Field Study 2

Experiencing the Teaching-Learning

Process

CORNELIO R. ROLLO, Ph.D

Principal II
 The Paper Tower
• Form 6 groups of 10.
• Choose their leader and time keeper for this
game.
• Plan group strategy for two minutes.
• Get an envelope that contains 10 sheets of
paper for each group.
• Build the tallest free-standing structure in just
five minutes.

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 Criteria for Judging

Height 50%
Staying power 30%
Aesthetic Appeal 20 %
Total 100%
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 Questions to Ponder!
 How did you find the game? Was it challenging?
 How were you able to come up with these outputs in the limited time
given?
 Do you like the way your group performed? Are you happy about the
way your group executed the plan? Why?
Were you able to follow your group’s plan? If their answer is yes or
no…..why? How do you feel that your plans were followed or not
followed?
Do you deviate plans? What made your group decide to deviate from
the original plan? How do you feel about the deviation?

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 Questions to Ponder how each group came
up with their masterpiece.
Did everyone come into an agreement during the planning?
Were there members who opposed to the plan? How did
your group manage that situation?
What can you say about the plan your group made? Was the
time given enough? Why?
Do you think if you’ll be given longer time to plan, your
group can make a better structure?
What are things that made this group win?
How crucial/important is planning in ensuring quality
outputs?

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 Teaching-Learning Process

It is the most powerful

instrument of education to bring
about desired changes in the
students.
http://deped.in/854Tdp7

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 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
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 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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 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)

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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 primarily Students work primarily
alone in groups
(Collaborative)

Textbooks and Manipulative materials

workbooks primarily are primary sources
used

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 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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 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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 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. 19 National Training of Trainers
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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 25& Frey,
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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). 26 National Training of Trainers
for Grade 11 Teachers
 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). 28 National Training of Trainers
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• Click to edit Master text styles
– Second level
• Third level
– Fourth level
» Fifth level

29 School Heads’ Development Program:

DEPARTMENT OF EDUCATION Advanced Course for teaching School
“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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