Constructivist teaching

• Is based on the belief that learning
occurs when the learners are actively
involved in a process of meaning and
knowledge construction as opposed to
passively receiving information.
• Learners are the makers of meaning and
knowledge.
Constructivist teaching
Constructivist Teaching

Characteristics of constructivist
teaching
• Authentic activities and real-world
environment
• Multiple perspectives
• Wholistic integrative
• Self-directed learners
• Meaningful learning

Interactive Teaching
 The word interactive can reminds us of
people with whom the learner interacts in
order to learn.
 The interaction can be between the learner
and learning materials(module, film, video
clip, poem, map)
Why do we promote interactive
teaching?

Teacher:
• must ask specific, non-intimidating
feedback questions and HOTS
questions.
• must take the focus of interaction
clear.
• must create the climate favorable for
genuine interaction.
• must do less talk so students talk
more.

 An effective class interaction paves the
way of collaboration.
 When the students collaborate for
learning, they do not just interaction,
they work together and help one another
for a common goal.
 This is peer-to-peer learning.
Collaborative Teaching

Teacher must:
• begin with the conviction that every
student can share something in the
attainment of a goal.
• structure tasks in such way that the
group goal cannot be realized without
the members of collaborating.
• make the goal clear to all.

Teacher must:
• ensure that guidelines on procedures are
clear especially on how their performance
is assessed.
• make clear that the end of the activity, they
have to reflect together.

Integrative Teaching and
Learning
Interdisciplinary Teaching. Integrate
comes from the Latin word “integer” which
means to make a whole.
 Integrative teaching and learning means
putting together separate disciplines to
make a whole.
 This affirms the “boundarylessness” of
disciplines.

Trandisciplinary teaching. Integrative
teaching is also transdisciplinary .
 This means connecting lifeless subject
matter to life itself.
How can teachers connect subject
matter to life?
• Depart the teaching content for the test
purposes only.
• Research the application phase of the
lesson development.

values
concepts,
more complex skills
facts, skills
Integrative teaching is also done when you
integrate knowledge, skills and values in a lesson.

The three-level teaching is a teaching
information for formation and transformation.
Information
Formation
Transformatio
n

• If integrative teaching is making things
whole, it also means putting together the
multiple intelligences (MI) of the learner
as identified by Howard Gardner.
• It is also considering varied learning styles
(LS).

• To do integrative teaching needs a broad
background for him/her to see readily the
entry points for indesciplinary integration.
• To do integrative teaching by
interdisciplinary and 3-level teaching mode,
a teacher must be able to connect subject
matter to values and to a life as a whole.
• To be able to integrate MI and LS, the
teacher must e familiar with MIs and LSs
and must have a reservoir of teaching
activities to be able to cater to students with
diverse MIs and LSs.

Inquiry-Based Teaching
 This is the teaching that focused on inquiry or
question.
 It espouses investigation, exploration search,
quest, research, pursuit and study.
 Why do we encourage inquiry-based teaching
and learning?

•What evidence do you have?
•How do you know that is true?
•How reliable is this data
source?
•From whose viewpoint are we
seeing, reading or hearing?
•From what angle, what
perspective, are we viewing this
situation?
Questions about alternative points of view:
Effective questioners are inclined to ask a range of questions

•How are these(people, events or
situations) related to each other?
•What produced this connection?
•What do you think would happen
if….?
•If that is true, then what might
happen if…..?
Hypothetical problems characterized by “if” questions:
Questions that make casual connections and relationships

•Why do cats purr?
•How high can birds fly?
•Why does the hair on my head grow
fast, while the hair on my arms and legs
grows so slowly?
•What would happen if we put a
saltwater fish in a freshwater aquarium?
•What are some alternative solutions
international conflicts, other than wars?
Recognize discrepancies and phenomena in their
environment, and they probe into their environment:

When using inquiry-based lessons, teachers are
responsible for:
 starting the inquiry process;
 promoting the students dialog;
 transitioning between small groups and classroom
discussions;
 intervening to clear misconceptions or develop
students’ understanding of content material; and
 modeling scientific procedures and attitudes.
Teacher’s tasks in Inquiry-Based
Teaching Learning

Some specific learning process that the people
engage in during inquiry-learning include:
 Creating questions of their own
 Obtaining supporting evidence to answer the
question(s)
 Explaining the evidence collected
 Connecting the explanation to the knowledge
obtained from the investigative process
Inquiry-Based Learning Activities

 Field-work
 Case studies
 Investigations
 Individual and group
activities
 Research project
Inquiry-based learning covers a range
of activities to learning and teaching, including:

__1. It is peer-to-peer learning.
__2. This is teaching that focused
on question.
__3. The learners are the makers
of meaning and
knowledge.
__4. Integrative teaching and
learning means putting
together separate discipline
to make a whole.
__5. This means connecting
lifeless subject matter to life
itself.
a. Interdisciplinary
b. Transdisciplinary
c. Collaborative
d. Interactive
e. Constructivist
f. Inquiry-based
g. Integrative
Column A Column A
d.
g.
f.
a.
c.
Match Column A to Column B.

Constructivist teaching

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