METACOGNITIVE APPROACH

meta beyond
an approach that goes beyond cognition
monitoring cognitive process cognitive
task
e.g.
thought processes while thinking
thinking aloud

THE CONSTRUCTIVIST
APPROACH
view learning as an active process selfconstructive meanings
established meaningful connection between
prior knowledge and present learning activity
anchored on the belief of every individuals past
experiences meanings are either constructed or
reconstructed depending on it
reflecting and evaluating accumulated
knowledge constructing new meanings

Olrich, 1994
effective problem-solvers subvocalize; that is
they talk to themselves frequently
Subvocalizing constant re-stating of situation,
rechecking progress and evaluating ones
thinking
e.g.
Describing whats going on in their mind
Identifying problem or situation
Steps that are required to obtain information

Instructional Characteristics
1.

Teaching

2.

Constructivism

3.

is not merely transmitting knowledge and information such as facts, concepts and
principles
it provide students with relevant experiences from which they can construct their own
meaning
anchored on the assumption that the absorption or assimilation of knowledge is
somewhat personal and therefore no two learners can build up the same meaning out
of one situation.

Teachers role
to facilitate learning by providing opportunities for a stimulating dialogue
guides the students through skillful questioning and appropriate cognition processing

4.

Materials

5.

Learning activities and events rather than fixed documents ( laws, principles)

Lessons

are activity-centered in order to experience or gain personal knowledge through

active involvement
Participation with understanding enables them to live through a learning episode

Suggestions
1. Introduction - review or recount of observation
done in the previous learning activity
2. Inquiry teaching open discussions, honest
exchange of ideas
3. Reflection analyzing experiences to arrive new
interpretations and conclusions
4. Planning of learning activities research activities
develop critical thinking and promote the search of
new information
5. Working independently allow testing of own
ideas

Guidelines for Its Effective Use

1. Taking own initiative and having a strong sense
of responsibility.
2. Respecting and accepting the students own
ideas.
3. Recalling and analyzing past experiences.

REFLECTIVE TEACHING
is anchored on the ability of the
teacher to guide students to reflect
on their own experiences in order
to arrive at new understandings
and meanings.

Instructional Characteristics
Schulman (1990) cites three key
characteristics of reflective teaching.
1. Ethic of caring
2. Constructivist approach
3. Tactful problem solving

Ethic of Caring refers to the teachers

expressions of thoughtfulness. To care
means to be ethically bound to
understand ones students.
to practice the ethics of caring a teacher is
guided by three effective ways:
1. Confirmation
2. Dialogue
3. Cooperative Practice

Confirmation
To confirm a student, a caring
teacher takes time to help
students discover their
individual inclinations and
capitalize on them. She
recognizes the differences
among them.

Dialogue
means to talk honestly and
openly about ones
innermost concerns. The
goal is to understand and in
the long run, to care.

Cooperative Practice
Facilitates learning through counseling and guiding
rather than just imparting knowledge.
Students learn through an analysis and evaluation of
past experiences. Without analysis, no new learning
and ideas can be constructed. Through reflection,
the students experience acquires meaning, hence
she/he is able to formulate his/her own concepts
that can be applied to new learning situations.

COOPERATIVE
LEARNING APPROACH
Make use of a classroom
organization where students
work in groups or teams to help
each other learn.

Characteristics Features:
1. It has two important components, namely:
a cooperative incentive structure one where two or
more individuals are interdependent for a reward.
They will share if they are successful as a group.
a cooperative task structure a situation in which two
or more individuals are allowed, encouraged or
required to work together on some tasks, coordinating
their efforts to complete the task.

2. Students work in teams to tackle academic tasks.

3. Reward systems are group-oriented rather than
individually-oriented

4. The interactions within the group is

controlled by the members themselves.
5. Teams are made up of mixed abilities
high, average, and low achievers.
6. Each individual learner is accountable
for his/her learning.
7. The group reflects on and evaluates the
group process they underwent.

Advantages of Cooperative Learning:

1. Interdependent relationship is strengthened and
reinforced when group cooperation is rewarded.
2. Group work develops friendliness, willingness, to assist
and the more worthwhile value of caring and sharing
3. Cooperation in group promotes maximum generation
and exchange of ideas, tolerance, and respect for other
peoples point of view.
4. Cooperative learning groups exhibit less competitive
behavior compared to whole-class teaching classrooms.
5. The group members gain skills of cooperation and
collaboration through experience.

Peer tutoring/Peer teaching

The best way to learn something is to teach it.
Pair, Think, Share
is commonly employed when the teacher
requests the older, brighter and more
cooperative member of the class to tutor ( coach,
teach, instruct) other classmates.

Tutoring arrangement may

be any of the following:
a. Instructional tutoring
b.Same age tutoring
c. Monitorial tutoring
d.Structural tutoring
e. Semi-structured tutoring

Instructional Characteristics:
1. Tutees receive individualized instruction, checked immediately
for errors or misconceptions as well as rewarded for correct
responses.
2. Tutees receive more instruction and given more contact hours by
a tutor.
3. Establishing rapport between the tutee and tutor regardless of the
age group.
4. There is more time to attend to higher concerns (curriculum,
lesson planning, etc.)
5. It reduces large class into smaller working groups.
6. Discipline problems are lessened because of the presence of
assistants.
7. Highlighted spirit of cooperation, camaraderie and reciprocity.
8. Tutors stand to gain more.
9. Tutors improve their self-concept.

Guidelines for Its Effective Use

1. Careful selection of tutors must be strictly exercised.
2. The teacher should observe and provide the necessary feedback
that can further assist the tutors.
3. Acknowledge students who possess leadership qualities.
4. Explain the benefits of arrangement.
5. The tutor must confer with the teacher regarding the nature and
extent of assistance.
6. Preparing each others role (tutors & tutees) to avoid confusion.
7. The tutor should exhibit teaching competence.
8. The tutors must have a variety of techniques in reaching.
9. Provide instant evaluation by way of performance and oral
responses.

Partner Learning
is learning with a partner
students choose partner from their
classmates
rehearsing what they have learned and
exploring their understanding
may also mean study buddy

Guidelines for Its effective Use

1. Give specific amount of time and
prompt for discussion two
minutes
2. Give students less time from what
they actually need. Add more
seconds if necessary.

Appropriate Learning Activities in

the Different Phases of the Lesson
Introductory / opening / initiatory
activities
Developmental Activities
o For Data-gathering
o For Organizing and summarizing
o For Application/Creative activities
For Concluding Activities