Constructivist teaching

Constructivist Teaching:

Interactive, Collaborative,

Integrative and Inquiry-based

• Is based on the belief that learning occurs when the 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.

Constructivist teaching

Constructivist Teaching

Characteristics of constructivist teaching

• Authentic activities and real-world environment

• Multiple perspectives

• Wholistic integrative

• Self-directed learners

• Meaningful learning


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:• 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.


Teacher’s tasks in Interactive Teaching-

Learning

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.

Constructivist teachingCollaborative Teaching

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.


Teacher’s tasks in Collaborative

Learning

Teacher must:• 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.


Teacher’s tasks in Collaborative

Learning

Integrative Teaching and Learning

Interdisciplinary Teaching. Integrate comes from the Latin word “integer” which means to make a whole. Integrative 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.


values

concepts,more complex

skills

facts, skills


Integrative teaching is also done when you integrate knowledge, skills and values in a lesson.

Three –level teaching

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


InformationFormation

Transformation

• 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).


Multiple Intelligences-based and Learning Style-based teaching

• To do integrative teaching needs a broad background for him/her to see readily the entry points for indesciplinary 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 e familiar with MIs and LSs and must have a reservoir of teaching activities to be able to cater to students with diverse MIs and LSs.


Teacher’s Tasks in Integrative Teaching

Inquiry-Based Teaching

This is the teaching that focused on inquiry or question.

It espouses investigation, exploration search, quest, research, pursuit and study.

Why do we encourage inquiry-based teaching and learning?


•What evidence do you have?•How do you know that is true?•How reliable is this data source?

•From whose viewpoint are we seeing, reading or hearing?•From what angle, what perspective, are we viewing this situation?


Questions about alternative points of view:

Effective questioners are inclined to ask a range of questions:

•How are these(people, events or situations) related to each other?•What produced this connection?

•What do you think would happen if….?•If that is true, then what might happen if…..?


Hypothetical problems characterized by “if” questions:

Questions that make casual connections and relationships:

•Why do cats purr?•How high can birds fly?•Why does the hair on my head grow fast, while the hair on my arms and legs grows so slowly?•What would happen if we put a saltwater fish in a freshwater aquarium? •What are some alternative solutions international conflicts, other than wars?


Recognize discrepancies and phenomena in their environment, and they probe

into their environment:

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.


Teacher’s tasks in Inquiry-Based Teaching Learning

Some specific learning process that the people engage in during inquiry-learning include: Creating questions of their own Obtaining supporting evidence to

answer the question(s) Explaining the evidence collected Connecting the explanation to the

knowledge obtained from the investigative process


Inquiry-Based Learning Activities

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


Inquiry-based learning covers a range of activities to learning and teaching, including:


__1. It is peer-to-peer learning.__2. This is teaching that focused on question.__3. The learners are the makers of meaning and knowledge. __4. Integrative teaching and

learning means putting together separate discipline to make a whole.__5. This means connecting lifeless subject matter to life itself.

a. Interdisciplinary

b. Transdisciplinary

c. Collaborative

d. Interactive

e. Constructivist

f. Inquiry-based

g. Integrative

Column A Column A

d.g.

f.

a.

c.

Match Column A to Column B.

Constructivist teaching

Education

integrative teaching

interactive teaching

interdisciplinary teaching

teaching content

trandisciplinary teaching

level teaching mode

skills constructivist

peer learning