National

Educators
Academy of the
Philippines

National Training of Trainers

for Grade 11 Teachers
 National
Educators
Academy of the
Philippines

National Training of Trainers

for Grade 11 Teachers

K to 12
Pedagogies
 OBJECTIVES

• Discuss the principles of

constructivism
• Identify the pedagogical approaches,
methods and strategies that adhere
to constructivism
• Suggest constructivist approaches,
methods, or strategies which are
congruent with the SHS content and
performance standards
National Training of Trainers
3 for Grade 11 Teachers
 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).
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4 for Grade 11 Teachers
 REPUBLIC ACT NO. 10533
Act Enhancing the Philippine Baic
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
National Training of Trainers
5 for Grade 11 Teachers
 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

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CONSTRUCTIVISM

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TRADITIONAL
Curriculum begins with the
part of the whole
emphasizing basic skills
Strict adherence to fixed
curriculum is highly valued
CONSTRUCTIVISM
Curriculum emphasizes big
concepts beginning with the
whole and expanding to
include the parts
Pursuits of students’
question and interest is
valued (Inquiry-based)
National Training of Trainers
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 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

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 CONSTRUCTIVISM
TRADITIONAL
Students work Students work
primarily alone primarily in groups
(Collaborative)

Textbooks and Manipulative materials

workbooks primarily are primary sources
used

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10 for Grade 11 Teachers
 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

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11 for Grade 11 Teachers
 Jean Piaget
• believed that humans learn through the
construction of one logical structure after
another. He also concluded that the logic
of children and their modes of thinking are
initially entirely different from those of
adults.

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 John Dewey
• called for education to be grounded in real
experience. He wrote, "If you have doubts
about how learning happens, engage in
sustained inquiry: study, ponder, consider
alternative possibilities and arrive at your
belief grounded in evidence." Inquiry is a
key part of constructivist learning.

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13 for Grade 11 Teachers
 Vygotsky
• introduced the social aspect of learning
into constructivism. He defined the "zone
of proximal learning," according to which
students solve problems beyond their
actual developmental level (but within
their level of potential development) under
adult guidance or in collaboration with
more capable peers.

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 Bruner
• initiated curriculum change based on the
notion that learning is an active, social
process in which students construct new
ideas or concepts based on their current
knowledge.

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 INQUIRY-BASED

The main activity in a constructivist

classroom is solving problems. Students
use inquiry methods to ask questions,
investigate a topic, and use a variety of
resources to find solutions and answers. As
students explore the topic, they draw
conclusions, and, as exploration continues,
they revisit those conclusions. Exploration
of questions leads to more questions.
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 REFLECTIVE
• Students control their own learning process,
and they lead the way by reflecting on their
experiences. This process makes them experts
of their own learning. The teacher helps
create situations where the students feel safe
questioning and reflecting on their own
processes, either privately or in group
discussions. The teacher should also create
activities that lead the student to reflect on
his or her prior knowledge and experiences.
Talking about what was learned and how it
was learned is really important.
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 COLLABORATIVE
• The constructivist classroom relies heavily on
collaboration among students. There are
many reasons why collaboration contributes
to learning. The main reason it is used so
much in constructivism is that 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.

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 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).

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 INTEGRATIVE
• Integrative learning requires the teaching of
intentional learning (taking a deliberative and
reflexive stance towards knowledge
acquisition): taking into account different
dimensions of a problem, seeing it from
different perspectives, and making conceptual
links among the dimensions and perspectives .

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 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. This
approach to teaching and learning is necessary in
today's world where technology and globalization
transform knowledge practices in all disciplines
and professions: disciplines are now less bounded,
with new areas of scientific knowledge emerging
on the borders of old ones, and with a significant
exchange of concepts, methods, and subject
matter between the humanities, the social
sciences, and the arts.
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 SPECIFIC
CONSTRUCTIVIST
APPROACHES

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 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). 23National Training of Trainers
for Grade 11 Teachers
 Inquiry-Based Learning
• An educational approach associated with problem-
based learning in which the student learns through
investigating issues or scenarios (Hakverdi-Can &
Sonmez, 2012). 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). Effective essential
questions include student thought and research,
connect to student's reality and can be solved in
different ways (Crane, 2009). There are no incorrect
answers to essential questions, rather answers
reveal student understanding(Crane, 2009).
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 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).
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 Problem-Based Learning
• A structured educational approach which
consists of large and small group
discussions (Schmidt & Loyens, 2007).
Problem-based learning begins with an
educator presenting a series of carefully
constructed problems or issues to small
groups of students (Schmidt & Loyens,
2007). The problems or issues typically
pertain to phenomena or events to which
students possess limited prior knowledge
(Schmidt & Loyens, 2007). 26 National Training of Trainers
for Grade 11 Teachers
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27 School Heads’ Development Program:

DEPARTMENT OF EDUCATION Advanced Course for SHS School Heads
“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 the world.
-Jacqueline Brooks
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