The document discusses inquiry-based learning and blended learning approaches used at Magdalena Integrated National High School. It outlines the planning, implementation, monitoring and feedback stages. Teachers provided mixed feedback, with some preferring the new approaches for engaging students, while others found the traditional lecture method better for understanding. Students overall preferred the traditional lecture method, which may be due to their training, location or socioeconomic status. The conflicting responses highlight challenges in transitioning to new teaching models.
The document discusses inquiry-based learning and blended learning approaches used at Magdalena Integrated National High School. It outlines the planning, implementation, monitoring and feedback stages. Teachers provided mixed feedback, with some preferring the new approaches for engaging students, while others found the traditional lecture method better for understanding. Students overall preferred the traditional lecture method, which may be due to their training, location or socioeconomic status. The conflicting responses highlight challenges in transitioning to new teaching models.
The document discusses inquiry-based learning and blended learning approaches used at Magdalena Integrated National High School. It outlines the planning, implementation, monitoring and feedback stages. Teachers provided mixed feedback, with some preferring the new approaches for engaging students, while others found the traditional lecture method better for understanding. Students overall preferred the traditional lecture method, which may be due to their training, location or socioeconomic status. The conflicting responses highlight challenges in transitioning to new teaching models.
The document discusses inquiry-based learning and blended learning approaches used at Magdalena Integrated National High School. It outlines the planning, implementation, monitoring and feedback stages. Teachers provided mixed feedback, with some preferring the new approaches for engaging students, while others found the traditional lecture method better for understanding. Students overall preferred the traditional lecture method, which may be due to their training, location or socioeconomic status. The conflicting responses highlight challenges in transitioning to new teaching models.
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THE USING OF INQUIRY BASED LEARNING
AND LEARNING BLENDS AT MAGDALENA
INTEGRATED NATIONAL HIGH SCHOOL KRISTINA CARLA G. RENIVA Ph.D – Curriculum and Instruction Student Learning Theories PROCESS PLANNING STAGE IMPLEMENTATION MONITORING FEEDBACKING PLANNING TRADITIONAL APPROACH HAS ITS OWN BENEFITS BUT IT IS NOT FREE FROM DEFICIENCIES SUCH AS THE FOLLOWING It is failing to meet the individual needs of all the students in the class basically due to improper pupil teacher ratio It is not adapting itself to meet the challenge of teaching physically challenges students Course are not regularly revised, books are not updated and teachers are not interested in upgrading their knowledge and professional skills, the result is that our students are not well prepared to meet the demands of the modern market and professions. INQUIRY BASED LEARNING “Inquiry” is defined as a quest “for truth, information, or knowledge…seeking information by questioning” (Exline,2004: 31 ) The fundamental concept in inquiry - based learning regards to a process of personal discovery by the learners. Inquiry is a multifaceted activity that guides learners to inquire or generate meaningful questions that lead to the relevant answers. In inquiry learning learners are shown how knowledge is generated and transmitted and how they can acquire the knowledge and skills necessary to become life-long learners. (Ismail, 2006) Elements of Inquiry Learning as Question Driven - Inquiry-based learning seeks to spark and build on students’ curiosity, so as to create meaningful learning. Reliance on Evidence - The inquiry approach also requires students to justify opinions and beliefs using relevant and valid evidence. Elements of Inquiry Double movement of reflection -With the necessary evidence gathered regarding an issue, students proceed to create a working theory, where they move from experiencing a phenomenon, to creating a working hypothesis about that experience, to experiencing the phenomenon again to test the working hypothesis, and back to revise the hypothesis, and so forth. Elements of Inquiry Knowledge Construction -When students ask questions, gather evidence and reflect on the different perspectives presented, they are actively engaged in knowledge construction, where they discover new ways of understanding and new ways of seeing things. SOCIAL STUDIES INQUIRY PROCESS INQUIRY BASED CLASSROOMS In order to have a productive inquiry – based classroom the learning environment in the class should be enriched with learning materials that will enhance and stimulate. It should also provide answers to the learners‟ inquiries. BLENDED LEARNING Blended learning is an innovative concept that embraces the advantages of both traditional teaching in the classroom and ICT supported learning including both offline learning and online learning. It has scope for collaborative learning; constructive learning and computer assisted learning (CAI). Blended learning needs rigorous efforts, right attitude, handsome budget and highly motivated teachers and students for its successful implementation As it incorporates diverse modes so it is complex and organizing it is a difficult task. CHARACTERISTICS OF BLENDED LEARNING Students have the option of two modes- students in blended learning can select either the traditional mode of classroom teaching where they can get personal interaction with teacher and their classmates or they can choose ICT supported teaching learning Teachers are well versed with both modes - it is an important feature of the blended learning that teachers are very dynamic, techno savvy and fully trained to work efficiently in both the formats traditional classroom format and ICT supported format CHARACTERISTICS OF BLENDED LEARNING Students get face to face interaction as well they interact in virtual space -students get ample of time to interact with other students pursuing same subject. They can interact with them inside school and also in virtual space Students get full experience in using new technology- Today all professions demand expertise in ICT so blended learning help to make student’s ICT experience rich. Students involved in blended learning gain capability to exploit available technologies to the fullest of their benefit CHARACTERISTICS OF BLENDED LEARNING It has a human touch-due to physical prescience of teacher via traditional approach students get that human touch which is very necessary for balanced student’s emotional quotient and very necessarily up to secondary level. Makes teaching learning process child centered- blended learning is designed to provide maximum gain to students and thus reach the goal of child centered education. Diverse role of teacher- teacher in blended learning is playing different role, traditional role of a teacher in classroom, she acts as motivator, as a resource person, as an organiser, as a developer, when she develops content to be provided through ICT, as a guide on the side. ADVANTAGE OF BLENDED LEARNING As part of learning is done through ICT, online or offline mode so teachers and students get more time in the classroom for creative and cooperative exercise. Students gain advantage of online learning and CAI without losing social interaction element and human touch of traditional teaching’ IMPLEMENTATION AND MONITORING PHASE INQUIRY BASED LEARNING INQUIRY BASED LEARNING INQUIRY BASED LEARNING BLENDED LEARNING BLENDED LEARNING FEEDBACKING ON INQUIRY BASED LEARNING TEACHERS “Mas iba po ang infact kpag nag tatnong na may ICT mam mas nkukuha ang attention nila kumapra s nasa manila paper or tarpapel.pag may dala pngalang tv ahh feeling nila may kakaiba kang ipapakita s knila.base po sa npapansin ko mam” CARLA JEAN A. BURBOS Teacher I Araling Panlipunan TEACHERS “SA akin mam mas epektibo ang paggamit Ng may evidience based s ICT dahil madaling makuha Ang atensyon nila kaysa SA sinasabi lng.at madaling gamitinYan SA pagtuturo no nid na magsulat SA Manila paper.. social na mga Bata marunong na gumamit din turpapel at power point isinisend nila SA akin Yung PowerPoint presentation Ng groups Ng nila...dahil marunong n din Sila mam..” LOLITA T. TOBIAS Teacher I Araling Panlipunan TEACHERS “Mas effective at mas mabilis po kumuha ng attensyon at mas excited mga bata.thanks po kasi po nag iisip sila” ZENAIDA B. ESTRABO Teacher I Araling Panlipunan FEEDBACK ON BLENDED LEARNING TEACHER “Mam mas nagiging independent cla eh lalo pag hands on may learning by discovery cla. Pero Disadvantage pag hndi mo cla ngguide sumosobra naman cla s paggmit ng technology. S ICT instruction po un. Mas natututo cla kpag gnmitan ko ng ibang strategy kung saan mas naiintindihan nla ung lesson. Medyo mahirap po module nla bnababawan ko para maabot ng utak nla” “Mam lecture method prang hndi nagging interesting s knila.. Dapat may gamit ng ICT at hhingan cla feedback. Dun cla maraming alam. Minsan mas may alam pa sayo. Kasi nga too much ang exposure nla s internet.,.” DANICA S. BOTIN Teacher I TLE – ICT STUDENTS FEEDBACK SAN KAYO MAS NATUTUTO? DUN SA BAGONG WAY O SA DATING WAY NG PAGTUTURO NA LECTURE? “Teaching lecture po maam, kasi po bukod sa pagtuturo ng personal may naibabahagi pa sila na maa natututunan pa namin base sa kanilang mga karanasan.” Grade 10 Antipolo Student SAN KAYO MAS NATUTUTO? DUN SA BAGONG WAY O SA DATING WAY NG PAGTUTURO NA LECTURE? “Teaching lecture po, dahil bilang estudyante mas naiintindihan ko po ang mga lessons kung direktang itinuturo ito ng mga teachers “. Grade 10 Antipolo Student SAN KAYO MAS NATUTUTO? DUN SA BAGONG WAY O SA DATING WAY NG PAGTUTURO NA LECTURE? “Teaching Lecture po dahil mas mabibigyan ng paliwanag yung mga lesson na tinatacle at nakakapagshare ng idea or experience na mas lalong maintindihan” Grade 10 Antipolo Student SAN KAYO MAS NATUTUTO? DUN SA BAGONG WAY O SA DATING WAY NG PAGTUTURO NA LECTURE? “Teaching Lecture po dahil dun po mas napapaliwanag po ng maayos at madaling maintidihan po kung personal na ipinapaliwanag.” Grade 10 Narra Student SAN KAYO MAS NATUTUTO? DUN SA BAGONG WAY O SA DATING WAY NG PAGTUTURO NA LECTURE? “Teaching lecture po kase mas naiintindihan po namin yung isang topic, dahil mas naiipaliwanag po samin ng ayos at napapalawak pa po yung isang topic at kung may mali nmn po kami ay naiitama po Grade 10 Narra Student SAN KAYO MAS NATUTUTO? DUN SA BAGONG WAY O SA DATING WAY NG PAGTUTURO NA LECTURE? “Teaching lecture po Kasi alam mo pong sa kanila nang gagaling at lalong matututo ka At maiintindihan mo Ang lahat Grade 10 Narra Student CONCLUSION There was a conflicting responses from teachers group and student group. The teachers were in favor of the innovative learning approaches, while the students were favored the old traditional lecture method. The conflicting responses can be attributed to: Teachers’ training Geographic location of the school Socio – economic status of students References Lalima, K. & Dangwal, L. 2017. Blended Learning: An Innovative Approach. DOI: 10.13189/ujer.2017.050116 Ismail, N. & Alais, S. 2006. Inquiry Based Learning: A New Approach to Classroom Learning. https://www.researchgate.net/publication/259632827 Singapore Social Studies Syllabus
