5 PEDAGOGICAL APPROACHES in K to 12 What do you wish for the Filipino learners? The 21st Century Learners extremely comfortable with technology often termed as digital natives creative and collaborative social media platforms are a way to communicate with the outside world unable to analyze lead a complex sedentary life data and can understand and master advancement in information technology first generation to be born with complete technology rather stay indoors and use their adept at electronics than play outdoors and be active multi-tasking can email, text and use computers without any problems What do we do then to make the 21st Century T-L process succeed? DEPARTMENT OF EDUCATION The K to 12 Philippine Basic Education Curriculum Framework Holistically Developed Filipino with 21st Century Skills Being and Becoming a Whole Person SKILLS Information, Media, and Technology Skills Learning and Innovation Skills Communication Skills Life and Career Skills LEARNING AREAS Language Technology and Livelihood Education (TLE) Mathematics and Science Arts and Humanities Curriculum Support System Teachers Materials, Facilities, and Equipment ICT Environment Assessment School Leadership and Management Schools Divisions Technical Assistance Monitoring and Evaluation System DEPARTMENT OF EDUCATION CommunityIndustry Relevance and Partnerships K-12 curriculum aims to : 1. enable every child “to achieve mastery of core competencies and skills” 2. develop tracks based on the student’s interests and competencies The focus of K-12 is twofold: curriculum enhancement and transition management CONSTRUCTIVIST -the learner is not an empty receptacle who is mere recipient of instruction -the learner is an active constructor of knowledge and a maker of meaning based on what is taught and experienced -the teacher is a facilitator, a guide, rather dispenser of information than a CONSTRUCTIVISM “People construct their own understanding and knowledge of the world, through experiencing things and reflecting on those experiences” COGNITIVE DISEQUILIBRATION/ COGNITIVE DISSONANCE • One’s dissatisfaction with what actually is happening as contrasted with what ought to happen, in Piagetian terms, cognitive disequilibration or sometimes called cognitive dissonance happens This cognitive disequilibration/ cognitive dissonance is a necessary precursor of learning. Cognitive Disequilibration/ Cognitive Dissonance • This gives the teacher access to what is in the children’s minds and encourage teachers to provide the students with the learning opportunity that would help the children reconstruct their beliefs in valid ways that include the new information and have a conceptual change . We do not learn by passively receiving and then remembering what were taught, but by actively constructing our own meanings based on prior knowledge/ experience (schema). This “meaning-making” theory of learning is called ‘Constructivism’. Basic Principle of CONSTRUCTIVISM: Learners construct understanding/ meaning based on their prior knowledge/ experience. Key Players of CONSTRUCTIVISM • Jean Piaget – Children think differently from adult thus he believed children were active learners and did not need motivation from adults to learn. – Children interpret knowledge differently as they progress through different stages. Key Players of CONSTRUCTIVISM • Jerome Bruner – Learning is an active process in which the learner constructs new ideas or concepts based on his or her current and past knowledge. – Children are constructivist learners are participatory learners and are actively engaged in the learning process. Key Players of CONSTRUCTIVISM • Lev Vygotsky – Learning was influenced significantly by social development and learning took place of a child’s social development and culture (Social cognition) Key Players of CONSTRUCTIVISM • John Dewey – Education is a social process, therefore learning should engage and expand the experiences of the learners. Roles of Teachers in a Constructivist Classroom: • Prompt and facilitate discussion • Guide students by asking questions that will lead them to develop their own conclusions on the subject • Allow wait time after posing a question • Engage students in experiences that might engender contradictions to their initial hypotheses and then encourage discussion Roles of Teachers in a Constructivist Classroom: • prompt students to formulate their own questions (inquiry) • allow multiple interpretations and expressions of learning (multiple intelligences) • encourage group work and the use of peers as resources (collaborative learning) Roles of Teachers in a Constructivist Classroom: • Provide time for students to construct relationships • Inquire about students’ understandings of concepts before sharing their own understanding about the concepts Roles of Teachers in a Constructivist Classroom: • Encourage students to engage in dialogue, both with the teacher and with one another • Encourage student inquiry by asking thoughtful, open-ended questions and encouraging students to ask questions of each other • Seek elaboration of students’ initial responses Probing Students’ Understanding in the Constructivist Environment • Predict-Observe-Explain • Graphic Organizers (KWLH Chart, process flowchart, Venn diagram, etc.) • Mind Mapping and Concept Mapping • Concept Cartoon INQUIRY-BASED Learners 1. have the opportunity to examine concepts, issues and information in various ways and from various perspectives 2. explore other possibilities by applying HOTS in their decisionmaking endeavours 3. become active investigators by identifying a range of information, understanding the sources of information and evaluating the objectivity of information Learners 4. draw meaningful conclusions which are supported by evidence 5. develop skills of creative and critical thinking, informed decision- making, hypothesis-building and problem-solving The teacher’s role is to plan and facilitate the exploration of the ideas and skills required in the curriculum. Five Kinds of Questions Need to be Asked in Inquiry-based Learning 1.Inference Questions 2.Interpretation Questions 3.Transfer Questions 4.Questions about Hypotheses 5.Reflective Questions REFLECTIVE -letting the learners look at what they do in the classroom, think about why they do it, and think about if it works -encouraging learners to engage in a process of selfobservation and self-evaluation -collecting information about what goes on in the classroom and analyzing and evaluating such information that would lead to changes and improvements in learning COLLABORATIVE - learning is a social activity - teaching-learning process is a rich opportunity to teach what it means to live together, the fourth pillar of learning - teaching-learning process should be interactive and must promote teamwork INTEGRATIVE -using interdisciplinary and multidisciplinary approaches -what is taught in Science is reinforced by the lessons in Health - with the thematic approach, within each subject itself, the connectedness of topics taught is shown Teacher Roles in the Modes of Integrative Teaching • Connection experts and not just subject experts – selects theme and examines learning areas and respective materials interlinked with the theme • Learning strategists – use innovative teaching techniques and strategies • Multimedia specialists – create and use audio and visual materials which will be used in the diverse learning tasks in their classes • Not knowledge gatekeepers and meaning makers but guides and facilitators of students’ own meaning making The Challenge: Addressing the Needs of the Learners Use technology in teaching Use varied strategies and approaches Provide a positive learning environment Be kind and caring Be flexible and resourceful Contextualize Make lessons interesting all the time lessons Understand learner diversity and Integrate values adjust lessons based on learner and various ability and interest skills Communicate with parents regularly or as the need arises Start where the learners are. References Lecture Notes and Powerpoint Slides of Marmon Pagunsan, Ng Khar Toe, Foo Lay Kuan, et al. Course on Assessment in a Constructivist Environment for Teaching and Learning Secondary Science. SEAMEO-RECSAM, Malaysia. 2010 Keogh, B., & Naylor, S. (1999). Concept cartoons, Teaching and Learning in Science: An evaluation. International Journal of Science Education, 21(4), 431-446. Keogh, B., Naylor, S., & Downing, B. (2003). Children’s interactions in the Classroom: Argumentation in Primary Science. Paper presented at the European Science Education Research Association Conference, Noordwijkerhout, The Netherlands. References Stuart Naylor and Brenda Keogh.(2000). Concept Cartoons. Millgate House Publishing & Consultancy Ltd / Concept Cartoon in Science Education. Millgate House website Stephen Taylor. Concept Cartoon in Science Class. Alfred Cason. Constructivism: Seymour Papert, Inspired by Jean Piaget. Microsoft Office Powerpoint slide show.
