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
Learning - This 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
Post a Comment