National

Educators
Academy of the
Philippines

National Training of Trainers

for Grade 11 Teachers
 National
Educators
Academy of the
Philippines

National Training of Trainers

for Grade 11 Teachers

K to 12 Pedagogies
 OBJECTIVES

• Discuss the principles of

constructivism
• Identify the pedagogical approaches,
methods and strategies that adhere
to constructivism
• Suggest constructivist approaches,
methods, or strategies which are
congruent with the SHS content and
performance standards
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 PEDAGOGY
• ‘Any conscious activity by one
person designed to enhance
learning in another” (Watkins
and Mortimer, 1999).
• study of methods and activities
of teaching (Cambridge
Dictionary).
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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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 Challenge – CLEAR LINK
• Theoretical principles of
CONSTRUCTIVISM

• Practice of Instructional Design

• Practice of Teaching

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 C or NC?
• Student centered
• Consideration for HOT tasks
• Skills are treated in isolation
• Students learn how to learn
• Collaboration is not evident
• Focus is on the teacher
• Background knowledge taken in consideration as well as new
knowledge
• Interdisciplinary exploration is considered

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 CONSTRUCTIVISM
TRADITIONAL
Curriculum begins with Curriculum emphasizes
the part of the whole big concepts beginning
emphasizing basic skills with the whole and
expanding to include the
parts

Strict adherence to fixed Pursuits of students’

curriculum is highly question and interest is
valued valued (Inquiry-based)

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 CONSTRUCTIVISM
TRADITIONAL

Learning is based Learning is

on repetition interactive

Teacher’s role is Teacher’s role is

directive, rooted in interactive, rooted
authority in negotiation

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 CONSTRUCTIVISM
TRADITIONAL
Students work Students work
primarily alone primarily in groups
(Collaborative)

Textbooks and Manipulative

workbooks materials are
primarily used primary sources

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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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 PROPONENTS
• J
• J
• V
• B

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 Jean Piaget
Cognitive Learning Theory
Piaget firmly believes that CHILDREN:
• think very differently than adults
• are active learners but need to be guided
properly
• Construct new knowledge as they move
through different cognitive stages

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 John Dewey
• Learning should engage and expand the
experiences of learners
• Education is a social process
• Schools should be viewed as an extension
of society and students should play an
active role in it, working cooperatively with
each other
• Students learn by doing and should be
allowed to construct, create, and actively
inquire National Training of Trainers
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 Lev Vygotsky
• Social Cognition – learning took place within the
context of a child’s social development and
culture
• Scaffolding – Discovering the level of each
child’s cognitive/ social development, and build
or construct their learning experiences from that
point
• Schemata – an organized way of creating or
providing a cognitive mental framework for
understanding and remembering information

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 Jerome Bruner
• Learn through discovery

• New ideas are based on current or past

knowledge

• Instruction based on Cognition

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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.
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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
& Frey, 2010).
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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).
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 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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 National Training of Trainers
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 QUOTE
“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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Learning Pyramid*

31
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* National Training Laboratories for Applied Behavioral Sciences, Alexandria, VA. 11 Teachers
for Grade