K TO 12

PEDAGOGICAL
APPROACHES
DIVISION MASS TRAINING OF SCHOOL HEADS

Sec. 5 (e) RA 10533

The curriculum shall use
pedagogical approaches such
as constructivism, inquirybased, reflective,
collaborative, and
integrative.

Features of K to 12:
stronger integration of competencies and
values within and across the learning
areas to master learning standards
(content and performance standards)
we are molding integrated learners, or
well rounded individuals.
two main sources of reliable and
meaningful knowledge for basic education:
expert systems of knowledge and the
learners experience in his/her context

 What is Constructivism?
Who are the key players of
Constructivism?
What are the characteristics of a
Constructivist classroom?
What are the roles of teachers in a
Constructivist teaching-learning
environment?
What approaches/ teaching models
promote Constructivism?
What strategies promote Constructivist
teaching-learning environment?

CONSTRUCTIVISM
People construct their
own understanding and
knowledge of the world,
through experiencing
things and reflecting on
those experiences

COGNITIVE
DISEQUILIBRATION/
COGNITIVE DISSONANCE
Ones dissatisfaction with what
actually is happening as contrasted
with what ought to happen is called
, in Piagetian terms, cognitive
disequilibration or sometimes
called cognitive dissonance.

This cognitive
disequilibration/ cognitive
dissonance is a necessary
precursor of learning.

Disequilibration/

Cognitive
Cognitive Dissonance

This gives the teacher access to

what is in the childrens minds
and encourage teachers to
provide the students with the
learning opportunity that would
help the children reconstruct
their beliefs in valid ways that
include the new information and
have a conceptual change .

We do not learn by passively

receiving and then remembering
what were taught, but by actively
constructing our own meanings
based on prior knowledge/
experience (schema).
This meaning-making theory of
learning is called Constructivism.

Basic Principle of
CONSTRUCTIVISM:
Learners construct
understanding/ meaning
based on their prior
knowledge/ experience.

Key Players of
CONSTRUCTIVISM
Jean Piaget
Children think differently from adult thus
he believed children were active
learners and did not need motivation
from adults to learn.
Children interpret knowledge differently
as they progress through different
stages.

Key Players of
CONSTRUCTIVISM
Jerome Bruner
Learning is an active process in which
the learner constructs new ideas or
concepts based on his or her current
and past knowledge.
Children are constructivist learners are
participatory learners and are actively
engaged in the learning process.

Key Players of
CONSTRUCTIVISM
Lev Vygotsky
Learning was influenced
significantly by social development
and learning took place of a childs
social development and culture
(Social cognition)

Key Players of
CONSTRUCTIVISM

John Dewey
Education was a social process
therefore learning should engage
and expand the experiences of the
learners.

 What are the

characteristics of a
Constructivist
classroom?
Traditional classroom vs.
Constructivist classroom

Curriculum begins with the parts

of the whole. Emphasizes basic
skills.

Curriculum emphasizes big concepts,

beginning with the whole and
expanding to include the parts.

Strict adherence to fixed

curriculum is highly valued.

Pursuit of student questions and

interests is valued.

Materials are primarily textbooks

and workbooks.

Materials include primary sources of

material and manipulative materials.

Learning is based on repetition.

Learning is interactive, building on

what the student already knows.

Teachers disseminate information Teachers have a dialogue with

to students; students are
students, helping students construct
recipients of knowledge.
their own knowledge.
Teacher's role is directive, rooted
in authority.

Teacher's role is interactive, rooted in

negotiation.

Assessment is through testing,

correct answers.

Assessment includes student works,

observations, and points of view, as
well as tests. Process is as important
as product.

Knowledge is seen as inert.

Knowledge is seen as dynamic, ever

changing with our experiences.

Students work primarily alone.

Students work primarily in groups.

In a constructivist classroom,
learning is
Constructed
Active
Reflective
Collaborative
Inquiry-based /Problem-based
Evolving

What are the

Roles of Teachers
in a Constructivist
Teaching-Learning
Environment?

Roles of Teachers in a
Constructivist Classroom:
Prompt and facilitate discussion
Guide students by asking questions that will
lead them to develop their own conclusions on
the subject
Allow wait time after posing a question
Engage students in experiences that might
engender contradictions to their initial
hypotheses and then encourage discussion

prompt students to formulate

their own questions (inquiry)
allow multiple interpretations and
expressions of learning (multiple
intelligences)
encourage group work and the
use of peers as resources
(collaborative learning)

Provide time for students to construct

relationships
Inquire about students understandings of
concepts before sharing their own
understanding about the concepts

Encourage students to engage in

dialogue, both with the teacher and with
one another
Encourage student inquiry by asking
thoughtful, open-ended questions and
encouraging students to ask questions of
each other
Seek elaboration of students initial
responses

What Approaches/
Teaching Models
promote
Constructivism?

Approaches/ Teaching Models

that promote Constructivism

Integrative
Reflective
Collaborative
Inquiry-based
(etc.)

What Teaching
Strategies
promote
Constructivist
Teaching-Learning
Environment?

Probing Students
Understanding in the
Constructivist Environment
Predict-Observe-Explain

Graphic Organizer (KWLH Chart,

)
Mind Mapping and Concept
Mapping
Concept Cartoon

PROBEX or POE
(Predict-ObserveExplain)

PROBEX or POE Strategy

(Predict-Observe-Explain)
1. Predict: students make predictions on the
outcome of some event and justify their
predictions
2. Observe: students describe what they
observe from the activity they carry out or
demonstrated by the teacher
3. Explain: students explain the phenomenon,
reconcile any conflict between their
predictions and observations

Example of a POE Worksheet

Floating and Sinking

Will the orange (fruit) float or sink when

you put it into the container with water?
Prediction: ________________________
(Reasons for
prediction)____
Observation: ______________________
Explanation: ______________________

Scoring of POE:
Can evaluate both the beliefs that
students reveal and the quality of their
reasoning.
If POE tasks needs to be scored, give
particular weight to the way
students reconciles any difference
between observation and prediction.

KWLH
CHART

KWLH CHART
It involves analyzing and organizing
what you know and what you want to
learn about a topic before and after the
research is done
Filling out this chart prepares a
student for reading about a topic,
helps in reviewing what has been
learned about the material, gives help
in obtaining more information, and
makes the students ready to write
about what theyve learned

KWLH- CHART

NO
W

KWLH

ANT

EAR
N

O
W

COLORS OF LIGHT
What I
KNOW

What I
WANT to
Know

What I
LEARNED

HOW Can
I Learn
More

MIND MAPPING
and
CONCEPT MAPPING

A mind map is a
diagram used to
represent words, ideas,
tasks, or other items
linked to and arranged
around a central key
word or idea.

CONCEPT MAP
A schematic representation of meaningful
relationships among concepts.
Good for starting a topic.
Good for finding any misconceptions.
Gives an insight into the structures the
students has built up about world.
Encourages students to clarify their ideas
using a visual representation.
Assesses current understanding and
assists in further learning.

3 Ways by which Concept Maps

can be Introduced to Students:
By giving students a few concepts/words
and instruct them to devise a concept map
based on the concept given.
1.

2. By giving students texts and ask them to

identify key words and make a concept map
to link those words.
3. By giving students freedom to build
concept maps on any topics.

The similarities and differences between

Mind map
Suitable to use before
lesson to
* brainstorm ideas
* identify prior
knowledge
Features :
* No linking words
* No arrows
Good to use during/after
lesson
Warm blooded
* to consolidate
With fur/
Feed young
hair
understanding
* to do a summary of
Give
Mammals
Mammar
session
birth
y glands
Example :

With
backbone

Can
move

Concept map
Suitable to use before lesson
to :
* brainstorm ideas
* identify prior knowledge
and
misconception
Features :
* Got linking words
* Got arrows with correct
direction
Good to use during/after
lesson
Mammals
* to modify
ar misconception
* to consolidate
e
for
dogs
understanding
example of
* to do a summary
session

is a

Animal

Living thing

needs
Can

can
be

produce
s

Can

can be

Plant

Cow

e.g.
eats

Grass

Concept
Cartoon

What is
Concept
Cartoon?

cartoon-style
drawings
presenting
characters with
different
viewpoints around
a particular
situation.

Concept Cartoon
Concept cartoons are extremely
versatile as a teaching strategy
(Brenda Keogh and Stuart Naylor,
1999),
They may be employed across
subjects, such as in the development of
reading skills in English, or the teaching
of problem solving in Math.

Concept Cartoon
Feature cartoon-style drawings showing
different characters arguing about an
everyday situation.
Designed to intrigue, promote discussion
and to stimulate scientific thinking
Puts forward a range of viewpoints about
the science involved in everyday
situation.

Concept Cartoon and

Assessment
Concept cartoons can be used as an
alternative assessment
(Youngjin Sons, Misook Heo, Larry
Krumenaker & Deborah Tippins)

Concept cartoons can be used to get

access to learners ideas, to probe
their level of understanding and to
highlight any confusion they may
hold.

3 Ways of Using Concept Cartoon

as an Alternative Assessment Tool
Assessing students prior conceptions
Assessing students progress and
difficulties with learning
Assessing students learning
outcomes

Examples of Effective
Assessment/Evaluation
Practices in a Constructivist
Classroom

1. Anecdotal Records
These are a form of ongoing
assessment of observations of
students in the classroom.
These jot-notes give the teacher
information about how the student
is processing information,
collaborating with other students
and general observations on
learning styles, behaviors and

2. Celebration of Learning
This is a demonstration where
students can share their expertise in
different subject areas with other
students, teachers and parents.

3. Exit Cards
This is a short and easy activity for
checking student knowledge before,
during and after a lesson.
Teacher may ask 3 questions to the
students so teacher can quickly
check the answers and plan
necessary instructions.

4. Graphic Organizers

Graphic organizers are instructional

tools and they are used for
illustrating prior knowledge.

5. Journals
Teacher can use journals for
assessing for process of learning and
student growth. Open-ended and
reflective questions for the students
can be journals.
Journals provide insight on how the
learners are synthesizing their
learning.

6. Oral Presentations

Students share their knowledge

verbally in oral presentations.
Some students may prefer to do an
oral presentation by using
multimedia.

7. Peer Assessment
This is an assessment in which
learners give written or verbal
feedback to another learners.
Checklists, rubrics or written
response to peer work can be used
by peers.

8. Portfolios
A portfolio means a representative
collection of a students work.
A student portfolio includes best
work to date and a few works in
progress that show the process.
Students show their knowledge,
skills, and abilities by using different
ways apart from traditional media
such as exams and essay.

9. Project-Based Learning
This is an instructional strategy that
gives opportunity to students to
discover answers to their questions
through real-world investigation.
These are learning opportunities that
motivate students and integrate
many curriculum aims.

10. Rubrics
These are marking guides or sets of
expectations used to assess student
level of understanding, students
know the expectations and what they
need to do in order to be more
efficient.

11. Simulation

Role playing during the operation of

a comparatively complex symbolic
model of an actual of hypothetical
social process.

10 Basic Learning
Principles In
Constructivism

1. Learning is a process of
structuring meaning in an
active way.
Learning includes conceptual
changing

2. Learning is a
reconstruction for
developing students
apprehension to more
complex and effective mode

3. Learning is subjective.
Learning is internalization
of students learning with
different symbols, graphics,
metaphors and models.

4. Learning is shaped with

situations and the condition of
environment.

5. Learning is social process.

It means that learning develops
through communication such as
sharing their perspective,
exchanging of information and
solving problems collaboratively.
*students learn solving problems
such as real life problems
instead of making exercises.

6. Learning is an emotional process

because mind and emotion are
associated with each other so the
nature of learning are affected from
these factors.
the students ideas about his abilities,
the clearness of learning goals,
personal expectations and
motivation for learning.

7. The appropriateness of
learning to students
development in terms of
difficulties, its association with
students need or real life is
important in learning process.

8. Learning is
developmental and is
affected from persons
physical, social, emotional
and
logical development.

9. Learning is studentcentered and learning

focuses on students
interests and needs not
teachers need or lesson
books needs.

10.Finally, learning doesnt

start at definite
time or doesnt finish at
definite time. In contrast it
continues in a permanent
way.

Implications to you as
teacher?

 START BY DOING WHATS

NECESSARY; THEN DO WHATS
POSSIBLE; AND SUDDENLY YOU ARE
DOING THE IMPOSSIBLE.
St. Francis of Assisi

It is what teachers think,

what teachers do, and what
teachers are at the level of
the classroom that ultimately
shapes the kind of learning
that young people get.
- Andy Hargreaves and Michael Fullan-

 START BY DOING WHATS

NECESSARY; THEN DO WHATS
POSSIBLE; AND SUDDENLY YOU ARE
DOING THE IMPOSSIBLE.
St. Francis of Assisi

 Integrative teaching is
cutting across subject matter
lines bringing together various
aspects of the curriculum into
meaningful association to
focus upon broad areas of
study.

ACTIVITY
Group half of the participants into
4. Other participants will act as
observers.
Introduce and orient participants
on the mechanics of Rotating
Learning Station.
Each group shall perform the task
posted on a station in 3 minutes.

ACTIVITY

Ask a volunteer from each

group to report their responses
to
the
activity.
Compare
notes/answers.

ANALYSIS
How did you find the activity? Why?
(Publish)
What can you say about the task
performed by the group? (Publish)
What insights can we get from the
activity? (Publish)

What is Integrative Teaching?

It focuses on connections rather teaching
isolated facts.
The learners will be able to realize that
subjects being taught to them are not
separate and isolated field of knowledge,
but are linked to each other in order to
achieve understanding and concept
attainment.
It aims to connect what is learned in school
to real life situations, thus it is more on
developing problem solving and discussions
of issues in the real world.

 Learners will learn to relate what

they learn and apply it to their own
daily lives.
Involves consideration on the
learners individual differences.
These include multiple intelligences
and learning styles. The teacher
therefore must present the lesson in
various ways that can cater each
learners uniqueness.

The modes of integrative

teaching acknowledge that:
students are rich sources of learning
students are allowed to explore their
own minds and experiences
students are expected to learn the
intended learning standards per grade
level more meaningfully
the integrative learning systems are
anchored on the theory of multiple
intelligences and learning styles

The focus of integrative teaching

is on the mastery of the learning
standards
(content
and
performance) in the different
learning areas and on how
students could use what they
learned from these learning
areas
as
they
face
issues/concerns/problems
in
their day-to-day world.

Content-Based Instruction
is an approach to language teaching that focuses
not on the language itself, but rather on what is
being taught through the language; that is, the
language becomes the medium through which
something new is learned
is the integration of particular content with
language teaching aims/objectives
Is based on the underlying principle that
successful language learning occurs when
students are presented in English in a
meaningful, contextualized form, with the
primary focus on acquiring information and
knowledge

 Researches have shown that CBI results in

effective language learning, content learning,
increased motivation and interest levels. This
is because students learn language best
when there is an emphasis on relevant,
meaningful content rather than on the
language itself.
In content-based classes, students have more
opportunities to use the content knowledge
and expertise they bring to class they
activate their prior knowledge, which leads to
increased learning of language and of the
content material.

 In CBI, content becomes the organizing

principle: the language structures,
vocabulary and functions are selected by
the teacher that are both necessary for the
content and that are compatible with it.
CBI approach views that the target
largely as the vehicle through which
subject matter content is learned rather
than as object of study.

Specific steps that the teacher could

follow are:
Coordinate

with subject teachers about the

topics that they will be having.
Select a text from any of these other subject
areas.
Determine a Filipino or English lesson that is
applicable to the text from the other subject.
Plan tasks/activities that will help students learn
identified language skill/s using the text from the
other subject area.
Teacher in the subject area where the text was
adapted discusses the topic according to the
needed KSAs of his/her subject area.

Focusing Inquiry
an integrative approach that uses
questions to organize learning
like mot interdisciplinary teaching, it goes
beyond conventional questions, whether or
not an answer exists
students become creators of the main
process of conducting an investigation and
communicating what was learned to others
process of inquiry is the organizer of the
instructional design while the content is
assigned to a secondary place

Focusing Inquiry:
Is all about thinking
It offers concrete ways on how students could
approach their studies easier by helping them
become actively involved in their own learning
process
Is self-renewing cycle of questions and answers
Uses what students already know as a starting point
(from prior knowledge, explanation, posters, imagery,
etc.)
Students generate questions about the things they do
not know yet
Students design a method of investigation and gather
information on their own
Students generate answers and interpret
information, other questions may emerge
Cycle of question-and- answer goes on

The process of inquiry includes the

following steps:
1. Frame a focusing question. (This should be
linked to prior knowledge of students)
2. Present a field of factors. (Act as triggers
on who? What? When? How? How much ?)
3. Help students connect or relate facts.
(Interpret, infer, give meaning)
4. Assist learners to generate explanatory
ideas. (generalization)
5. Facilitate how the learners could find
answers.

Generic Competency Model

 The competency in this model refers to the desired KSAs

in every learning area.
The students learn related proficiencies in different
learning areas at the same time as they undergo
experience/s which teachers in the different learning
areas use as springboard for them to develop shared
competencies.
The instructional integrity of the different learning areas
is maintained.
In higher grade level, the respective teachers handle their
subjects separately.
Teachers on one-teacher classes such as in lower grades
see to it that KSAs in all learning areas are covered.
The difference lies on the teachers thorough planning of
what common lesson or activity they could have for the
students to be able to activate their prior knowledge and
thus that the targetted competencies be achieved.

Suggested steps in using the

approach:
1. Decide on a generic competency that will
allow specific competencies in several
learning areas to take part in the integration
process.
2. Identify the culminating performance
(what, why and how) that will show if and
how far the students have learned the
identified specific and generic competencies.

3. Brainstorm the specific skills that

you would like the students to learn
from the project/activity that is aligned
with the curriculum guide
(performance standards(. Examine if
these skills will lead to the culminating
performance.
4. Design the scoring guide/rubrics
with criteria and standard to assess the
performance tasks, preferably through
other than paper-and-pencil tests.

Thematic Teaching
Teaching by theme organizes learning around
ideas.
It provides a broad framework for linking
content and performance from a variety of
subjects.
The theme provides coherence, it gives a
focus to the activities that accompany the
unit.
The theme helps students see the meaningful
connections across disciplines or learning areas
Have enough breadth to embrace the learning
areas that are being combined, and the depth
to support the increasing growth in students

Below are the steps for the Integrated

Unit Design (thematic based)
1. Decide on a unit theme that will include all
learning areas in the integration process.
2. Identify a major concept to serve as a suitable
Integrating lens for the study. This will serve
as a measure of whether the learning areas
adhere to the theme.
3. Web the topics for study in the learning areas
around the concept and theme.
4. Brainstorm some of the essential
understandings or generalizations about the
concept.

 It conveys a clear, compelling purpose to

learners as they link ideas to actions and
learning for life.
The integrated unit design is an example of
thematic teaching.
The model identifies a major concept
(content) with topics from different learning
areas webbed around the theme.
Essential understandings and questions
are clarified.
Processes, and activities are listed and they
end in a performance that shows the
quality of learning achieved by the
students.

5. Brainstorm essential questions to facilitate

study toward the essential understanding.
6. List the processes (complex performance that
taps multiple intelligences) and list key skills to
be emphasized in a unit of instruction and
activities.
7. For each week and each concept in the unit,
write instructional activities to engage the
students with essential questions and processes.
8. Write the culminating performance to show
the depth of learning.
9. Design the scoring guide /rubrics with criteria
and standard to assess the performance task.
Innovative types of assessment may be used to
measure progress throughout the unit.

Thematic Teaching Model

Subjec
t

English

Filipino

Have a
panel
discussion
on the
roots of
poverty.

Discuss
Ang
Paksiw na
Ayungin
which
deals on
poverty.

AP

Science

Math

Discuss/
State how
science
and
technology could
lessen
poverty.

Answer
mathematical
problems
related to
the issue
of
poverty.

TLE

Theme
Sample
instructional
activities

Discuss
definition
of poverty
through
an
interview.

Culminating Activity - Immersion/Exposure to poor areas in the

community.

List the
needs of
the family.
Prepare/
Make
projects
that be sold
to increase
family
income

 Creative evaluators use creative

assessment tools in order to get the
true picture of students learning or
mastery of the learning standards
since an integrative class needs
complex performance to create
something new that could not be
measured by mere standardized
and paper-and-pencil tests.

Application
As instructional leaders what
would be your plan of actions to
ensure an application of the
pedagogical approaches to fully
implement the K to 12
curriculum?

Teacher Roles in the Modes of

Integrative Teaching
Connection experts and not just subject
experts selects theme and examines learning
areas and respective materials interlinked with
the theme
Learning strategists use innovative teaching
techniques and strategies
Multimedia specialists create and use audio
and visual materials which will be used in the
diverse learning tasks in their classes
Not knowledge gatekeepers and meaning
makers but guides and facilitators of
students own meaning making

In an interdisciplinary
approach the subjects
are interconnected
beyond a theme or issue
and the connections are
made explicit to the
pupils.
Grady Venville, J. W. (2002)

you
Bernie C. Despabiladero
Presenter