PEDAGOGICAL

APPROACHES
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Activity: (Group)
Read the text.
Identify the pedagogical approach
used.
Explain your answer briefly.
Present your output.

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APPROACHES
Collaborative Learning
Constructivist Learning
Inquiry-Based Learning
Integrative Learning
Refl ective Learning

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(1) COLLABORATIVE
LEARNING

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Resources Menu
Why develop assessments
first?
Benefits of collaboration
Assessing communication
Assessment
recommendations
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Why develop assessments first?

Assessment must align with

performance objectives (Dick, Carey, & Carey,
2005 p. 146)

Begin with the end in mind The

second habit of highly effective
people - Stephen Covey

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Resources Benefits of
collaboration
Some studies show no benefit to
collaboration (Yetter et al., 2006; Golbeck &
Sinagra, 2000)

In several of those studies, prior

knowledge was not demonstrated by
participants
Research in children demonstrated
that learners who scored low on a
pre-test benefited on a post-test from
peer collaborations with learners who
had scored higher. (Fawcett & Garton, 2005)

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Resources: Assessing
communication

Communication correlates with

effectiveness of the discovery
process in collaborative
learning (Saab, van Joolingen, & van HoutWolters, 2005)
The authors identified
examples of communicative
activities (next5 slide)
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Resources: Assessing
Communication

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Resources: Assessment
Recommendations (summarized from Macdonald, 2003)
Collaborative learning activities should be tied to course
assessment
If technical skills are developed during the lesson, then their
practice must be written into the assessment
The inclusion of skills development may impose additional time
burdens on the students, and may reduce the amount of course
content which can be covered
A series of activities linked to assessments can help students
acquire necessary skills
To assess collaboration, students may need to develop additional
skills including peer review, time management and task negotiation.
These new skills may need to be awarded through assessment
The assessment criteria should clearly define the goals of the task,
and the relative weight attributed to individual and group processes.
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(2) CONSTRUCTIVISM

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CONSTRUCTIVISM
Learners communicate with each other,
and share their understandings, feelings,
knowledge, and experience, to come up
with new knowledge.
The teacher becomes the facilitator, and
the Learners are encouraged to interact,
exchange views and experience and coconstruct meaning and knowledge that is
based on their needs (still with the
teachers intervention.)
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Visual Metaphor for

Learning
Do you agree with this?

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Definition of Learning
Learning is an active
process in which learners
construct
their
own
meaning based on prior
knowledge
and
experience.
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Roots of Constructivism

Piaget
Vygotsky

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Types of Constructivism

Individual
Constructivism
Social Constructivism

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Role of Prior Knowledge

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Prior Knowledge
Schemas
Draw a house!
Scripts
Personal theories
Interpretations
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Houses

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Top-down v. Bottom-up

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Conceptual Change

Easy or difficult?
Why?
Example

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Promoting Change
1. Identify existing misconceptions
before instruction begins.
2. Convince students that their
existing beliefs are inadequate.
3. Motivate students to learn correct
explanations.
4. Monitor what students say and write
for persistent misconceptions.

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Jerome Bruner
To instruct someone... is not a matter
of getting him to commit results to
mind. Rather, it is to teach him to
participate in the process that makes
possible
the
establishment
of
knowledge. We teach a subject not to
produce little living libraries on that
subject, but rather to get a student to
think mathematically for himself, to
consider matters as an historian
does, to take part in the process of
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Process of Education
Structure

Readiness

Intuition

Motivation

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Readiness

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How?

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Implications
Children should be provided with
study materials, activities, and
tools that are matched to and
capitalize on their developing
cognitive capabilities
Incorporate all three methods
into instruction where possible.
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Implications
Present others ideas
Emphasize conceptual
understanding
Promote dialogue
Create a community of
learners
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The 5 Es
Engage
Explore
Explain
Elaborate
Evaluate
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Engage:
Capture the students attention, stimulate their thinking and help them
access prior knowledge.
Possible activities may include the following:
Demonstration (teacher and/or student).
Show an intriguing movie clip or live web cam
(http://www.earthcam.com/)
Reading from a current media release or piece of literature.

Explore:
Give students time to think, plan, investigate and organize
collected information.

Possible activities may include the following:

Reading authentic resources to collect information to answer an
open-ended question or to make a decision.
Solving a problem
Creating a graphic organizer
Investigation (design and/or perform).
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Explain:
Involve students in an analysis of their explorations. Use reflective activities
to clarify and modify their understanding.

Possible activities may include the following:

Student analysis and explanation.
Supporting ideas with evidence
Structured questioning.
Reading and discussion.
Thinking skills activities (comparing, classifying, abstraction, error
analysis).

Elaborate:
Give students the opportunity to expand and solidify their understanding of
the concept and/or apply it to a real-world situation.

Possible activities may include the following:

Problem solving
Decision-making
Experimental inquiry
Thinking skill activities (comparing, classifying, abstraction, error analysis).

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Evaluate:
Evaluate throughout the lesson. Present students with a
scoring guide at the beginning. Scoring tools developed
by teachers (sometimes with student involvement) target
what students must know and do. Consistent use of
scoring tools can improve learning.

Possible activities may include the following:

Development and implementation of scoring tool to
measure student performance during activities.
Involvement of students in scoring-tool development.
Such involvement may help students understand
teacher expectations and allow students to set high
standards for performance.

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(3) INQUIRY-BASED
LEARNING

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(4) INTEGRATIVE
LEARNING

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Teacher and Student Roles in

the Integrative Model
Integrative Model
Phases

Describe, compare,
and search for
patterns

Teacher Role

Student Role

Students analyze the

Teacher asks students to content by describing,
describe, compare, and
comparing, and
search for patterns in the searching for patterns in
content examined by
the content studied. They
students. Teacher guides (or the teacher) enter
students through this
data/information into
phase by creating (or co- graphic organizers
creating or asking
developed by the teacher
students to
or students, or cocreate)graphic organizers developed by the teacher
to scaffold students
and students. (Note:
understanding and
Either the teacher or
recording of information. students record data in
graphic organizer.)

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Integrative Model
Phases

Teacher Role

Student Role

Explain similarities
and differences

Teacher asks students to

explain similarities and
differences.

Students explain
similarities and
differences in the content
studied and substantiate
their ideas using data
from the graphic
organizer.

Hypothesize outcomes
for different
conditions

Teacher asks students to

hypothesize outcomes
based on different
conditions.

Students form hypotheses

of possible
outcomes related to the
content studied and
based on different
conditions.

Generalize to
form broad
relationships

Teacher asks students to

generalize their
conclusions.

Students generalize their

understanding to
demonstrate
understanding of the
broad relationship
between content studied.

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Outline of the Integrative Model

Lesson Steps
Integrative Model
Steps

Integrative Model Lesson

Describe, compare, and

search for patterns

After engaging with a variety of materials to learn

about various topics and recording their learning in a
graphic organizer, students describe, compare, and
search for patterns among all of the data in the graphic
organizer that was co-developed by the class and
teacher.

Explain similarities and

differences

The teacher asks students to work with partners and

then the whole class to explain the similarities and
differences identified.

Hypothesize outcomes for

different conditions

The teacher asks students to make educated guesses

about how things might have been different under
different conditions. Tip: The teacher should craft
questions before the lesson in the event that students
have a tough time formulating hypotheses.

Generalize to form broad

relationships

The teacher asks students to share their big ideas

about the topic. Students share their inferences
regarding their research first with their partners and
then with the class
as a whole.
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Integrative Model Lesson Plan

Example
Lesson Context
Grade level(s): Second
Content area: Social Studies
PHYSICAL TEAC HING ENV IRON MENT : This
lesson will be taught in a regular classroom.
App lication of revised Blooms taxonomy :
Students move from the lower levels of the
revised Blooms taxonomy (i.e., remember, by
describing the different characteristics of the
American Indian tribes studied) to the higher
levels (i.e., evaluate, by forming generalizations
about American Indians).5 PEDAGOGICAL APPROACHES

Goal(s):

Students will gain an understanding of American

Indian tribes and culture in the United States.

Standard(s) Addressed:
National Curriculum Standards for Social Studies:
Learners will understand the following:
Culture: Culture refers to the behaviors, beliefs, values, traditions,
institutions, and ways of living together of a group of people.
Culture: Concepts such as: similarities, differences, beliefs, values, cohesion,
diversity.
Time, Continuity, and Change: The study of the past is the story of
communities, nations, and the world.
Time, Continuity, and Change: That historical events occurred in times that
differed from our own but often have lasting consequences for the present and
future.
People, Places, and Environments: The theme of people, places, and
environments involves the study of location, place, and the interactions of
people with their surroundings.
People, Places, and Environments: Factors that contribute to similarities and
differences among peoples locally and in places across the world, including
ethnicity, language, and religious beliefs.
Individuals, Groups, and Institutions: The theme helps us know that people
belong to groups and institutions that influence them and by which they are
influenced

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Objective :
1. Students will describe and compare at least four American Indian tribes
from different regions of the United States by completing a graphic organizer.
2. Students will explain the identified similarities and differences between
American
Indians from different regions of the United States.
3. Students will hypothesize and substantiate outcomes about American
Indians from
different regions of the United States.
4. Students will make generalizations about American Indians from different
regions of
the United States.

Estimated time:

Three to five class periods

Materials needed:
Books about American Indians for research
Graphic organizer handout (Worksheet 13-1 in Appendix C)
Computer and projector

Prerequisite skills:
Students should be able to read and comprehend text at the second-grade
level as well as understand major vocabulary, know how to read a basic map,
understand directions on a map, and comprehend how to form hypotheses and
generalizations.

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Lesson Procedures

Anticipatory Set (Introduction)

Motivation:

Ask students to draw (individually) what they believe

American Indians look like and the type of home they might live in. Ensure
that they do not share their drawings with anyone until after they are done.

Information: Inform students that for several class periods they will be
learning about American Indians, often also called Native Americans. They will
be doing a special lesson that helps them organize all the information they will
learn so that they can compare the different tribes, explain the similarities and
differences, make guesses about how things might have been different, and,
finally, make some conclusions about American Indians.

Connection: Ask students to share and discuss their drawings. Ask them
to explain why they depicted the American Indians as they did. Tell students
that they will be studying several American Indian tribes and learning about
how interesting and different they were. Each student will receive a notebook
for keeping track of their learning and reflections on it.

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A. Phase 1: Describe, compare, and search for patterns

Together with students, the teacher examines a variety of resourcesbooks,
websites, videos, and journal transcriptionsto gather information about
different Indian tribes. As students engage with these materials, the teacher
asks them to complete a graphic organizer about American Indian tribes
that he also completes on a computer and simultaneously projects for all to
see.
As a class, the teacher models how to complete the graphic organizer. Some
students fill out sections on their own, and others need help by seeing the
teacher model it.
The teacher hands out a sheet with several questions. Students are asked to
describe and compare the information collected in the graphic organizer by
answering the following questions in pairs:
1. What are some of the major American Indian tribes that reside in
the United States?
2. Where do or did they live?
3. From which language family did their language originate?
4. What was their lifestyle?
As students discuss their answers, the teacher asks them to refer back to the
graphic
organizer they created together. As they answer, he records their ideas under
each question
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Phase 2: Explain similarities and differences

The teacher asks students to examine the matrix and verbalize
some comparisons and patterns between the different American
Indian tribes, such as where they lived in the United States, what
type of home they had, and so on. Then, the teacher asks students
to explain the similarities and differences by asking questions like
How can you explain their lifestyle (e.g., of hunting and gathering)?
In what ways are they different? Alike? Explain.

Phase 3: Hypothesize outcomes for different

conditions
After this discussion, the teacher asks the students to devise
hypotheses of what might have been different if conditions were
different. For instance, the teacher might ask students to think
about their way of life: How would a Chinooks way of life be
different if he or she lived in the Southeast or the Plains? Explain.
(Ask students to provide support for their hypotheses by writing
them down.) As students reply, the teacher should type students
responses on the computer (or overhead).
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Phase 4: Generalize to form broad

relationships
Ask students to form broad generalizations or big ideas that
summarize their learning about American Indians. Be sure to ask
them to substantiate their inferences by referring back to the
graphic organizer they completed together as a class. Examples of
possible student responses are the following: Not all American
Indians are the same, and American Indians lives depended on
where they livedif they lived near the water, they were usually
fishermen.

Closure:

The teacher asks students to summarize in small

groups what they have learned about American Indians by (1)
discussing what they have learned, (2) writing a short summary of
their learning about American Indians, and (3) sharing with the class
the group summary.

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ASSESSMENT
Formative assessment Teachers could check students
understanding of the concepts about American Indians as they
study the unit. The creation of a graphic organizer on their own
with certain facts is a low-key way to conduct formative
assessment of students comprehension.

Summative assessment Students could create a

recorded podcast educational segment to teach their families
(and possibly also students in other grades) about what they
learned about American Indians.

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REFLECTIVE LEARNING

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Reflective Teaching
REMEMBERING, THINKING
ABOUT, and EVALUATING a
learning experience.

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The Reflective Teacher:

Understands the things that influence
the way he (or she) teaches. Things
such as:
1. Practical theories about teaching
2. the teaching context (class size, student
language levels, access to technology,
textbooks, curriculum. . .)
3. knowledge, attitudes, values
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What does a Reflective Teacher do?

Solves problems in the classroom
Is aware of the assumptions he or she brings to
teaching
Understands the institutional and cultural context of
his or her teaching
Participates in curriculum development and school
change
Seeks professional development opportunities
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Assumptions of Reflective Teaching

Theory

Reflective teachers are knowledgeable about pedagogy (methods

and theories of teaching)
We can learn a lot about teaching from self-inquiry
Much of what happens during teaching is unknown to the teacher
Experience is not enough to grow as a teacher
Reflection can give us a deeper understanding of the
teaching process

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Results of becoming Reflective Teachers

Teachers develop a deeper, better schemata of

teaching.
Teachers have better pedagogical reasoning skills
Teachers are better at improvisation in the classroom
Teachers become better decision makers in the
classroom because they know what can influence
learning outcomes.
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The Process of Reflective Teaching

I. Recollect (remember) or map
a teaching event.
1. What do I do when I teach?
2. What do I believe about teaching?
We map a teaching event by observing
and collecting evidence.
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How to observe and collect evidence

Peer observation
Same lesson, four ways:
1.
2.
3.
4.

Video recording
Keeping a journal
Student surveys
Student notebooks and tests

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The Process of Reflective Teaching

II.

Inform, question, and evaluate

A. What does my evidence show me?

B. What inconsistencies are there between
my beliefs about good teaching and what I
actually do in the classroom?
C. How might I teach differently?
Analyze the mapping, the collected evidence
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The Process of Reflective Teaching

III.

Act

A. Dont just think about your

teaching, do something to make it
better
B. But do not act before reflecting
C. Let your action be informed by
reflection
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Action Research
After reflecting (observing/gathering evidence) and
analyzing the evidence, identify one problem or area of
teaching you want to act on

For example:
1.Students have problems doing oral presentations
2.Students dont seem to revise their essays after I
correct them.
3.Students only speak Japanese (rather than English)
when I ask them to work in groups.
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Action Research
I. Identify problem
II. Make the problem more concrete, something that can be
changed, improved
For example:
From: Students have problems doing oral presentations
To: What skills can I give my students to make them more
effective presenters?

From: Students dont revise their essays after I correct them.

To: Are there teaching techniques that would promote revision
strategies in writing?

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Action Research
III. Research the problem
A. Talk to colleagues
B. Attend conferences
C. Read articles or books
D. Review your mapping again

IV. Prepare an Action Plan

A. Draw conclusions from your research
B. Brainstorm solutions
C. How will you implement your solution?

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Action Research
V. Actioncarry out your plan
VI. Record and observe
implementation of plan
VII. Reflect critically on your Action
What improvements would you make?
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