SCHOOL HEADS’ DEVELOPMENT PROGRAM |

FOUNDATIONAL COURSE | MODULE 1

K to 12 Pedagogies
Module 1: Mandate and Core Programs: DepEd’s Curricular
Response to the Changing Environment

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 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

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 Agree or Disagree?

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 The mind is a
“tabula rasa”
(blank sheet of
paper).

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 Students learn best
when they make
connections
between the
curriculum and
their interests and
experiences.

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 Learners construct
understanding /
meaning based on
their prior
knowledge or
experience.

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 Education is a
social process,
therefore learning
should engage and
expand the
experiences of the
learners.

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 The greatest
learning occurs
when students are
pushed slightly
beyond the point
where they can
work without
assistance.

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 Dynamic
assessment is a
way of assessing
the real
potential of
learners.

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 RA 10533 sec.5
The Curriculum
a. shall be learner-centered, inclusive and
developmentally appropriate;
b. shall be relevant, responsive and research-
based;
c. shall be culture-sensitive;
d. shall be contextualized and global;
e. shall use pedagogical approaches that are
constructivist, inquiry-based, reflective,
collaborative and integrative;

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 RA 10533 sec.5
f. shall adhere to the principles and framework
of Mother Tongue-Based Multilingual
Education (MTB-MLE)

g. shall use the spiral progression approach to

ensure mastery of knowledge and skills after
each level; and

h. shall be flexible

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 ACTIVITY 2
Small Group Discussion
Comment on this:

1. We teach the way we learned.

2. Learners should learn the way their teachers did.

Output:
Each group shall make a concept map on how they
view today’s learners (to be presented).
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 Bruner’s Constructivism in Education

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The Role of the Constructivist Teacher

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 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

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

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 Constructivism
Construction of knowledge

• learner’s prior knowledge

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

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 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

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 Constructivism
Multiple perspectives

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

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 E-Learning Model (Christie, 2006)

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 Curriculum begins with Curriculum
the part of the whole emphasizes big
emphasizing basic concepts beginning
skills with the whole and
expanding to include
the parts
Strict adherence to fixed Pursuits of students’
curriculum is highly question and interest is
valued valued

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 Learning is based on Learning is
repetition interactive
Teacher’s role is Teacher’s role is
directive, rooted in interactive, rooted in
authority negotiation

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 Students work Students work
primarily alone primarily in groups
Textbooks and Manipulative materials
workbooks primarily are primary sources
used

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 Assessment- Assessment-
Testing (Correct observation, peer
answer) evaluation, and testing
The teacher is superior Teachers serve as guides
and is referred as to the students to challenge
authority or master them to think harder by
considering new ideas

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 Assessment- Testing Assessment-
(Correct answer) observation, peer
evaluation, and testing
The teacher is superior Teachers serve as
and is referred as guides to the students to
authority or master challenge them to think
harder by considering
new ideas

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 • Reciprocal Questioning
Different • Jigsaw
• Problem – based and
Constructivist inquiry learning methods
Approaches • Case study
• Socratic dialog
• Debate
• Anchored instruction
• Cooperative Learning
• Mind maps

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 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’

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 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

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 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)

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 SPECIFIC
CONSTRUCTIVIST
APPROACHES

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 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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 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).

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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).

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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 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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 Information and Communication
Technology

are information-handling tools

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

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DEPARTMENT COURSE
OF| EDUCATION
MODULE 1
 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

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 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).

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ICT Conceptual Framework

DEPARTMENT OF EDUCATION
 IV. ICTICT Integration
Integration Matrix
Matrix
DOMAIN SUB-DOMAIN TEACHER INDIC. STUDENT INDIC. HARDWARE SOFTWARE CONFIGU NETW
ACTIVITY ACTIVITY PERIPHERALS RATION ORK

Create and
Lesson Printer Word
Print -- --
processor
3 C
Preparation
lesson plan

Teaching Lecture / Show visual

View
Projection Presentation
and Demonstration presentation
presentation
device application
2, 4 C
content
Learning
Process Digital
Collaborate
resources,
Facilitate in a with
Collaborative Speakers resource
collaborative classmates
viewer,
1, 2, 4 A
activities 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 2 = In classrooms / instructional rooms Collaborate
C = Not needed 3 = In other locations (for teachers and Send,
Communicate
Peripherals students)
Process,
* = Supplementary 4 = Others (Off-school / with other Organize, Store
Create, Produce
** = May replace computer digital tols) Output

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DEPARTMENT OF EDUCATION
 ICT Integration Matrix

46 | School Heads’ Development Program: FOUNDATIONAL

DEPARTMENT COURSE
OF| EDUCATION
MODULE 1
 ICT Integration Matrix
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
47 | School Heads’ Development Program: FOUNDATIONAL
DEPARTMENT COURSE
OF| EDUCATION
MODULE 1
 IV. ICTICT Integration
Integration Matrix
Matrix
HARDWARE SOFTWARE CONFIGURATIO NETWORK
PERIPHERALS APPLICATIONS N

Printer Word processor 3 C

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

48 | School Heads’ Development Program: FOUNDATIONAL

DEPARTMENT COURSE
OF| EDUCATION
MODULE 1
 IV. ICTICT Integration
Integration Matrix
Matrix
DOMAIN SUB-DOMAIN TEACHER INDIC.
ACTIVITY

Teaching and Lecture / Show visual

Learning Process Demonstration presentation

B. Instruction *Send /
Communicate
Information

Sample 2
49 | School Heads’ Development Program: FOUNDATIONAL
DEPARTMENT COURSE
OF| EDUCATION
MODULE 1
 IV. ICTICT Integration
Integration Matrix
Matrix
STUDENT INDIC. HARDWARE SOFTWARE
ACTIVITY PERIPHERALS

-View Projection device Presentation

presentation application
content
Access / Get
information

50 | School Heads’ Development Program: FOUNDATIONAL

DEPARTMENT COURSE
OF| EDUCATION
MODULE 1
 IV. ICTICT Integration
Integration Matrix
Matrix
CONFIGURATION NETWORK

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

other digital tools)

51 | School Heads’ Development Program: FOUNDATIONAL

DEPARTMENT COURSE
OF| EDUCATION
MODULE 1
 Application
GROUP ACTIVITY (20 minutes)

•From the pre-assigned

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

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