2. Section 5 (e) RA 10533
“The curriculum shall use pedagogical
approaches such as constructivism, inquiry-
based, reflective, collaborative, and
integrative.”
3. • The aim of AP 10 is not only to answer the
question: “Who are we?”.
• More importantly, AP 10 aims to immerse
ourselves (you and your students) in the
process of finding out who we are and
what we want to become based on shared
experiences of contemporary issues.
4. Experiential learning (praxis) as the core
pedagogical approach
Why? Because political knowledge is best
acquired, retained and deepened when it
impacts people’s personal and communal
lives – often leading to involvement in public
affairs.
5. Constructivism
• We construct meaning based on prior
knowledge and experience
• Meaning-making
• Learning is social
• Learning as active
6. In a constructivist approach, it is important
that we know where our students are
coming from but NOT to judge them, but to
be able to provide the most suitable learning
environment for them to discover what
needed to be learned and un-learned.
7. CONSTRUCTIVIST APPROACH
• ANECDOTAL RECORDS
• CELEBRATION OF LEARNING
• EXIT CARD
• GRAPHIC ORGANIZER
• JOURNAL
• ORAL PRESENTATION
• PEER ASSESSMENT
• PORTFOLIOS
• RUBRICS
• SIMULATION
• PROJECT BASED LEARNING
ASSESSMENT IN A CONSTRUCTIVIST CLASSROOM
8. Approaches that promote constructivism in the
AP 10 classroom
• Integrative teaching – cutting across disciplinal
lines (interdisciplinary) and learning styles
• Reflective – stepping back and analyze their
experience to improve future learning
• Collaborative – not only among students but more
importantly between students, teachers, and their
respective community
• Inquiry-based – raising questions, posing problems
or scenarios and let student discover the answer
12. Strategies- Reflective Approach
1. MULTIMEDIA
PRESENTATION
EFFECTIVE USE OF
INSTRUCTIONAL
MATERIALS THAT
UTILIZE A WIDE RANGE
OF ELECTRONIC MEDIA,
ALLOWING LEARNERS
TO REFLECT AFTER THE
TEACHING LEARNING
PROCESS.
13. 2. Drill and Practice
Strategies-Reflective Approach
GIVES EMPHASIS
ON REPETITION
AFTER THE
LEARNERS
REFLECT ON THEIR
SKILL OR
LEARNING.
16. 2. JIGSAW METHOD
LEARNERS
WORK IN A
SMALL
GROUP
ALLOWS INTERACTION
WORK INDEPENDENTLY
DEVELOP LISTENING , ENGAGEMENT
AND EMPATHY SKILLS
EFFICIENT WAY TO LEARN CONTENT
Strategies- Collaborative Approach
17. Strategies- Collaborative Approach
3. THINK-PAIR-SHARE
COOPERATIVE DISCUSSION
STRATEGY WITH 3 STAGES OF
ACTION
THINK •PONDERS
PAIR • GETS A
PAIR
SHARE
•PARTAKES
KNOWLEDGE
21. Where do we start?
Techniques in probing student’s understanding:
1. Predict-observe-explain
2. Graphic organizer, KWLH Chart
3. Mind Mapping and Concept Mapping
4. Concept Cartoons
Each module in the LM should have at least
one or two of these activities. Can you find
them?
22. How do we know that they now know?
• Learning takes place when what we
know is being challenged by new ideas
brought about by contemporary
experiences.
• Cognitive dissonance – a necessary
precursor of learning
23. Why are we doing this?
• meaningful lesson vs meaningful classroom
A lesson is meaningful if it provides learners
with facts and empirical data and explain how
these relate with each other.
But if the learner does not find any relevance in
learning for learning’s sake, then the classroom
is not a meaningful one.
24. Therefore, a lesson is meaningful in so far
as it effectively provides conceptual
knowledge.
A classroom is a meaningful when learners
see its value beyond what the lessons
provide.
25. We must offer the AP 10 learners the
experience of a meaningful classroom – that
coming to class is not pointless but a value in
itself.
This means that we have to convert our
classroom from a theoretical to a more practical
one.
27. The educational system is one of the major
instruments for the maintenance of the
culture of silence (education as a practice
of domination).
28. Therefore, the education process CANNOT be
neutral.
It either functions as an instrument to facilitate the
integration of younger generation into the logic of the
present system and bring about conformity to it.
or
It becomes the practice of freedom, the means by which
men & women deal critically and creatively with reality &
discover how to participate in the transformation of the
world.
29. AP 10 provides a safe and
inclusive space where
critical and honest
conversations can happen.
AP 10 uses relevant
experiences that can excite
our students to find
meaning inside the
classroom and eventually
ignite them to engage in the
political outside.
31. “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-
Pedagogical Approaches
sheryl.pacheco@deped.gov.ph
Hinweis der Redaktion
People generally remember only 10% of what they read and 20% of what they hear. 90% of the time they learn from what they do.
We understand the world through experiencing things and reflecting on those experience
Meaning-making: we generate new knowledge by making sense of our world
Learning is social – it is not detached from one’s environment and culture, it does not happen in a vacuum, we learn from each other
We are therefore active participants in the learning process
Paiget, Bruner, Vygotsky, Dewey
In a constructivist approach, it is important that we know where our students are coming from NOT to judge them, but to be able to provide the most suitable learning environment for them to discover what needed to be learned.
In a constructivist approach, it is important that we know where our students are coming from NOT to judge them, but to be able to provide the most suitable learning environment for them to discover what needed to be learned.
If you notice, AP 10 is divided into themes rather than topics – a topic is more narrow and the approach to teaching and learning is theoretical; a theme is broader and invites both students and teachers to identify and explore the interconnectedness between topics, theories and experiences
This necessitates reflection or the stepping ---
Collaborative learning is also useful in a constructivist classroom. But here I place emphasis on collaborative work between you, your students, and your respective communities
Inquiry-based
If you notice, AP 10 is divided into themes rather than topics – a topic is more narrow and the approach to teaching and learning is theoretical; a theme is broader and invites both students and teachers to identify and explore the interconnectedness between topics, theories and experiences
This necessitates reflection or the stepping ---
Collaborative learning is also useful in a constructivist classroom. But here I place emphasis on collaborative work between you, your students, and your respective communities
Inquiry-based
If you notice, AP 10 is divided into themes rather than topics – a topic is more narrow and the approach to teaching and learning is theoretical; a theme is broader and invites both students and teachers to identify and explore the interconnectedness between topics, theories and experiences
This necessitates reflection or the stepping ---
Collaborative learning is also useful in a constructivist classroom. But here I place emphasis on collaborative work between you, your students, and your respective communities
Inquiry-based
If you notice, AP 10 is divided into themes rather than topics – a topic is more narrow and the approach to teaching and learning is theoretical; a theme is broader and invites both students and teachers to identify and explore the interconnectedness between topics, theories and experiences
This necessitates reflection or the stepping ---
Collaborative learning is also useful in a constructivist classroom. But here I place emphasis on collaborative work between you, your students, and your respective communities
Inquiry-based
If you notice, AP 10 is divided into themes rather than topics – a topic is more narrow and the approach to teaching and learning is theoretical; a theme is broader and invites both students and teachers to identify and explore the interconnectedness between topics, theories and experiences
This necessitates reflection or the stepping ---
Collaborative learning is also useful in a constructivist classroom. But here I place emphasis on collaborative work between you, your students, and your respective communities
Inquiry-based
If you notice, AP 10 is divided into themes rather than topics – a topic is more narrow and the approach to teaching and learning is theoretical; a theme is broader and invites both students and teachers to identify and explore the interconnectedness between topics, theories and experiences
This necessitates reflection or the stepping ---
Collaborative learning is also useful in a constructivist classroom. But here I place emphasis on collaborative work between you, your students, and your respective communities
Inquiry-based
If you notice, AP 10 is divided into themes rather than topics – a topic is more narrow and the approach to teaching and learning is theoretical; a theme is broader and invites both students and teachers to identify and explore the interconnectedness between topics, theories and experiences
This necessitates reflection or the stepping ---
Collaborative learning is also useful in a constructivist classroom. But here I place emphasis on collaborative work between you, your students, and your respective communities
Inquiry-based
If you notice, AP 10 is divided into themes rather than topics – a topic is more narrow and the approach to teaching and learning is theoretical; a theme is broader and invites both students and teachers to identify and explore the interconnectedness between topics, theories and experiences
This necessitates reflection or the stepping ---
Collaborative learning is also useful in a constructivist classroom. But here I place emphasis on collaborative work between you, your students, and your respective communities
Inquiry-based
Give the participants 2 minutes to browse through the LM.
Piaget – cognitive disequilibrium
When critical questions are raised by your students, or if they made comments that were unexpected, or when an unplanned lively debate ensues in the classroom – these are manifestations that the window of opportunity for learning is wide open.
As a teacher, when I experience this in the classroom, what I do is SHUT MY MOUTH and let THEM TALK. At the end of the day, students will find these exchanges more meaningful than a boring lecture.
\
We must offer the AP 10 learners the experience of a meaningful classroom – that coming to class is not pointless but a value in itself.
This means that we have to convert our classroom from a theoretical to a more practical one – a classroom that helps them understand their vulnerabilities and manage risks during times of disasters, a classroom that allows them to address concretely various forms of discrimination (gender and work), a classroom that enables them to reflect on the impact of globalization on local values, traditions, and practices, a classroom that encourages them to speak up because as citizens in a democratic society, it is their right to do so.
Brazilian educator
He fell behind in school when he was young.
Took up law & philosophy
Worked as a teacher in secondary schools teaching Portuguese.
In 1962, he taught 300 sugarcane workers how to read and write in just 45 days, (Literacy was a requirement for voting in presidential elections.) which led to the creation of “cultural circles” all over Brazil.
Exiled in Bolivia and then Chile, where he wrote Pedagogy of the Oppressed in 1968.
“banking” concept of education as an instrument of oppression