2C 2I 1R Module PDF

The 2C-2I-1R Pedagogical Approaches Constructivism Approach Collaborative Approach Integrative Approach Inquiry Based Approach Reflective Approach What is Constructivism Approach?  *A theory that believes that humans generate knowledge and understanding as...

The 2C-2I-1R Pedagogical Approaches Constructivism Approach Collaborative Approach Integrative Approach Inquiry Based Approach Reflective Approach What is Constructivism Approach?  *A theory that believes that humans generate knowledge and understanding as a result of their ideas and experiences *Often called "Teaching for Understanding." * Form of teaching that attempts to fill the gaps on cognitive outcomes for students that past educational methods have left out. * Attempts to enhance higher order thinking, critical analysis, and problem-solving.  * Students are gained in meaningful interactions and control their own learning. Constructivist Approach Learner’s constructing meaning and knowledge rather than passive receiving of information Constructivist Approach Constructivism Philosophy Knowledge is gained when: students engage in active learning.  Constructivist Approach Constructivism Philosophy Knowledge is gained when: learners make their own representations of actions. Constructivist Approach Constructivism Philosophy Knowledge is gained when: students guide their own learning and meaning-making and share it with others. Constructivist Approach Constructivism Philosophy Knowledge is gained when: learners try to make understanding even when they don't quite grasp a concept.  Strategies 1.Thinking Skills 2.Activity Based 3.Direct Instruction Thinking Skills Features -develops learners ability to consider ideas -analyzes perspectives -solves problems and makes decisions on their own Thinking Skills Suggested Activity RMFD Activity Recall(past experiences) Model(follow procedures) Familiarize(Repeat Performance/Scaffolding) Decide(form a Conclusion)  Thinking Skills Suggested Form of Assessment Outcomes- Based Rubrics Activity Based Features -experiential learning opportunities by groups(purposeful conversation, project planning, hands-on inquiry, analysis and product creation) Activity Based Suggested Activity 3A’s Activity Act(coaching, giving simple workshops) Analyze( Compare and Abstract) Apply( Use and Implement)  Activity Based Suggested Form of Assessment Paper presentation Power point presentation Project exhibits Activities demonstrating multiple intelligences. Direct Instruction Features -guides/models the learning in a quickest way Direct Instruction Suggested Activity TGA Activity T-Tell(give guidance) G-uide( facilitate the process) Act(Apply the concept)  Direct Instruction Suggested Form of Assessment Laboratory experiment Results Template Completion Framework Creation/ interpretation Collaborative Approach Strategies: 1. Online Collaborative 2. Jigsaw Method 3. Think-Pair-Share 4. Integrated Process Approach/ Project Management 5. Peer Teaching Collaborative Approach Requires the learners to work together towards a common goal. Learners engage in a common task in which each individual depends on and is accountable to each other Collective learning, learning communities, peer teaching, peer learning or team learning  Collaborative Approach 1. Online Collaborative Features: Prepares the learners to be responsible individuals in a technologically advanced society Collaborative Approach 1. Online Collaborative Features: Projects and activities given by the teachers shall reflect students’ current and future needs. Collaborative Approach 1. Online Collaborative Suggested Activity: a. CPFM Create Transparency of Expectations Provide Clear Instructions Form small groups Monitor and Support Collaborative Approach 1. Online Collaborative Suggested Activity: b. Integration of Information Technology (IT) in the lessons Collaborative Approach 1. Online Collaborative Assessment: Project Presentation Paper Presentation Action Research (SHS) Formal Essay (SHS) Collaborative Approach 2. Jigsaw Method Features Cooperative learning technique where learners work in small groups  Collaborative Approach 2. Jigsaw Method Suggested Activity 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) Sample Topic for Jigsaw Method Collaborative Approach 2. Jigsaw Method Assessment Group paper introspective experiences Product of the group(introspect with the rubrics provided by the teacher)  Collaborative Approach 3. Think-Pair-Share Features Strategy in which the learners work together to solve a problem or answer a question. Pupils think through questions using distinct steps in TPS or Think-Pair- Share Collaborative Approach 3. Think-Pair-Share Suggested Activity:2D-2M 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) Think-Pair-Share Activities Classroom activities such as concept reviews discussion questions partner reading brainstorming quiz reviews topic development  Collaborative Approach 3. Think-Pair-Share Assessment: Group Power point presentation Paper Reflection(Self- Assessment) Observation Checklist to monitor the desirable attitudes of the learners during collaborative work Collaborative Approach 4. Integrated Process Approach Features Highly collaborative activity Requires the whole team to think of the entire project Improves communication among students and stakeholders Collaborative Approach 4. Integrated Process Approach Suggested Activity: Process Activity --think of the project as a whole --focus on life cycle design --work together as a team from beginning --conduct assessments (e.g. threat, vulnerability assessment & risk analysis  Collaborative Approach Process Activity --develop tailored solutions --evaluate solutions --ensure requirements and goals are met -- emphasize the integrated process Collaborative Approach Assessments: --paper presentations --project presentations --exhibit --case studies --Debates --Demonstration --Collaborative writing  Collaborative Approach 5. Peer Teaching Features: -- involves learners taking on a teaching role in the school --reciprocal teaching --cooperative learning Collaborative Approach 5. Peer Teaching Suggested Activity: AFA Activity Assign and design the lesson Facilitate the lesson Assess their peers Collaborative Approach 5. Peer Teaching Assessments: --paper presentations --power point presentations --group reports  Integrative Approach Making connections across curricula  Integrative Approach Strategies: 1. Scaffold-Knowledge Integration 2. Content-Based Instruction 3. Thematic Teaching and Learning by Design Integrative Approach 1. Scaffold-Knowledge Integration Features: Makes thinking visible Models scientific thinking; scaffolds students to make their thinking visible; provides multiple representations Integrative Approach 1. Scaffold-Knowledge Integration Features: helps students learn from others Encourage listening to others; designs discussions; highlights cultural norms  Integrative Approach 1. Scaffold-Knowledge Integration Features: promotes autonomy and lifelong learning Encourages monitoring Provides complex projects Integrative Approach 1. Scaffold-Knowledge Integration Features: Revisits and generalizes inquiry processes Scaffolds critique Integrative Approach 1. Scaffold-Knowledge Integration Suggested Activity: 4 A’s Activity Activity(build on students idea) Analysis(Make thinking visible) Abstraction(Encourage listening to others) Application( Promote autonomy/lifelong learning)  Integrative Approach 1. Scaffold-Knowledge Integration Assessment: Group Work Presentation Project Exhibit Scaffold-Knowledge  Integrative Approach 2. Content-Based Instruction Features: Uses the subject matter’s language as a tool for developing knowledge Develops linguistic ability in the target language with the content of a particular subject Integrative Approach 2. Content-Based Instruction Features: a more natural way of developing language ability Corresponds more to the way we originally learn our first language  Integrative Approach 2. Content-Based Instruction Six -T’s Features Themes- central ideas that organize major curricular units Topics-sub-units of content which explore specific aspects of the theme Integrative Approach 2. Content-Based Instruction Six -T’s Features Threads- linkages across themes which create greater curricular coherence Tasks-instructional activities and techniques utilized Integrative Approach 2. Content-Based Instruction Six -T’s Features Transitions- explicitly planned actions which provide coherence across topics in a theme unit and across tasks within topics  Integrative Approach 2. Content-Based Instruction Six -T’s Features Transitions- explicitly planned actions which provide coherence across topics in a theme unit and across tasks within topics Integrative Approach 2. Content- Based-Activity Suggested Activity: 4 A’s Activity Activity(build on students idea) Analysis(Make thinking visible) Abstraction(Encourage listening to others) Application( Promote autonomy/lifelong learning)  Then, use the words in sentences. Integrative Approach 2. Content- Based-Activity Assessment: Power point presentation Paper Action research (SHS) Integrative Approach 3. Thematic Teaching and Learning by Design Features: Integrates basic discipline of all subjects Acquires knowledge best in the context of the coherent whole and when they cannot connect to what they are learning to the real world  Integrative Approach 3. Thematic Teaching and Learning by Design Features: Seeks to put the teaching of cognitive skills such as Reading, Math, Science and writing in the context of the real world to be practical and broad enough to allow creative exploration Integrative Approach 3. Thematic Teaching and Learning by Design Suggested Activity AACE Activity(Kalantzis, 2007) Apply(being Creative) Analyze(Being Critical) Conceptualize( Design theory) Experience(new concept with celebration) Integrative Approach 3. Thematic Teaching and Learning by Design Suggested Activity AACE Activity(Kalantzis, 2007) Apply(being Creative) Analyze(Being Critical) Conceptualize( Design theory) Experience(new concept with celebration)  Thematic Teaching Across Learning Areas Science: Animal Movements English: Story about Bantay and Tagpi Filipino: Salitang Magkakatugma (Kwento ukol sa Hayop) Math: Problems to be given are about animals in a farm. Music: Sing “Bee Bee Bumble Bee” Thematic Teaching within a Learning Area English Lesson: Monday: Bantay and Tagpi Tuesday: Digraphs, use labeling Tagpi’s body parts whose words has digraphs. Wednesday: Action Words( Use of some scenes from the story of Bantay and Tagpi as springboard for identifying action words) Integrative Approach 3. Thematic Teaching and Learning by Design Assessment: Bulletin Board of teachers Culminating performance(Jazz Chants, chamber Theater, Poem Recitation, Speech Choir, reader’s Theater)  Inquiry Based Approach What is inquiry? Inquiry-based learning is a constructivist approach, in which students have ownership of their learning. It starts with exploration and questioning and leads to investigation into a worthy question, issue, problem or idea. Inquiry Based Approach What is inquiry? It involves asking questions, gathering and analyzing information, generating solutions, making decisions, justifying conclusions and taking action Based on definitions from Sharon Friesen www.galileo.org/inquiry-what.html Inquiry Based Approach  Inquiry Based Approach Inquiry-based learning approaches when correctly implemented can help develop higher-order, information literacy and critical thinking skills. They can also develop problem-solving abilities and develop skills for lifelong learning Inquiry Based Approach Teacher's Role 'Guide on the side' rather than 'Sage on the stage". Inquiry-Based Approach Teacher's Role The teacher scaffolds learning for students, gradually removing the scaffolding as students develop their skills.  Strategies Cyclic Inquiry Model and Practical Inquiry Model Strategies Cyclic Inquiry Model and Practical Inquiry Model Features: *1.Demonstrates an activity or process of a given topic. Strategies Cyclic Inquiry Model and Practical Inquiry Model Features: *Post topic as a statement starter or a question on small board.  Strategies Cyclic Inquiry Model and Practical Inquiry Model Features: 3. Communicates through writing with markers and asking questions Inquiry-Based Approach 1. Cyclic Inquiry Model and Practical Inquiry Model Suggested Activity: AICDR Activity (Bruner 1965) Ask (to know) Investigate(To analyze) Create(to form) Discuss( To give arguments) Reflect( To introspect) Inquiry-Based Approach 1. Cyclic Inquiry Model and Practical Inquiry Model Suggested Activity: AICDR Activity (Bruner 1965) Ask (to know) Investigate(To analyze) Create(to form) Discuss( To give arguments) Reflect( To introspect)  Inquiry-based Approach Assessment: Formal and Informal Observation Discussions/Conference Task done in groups Demonstration/Performance Inquiry-based Approach Assessment: Projects Portfolios Peer and self assessment Self-reflections  Reflective Approach What is reflective Approach? Looking at what teachers and learners do in the classroom Thinking about why they do it Analyzing about if its worthy. Reflective Approach What is reflective Approach? You also empower your students to ask these why questions to their classroom experiences. You start by recognizing that you and your students are key persons in learning environment.  Reflective Approach What is reflective Approach? - Process of self-evaluation cum self-observation Strategies Self Evaluation and Self Reflection  Features -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. Suggested Activity -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 - Paper Writing - Reports - Journals