GROUP 3 Reporter's

REPORTER'S

CAUNTAO, CERENIO, CORTEZ,

CONSEMINO,
IREZ MAE ERMILYN CHERYL MAE
KATHLEEN
KAYE
 Reporter: 1
Cheryl mae consemino
 Prayer!
Dear God,
Thank You for the opportunity to learn, even from a distance. Bless our teachers with wisdom and
patience as they guide us. Help us to stay focused, disciplined, and motivated in our studies.
Even though we are apart, keep our friendships strong and fill our hearts with kindness and
understanding. Give us the strength to overcome challenges and the wisdom to use technology
responsibly.
May we always seek knowledge not just for ourselves, but to help and serve others. Bless our class
with unity, peace, and success.

In Your name, we pray. Amen.

 Chapter 3

Constructivist Teaching: Interactive, Collaborative, Integrative and

Inquiry-based

LEARNING OUTCOME

Show how constructivist teaching is done by the use of interactive,

collaborative, integrative, and inquiry-based activities.
 Introduction
In the chapter summary of
Chapter 2, it was said that
the indirect and inductive
methods are more
constructivist than the
direct and deductive
methods of teaching. What
is constructivist teaching?
Constructivist
teaching
 Features of Constructivist Teaching

Constructivist teaching is based on the belief that learning

occurs when 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.
 The following are the characteristics of constructivist teaching
culled from related conceptual literature:

1. AUTHENTIC ACTIVITIES AND REAL WORLD ENVIRONMENT

Learning situations, environments, skills, content, and tasks are

relevant, realistic, authentic and represent the natural
complexities of the ‘real world’.
Primary sources of data are used in order to ensure authenticity
and real-world complexity.
Assessment is authentic and interwoven with teaching.
Learners are provided with the opportunity for apprenticeship
learning in which there is an increasing complexity of tasks, skills,
and knowledge acquisition.
 2. MULTIPLE PERSPECTIVE

Learning environment “should support multiple perspectives

or interpretations of reality, knowledge construction, and
context-rich, experience-based activities” (Jonassen, 1995).

Activities, opportunities, tools, and environments are

provided to encourage metacognition, self-analysis,
regulation, reflection, and awareness.
 3. HOLISTIC LEARNING

Knowledge is reflected in the

emphasis on cooperative,
interdisciplinary, and
multidisciplinary learning.
 4. SELF REGULATION

The student plays a central role in mediating and controlling

learning.

Learning includes active knowledge construction.

Prior knowledge encourages students to seek knowledge

independently and apply it in pursuit of their goals.

Scaffolding is facilitated to help students perform just beyond

the limits of their ability.
 5. MEANINGFUL LEARNING

Knowledge construction is not reproduced but emphasized in

knowledge construction.

Prior knowledge, previous experiences, consciousness, and attitudes

are considered in the knowledge construction process.

Errors provide the opportunity for insight into students' previous

knowledge constructions.
 INTERACTIVE VIEWING

Instructional learning is also interacting with people. Today, to

speak of specialists is to think of a good number of experts
interacting with one another.

This interaction can be between the learner and learning

material, which is modified into a model of the learning process,
like a module, a film, a video clip, a poem, a map, or a model of
the discipline system.
 Why do we promote interactive teaching? For many
reasons. 1) Learning is more effective if the involvement of
the student in learning. 2) Learning is also a social process
(Vygotsky, 1998). Social learning theory claims that we
learn from others. No one has the monopoly of the truth.
Then it must be good to listen to other perspectives in our
search for answers for truth. If there are fifty students in a
class, that which is being studied is seen from fifty (50)
perspectives.
Why do we promote interactive teaching? For many reasons:

1. Learning more deeply,

2. Learning more,

3. Learning more about the involvement,

4. Understanding people with whom the learner interacts, and

5. Retaining what has been learned.

 REPORTER: 2
IREZ MAE CAUNTAO
Teacher's Tasks in Interactive Teaching-
Learning
 Teacher:
1. Must ask specific, non-intimidating feedback questions and HOTS (Higher Order
Thinking Skills) questions. "Do you have any questions?" is quite general. Find out
if they understood the lesson by asking them questions like:

•"Why did Edgar Dale describe direct experiences at the bottom of his cone as
purposeful? Will it make any difference in the cone if the word purposeful is
deleted?"

•Who did not understand?" is specific but intimidating for those who would not
want to be singled out for their ignorance.

Ask HOTS questions. Don't get fixated on low-level questioning. "What is the
definition of drug addiction?" is simply restating a memorized definition and does
not stimulate discussion. "Why do some people take drugs?" is more thought-
provoking and can spur a lively interaction.
 2. Must make the focus of interaction clear. The learning outcomes
are the basis of interaction. The questions that guide the interaction
should align with the intended learning targets or outcomes.
Whether the interaction is:
•Between teacher and students
•Between student and student
•Between student and learning material
•Among student, teacher, and learning material
The beginning of interaction is a well-formulated question or set of
questions.
 3. Must create a climate favorable for genuine interaction.
No sarcastic remarks. Take time to genuinely listen to
students' responses. If you ask for their responses, listen to
them.

•Give sufficient wait time for students to think and organize

their responses.
•Feel comfortable with brief periods of silence as students
gather their thoughts.
•Do not mistake silence for ignorance or lack of interest.
4. Must do less talking so students talk more. Learn to "decrease" so
students "increase." The more "dumb" the teacher, the better for the
student. Avoid being a nonstop talker. The worst approach is posing
questions and then answering them yourself.

An effective class interaction paves the way to collaboration.

Interaction is the beginning of collaboration. "Coming together is the
beginning, keeping together is progress, working together is success,"
says Henry Ford.
 Collaborative learning takes on many forms:

•Twinning/partnering or forming a dyad (collaboration of two)

•Triad

•Tetrad (musical quartet)

•Small group (beyond four but less than ten)

For collaborative learning to work, what must teachers do?

Teacher's Tasks in Collaborative Learning

 Teacher must:

1. Begin with the conviction that every student can contribute to attaining a goal.

•Collaborative learning operates on respect and trust.

•Respect is the foundation of any relationship. Without it, mutual trust cannot exist.

•Trust means believing that every member of the group will contribute to achieving the common goal.

Contributions may vary depending on a student's capacity. Karl Marx's slogan, "From each according to his ability,
to each according to his need," when applied to collaborative learning, ensures group success.

•Students must realize that those who are more capable are expected to contribute more.

•The more one helps, the more one develops.

•Teaching a subject repeatedly leads to mastery—this is the abundance mentality.

 2.Structure tasks so that the group goal cannot be realized without collaboration.

•Ensure that group discussions involve all members sitting in a circle, seeing each other face-to-face.

•Prevent members from sitting outside the circle, as this signals disinterest.

•Require group members to finalize and sign off on collaborative tasks.

Collaboration means "sink or swim together."

Motivate students by emphasizing the principle that "learning is an active process."

•The more involved students are, the more they learn.

•The principle of balance (input = output) applies: The effort exerted in learning determines the
benefits gained.
 3.Make the goal clear to all.

•What should the dyad, triad, tetrad, or small group deliver

by the end of the collaborative process?

•This must be understood by everyone.

4.Ensure that guidelines on procedures are clear, especially performance assessment.

•Learning is collaborative, but each student is responsible for their learning.

•The group helps all members, but individual students are accountable for their
progress.

•Summative assessment is individual—there is no such thing as a "cooperative test."

•A group is successful only if all members achieve the intended outcome.

•If using a rubric for evaluating participation,

•Inform students in advance.

•Show them the rubric to clarify expectations.

 5.Emphasize reflection at the end of the activity.

•The task does not end with assessment.

•The process must include group reflection to analyze successes and

challenges.

•Groups must identify what worked, what didn’t, and what can be
improved in future collaborations.
 REPORTER: 3
KATHLEEN KAYE
CORTEZ
Integrative Teaching and Learning
 Interdisciplinary teaching
- Integrate comes from the Latin word " integer" which
means to make whole. Integrative teaching and learning
means putting together separate disciplines to make whole.
This affirms the "boundlessness" of discipline.
 In the first place there is only one curriculum for life. For
purposes study, life is separated into Math, Natural Science,
Social Science, Language, Art, and Physical Education, this
subject matter must bring together the various discipline.
 Transdisciplinary teaching
- This mean connecting lifeless subject matter to life
itself. When the subject matter gets connected to real
life, it becomes alive and interesting.
 "How can teachers connect subject matter to life"
1.) Depart from teaching content for test purposes only.
2.) Reach the application phase of lesson development.
 Three level teaching. Integrative teaching is also done when you integrate
knowledge, skills, and values in a lesson. Corpuz and Salandanan described the
three level teaching approach.

• Values
• Concept, more complex skills
• Facts, skills
 In the 3 level teaching approach, you teach as planned, either
deductively or inductively, but cap your teaching with value level
teaching. Connect your cognitive or skill lesson with values.
• Information ---------------- Formation
----------------Transformation
Multiple Intelligence - based and Learning Styles - based teaching
- If integrative teaching is making things whole, it also means putting
together the multiple intelligence (MI) of the learner identified by
Howard Gardner. It is also considering varied learning styles (LS).
 Teachers Tasks in Integrative Teaching
1.) To do integrative teaching, a teacher needs a broad background for
him/her.
2.) To do integrative teaching by transdisciplinary and 3 level teaching
mode, a teacher must be able to connect subject matter values and to
life as a whole.
3.) To be able to integrate MI and LS, the teacher must be familiar with
MIs and LSs and must have a reservoir of teaching activities to be able
to cater to students.
 REPORTER: 4
ERMILYN CERENIO
Inquiry-Based
Teaching
 Constructivist teaching is also inquiry-based. As the name
implies, this is teaching that is focused on inquiry or question.
But effective inquiry is more than simply answering questions or
getting the right answer. It espouses investigation, exploration,
search, quest, research, pursuit and study. It is enhanced by
involvement with a community of learners, each learning from
the other in social interaction" (Kukithau, Maniotes & Caspari,
2007). Thus problem-based learning which is a perfect example
of inquiry-based teaching and learning will be discussed in the
next Chapter
 Why do we encourage inquiry-based teaching and
learning?
In a knowledge economy, knowing has shifted from
being able to remember and repeat information to
being able to find and use it. The capital is intellectual-
knowledge. Therefore, students must be taught to
nurture inquiring attitudes necessary to continue the
generation and examination of knowledge throughout
their lives. The skills and the ability to continue
learning should be the most important outcomes of
teaching and learning.
 One of the 16 Habits of Mind are questioning and posing
problems.Effective problem solvers know how to ask questions
to fill in the gaps between what they know and what they don't
know. Effective questioners are inclined to ask a range of
questions:

•What evidence do you have?

•How do you know that it's true?
•How reliable is this data source?
They also pote questions about alternative points of view:

•From whose viewpoint are we seeing, reading or hesring?

•From what angle, what perspective, are we viewing this
situation?
•Effective questioners pose questions that make causal
connections and relationships:
•How are these (people, events or situations) related to one
another?
•What produced this connection?
 Sometimes they pose hypothetical
problems characterized by "if"
questions:

•What do you think would happen if...?

•that is true, then what might happen
if...?
Inquirers recognize discrepancies and phenomena in their
environment, and they probe into their causes:

•Why do cats purr?

•How high can birds fly?
•Why does the hair on my head grow so fast, while the hair
in 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
to international conflicts, other than wars?
 Teacher's Task In Inquiry-Based Teaching-Learning
When using inquiry-based lessons, teachers are responsible for:

1. starting the inquiry process;

2. promoting student dialog;
3. transitioning between small groups and classroom discussions,
4. intervening to clear misconceptions or develop students'
understanding of content material; and
5. modeling scientific procedures and attitudes
Inquiry-Based Learning Activities
Some specific learning processes that 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 covers a range of
activities to learning and teaching including:

•Field-work
•Case studies
•Investigations
•Individual and group projects
•Research project
Thank You