Constructivist teaching

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    15-Aug-2015

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  1. 1. 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
  2. 2. Characteristics of constructivist teaching Authentic activities and real-world environment Multiple perspectives Wholistic integrative Self-directed learners Meaningful learning Constructivist teaching
  3. 3. 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? Constructivist teaching
  4. 4. 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. Constructivist teaching
  5. 5. 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 teaching Collaborative Teaching
  6. 6. 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. Constructivist teaching
  7. 7. 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. Constructivist teaching
  8. 8. 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. Constructivist teaching
  9. 9. 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. Constructivist teaching
  10. 10. values concepts, more complex skills facts, skills Constructivist teaching Integrative teaching is also done when you integrate knowledge, skills and values in a lesson.
  11. 11. The three-level teaching is a teaching information for formation and transformation. Constructivist teaching Information Formation Transformatio n
  12. 12. 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). Constructivist teaching
  13. 13. 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. Constructivist teaching
  14. 14. 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? Constructivist teaching
  15. 15. 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? Constructivist teaching Questions about alternative points of view: Effective questioners are inclined to ask a range of questions
  16. 16. 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..? Constructivist teaching Hypothetical problems characterized by if questions: Questions that make casual connections and relationships
  17. 17. 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? Constructivist teaching Recognize discrepancies and phenomena in their environment, and they probe into their environment:
  18. 18. 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. Constructivist teaching Teachers tasks in Inquiry-Based Teaching Learning
  19. 19. 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 Constructivist teaching Inquiry-Based Learning Activities
  20. 20. Field-work Case studies Investigations Individual and group activities Research project Constructivist teaching Inquiry-based learning covers a range of activities to learning and teaching, including:
  21. 21. Constructivist teaching __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.

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