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Learning situations, environment, skills, content and tasks are relevant, realistic, authentic and
represent the natural complexities of the 'real world'.
Primary sources of data are used in order to ensure authenticity and real world complexity.
Assessment is authentic and interwoven with teaching.
Learners are provided with the opportunity for apprenticeship learning in which there is an
increasing complexity of tasks, skills and knowledge acquisition.
4. Self-directed learners
5. Meaningful Learning
INTERACTIVE TEACHING- is a means of instructing whereby the teachers actively involve the students
in their learning process by way of regular teacher-student interaction, student-student interaction, use of
audio-visuals, and hands-on demonstrations. The students are constantly encouraged to be active
participants.
INTERACTIVE TEACHING
1) Learning is an active process. Only the student can do the learning for himself. The more
intense the involvement, the better the learning.
2) Learning is also a social process. Vygotsky's (1998) Social Learning Theory states that we
learn from others. No one has the monopoly of the truth. Then it must be good to listen to other
perspectives in our search for answers and for truth.
3) Every student can serve as a resource person. Every student has so much to share. Just ask
the right questions.
COLLABORATIVE LEARNING- an educational approach to reaching and learning that involves groups
of students working together to solve a problem, complete a task, or create a product.
An effective class interaction paves the way to collaboration. Interaction is the beginning of
collaboration." Coming together is the beginning; keeping together is progress; working together
is success,'' says American pioneer of the assembly line production method, Henry Ford. Collaboration
goes beyond interaction. When students collaborate for learning, they do not just interact, they work
together and help one another for a common goal. This is peer-to-peer learning. In collaborative learning
each one is his "brother's/sister's keeper”. It takes on many forms:
1. begin with the conviction that every student can share something in the attainment of a
goal. Collaborative learning operates on respect and trust . Respect is basic for any relationship
to prosper. It is being convinced of the basic goodness of every person in the group. Trust is
being convinced that every member of the group will help in the realization of the common goal.
2. structure tasks in such a way that the group goal cannot be realized without the members
collaborating.
3. make the goal clear to all. What is the dyad, tryad, tetrad or small group supposed to deliver at
the end of the collaborative process? This must be understood by the group.
4. ensure that guidelines on procedures are clear especially on how their performance is
assessed.
5. must make clear that at the end of the activity, they have to reflect together.
Integrative Teaching and Learning- means putting together separate disciplines to make whole. This
affirms the "boundlessness" of disciplines.
Integrate- comes from the Latin word "integer" which means to make whole.
Interdisciplinary teaching- is a method , or set of methods, use to teach a unit across different
curricular disciplines or "the bringing together of separate disciplines around common themes, issues or
problems".For example, the seventh grade Language Arts, Science and Social Studies teachers might
work together to form an interdisciplinary unit.
Transdisciplinary teaching- Integrative teaching is also transdisciplinary. This means connecting lifeless
subject to life itself. When the subject matter gets connected to real life , it becomes alive and interesting.
Three-level teaching- Integrative teaching is also done when you integrate knowledge , skills and
values in a lesson. Three-level teaching is a student-centered model of teaching with a focus on what the
student does. Learning is collaborative activity between student and teacher.
values
concepts, more
complex skills
facts, skills
The three-level teaching is teaching information for formation and transformation. Whatever
information a student learns must somehow form and transform his/her way of thinking, acting, and living.
It is making teaching whole by integrating the cognitive, psychomotor and affective dimensions of
teaching and learning.
Formation
Information
Transformation
1. To do integrative teaching, a teacher needs a broad background for him/her to see readily the
entry points for interdisciplinary integration. A multi-specialist teacher will definitely have an
advantage over that one with just one field of specialization.
2. To do integrative teaching by transdisciplinary and 3-level teaching mode, a teacher must be able
to connect subject matter to values and life as a whole. This calls for a grounding in the
humanities.
3. To be able to integrate 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- teaching that is focused on inquiry or question. But effectively inquiry is
more than simply answering questions or getting the right answer . It espouses investigation, exploration,
search, quest, research, pursuit and study.
" If we are only teaching what we know, our children can only do as bad as we are doing, and this is the
challenge we are facing- we have to go beyond it". -Pauli, 2009
Field-work
Case studies
Investigations
Individual and group projects
Research project
*A constructivist approach to teaching has the following features: authentic activities and real
world tasks, multiple perspectives, wholistic and integrative, self-directed learners, meaningful
learning, collaborative and interactive learning. These features are found in interactive and
collaborative, integrative and inquiry-based teaching-learning activities,