Cebu Normal University

Osmeña Blvd., Cebu City

The Research
About the
Different
Types of Approaches

BEED 1A (Group 4):

Abaquita, Faith

Abellar, Shania

Andales, Princess

Arsolon, Camille

Baguio, Kesiah Weyn

 CONSTRUCTIVIST THEORY

Definition

Constructivism as a paradigm or worldview posits that learning is an active,

constructive process. The learner is an information constructor. People actively

construct or create their own subjective representations of objective reality. New

information is linked to to prior knowledge, thus mental representations are subjective.

The Main Types of Constructivism

* Cognitive Constructivism

Cognitive constructivism is based on the work of Jean Piaget. Piaget's theory of

cognitive development proposes that humans cannot be given information, in which

they immediately understand and use. Instead, learners must construct their own

knowledge. They build their knowledge through experience

*Radical Constructivism

Radical constructivism is the idea that all learning must be constructed, and

there is no utility or meaning in instruction that is teacher or textbook driven. Radical

constructivism is often referred to in reference to mathematics, but it can be difficult to

understand and enact.

Characteristics of Constructivism

1. Learners construct their own knowledge beginning with what they already

know, exploring what needs to be known next and determining the quality and

effectiveness of their pursuit through authentic assessment and application.

2. All learning begins in doubt about the validity of an idea. The goal of doubt

is the restoration of belief. (Pierce, James).

3. Learning takes place in the personal zone of cognitive development between

what is already known, what is not known and what is desired to be known

(Vygotsky).

4. Learning is achieved best through a socially interactive process (Dewey,

Vygotsky).

5. Learning is best achieved when the undertaking is consistent with the stages

of human development (Rousseau, Piaget).

6. Learning is an experience based process of inquiring, discovering, exploring,

doing and undergoing (Dewey).

7. The process of coming to know is neither random nor eclectic, it has structure

(Bruner, Bloom).

8. Learning proceeds in spiraling fashion including laddering, scaffolding,

weaving, and dialogism (Bruner, Rogoff).

 9. Cognitive development occurs in a socio-cultural context – the social milieu of

individual achievement and the interaction between the learner and adults as well as

his/her peers in culturally valued activities. (Riordan – Karlsson, p.18).

10 The interactive process in coming to know needs to be guided by structured

cognitive and affective taxonomies (Bloom, Krathwohl).

COLLABORATIVE THEORY

Definition

Collaborative learning is an umbrella term for a variety of approaches in

education that involve joint intellectual effort by students or students and teachers.

Collaborative learning refers to methodologies and environments in which learners

engage in a common task in which each individual depends on and is accountable to

each other. It involves use of small groups so that all students can maximize their

learning and that of their peers. It is a process of shared creation: two of more

individuals interacting to create a shared understanding of a concept, discipline or area

of practice that none had previously possessed or could have come to on their own.

Collaborative learning activities can include collaborative writing, group projects, and

other activities.

The idea of collaborative learning is linked to cooperative learning and concepts

found in learning organizations, learning communities and communities of professional

learning. The NSW Education Standards Authority (NESA) recommends, under the

Professional Teaching Standards, that teachers work collegially and in teams to enhance

their professional practice. Teachers are also encouraged to collaborate with others to

further their own learning.

Characteristics of a Collaborative Learning

1. Learning is an active process whereby students assimilate the information and

relate this new knowledge to a framework of prior knowledge.

2. Learning requires a challenge that opens the door for the learner to actively

engage his/her peers, and to process and synthesize information rather than simply

memorize and regurgitate it.

3. Learners benefit when exposed to diverse viewpoints from people with varied

backgrounds.

4. Learning flourishes in a social environment where conversation between

learners takes place. During this intellectual gymnastics, the learner creates a

framework and meaning to the discourse.

5. The collaborative learning environment, the learners are challenged both

socially and emotionally as they listen to different perspectives, and are required to

articulate and defend their ideas. In so doing, the learners begin to create their own

unique conceptual frameworks and not rely solely on an expert's or a text's framework.
Thus, in a collaborative learning setting, learners have the opportunity to converse with

peers, present and defend ideas, exchange diverse beliefs, question other conceptual

frameworks, and be actively engaged.

EXPERIENTIAL OR CONTEXTUAL THEMATIC APPROACH

Definition

Experiential education (or "learning by doing") is the process of actively engaging

students in an authentic experience that will have benefits and consequences. Students

make discoveries and experiment with knowledge themselves instead of only hearing or

reading about the experiences of others. Students also reflect on their experiences,

thus developing new skills, new attitudes, and new theories or ways of thinking.

Stages in Experiential Approach

1. Concrete Experience (or “do”)

The first stage, concrete experience (CE), is where the learner actively experiences

an activity such as a lab session or field work.

2. Reflective Observations (or “observe”)

The second stage, reflective observation (RO), is when the learner consciously

reflects back on that experience.

 3. Abstract Conceptualization (or “think”)

The third stage, abstract conceptualization (AC), is where the learner attempts to

conceptualize a theory or model of what is observed.

4. Active Experimentation (or “plan”)

The fourth stage, active experimentation (AE), is where the learner is trying to plan

how to test a model or theory or plan for a forthcoming experience.

Elements

Experiential learning can exist without a teacher and relates solely to the

meaning-making process of the individual's direct experience. However, though the

gaining of knowledge is an inherent process that occurs naturally, a genuine learning

experience requires certain elements. According to Kolb, knowledge is continuously

gained through both personal and environmental experiences. Kolb states that in order

to gain genuine knowledge from an experience, the learner must have four abilities:

- The learner must be willing to be actively involved in the experience;

- The learner must be able to reflect on the experience;

- The learner must possess and use analytical skills to conceptualize the

experience; and

- The learner must possess decision making and problem solving skills in order to

use the new ideas gained from the experience.

Benefits

Experience real world: For example, students who major in Chemistry may have

chances to interact with the chemical environment. Learners who have a desire to

become businesspeople will have the opportunity to experience the manager position

Opportunities for creativity: There is always more than one solution for a problem

in the real world. Students will have a better chance to learn that lesson when they get

to interact with real life experiences

CONCEPTUAL APPROACH

Definition

Conceptual approach is choosing and defining content of a certain discipline to

be taught through the use of big and pervasive ideas. It is using the content as a

means of leading the students to discover the laws and principles or generalizations

that govern a particular subject or discipline.

Examples of Concept

Concrete concepts have aspects or dimensions that are easily seen, heard, or

touched. Fruit would be an example of a concrete concept due to its tangible

characteristics of being seed-associated, fleshy, and plant-derived.

Semi-concrete concepts have some combination of concrete and non-

concrete characteristics. Take the semi-concrete concept of a politician, for instance.

Some characteristics of a politician could be concrete, such as a holder or candidate for

an elected office. However, other characteristics may not be as concrete, such as one

who serves the public.

Abstract concepts do not have many (if any) absolute characteristics that are

easy to comprehend with the senses. Unlike concrete and semi-concrete concepts,

abstract concepts are not explained by a list of well-defined rules or characteristics.

More often, they are understood by mental images or beliefs about its characteristics.

Love would be a good example of an abstract concept, as the characteristics of love

might differ from one person to the next.

INTEGRATIVE LEARNING THEORY

Definition

An integrated approach allows learners to explore, gather, process, refine and

present information about topics they want to investigate without the constraints

imposed by traditional subject barriers” (Pigdon and Woolley, 1992). An integrated

approach allows students to engage in purposeful, relevant learning.

Also, integrated learning encourages students to see the interconnectedness and

interrelationships between the curriculum areas. Rather than focusing on learning in

isolated curriculum areas, an integrated program is based on skill development around

a particular theme that is relevant to the children in the class.

Impact to the Students

- Children are grouped according to learning needs or cooperative learning.

- Effective integrated programs provide opportunities for experience-based

learning.

- Students are able to use their prior experiences to construct learning.

- A range of shared experiences scaffold children into learning, giving every child

in the class knowledge to base their learning on.

- Integrated units are child-centered, they provide opportunities for cross-cultural

sharing.

- Opportunities for children to display competence are given rather than relying on

a written or oral test.

INTERDISCIPLINARY AND MULTIDISCIPLINARY APPROACH

Interdisciplinary Approach

Definition

An Interdisciplinary generates an understanding of themes and ideas that cut

across disciplines and of the connections between different disciplines and their

relationship to the real world. It normally emphasizes process and meaning rather than

product and content by combining contents, theories, methodologies and perspectives

from two or more disciplines.

Impact of Interdisciplinary Work on Students’ Learning Process

Apply self-teaching: This is achieved by guiding the students to the source of

information they need to investigate and understand principles.

Develop practical skills: Learn how to apply the theoretical skills on actual

cases as a solution tool for highly accurate results.

Introduce problem-solving skills: This is achieved by analyzing the

assignment problem and comparing the results.

Connect academics: Improve the interaction and collaboration between the

academics of different disciplines to share their thoughts on how to make the students’

learning process more exciting.

Multidisciplinary Approach

Definition

A multidisciplinary approach focuses primarily on the different disciplines and the

diverse perspectives they bring to illustrate a topic, theme or issue. A multidisciplinary

curriculum is one in which the same topic is studied from viewpoint of more than one

discipline. Frequently, multidisciplinary and cross-disciplinary are used as synonyms

describing the aim to cross boundaries between disciplines.

Uses of Multidisciplinary Lesson

- Real-world situations are complex and require knowledge of several different

subjects.

- Encourages the students to apply their existing and newly-acquired knowledge in

a more practical and hands-on ways.

Steps for a Multidisciplinary Lesson

1. Pre-instructional Planning – if teaching alone, makes sure that you are

acquainted with the material from the other disciplines.

2. Introduce the methodology to the students – explain why the subject at hand

has such a wide variety of approaches to understanding it.

3. Deliver the lesson – make sure to deliver the content in a clear, coherent way so

that the students understand the connection between each point and how they

relate to each other.

4. Practice interdisciplinary teaching – give your students regular assignment that

allows them to think about issues from other sides, other than just the subject

you teach.

5. Provide feedback – note especially if the students are able to successfully

integrate and synthesize their knowledge.

6. Self-assessment – ask the students to evaluate their ability to view a topic from

multiple angles.