collaborative learning is an umbrella term for a variety of

educational approaches involving joint intellectual effort by
learners, or learners and teachers together. Activities vary, but
most center on learner’s exploration or application of the course
material, not simply the teacher ’s presentation or explication of it that
learning is a naturally social act in which participants talk
among themselves. It is through the talk that learning occurs.
Collaborative Approach

• Two or more may be interpreted as a pair, a small group

(3-5 learners) or a class (20-30 learners). Learn something
may be interpreted as follow a course; perform learning
activities such as problem solving. Together may be
interpreted as different forms of interaction which may be
face-to-face or computer mediated (Dillenbourg, P., 1999).
Collaborative Approach

RM No. 11 s. 2015, in order to achieve a classroom where

collaborative learning approach works, teachers must fully
understand learners preferred learning styles and view of
learning.

Classroom teachers shall use the following strategies properly

1. Online - Collaborative Learning
2. Jigsaw Method
3. Think- Pair- Share
4. Integrated Process Approach
5. Peer Teaching
Integrative Approach

Roegiers (2001) cited by Peyser, Gerard, & Roegiers (2006), The

goal of such pedagogy is to enable the learner to master those
situations he/she will have to deal with in his/her professional
and/or private life.

Integrative Approach provides learners with a learning environment

that helps them make connections of their learning's across
curricula. It focuses on connections rather than teaching isolated
facts (RM No. 11 s. 2015).
Integrative Approach

To this effect, pedagogy of integration has four objectives (Peyser,

Gerard, & Roegiers, 2006):
1. Making sense of the learning process
2. Differentiating matters by relevance
3. Applying the learning to practical situations
4. Associating the learned elements
Inquiry-Based Approach

“Inquiry ... requires more than simply answering questions or getting

a right answer. It espouses investigation, exploration, search,
quest, research, pursuit, and study.” (Kuklthau, Maniotes &
Caspari, 2007)

Whitworth, Maeng & Bell (2013) inquiry is an important pedagogical

approach in teaching Science. Another underlying reason is that its
success can be significantly improved due to the recent technical
developments that allow the inquiry process to be supported by
electronic learning environments (Pedaste, Et al., 2015)
Inquiry-Based Approach
• Establishing a culture where ideas are respectfully challenged,
tested, redefined and viewed as improvable, moving children from
a position of wondering to a position of enacted understanding
and further questioning (Scardamalia, 2002).
• To achieve the desired outcomes using this approach, the
following strategies can be adopted (RM No. 11 s. 2015):
1. Simulation 4. Experiment
2. Demonstration 5. Field Study
3. Project Work
Reflective Approach

Reflective Teaching Learning Approach means looking at what the

teacher and learners do in classroom, thinking about why they do
it, and analyzing about it if it works. This is a process of self-
evaluation cum self-observation.
• Suggested Strategies:
Self Evaluation and Self Reflection
• Suggested Form of Assessment:
Diary Presentation, Paper writing Reports, or Journals
Pedagogical Approach
are often placed on a spectrum from teacher-centered to learner-centered
pedagogy

Teacher-Centered Pedagogy: Teacher-centered pedagogy

positions the teacher at the center of the learning process
and typically relies on methods such as whole-class lecture,
rote memorization, and chorus answers (i.e., call-and-
response). This approach is often criticized, especially when
learners complete only lower-order tasks and are afraid of the
teacher.
Pedagogical Approach

Learner-Centered Pedagogy: This pedagogical approach has

many associated terms (e.g., constructivist, learner-centered,
participatory, active), but generally draws on learning theories
suggesting learners should play an active role in the
learning process. Learners therefore use prior knowledge
and new experiences to create knowledge. The teacher
facilitates this process, but also creates and structures the
conditions for learning.
Pedagogical Approach

Learning-Centered Pedagogy: “Learning-centered pedagogy”

acknowledges both learner-centered and teacher-centered
pedagogy can be effective, but teachers must consider the local
context, including the number of learners in the class, the
physical environment, the availability of teaching and learning
materials, etc. It suggests that teachers should be flexible and
carefully adapt their pedagogical approaches based upon the school
environment.
Approaches and Strategies in Teaching EsP
MAJOR APPROACHES STRATEGIES
Modeling, positive and negative reinforcement, mocking,
Inculcation
story-telling
Voting questions, unfinished sentences, values continuum,
Value Clarification
ranking, agree or disagree
Moral Development Moral dilemmas, case study

Value Analysis Testing principles, analyzing analogous cases, debate,

research
Rest and relaxation exercises, meditation and brief
Transpersonal fantasizing imagination, creativity and mind games, self-
awareness activities
Action Learning Action projects/ community outreach projects
Values Clarification Approach

• Values clarification has its origin in the humanistic and

transpersonal psychology.

• Abraham Maslow is its major proponent. He believed that every

human being is capable of attaining self-actualization through the
valuing process.

• Self-actualization in an on going process of using one’s innate

capacities and potentials in full, creative and joyful ways.
Purposes of Values Clarification Approach
• to help learners become aware of and identify their own values
and those of others.

• to help learners communicate openly and honestly about their

values.

• to help learners use both rational thinking and emotional

awareness to examine their personal feelings, values and
behavior patterns.
Seven (7) criteria of the valuing process:

1. choosing freely;
2. choosing from alternatives;
3. reflecting carefully on the consequences of those alternatives;
4. prizing;
5. affirming in public;
6. acting upon one's choices; and
7. acting consistently
Value Clarification Strategies
 Role playing  Values grid
 Games and simulations  Ranking
 Contrived or real value-laden  Group dynamics
situations  Case study
 Introspection or in-depth self  Dyadic and triadic sharing
analysis exercise  Dialogue or clarifying response
 Sensitivity activities strategy
 Small group discussion
Value Clarification Teacher’s Role
 open and communicating trust

 respect and concern the learners personal beliefs and

values

 stimulate an atmosphere of positive acceptance.

Moral Development Approach

• Help learners develop more complex moral reasoning

patterns

• Urge learners to discuss the reasons for their value choices

and positions
Moral Development Approach
• Morality concerns an individual's growing sense of what is right and
wrong; it is for this reason that young children have different moral
judgment and character than that of a grown adult. Morality in itself
is often a synonym for "rightness" or "goodness".

• Kohlberg's theory of moral development is a theory that focuses on

how children develop morality and moral reasoning. Kohlberg's
theory suggests that moral development occurs in a series of six
stages. The theory also suggests that moral logic is primarily
focused on seeking and maintaining justice.
Moral Development Approach
Moral Development Approach

Pre-conventional Morality
I will do what I am supposed to do in order to avoid punishment.

Conventional Morality
I will do what I a supposed to do as things work out better when everyone
follows the rules.

Post-conventional Morality
I will do (or wont do) what I am supposed to do because I think (or don’t
think) it is the right thing to do.
Moral Development Methods

 Moral dilemma episodes with small-group discussion

 Relatively structured and argumentative

Values Analysis Approach

• Help learner’s use logical thinking and scientific investigation

procedures in dealing with social issues, especially values
education issues.

• The individual is regarded as a rational being in the world who can

attain the highest good by subordinating feelings and passions to
logic and scientific method.
Values Analysis Teacher’s Role

Develop the skills on gathering and organizing facts relevant

to making value judgments, assess the truth through
supporting evidences and then evaluate the consequences.
Values Analysis Teaching Methods and Strategies

 Individual and group studies of social problems

 library and field research and;
 case studies
 Testing principles
 Analyzing analogous cases
 Debate
 Rational discussion that demands reasons and evidence
Action Learning Approach
• To provide learners with opportunities and chances to discover
and act on their values.

• To encourage learners to view themselves as personal-social

interactive beings, not fully autonomous, but members of a
community or social system.

• Values are assumed to have their sources in society or in the

individual but in the interaction between the person and the
society.
Action Learning Approach
• Derived from a perspective that it is important to move beyond
thinking and feeling to acting.

• Related to the efforts of some social studies educators to

emphasize community-based rather than classroom-based
learning experiences.

• Place more emphasis on action-taking inside and outside the

classroom;

• Values are seen in the interaction between the person and

society;

• A problem-solving/decision making model.

Action Learning Strategies
 Teaching methods include mostly the clarification & values
analysis strategies.

Tw o (2) strategies unique to these approach include:

1. Skills practice in group organization
2. Action projects or community outreach projects.
Transpersonal and Multimedia Approach
To develop among learners a higher level of consciousness and
spiritual upliftment. It underscores the process of self discovery and the
significance of self-actualization to become a fully functioning person.

The most commonly used strategies are:

 rest and relaxation exercises
 meditation and brief fantasizing imagination
 creativity and mind games
 self-awareness activities
Transpersonal and Multimedia Approach
• The use of computers to present text, graphics, video, animation,
and sound in an integrated way.
• The combined use of several media, as sound and full-motion video
in computer Applications.
 Screenagers  Reflection and Meditation
 Digital Media  Comics strip
 Online Assessment  Collage
 Synchronous and  Photo Essay
asynchronous activities  Podcast
Sample EsP10 DLP
Modified LAS
Implications

With the introduction of different technological

advancements, it is an imperative for teachers to be
equipped with knowledge and be updated with
practical teaching tools in the 21st century education.
Implications

The knowledge in different pedagogical approaches

helps teachers provide varied and meaningful
teaching-learning experiences to learners. Some
concepts are best taught using an approach.
Implications

There is no best approach in teaching a particular

concept. However, knowing the needs of the learners,
their interests, and prior knowledge help teachers
plan for the instruction.
 ‘Education is the kindling of a
flame, not the filling of a vessel.’
–Socrates