Chapter 3 (Constructivist Teaching: Interactive, Collaborative, Integrative, and Inquiry-Based)

CHAPTER 3
Constructivist Teaching: Interactive, Collaborative, Integrative, and Inquiry-Based
Maricel H. Magbanua                                                 BSEd II – ENGLISH

Constructivist Teaching - Is based on the belief that learning occurs as learners are actively involved in a process of meaning and knowledge construction as opposed to passively receiving information. Learners are the makers of meaning and knowledge.

Features of Constructivist Teaching
1.   Authentic activities and real-world environments
2.   Multiple Perspective
3.   Holistic, Integrative
4.   Self-directed learners
5.   Meaningful Learning

Interactive Teaching - The word interactive reminds us of people with whom the learner interacts in order to learn. The interaction can be collaborative and so we have collaborative teaching and learning. Interactive teaching is a two-way process, first, we have the teacher, second, are the other learner I'm the class.
Why do we promote interactive teaching?
·         Learning is an active process.
·         Learning is also a material process.
·         Learners can serve as a resource person.
Teachers Task in Interactive-Learning
Ø  The teacher must ask specific, non-intimidating feedback questions.
Ø  The teacher must ask HOTS questions. Don't get fixated at low-level of questioning.
Ø  The teacher must make the focus of interaction clear.
Ø  The teacher must do less talk to students talk more. Learn to "decrease" so student "increase".

Collaborative learning - According to Gerlach, "Collaborative learning is based on the idea that learning is a naturally social act in which the participants talk among themselves. It is through the talk that learning occurs." (Gerlach, 1994). "
Ø  Teacher must begin with the conviction that every student can share something with the attainment of a goal
Ø  Teacher must structure tasks in such a way that the group goal cannot be realize without collaborating.
Ø  Teacher must make the goal clear to all
Ø  Teacher must ensure the guidelines on procedures are clear especially on how their performance is assessed.
Ø  Teacher must make clear that at the end of the activity, the have to reflect together
Integrative Teaching and LearningThis affirms the “boundarylessness” of disciplines. There are no demarcation lines among disciplines taught.
Transdisciplinary Teaching - This means connecting lifeless subject matter to life itself. When the matter gets connected to life, it becomes alive and interesting.
Three- Level Teaching
§  Values
§  Concepts, more complex skills
§  Facts, skills
Multi Intelligence-based and Learning Styles-based teaching - If integrative teaching is making things whole, it also means putting together the multiple-intelligence of the learner as identified by Howard Gardner. It is also considering varied learning styles.
Teachers task in Integrative Teaching
Ø  Teacher must need a broad background for him/her to see readily the entry points for interdisciplinary integration.
Ø  Teacher must be able to connect subject matter to values and to life as a whole.

Inquiry-Based Teaching - Constructivist teaching is also inquiry-based. This is teaching that is focused on inquiry or question. It espouses investigation, exploration, search, quest, research, pursuit, and study.
Teacher’s Task in Inquiry-Based Teaching-Learning
When using inquiry-based lessons, teachers are responsible for:
Ø  starting the inquiry process;
Ø  promoting student dialog;
Ø  transitioning between small groups and classroom discussions;
Ø  intervening to clear misconceptions or develop students’ understanding of content material; and
Ø  modelling scientific procedures and attitudes


REFLECTION
In this Chapter the Constructivist Learning an educational theory that places emphasis on the learner, teacher’s role acts as facilitator of development from sensory motor where the child is unaware that if an object is not seen it still exist; pre-operational where the child need concrete physical situation and is unable to conceptualize in the abstract (e.g. to see, hear, feel in order to understand something); concrete where the child create logical structure to explain his/her environment and lastly formal operations where the child cognitive structures are like an adult and include conceptual reasoning which focuses of the mind and its effect on learning. Another psychologist who aspired in learning relates to social constructivism is Lev Vygotsky where He emphasized the effects of one’s environment like our own family, friends, tradition and background.
          I realized that these theories have used for many years as principles of teaching and learning integrate in different subjects especially from elementary pupils, particularly John Piaget’s theories are useful in child growth while his cognitive structures develop. At present, as modern technologies rise up, modern constructivism created according to Jerome Bruner which he incorporates the social and cognitive aspects which he introduces the Five E’s. Engage – let the pupils interested the lesson discussed (e.g. defined, ask question); Explore – use their inquiry to drive the process, by engaging question let them to analyze one problem and make a concrete solution; Explain – teacher determine their level of understanding by giving activity; Elaborate – make connections out from their inquiry relate from actual learning; Evaluate – give assignments, quiz or group discussion to measures their learning.

          If I will be the teacher who facilitates learning using these theories, I will make comprehensive my style in order to adjust the learning capacity of the children. The five E’s of Bruner will apply for teaching methods. Evaluation in each topic should be done to measures the learning assimilation.

Comments

Popular posts from this blog

Chapter 1 (Outcome-Based Education)

Chapter 5 (Research - Based Teaching and Learning in the 21st Century)