Session 2D Pedagogies

SCHOOL Heads DEVELOPMENT PROGRAM |
Foundation COURSE | MODULE 1
K to 12 Pedagogies
Module 1: The School Head

as Instructional Leader
2 | School Heads Development Program: Foundation COURSE | MODULE 1

• VID1_What is 21st century education-.mp
4
4| School Heads Development Program: Foundation COURSE | MODULE 1

Session Objectives
• Identify the different pedagogical
principles in which the K-12 curriculum is
founded
• Identify the different constructivist
approaches and the ways in which ICT can
enhance this approach in developing the
21st century skills of learners
• Design activities (using the constructivist
approach) to concretize these approaches

PEDAGOGY
• ‘Any conscious activity by one
person designed to enhance
learning in another” (Watkins
and Mortimer, 1999).
• study of methods and
activities of teaching
(Cambridge Dictionary).
Student-centered
teaching is very 21st
Century

The present curriculum
considers HOT tasks

Skills must be treated in
isolation for best results

Students best learn by doing
things with reinforcement
and integration

Collaboration is not evident
in any 21st teaching
strategies

Classroom focus must be
on the teacher

In abstracting lesson,
background knowledge must
be taken in consideration as
well as new knowledge
If needed, interdisciplinary
exploration must be
considered in crafting the
lesson
GUESS THE PROPONENT
•J
•J
•V
•B
Jean Piaget
CHILDREN:
• think very differently
than adults
• are active learners but
need to be guided
properly
• construct new
knowledge as they
move through different
cognitive stages
John Dewey
• Learning should engage
and expand the
experiences of
learners.
• Education is a social
process
• Students learn by doing
and should be allowed
to construct, create,
and actively inquire
Lev Vygotsky
• Social Cognition – learning took
place within the context of a child’s
social development and culture
• Scaffolding – Discovering the level of
each child’s cognitive/ social
development, and build or
construct their learning experiences
from that point
• Schemata – an organized way of
creating or providing a cognitive
mental framework for understanding
and remembering information

Jerome Bruner
• Learn through
discovery
• New ideas are
based on current
or past knowledge
• Instruction based
on Cognition
Constructivism
• Learning is an active process
• People discover how to learn
as they learn
• Crucial action of constructing
meaning is mental
• Learning involves language
• Learning is a social activity

Constructivism
• Learning is contextual
• One needs knowledge to
learn
• Motivation is a key
component in learning
• Learning is not
instantaneous

Constructivism
Construction of knowledge
• learner’s prior knowledge

• have access to resources
• actively learn
• create, manipulate and
debate knowledge

Constructivism
Process, not product
• control of instruction
• learning environment tasks
the learner with creating or
constructing representations
of individual meaning
• Learners systematically
gather and evaluate
information

Constructivism
Multiple perspectives
• collaboration allowing
learners to share and
reconcile multiple
dissonant perspectives
or strategies and find
synergistic solutions

Constructivism
• Peers provide multiple
interpretations and models that
enables the learner to
systematically revisit, rearrange
and re-purpose material from
different conceptual
perspectives.
• Reflexive cognition
• Cognitive apprenticeship
• Process-based evaluation

E-Learning Model (Christie, 2006)

Challenge – CLEAR LINK
• Theoretical principles of
CONSTRUCTIVISM
• Practice of Instructional
Design
• Practice of Teaching

CONSTRUCTIVISM
TRADITIONAL
Curriculum begins with the part Curriculum emphasizes big
of the whole emphasizing basic concepts beginning with the
skills whole and expanding to include
the parts
Strict adherence to fixed Pursuits of students’ question

curriculum is highly valued and interest is valued (Inquiry-
based)

CONSTRUCTIVISM
TRADITIONAL
Learning is based on Learning is interactive

repetition
Teacher’s role is Teacher’s role is

directive, rooted in interactive, rooted in
authority negotiation

CONSTRUCTIVISM
TRADITIONAL
Students work primarily Students work primarily
alone in groups (Collaborative)
Textbooks and Manipulative materials

workbooks primarily are primary sources
used

CONSTRUCTIVISM
TRADITIONAL
Assessment- Testing Assessment- observation,
(Correct answer) peer evaluation, and testing
The teacher is superior and Teachers serve as guides to

is referred as authority or the students to challenge
master them to think harder by
considering new ideas

REPUBLIC ACT NO. 10533
Act Enhancing the Philippine Basic

Education System by
Strengthening its Curriculum and
Increasing the Number of Years
for Basic Education, Appropriating
Funds Therefor and Increasing the
Number and for Other Purposes

REPUBLIC ACT NO. 10533
SEC. 5. Curriculum Development
The DepED shall adhere to the following
standards and principles in developing the
enhanced basic education curriculum:
(e) The curriculum shall use pedagogical

approaches that are constructivist,
inquiry-based, reflective, collaborative
and integrative

INQUIRY-BASED
Students use inquiry methods to:

•ask questions,
•investigate a topic, and
•use a variety of resources to
find solutions and answers.

INQUIRY-BASED
As students explore the topic,

they draw conclusions, and, as
exploration continues, they
revisit those conclusions.
Exploration of questions leads
to more questions.
REFLECTIVE
• Students control their own
learning process, and they
lead the way by reflecting on
their experiences.
• They become experts of their
own learning through this
process.
REFLECTIVE
• In reflective teaching,
talking about what was
learned and how it was
learned is really
important.
COLLABORATIVE
• The constructivist classroom relies heavily
on collaboration among students.
• Students learn about learning not only from
themselves, but also from their peers.
• When students review and reflect on their
learning processes together, they can pick
up strategies and methods from one
another.


INTEGRATIVE
Integrative learning is linked to the
classical tradition of educating the
"whole" person: encouraging
"breadth of outlook, a capacity to
see connections and hence an
ability to make fundamental
decisions and judgments"
(Rothblatt 1993:28).
INTEGRATIVE
• Integrative learning requires the
teaching of intentional learning
(taking a deliberative and
reflexive stance towards
knowledge acquisition).

INTEGRATIVE
• Integrative learning leads

students to synthesize learning
from a wide array of sources,
learn from experience, and
make significant and productive
connections between theory
and practice.
INTEGRATIVE
• This approach to teaching and

learning is necessary in today's
world where technology and
globalization transform
knowledge practices in all
disciplines and professions.

SPECIFIC
CONSTRUCTIVIST
APPROACHES

Guided Instruction
• A learning approach in which the

educator uses strategically placed
prompts, cues, questions, direct
explanations, and modeling to
guide student thinking and
facilitate an increased
responsibility for the completion
of a task.
- Fisher & Frey, 2010
Inquiry-Based Learning
• An educational approach
associated with problem-based
learning in which the students
learn through investigating
issues or scenarios (Hakverdi-Can
& Sonmez, 2012).

Inquiry-Based Learning
• In this approach, students pose

and answer questions
individually and/or
collaboratively in order to
draw conclusions regarding the
specific issues or scenarios
-Hakverdi-Can & Sonmez, 2012
Anchored Instruction
• An educational approach associated with

problem-based learning in which the
educator introduces an ‘anchor’ or theme
in which students will be able to explore
(Kariuki & Duran, 2004).
• The ‘anchor’ acts as a focal point for the
entire task, allowing students to identify,
define, and explore problems while
exploring the topic from a variety of
different perspectives (Kariuki & Duran,
2004).
Anchored Instruction
• An educational approach
associated with problem-based
learning in which the educator
introduces an ‘anchor’ or
theme in which students will
be able to explore.
-Kariuki & Duran,
2004
Problem-Based Learning
A structured educational
approach that begins with an
educator presenting a series
of carefully constructed
problems or issues to small
groups of students.
-Schmidt & Loyens, 2007
• Reciprocal Questioning
Different • Jigsaw
• Problem – based and
Constructivist inquiry learning methods
Approaches • Case study
• Socratic dialog
• Debate
• Anchored instruction
• Cooperative Learning
• Mind maps

Bruner’s
Constructivism
in Educa-
tion

The Role of the Constructivist Teacher

DepEd on Differentiated Instruction
• DepEd Order No. 72 (2009)- asserting the critical

role of differentiated instruction in increasing the
school participation rate of children
• ‘curriculum modifications shall be implemented in
the forms of adaptations and accommodations to
foster optimum learning based on individual’s
needs and potentials’

What is Differentiated Instruction?
a way to provide increased

set of different instructional
activities to address the
increasingly diverse learning
needs of students in today’s
classrooms
Tomlinson, 1999
The Differentiated Classroom:
Responding to the Needs of all Learners

What is Differentiated Instruction?
• Practice of adapting
instruction to meet the
needs of particular
students.
• Teachers adapting
their curriculum and
instructional
approaches so each
student can learn up
to his or her potential.
(Arends, 2009)

Information and Communication Technology
are information-handling tools

- varied set of goods,
applications and services
used to produce, store,
process, distribute and
exchange information

DEPARTMENT OF EDUCATION
Use of ICT to Enhance Constructivism
• In education, computers can be used
to enhance constructivist approaches
in the classroom by developing
programs, computer-assisted
instruction, drills, and tutorials
• Social networking sites can be used
for forum or group discussion where
a lot of ideas are being expressed by
the students
• There are also sites in which students
can create their own portfolio, scrap
book, journals and the like

Use of ICT to Enhance Constructivism
• Integrating ICTs with tools that support
constructivist learning increases a
learner’s ability to participate in “peer
interactions, group reflection and
discussion” (Santally et al., 2012, p. 8) in a variety of
social-web formats to support constructivist learning (Tsai,
2008).
• Online social learning environments

designed using constructivist
framework allow students to “present
their views and critically analyze the
views of others” beyond a classroom
context (Gazi, 2009, p. 69).

ICT Conceptual Framework
ICT Integration Matrix
DOMAIN SUB-DOMAIN TEACHER INDIC. STUDENT INDIC. HARDWARE SOFTWARE CONFIGU NETW
ACTIVITY ACTIVITY PERIPHERALS RATION ORK
Create and
Lesson Printer Word
Preparation Print -- --
processor 3 C
lesson plan
Teaching Lecture / Show visual View Projection Presentation

and Demonstration presentation
presentation
device application 2, 4 C
content
Learning
Process
Digital
Collaborate
resources,
Collaborative Facilitate in a with Speakers resource
activities
collaborative classmates
viewer, 1, 2, 4 A
platform in creating Collaboration
an output platform
LEGEND:
Network Configuration or Computer Set-up
A = Highly-needed 1 = In computer labs Access
B = May be substituted Collaborate
C = Not needed 2 = In classrooms / instructional rooms Send,
3 = In other locations (for teachers and Communicate
Peripherals
students) Process,
* = Supplementary Organize, Store
** = May replace computer 4 = Others (Off-school / with other Create, Produce
digital tols) Output


DOMAIN SUB- TEACHER INDIC. STUDENT INDIC.
DOMAIN ACTIVITY ACTIVITY
Teaching Designing Create --- ---

and Lesson and Print
Learning lesson
Process plan *Create
product
A. Lesson /
Preparation Produce
output
Sample 1
HARDWARE SOFTWARE CONFIGURATION NETWORK
PERIPHERALS APPLICATIONS
Printer Word processor 3 C

(with a computer) 3
May be in other *Network
locations (a or internet
computer in faculty is not
room) needed

DOMAIN SUB-DOMAIN TEACHER INDIC.
ACTIVITY
Teaching and Lecture / Show visual

Learning Process Demonstration presentation
B. Instruction *Send /
Communicate
Information
Sample 2
STUDENT INDIC. HARDWARE SOFTWARE
ACTIVITY PERIPHERALS
-View Projection device Presentation

presentation application
content
Access / Get
information

CONFIGURATION NETWORK
2, 3, 4 C
2
May be in classrooms / *Network or internet is
instructional rooms not needed
4
Others (Off-school / with
other digital tools)

QUOTE
“As long as there were people asking
each other questions, we have had
constructivist classrooms.
Constructivism, the study of learning,
is about how we all make sense of our
world, and that really hasn't changed."
-Jacqueline Grennan Brooks (1999)

Application
GROUP ACTIVITY (20 minutes)
• From the pre-assigned

competency and pedagogy,
design a 5-minute activity to
concretize such.


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SCHOOL Heads DEVELOPMENT PROGRAM |

Foundation COURSE | MODULE 1

Module 1: The School Head

2 | School Heads Development Program: Foundation COURSE | MODULE 1

4| School Heads Development Program: Foundation COURSE | MODULE 1

5| School Heads Development Program: Foundation COURSE | MODULE 1

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10 | School Heads Development Program: Foundation COURSE | MODULE 1

12 | School Heads Development Program: Foundation COURSE | MODULE 1

14 | School Heads Development Program: Foundation COURSE | MODULE 1

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27| School Heads Development Program: Foundation COURSE | MODULE 1

30| School Heads Development Program: Foundation COURSE | MODULE 1

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• learner’s prior knowledge

32| School Heads Development Program: Foundation COURSE | MODULE 1

33| School Heads Development Program: Foundation COURSE | MODULE 1

34| School Heads Development Program: Foundation COURSE | MODULE 1

35| School Heads Development Program: Foundation COURSE | MODULE 1

36| School Heads Development Program: Foundation COURSE | MODULE 1

37| School Heads Development Program: Foundation COURSE | MODULE 1

Strict adherence to fixed Pursuits of students’ question

38| School Heads Development Program: Foundation COURSE | MODULE 1

Learning is based on Learning is interactive

Teacher’s role is Teacher’s role is

39| School Heads Development Program: Foundation COURSE | MODULE 1

Textbooks and Manipulative materials

40| School Heads Development Program: Foundation COURSE | MODULE 1

The teacher is superior and Teachers serve as guides to

41| School Heads Development Program: Foundation COURSE | MODULE 1

Act Enhancing the Philippine Basic

42| School Heads Development Program: Foundation COURSE | MODULE 1

(e) The curriculum shall use pedagogical

43| School Heads Development Program: Foundation COURSE | MODULE 1

Students use inquiry methods to:

44| School Heads Development Program: Foundation COURSE | MODULE 1

As students explore the topic,

48| School Heads Development Program: Foundation COURSE | MODULE 1

50| School Heads Development Program: Foundation COURSE | MODULE 1

• Integrative learning leads

• This approach to teaching and

52| School Heads Development Program: Foundation COURSE | MODULE 1

53| School Heads Development Program: Foundation COURSE | MODULE 1

• A learning approach in which the

55| School Heads Development Program: Foundation COURSE | MODULE 1

• In this approach, students pose

• An educational approach associated with

60 | School Heads Development Program: Foundation COURSE | MODULE 1

61 | School Heads Development Program: Foundation COURSE | MODULE 1

62 | School Heads Development Program: Foundation COURSE | MODULE 1

• DepEd Order No. 72 (2009)- asserting the critical

63| School Heads Development Program: Foundation COURSE | MODULE 1

a way to provide increased

64| School Heads Development Program: Foundation COURSE | MODULE 1

65| School Heads Development Program: Foundation COURSE | MODULE 1

are information-handling tools

67 | School Heads Development Program: Foundation COURSE | MODULE 1

68| School Heads Development Program: Foundation COURSE | MODULE 1

• Online social learning environments