Teaching approaches

Teaching Approaches

Prepared by: Asuncion, Jeri Mayah P.

CONSTRUCTIVISM

Is a philosophy of education that says that people construct knowledge through their

experiences and interactions with the world.

Traditional Curriculum

Transactional curriculum

Teacher transmits information to students who

passively listen and acquire facts.

Students are actively involved in their learning

to reach new understandings.

• Children learn more, and enjoy learning more when they are actively involved, rather than passive listeners.

• Students working with and learning from one another-and the development of a strong learning community.

• Divergent thinking• Learning through real life situations

COOPERATIVE LEARNING

Is an educational approach to teaching and learning that involves group of students working together to solve a problem, complete a task or

create a product.

Types of Cooperative learning

Informal cooperative learning groupsFormal Cooperative learning groupsCooperative Base Groups

Five phases of Cooperative Learning

• Engagement• Exploration• Transformation• Presentation• Reflection

Five Basic Elements

Positive InterdependenceIndividual and group accountabilityInterpersonal and small group skillsFace-to-face promotive interactionGroup processing

BenefitsCelebration of diversityAcknowledgement of individual

differencesInterpersonal developmentActively involving students in learningMore opportunities for personal feedback

Not all group learning is cooperative learning

• Groups arguing over divisive conflicts and power struggles

• A member sits quietly, too shy to participate• One member does the work, while the other members

talk about something• No one does the work because the one who normally

works the hardest doesn’t want to be a sucker.• A more talented member may come up with all the

answers, dictate to the group, or work separately, ignoring other group members.

TELL ME AND I FORGETSHOW ME AND I MAY

REMEMBER,INVOLVE ME AND I WILL

UNDERSTAND

INQUIRY-BASED LEARNING

TEACHER PROVIDES ALL THE INFORMATION

STUDENTS THEN RECITE WHAT THEY HAVE

LEARNED

CONSTRUCT OWN KNOWLEDGE THROUGH EXPERIENCES

Levels of Inquiry

•Structured•Guided•Open

CONTEXTUALIZED 

Contextualized teaching means exerting effort to extend learning

beyond the classroom into relevant contexts in the real

world.

K TO 12 Law

The Enhanced Basic Education Act of 2013 allows schools to localize

and indigenize the K to 12 curriculum.

The REACT StrategyCurricula and instruction based on contextual learning strategies should be structured to encourage five essential forms of learning: 

EXPERIENCING

Learning in the context of life experience, or relating, is the kind of contextual learning that typically occurs with very young children. With adult learners, however, providing this meaningful context for learning becomes more difficult. The curriculum that attempts to place learning in the context of life experiences must, first, call the student’s attention to everyday sights, events, and conditions. It must then relate those everyday situations to new information to be absorbed or a problem to be solved. . 

Halimbawa

Experiencing—learning in the context of exploration, discovery, and invention—is the heart of contextual learning. However motivated or tuned-in students may become as a result of other instructional strategies such as video, narrative, or text-based activities, these remain relatively passive forms of learning. And learning appears to "take" far more quickly when students are able to manipulate equipment and materials and to do other forms of active research. 

HALIMBAWA:

Applying concepts and information in a useful context often projects students into an imagined future (a possible career) or into an unfamiliar location (a workplace). This happens most commonly through text, video, labs, and activities, and these contextual learning experiences are often followed up with firsthand experiences such as plant tours, mentoring arrangements, and internships. 

HALIMBAWA:

 Cooperating—learning in the context of sharing, responding, and communicating with other learners—is a primary instructional strategy in contextual teaching. The experience of cooperating not only helps the majority of students learn the material, it also is consistent with the real-world focus of contextual teaching.

HALIMBAWA:

Learning in the context of existing knowledge, or transferring, uses and builds upon what the student has already learned. Such an approach is similar to relating, Students develop confidence in their problem-solving abilities if we make a point of building new learning experiences on what they already know.

HALIMBAWA: