Proposed Pedagogical Model (E. Cunanan)

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Proposed Pedagogical Model

I Teach, You Construct Model

Eileen N. Cunanan
Master of Arts in Education
Major in Values Education

Philippine Normal University


Eileen N. Cunanan
(5-sentence self-introduction as a proponent, with 1x1 ID picture)

I. Synthesis of Key Concepts

Teachers play an essential part in shaping the lives of their students. Many
teachers in our field are in search of appropriate resources and approaches for effective
teaching and learning. Instructivism is one of the teaching strategies known to most
teachers. Teachers in this approach are considered the instructor who gives all the
inputs, while the learners remain passive. Another emerging approach is
Constructivism, wherein teachers, as facilitators, guide the learners in constructing their
knowledge about the world. They employ different teaching strategies to foster
collaboration among learners and self-independence, where learners can rely on their
skills or experiences.

There is a continuous change in the learning environment that challenges our


profession. Some of the changes are the development and availability of technology and
the internet, current trends in education, and our learners' demands and needs. So our
ways of teaching need to respond to these changes. Our learners today are now called
21st-century learners. They are the learners who are global citizens, very adept in using
technology and social media, very creative and resourceful. As teachers, we should
keep up and become 21st-century teachers. Since our learners are 21st-century learners
who are digitally literate, teachers should be able to adapt to the demands of these
learners. Teachers must design lessons in the structure of a real-life context that will
help learners develop real-world problem-solving skills. To meet the changing needs of
21st-century learners, teachers should employ the 4Cs principle – critical thinking,
communication, collaboration, and creativity (Scott 2015).

II. Critique/Points for Improvement of Theories and Concepts

This model is far from perfect. The use of the model may vary depending on the
topics being discussed. It may also change depending on the specific strategies they
want to use in executing a lesson. There are times when more direct instruction is
necessary for a particular topic. But there are also times when the constructivist
approach is more appropriate. Therefore, the teacher can decide on which approach
weighs more depending on the nature of the lesson, learner learning styles, and the
learning environment. The teacher has to be flexible when using this approach, and
some may even add their own teaching style to improve the model.
III. Proposed Pedagogical Model and Brief Description

A. RATIONALE

I Teach, You Construct Model is an approach that combines the ideas of


Instructivism and Constructivism. There are different kinds of learners, different
learning styles, and multiple intelligences, which states that learners have their
best ways of learning (Commini, 2011). There are still learners who prefer
listening to their teachers, learners who learn when materials are presented to
them, auditory and visual learners. Thus, the role of a teacher as an instructor
cannot be eliminated inside the classroom. Some learners are kinesthetic, learners
who learn by doing, learners who learn by solving problems, and you cannot
simply contain them inside a classroom with a pure discussion of the subject
matter. So Constructivism and Instructivism can be both employed in the
learning experience to cater to the varying learning styles of the learner.
Researchers recognized that problem-based learning allows social interaction,
increases motivation to learn, and promotes self-efficacy – all essential factors to
learning, according to Wlodkowski (2008). While they also understand that
direct instruction encourages learners to advance through the learning process
without having to "reinvent knowledge from the ground up" (p. 112). Thus,
educators and instructional designers need to "get the balance and sequence
between Constructivism and Instructivism when using these approaches inside
the classroom. The combination of these two approaches highlights the
importance of the 21st century 4C skills inside the classroom, which are critical
thinking, communication, collaboration, and creativity. This model aims to develop
learners' understanding of what has to be learned, the reflection of their strengths
and weaknesses, and the application of their acquired skills. The "I" emphasized
the role of the teacher as an instructor, guide, and facilitator, where "You" as the
learner who constructs their own knowledge, both share a responsibility in
making learning possible inside the classroom.

B. INNOVATIVE FEATURES AND SUPPORTING PRINCIPLES OR THEORIES

The principles of Instructivism and constructivism support this


pedagogical model. These two principles may be at the opposite ends of the
educational theory spectrum. Still, the proponent finds them necessary inside the
classroom and can be merged for better learning delivery. Instructivism involves
a more directed delivery of a lesson, planned by the teacher, considering the
content and sequence of the learning mandated by the curriculum.
Constructivism, on the other hand, is a student-directed, discovery-based
approach to learning, where the student makes the decisions on their own
learning, with guidance from their teacher.
It is also guided by the 21st-century 4C skills emphasized in the UNESCO
report on education. Critical thinking focuses on analyzing and looking at the
problem differently and linking learning across subjects and disciplines. It is
crucial to teach critical thinking and problem solving effectively in the classroom.
When students learn to think critically, it develops other skills, such as higher
concentration, more profound analytical abilities, and improved thought
processing. Creativity is shown when one tries to find new ways to get things
done and making innovations. Collaboration is about working cooperatively to
reach a common goal and evaluating the processes and members to provide a
clear sense of direction to the group. Technology takes teamwork a step farther,
creating types of collaboration possible that weren't before technology. Even
with distance, collaboration is still possible through the use of technology.
Communication is both listening actively and sharing ideas to arrive at a
common ground.

C. USE IN THE CLASSROOM

To have an atmosphere conducive to learning, we must consider both


teacher and students' experiences. A positive learning environment encourages a
healthy and helpful atmosphere among students. So the teacher prepares this
learning atmosphere by doing the necessary preparation. The first part of the
model aims to transmit the essential knowledge and promote the teaching
process. This part is teacher-led and academic-focused, as mandated by the
competencies released by DepEd. The teacher does the necessary discussions and
appropriate activities to address understanding and mastery of knowledge. The
second part highlights that children actively construct their experience and
knowledge through the environment. Majority of students work and learn best
when they are in a group. Working together fosters collaboration among
students and brings out the best in them by being motivated to contribute to
their group. Provide an authentic learning experience that will help them
stimulate their critical thinking, creativity, higher-order thinking skills, decision-
making skills that are very useful in understanding their current life situation
and what is happening around them. Helping them understand how and when
to use these skills will help them prepare for the realities of the world and how
they can respond to it. When they feel that the environment fosters collaboration,
interdependent learning, acceptance, and understanding, where they can freely
express themselves, they feel more comfortable studying and learning.

D. ILLUSTRATION OF THE MODEL


UNDER REFLE
STANDI

APPLI

COMMUNICATION CREATIVITY

COLLABORATION CRITICAL THINKING

E. STRENGTHS AND WEAKNESSES

This Pedagogical Model involves both the teacher and student in the
learning process; it is adaptive and flexible, not prescriptive and linear. It
encourages both teachers and students to do their part in making a successful
learning experience. It also creates opportunities for profound learning
experiences. It may need necessary alterations depending on the subject area.
They may include detailed strategies for further improvement.

F. RECOMMENDATION FOR USE

Use the pedagogical model as a part of improving teacher and student


involvement in the learning experience. Use the model to develop a consistent
learning culture and establish a consistent teaching practice.

IV. References

Commini, Michael. (2011). Instructivist or Constuctivist, the Debate Continues.


10.13140/RG.2.1.2133.2565.

Computing in Education (AACE). Retrieved September 9, 2021 from


https://www.learntechlib.org/primary/p/8084/.

Crosslin, Matt (2016) "From Instructivism to Connectivism: Theoretical Underpinnings


of MOOCs," Current Issues in Emerging eLearning: Vol. 3 : Iss. 1 , Article 6.
Available at: https://scholarworks.umb.edu/ciee/vol3/iss1/6

Herrington, J. & Standen, P. (2000). Moving from an Instructivist to a Constructivist


Multimedia Learning Environment. Journal of Educational Multimedia and
Hypermedia, 9(3), 195-205. Charlottesville, VA: Association for the Advancement of

Qiushi Yin, Weipeng Yang & Hui Li (2020) Blending Constructivism and Instructivism:
A Study of Classroom Dialogue in Singapore Kindergartens, Journal of Research in
Childhood Education, 34:4, 583-600, DOI: 10.1080/02568543.2019.1709926

Scott, C. L. (2015). The Futures of Learning 3: What Kind of Pedagogies for the 21st
Century. Education Research and Foresight Working Papers, UNESDOC Digital
Library.

Yin, Q., Yang, W., & Li, H. (2020). Blending constructivism and instructivism: a study of
classroom dialogue in Singapore kindergartens. Journal of Research in Childhood
Education, 34(4), 583-600. https://doi.org/10.1080/02568543.2019.1709926

V. Annotated Prototype Lesson

Banghay Aralin sa Pagtuturo ng Edukasyon sa Pagpapakatao Grade 8


CONTENT Naipamamalas ng mag-aaral ang pag-unawa sa katapatan sa salita at
STANDARD gawa.

PERFOMANCE Naisasagawa ng mag-aaral ang mga angkop na kilos sa pagsasabuhay


STANDARD ng katapatan sa salita at gawa.

COMPETENCIES (EsP8PB-IIIg-12.1) NaNakikilala ang kahalagahan ng katapatan at ang


mga paraan ng pagpapakita ng katapatan, at bunga ng hindi
pagpapamalas ng katapatan.
(EsP8PB-IIIg-12.2) Nasusuri ang mga umiiral na paglabag ng mga
kabataan sa katapatan.

LESSON:
MOTIVATE Pagpapakita ng isang post sa social media:

• Ano ang reaksyon mo sa post na ito?


• Sang-ayon ka ba sa
nabanggit sa post?
• Paano maiiwasan ang
ganitong klase ng pag-iisip?

EXPLAIN • Pagtalakay ng kahulugan ng “Katapatan”at ang katangian ng mga


taong matapat
• Pagtalakay ng uri ng pagsisinungaling
• Pagtalakay ng mga dahilan ng pagsasabi ng totoo

ELABORATE • Sino ang taong matapat?


• Paano mo maipapakaita ang pagiging matapat tuwing mahaharap sa
sitwasyon na susubok sa iyong katapatan?

COMMUNICATE/ • Pangkatang Gawain


COLLABORATE • Moral Dilemma (Ang Tatlong Turista)

APPLY “Pangako Ko! Tutuparin Ko!”


Gumawa ng pangako sa isang papel, isang pangako ng pagsasabuhay
ng pagiging tapat sa salita at gawa, upang magsilbing paalala sa kanila
na isabuhay ito sa kanilang araw-araw na buhay.
REFLECT Ano and aking mga natutunan sa araling ito?
Ibinigay ko ba ang lahat ng aking makakaya upang matuto sa raling ito?

EVALUATE Pagtataya ng Aralin.

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