Effective teaching guide: Constructivist Teaching.pptx

Characteristics of Effective teaching: Constructivist teaching

1. Characteristics of Effective Teaching: Constructivist Teaching Prepared by: Clyde Pearl Silos

2. Constructivist Teaching- Topic for today! Problem-Based and Project-Based Learning Outcomes-based Education Thematic Approach to Teaching Preschool Research-Based Teaching and Learning in the 21st Century Characteristics of Effective Teaching

3. Constructivist teaching

4. Constructivist teaching Emphasizes active learning, critical thinking, and problem-solving. Based on the theory of constructivism, which posits that learners construct knowledge through experiences and interactions . Focus: Shifts from teacher- centered instruction to student- centered learning . Prioritizes the development of students' abilities to think critically, solve problems, and engage actively in their learning process. Principles: Views learners as active participants in the learning process. Recognizes the importance of prior knowledge and experiences in shaping understanding. Promotes collaboration, interaction, and dialogue among students.

5. Types Constructivist teaching 1. Interactive 3. Integrative 4. Multiple Intelligences- Based Teaching 5. Learning Style- Based Teaching 6. Inquiry-Based Teaching 2. Collaborative

6. Interactive teaching

7. Interactive teaching This instructional approach actively involves students in the learning process through various forms of engagement, participation, and collaboration. Rather than passively receiving information, students are encouraged to interact with the material, their peers, and the instructor to construct their understanding and deepen their learning. Interactive teaching often leverages educational technologies such as interactive whiteboards, multimedia presentations, online discussion forums, and educational software to enhance learning experiences and facilitate student engagement.

8. Why do we promote interactive teaching?

9. Active Engagement Deeper Understanding Retention of Knowledge Promotion of Collaboration and Communication Skills Increased Motivation and Interest Differentiated Instruction Preparation for the Real World Interactive teaching is promoted for several reasons, each of which contributes to creating a more effective and engaging learning environment:

10. EXAMPLE: Interactive: In a science class, instead of lecturing about the water cycle, the teacher facilitates a hands-on experiment where students simulate the process of evaporation, condensation, and precipitation using materials like water, heat sources, and containers. Through observation and manipulation, students actively engage with the concepts and develop a deeper understanding of the water cycle.

11. Interactive Teaching Advantages : Encourages active engagement and participation, leading to deeper understanding. Fosters critical thinking and problem-solving skills. Promotes peer learning and collaboration. Disadvantages: Requires more discussion and interaction time, potentially slowing the pace of covering content. May be challenging to manage larger class sizes or diverse student abilities.

12. Collaborative Learning

13. Collaborative learning is a teaching and learning approach that emphasizes active participation, shared responsibility, and mutual support among students working together in groups or pairs. This approach is grounded in the belief that learning is inherently social and that meaningful learning occurs through interaction and dialogue among learners. As stated by Gerlach (1994), collaborative learning is based on the idea that learning is a naturally social act in which participants engage in dialogue to construct knowledge and understanding.

14. Example: Collaborative Activity: "Community Helpers Play" In this collaborative activity, kindergarteners create and perform a play about community helpers. Students brainstorm ideas for the play, assigning roles like firefighters, doctors, and teachers. They collaboratively write the script, incorporating dialogue and actions for each character. In art class, students design and create costumes and props for the play. Rehearsals involve teamwork as students practice their lines and coordinate movements. The culmination is a performance for classmates, teachers, and families, showcasing their collaborative efforts and celebrating the importance of community helpers.

15. Collaborative Advantages: Builds teamwork and communication skills. Encourages respect for diverse perspectives. Enhances social and emotional development. Disadvantages: Group dynamics can be complex, leading to potential conflicts or unequal participation. Some students may prefer individual work and struggle with collaborative tasks.

16. Integrative Learning

17. Integrative learning is an educational approach that emphasizes the interconnectedness of knowledge and encourages students to make connections across different disciplines, perspectives, and experiences. It involves synthesizing diverse ideas, skills, and ways of knowing to develop a more holistic understanding of complex issues and phenomena. Integrative learning goes beyond traditional disciplinary boundaries, fostering interdisciplinary, intradisciplinary, and transdisciplinary approaches to education.

18. Interdisciplinary Approach: Interdisciplinary learning involves integrating knowledge, methods, and perspectives from multiple disciplines to address complex problems or questions. It emphasizes the interconnectedness of different academic fields and encourages students to explore how various disciplines contribute to understanding real-world issues.

19. 2. Intradisciplinary Approach: Intradisciplinary learning focuses on exploring connections within a single discipline or field of study. It involves examining the relationships between different subfields, theories, methodologies, or perspectives within a discipline to deepen understanding and foster critical inquiry.

20. 3. Transdisciplinary Approach: Transdisciplinary learning transcends disciplinary boundaries altogether, focusing on addressing complex problems or questions that defy traditional disciplinary frameworks. It involves integrating insights, methods, and perspectives from multiple disciplines, as well as incorporating input from stakeholders outside academia.

21. Interdisciplinary Activity: "Global Garden" In this interdisciplinary activity, kindergarteners explore gardens through multiple lenses. They learn about plant life cycles in science, cultural gardening practices in social studies, and descriptive language in language arts. In art, they create garden-inspired artwork. The culmination is a "Global Garden" showcase where students present their learning through displays, stories, and artwork. Intradisciplinary Activity: "Seasonal Sensations" For this intradisciplinary activity, kindergarteners focus on seasons. They study seasonal changes in science, sequence them in math, and describe them using language arts. Through nature walks, they observe seasonal phenomena firsthand, enhancing their understanding. Transdisciplinary Activity: "Eco-Explorers" Kindergarteners become "Eco-Explorers" in this transdisciplinary activity. They learn about ecosystems in science, create eco-art in art class, and write stories about protecting nature in language arts. The finale is an "Eco-Expo" where students showcase their projects and share environmental messages. Activity Examples:

22. Multiple Intelligence based teaching

23. Multiple Intelligence-based teaching The theory of multiple intelligences was developed in the early 1980s by psychologist Howard Gardner. Instead of focusing solely on traditional academic skills such as linguistic and mathematical abilities, this theory identifies eight different types of intelligence: verbal-linguistic, logical-mathematical, spatial-visual, musical, bodily- kinesthetic , intrapersonal, interpersonal, and naturalistic.

24. How to Promote Multiple Intelligences in the Classroom Some strategies that can be used in schools include : Diversifying activities. Design activities and tasks that target different types of intelligence. Encouraging collaboration. Providing opportunities for children to work together on group projects promotes interpersonal intelligence. Using visual and manipulatable resources. Provide visual materials, such as graphs, pictures, and diagrams, to stimulate spatial-visual intelligence. Integrating music and movement. I nclude musical and creative movement activities to stimulate musical intelligence and bodily- kinesthetic intelligence. Promoting reflection and self-awareness. Include moments of individual reflection and journaling activities to foster intrapersonal intelligence. Connecting learning with nature. Organize outdoor activities, gardening projects, or nature observation activities to develop naturalistic intelligence.

25. Learning Style-based Teaching

26. Learning style-based teaching refers to an instructional approach that tailors teaching methods and materials to match the preferred learning styles of individual students. The concept of learning styles suggests that individuals have unique preferences for how they prefer to receive and process information. Common learning styles include visual, auditory, kinesthetic , and tactile preferences, among others.

27. THE KEY PRINCIPLES OF LEARNING STYLE-BASED TEACHING INCLUDE: Understanding Individual Differences: Recognizing that students have diverse learning preferences and adapting instruction to meet individual needs. Providing Multiple Modalities: Offering a range of instructional methods and materials that appeal to different learning styles, including visual, auditory, kinesthetic , and tactile modalities. Flexibility and Differentiation: Being flexible in teaching approaches and differentiating instruction to accommodate the needs and preferences of all learners. Promoting Self-awareness: Encouraging students to reflect on their own learning styles and preferences and advocating for self-directed learning strategies. Creating Engaging Learning Environments: Designing learning experiences that are engaging, interactive, and meaningful, incorporating a variety of modalities to enhance student interest and motivation.

28. Multiple intelligence-based teaching and Learning style-based teaching: Advantages: Recognition of Individual Differences: Both approaches acknowledge the diverse strengths and preferences of students, allowing for customized instruction that accommodates individual learning needs. Increased Engagement and Motivation: By aligning instruction with students' natural intelligences or preferred learning styles, educators can enhance student engagement and motivation, leading to a more positive learning experience. Enhanced Learning Outcomes: Tailoring instruction to match students’ intelligence or learning styles can lead to deeper understanding, improved retention of information, and ultimately, enhanced learning outcomes. Empowerment of Students: Both approaches empower students by helping them recognize their unique strengths and preferences as learners, fostering a sense of agency and self-awareness in their learning journey.

29. Disadvantages: Complexity and Implementation Challenges : Designing and implementing instruction based on multiple intelligences or learning styles can be complex and time-consuming for educators, posing challenges in terms of planning and resource allocation. Assessment Limitations : Assessing student learning based on multiple intelligences or learning styles can be subjective and difficult to measure objectively, leading to challenges in evaluating student progress accurately. Potential for Stereotyping and Oversimplification : There is a risk of perpetuating stereotypes or oversimplifying the complex nature of learning by categorizing students based on their perceived intelligence or learning styles. Limited Evidence for Effectiveness : Despite widespread acceptance, there is limited empirical evidence supporting the effectiveness of both approaches in improving student learning outcomes, raising questions about their overall efficacy in practice.

30. Inquiry-based Learning (IBL )

31. Inquiry-based learning (IBL) is an educational approach that emphasizes active engagement, critical thinking, and exploration. In IBL, students take on the role of investigators, asking questions, conducting research, and seeking answers through hands-on exploration and experimentation. By delving into authentic, real-world problems and scenarios, students develop deep understanding, problem-solving skills, and the ability to think critically and creatively. Collaborative learning activities foster teamwork, communication, and the exchange of diverse perspectives, while reflection promotes metacognitive awareness and self-directed learning. With teachers serving as facilitators, IBL empowers students to take ownership of their learning, fostering a lifelong love of inquiry, discovery, and learning.

32. Inquiry-based learning is often structured around the "5 E's" framework, which consists of five phases designed to guide students through the inquiry process.

33. Engage: In this phase, the teacher captures students' interest and curiosity by presenting a real-world problem, question, or phenomenon that piques their interest and stimulates inquiry. Explore : During this phase, students actively explore the topic through hands-on activities, experiments, and investigations. They collect data, make observations, and gather information to develop an understanding of the key concepts and principles related to the topic. Explain: In this phase, students articulate their understanding of the topic and share their findings with others. They communicate their observations, interpretations, and conclusions through presentations, discussions, or written reports. Elaborate: During this phase, students extend their learning by applying their understanding to new contexts or situations. They engage in additional activities, experiments, or projects that challenge them to think critically, solve problems, and make connections between different concepts. Evaluate: In the final phase, students reflect on their learning and assess their understanding of the topic. They evaluate their progress, identify areas of strength and areas for improvement, and consider how their thinking has evolved throughout the inquiry process. 5 E`s

34. Teachers play several key roles in facilitating this process: Designing Engaging Learning Experiences: Teachers create rich, inquiry-based learning experiences by designing thought-provoking questions, engaging activities, and authentic tasks that stimulate curiosity and encourage exploration. Guiding Inquiry: Teachers guide students through the inquiry process by providing structure, support, and scaffolding as needed. Facilitating Discussions and Reflections: Teachers facilitate discussions among students to encourage collaboration, sharing of ideas, and peer learning. Providing Resources and Support: Teachers provide access to a variety of resources, including books, articles, multimedia materials, and technology tools, to support students' inquiry-based investigations. Assessing Student Progress: Teachers assess students' understanding, skills, and growth throughout the inquiry process using a variety of formative and summative assessment strategies. Fostering a Culture of Inquiry: Teachers cultivate a classroom culture that values curiosity, inquiry, and experimentation. They encourage students to ask questions, challenge assumptions, and explore topics of interest in depth. Modeling Inquiry Practices: Teachers model inquiry practices by engaging in inquiry-based learning themselves and demonstrating curiosity, critical thinking, and a willingness to explore new ideas.

35. Constructivist teaching approaches are utilized in various countries around the world, with many educational systems incorporating elements of constructivism into their teaching practices. Some countries that are known to emphasize constructivist teaching include: Finland: Finland's education system is often cited as a model of progressive and student- centered pedagogy, with a strong emphasis on constructivist principles such as inquiry-based learning, collaborative problem-solving, and personalized instruction. United States: While educational practices can vary widely across states and school districts, many educators in the United States embrace constructivist teaching methods, particularly in early childhood education and progressive schools. Constructivist approaches align with educational reforms that emphasize student engagement, critical thinking, and hands-on learning. Canada: Canada's education system places importance on student- centered approaches and inquiry-based learning, which are hallmarks of constructivist teaching. Canadian educators often integrate constructivist principles into their curriculum design and instructional practices across various grade levels. Australia: In Australia, constructivist teaching approaches are commonly employed in schools, reflecting a commitment to learner- centered education and inquiry-based pedagogy. Australian educators often prioritize active learning, collaboration, and reflection to foster deep understanding and critical thinking skills. New Zealand : New Zealand's education system emphasizes holistic development and student agency, with constructivist principles embedded in the national curriculum. Educators in New Zealand often employ inquiry-based learning, project-based approaches, and collaborative problem-solving to engage students and promote lifelong learning.

36. What types of constructivist teaching methods are commonly used or applied in your school?

37. Thank you for listening!!!!!

38. References 1. Chapter 3- Constructivist Teaching: Interactive, Collaborative, Integrative, and Inquiry-Based by Maricel H. Magbanua=BSEd II – ENGLISH https://maricelmagbanua.blogspot.com/2017/03/chapter-3.html 2. Constructivist Teaching Methods https://www.slideshare.net/marissazamora/constructivist-teaching-50917247 3. https://www.prometheanworld.com/au/resource-hub/blogs/what-is-constructivism-and-how-can-you-apply-it-in-your-teaching/ 4. https://www.wgu.edu/blog/what-constructivism2005.html#:~:text=The%20biggest%20criticism%20of%20constructivist,engage%20in%20their%20own%20learning . 5. https://hrdevelopmentinfo.com/pros-cons-constructivism-modern-day-education/ 6. https://www.prometheanworld.com/au/resource-hub/blogs/inquiry-based-or-teacher-led-learning/ 7. https://www.smileandlearn.com/en/multiple-intelligences-and-how-to-promote-them-in-the-classroom/