Revised Mod1 2D Pedagogies

1 | School Heads Development Program: Foundation COURSE | MODULE 1
SCHOOL Heads DEVELOPMENT PROGRAM |

Foundation COURSE | MODULE 1
K to 12 Pedagogies
Module 1: The School Head

as Instructional Leader

Session Objectives
• Identify the different pedagogical
principles in which the K-12 curriculum is
founded
• Identify the different constructivist
approaches and the ways in which ICT
can enhance this approach in developing
the 21st century skills of learners
• Design activities (using the constructivist
approach) to concretize these approaches
4| School Heads Development Program: Foundation COURSE | MODULE 1

PEDAGOGY
• ‘Any conscious activity by one
person designed to enhance
learning in another” (Watkins
and Mortimer, 1999).
• study of methods and
activities of teaching
(Cambridge Dictionary).
C or NC?
• Student centered
• Consideration for HOT
tasks
• Skills are treated in
isolation
• Students learn how to
learn
C or NC?
• Collaboration is not evident
• Focus is on the teacher
• Background knowledge
taken in consideration as
well as new knowledge
• Interdisciplinary exploration
is considered
GUESS THE PROPONENT
•J
•J
•V
•B
Jean Piaget
CHILDREN:
• think very differently
than adults
• are active learners but
need to be guided
properly
• construct new
knowledge as they
move through
different cognitive
stages
John Dewey
• Learning should
engage and expand
the experiences of
learners.
• Education is a social
process
• Students learn by
doing and should be
allowed to construct,
create, and actively
inquire
Lev Vygotsky
• Social Cognition – learning took
place within the context of a
child’s social development and
culture
• Scaffolding – Discovering the level
of each child’s cognitive/ social
development, and build or
construct their learning
experiences from that point
• Schemata – an organized way of
creating or providing a cognitive
mental framework for
understanding and remembering
information
Jerome Bruner
• Learn through
discovery
• New ideas are
based on current
or past
knowledge
• Instruction based
on Cognition
Constructivism
• Learning is an active process
• People discover how to learn
as they learn
• Crucial action of constructing
meaning is mental
• Learning involves language
• Learning is a social activity

Constructivism
• Learning is contextual
• One needs knowledge to
learn
• Motivation is a key
component in learning
• Learning is not
instantaneous

Constructivism
Construction of knowledge
• learner’s prior knowledge

• have access to resources
• actively learn
• create, manipulate and
debate knowledge

Constructivism
Process, not product
• control of instruction
• learning environment
tasks the learner with
creating or constructing
representations of
individual meaning
• Learners systematically
gather and evaluate
information

Constructivism
Multiple perspectives
• collaboration allowing
learners to share and
reconcile multiple
dissonant perspectives
or strategies and find
synergistic solutions

Constructivism
• Peers provide multiple
interpretations and models that
enables the learner to
systematically revisit, rearrange
and re-purpose material from
different conceptual
perspectives.
• Reflexive cognition
• Cognitive apprenticeship
• Process-based evaluation

E-Learning Model (Christie, 2006)

Challenge – CLEAR LINK
•Theoretical principles of
CONSTRUCTIVISM
•Practice of Instructional
Design
•Practice of Teaching

CONSTRUCTIVISM
TRADITIONAL
Curriculum begins with the part Curriculum emphasizes big
of the whole emphasizing basic concepts beginning with the
skills whole and expanding to
include the parts
Strict adherence to fixed Pursuits of students’ question

curriculum is highly valued and interest is valued (Inquiry-
based)

CONSTRUCTIVISM
TRADITIONAL
Learning is based on Learning is interactive

repetition
Teacher’s role is Teacher’s role is

directive, rooted in interactive, rooted in
authority negotiation

CONSTRUCTIVISM
TRADITIONAL
Students work primarily Students work primarily
alone in groups (Collaborative)
Textbooks and Manipulative materials

workbooks primarily are primary sources
used

CONSTRUCTIVISM
TRADITIONAL
Assessment- Testing Assessment- observation,
(Correct answer) peer evaluation, and testing
The teacher is superior and Teachers serve as guides to

is referred as authority or the students to challenge
master them to think harder by
considering new ideas

REPUBLIC ACT NO. 10533
Act Enhancing the Philippine Basic
Education System by
Strengthening its Curriculum and
Increasing the Number of Years
for Basic Education,
Appropriating Funds Therefor and
Increasing the Number and for
Other Purposes

REPUBLIC ACT NO. 10533
SEC. 5. Curriculum Development
The DepED shall adhere to the following
standards and principles in developing the
enhanced basic education curriculum:
(e) The curriculum shall use pedagogical

approaches that are constructivist,
inquiry-based, reflective, collaborative
and integrative

INQUIRY-BASED
Students use inquiry methods

to:
• ask questions,
• investigate a topic, and
• use a variety of resources
to find solutions and
answers.
INQUIRY-BASED
As students explore the topic,
they draw conclusions, and, as
exploration continues, they
revisit those conclusions.
Exploration of questions leads to
more questions.

REFLECTIVE
• Students control their own
learning process, and they
lead the way by reflecting on
their experiences.
• They become experts of their
own learning through this
process.
REFLECTIVE
• In reflective teaching,
talking about what was
learned and how it was
learned is really
important.
COLLABORATIVE
• The constructivist classroom relies heavily
on collaboration among students.
• Students learn about learning not only from
themselves, but also from their peers.
• When students review and reflect on their
learning processes together, they can pick
up strategies and methods from one
another.

INTEGRATIVE
Integrative learning is linked to the
classical tradition of educating the
"whole" person: encouraging
"breadth of outlook, a capacity to
see connections and hence an
ability to make fundamental
decisions and judgments"
(Rothblatt 1993:28).
INTEGRATIVE
• Integrative learning requires the
teaching of intentional learning
(taking a deliberative and
reflexive stance towards
knowledge acquisition).

INTEGRATIVE
• Integrative learning leads

students to synthesize learning
from a wide array of sources,
learn from experience, and
make significant and productive
connections between theory
and practice.
INTEGRATIVE
• This approach to teaching and

learning is necessary in today's
world where technology and
globalization transform
knowledge practices in all
disciplines and professions.

SPECIFIC
CONSTRUCTIVIST
APPROACHES

Guided Instruction
• A learning approach in which

the educator uses strategically
placed prompts, cues,
questions, direct explanations,
and modeling to guide student
thinking and facilitate an
increased responsibility for the
completion of a task.
- Fisher & Frey, 2010
Inquiry-Based Learning
• An educational approach
associated with problem-
based learning in which the
students learn through
investigating issues or
scenarios (Hakverdi-Can & Sonmez,
2012).

Inquiry-Based Learning
• In this approach, students

pose and answer questions
individually and/or
collaboratively in order to
draw conclusions regarding
the specific issues or scenarios
-Hakverdi-Can & Sonmez, 2012

Anchored Instruction
• An educational approach associated with
problem-based learning in which the
educator introduces an ‘anchor’ or
theme in which students will be able to
explore (Kariuki & Duran, 2004).
• The ‘anchor’ acts as a focal point for the
entire task, allowing students to identify,
define, and explore problems while
exploring the topic from a variety of
different perspectives (Kariuki & Duran,
2004).
Anchored Instruction
• An educational approach
associated with problem-
based learning in which the
educator introduces an
‘anchor’ or theme in which
students will be able to
explore.
-Kariuki & Duran,
2004
Problem-Based Learning
A structured educational
approach that begins with an
educator presenting a series
of carefully constructed
problems or issues to small
groups of students.
-Schmidt & Loyens, 2007
• Reciprocal Questioning
Different • Jigsaw
• Problem – based and
Constructivist inquiry learning methods
Approaches • Case study
• Socratic dialog
• Debate
• Anchored instruction
• Cooperative Learning
• Mind maps

Bruner’s
Constructivism
in
Education

The Role of the Constructivist Teacher

DepEd on Differentiated Instruction
• DepEd Order No. 72 (2009)- asserting the

critical role of differentiated instruction in
increasing the school participation rate of
children
• ‘curriculum modifications shall be implemented
in the forms of adaptations and
accommodations to foster optimum learning
based on individual’s needs and potentials’

What is Differentiated Instruction?
a way to provide increased

set of different instructional
activities to address the
increasingly diverse learning
needs of students in today’s
classrooms
Tomlinson, 1999
The Differentiated Classroom:
Responding to the Needs of all Learners

What is Differentiated Instruction?
• Practice of adapting
instruction to meet the
needs of particular
students.
• Teachers adapting
their curriculum and
instructional
approaches so each
student can learn up
to his or her potential.
(Arends, 2009)

Information and Communication
Technology
are information-handling tools

- varied set of goods,
applications and services
used to produce, store,
process, distribute and
exchange information
51 | School Heads Development Program: DEPARTMENT

Foundation COURSEOF
| MODULE 1
EDUCATION
Use of ICT to Enhance Constructivism
• In education, computers can be used
to enhance constructivist approaches
in the classroom by developing
programs, computer-assisted
instruction, drills, and tutorials
• Social networking sites can be used
for forum or group discussion where
a lot of ideas are being expressed by
the students
• There are also sites in which students
can create their own portfolio, scrap
book, journals and the like

Use of ICT to Enhance Constructivism
• Integrating ICTs with tools that support
constructivist learning increases a
learner’s ability to participate in “peer
interactions, group reflection and
discussion” (Santally et al., 2012, p. 8) in a variety of
social-web formats to support constructivist learning (Tsai,
2008).
• Online social learning environments

designed using constructivist
framework allow students to “present
their views and critically analyze the
views of others” beyond a classroom
context (Gazi, 2009, p. 69).

ICT Conceptual Framework
ICT Integration Matrix
DOMAIN SUB-DOMAIN TEACHER INDIC. STUDENT INDIC. HARDWARE SOFTWARE CONFIGU NETW
ACTIVITY ACTIVITY PERIPHERALS RATION ORK
Create and
Lesson Printer Word
Print -- --
processor
3 C
Preparation
lesson plan
Teaching Lecture / Show visual

View
Projection Presentation
and Demonstration presentation
presentation
device application
2, 4 C
content
Learning
Process Digital
Collaborate
resources,
Facilitate in a with
Collaborative Speakers resource
collaborative classmates
viewer,
1, 2, 4 A
activities platform in creating
Collaboration
an output
platform
LEGEND:
Network Configuration or Computer Set-up
A = Highly-needed 1 = In computer labs Access
B = May be substituted 2 = In classrooms / instructional rooms Collaborate
C = Not needed 3 = In other locations (for teachers and Send,
Communicate
Peripherals students)
Process,
* = Supplementary 4 = Others (Off-school / with other Organize, Store
Create, Produce
** = May replace computer digital tols) Output


DOMAIN SUB- TEACHER INDIC. STUDENT INDIC.
DOMAIN ACTIVITY ACTIVITY
Teaching Designing Create --- ---

and Lesson and Print
Learning lesson
Process plan *Create
product
A. Lesson /
Preparation Produce
output
Sample 1
HARDWARE SOFTWARE CONFIGURATION NETWORK
PERIPHERALS APPLICATIONS
Printer Word processor 3 C

(with a computer) 3May be in other *Network
locations (a or internet
computer in faculty is not
room) needed

DOMAIN SUB-DOMAIN TEACHER INDIC.
ACTIVITY
Teaching and Lecture / Show visual

Learning Process Demonstration presentation
B. Instruction *Send /
Communicate
Information
Sample 2
STUDENT INDIC. HARDWARE SOFTWARE
ACTIVITY PERIPHERALS
-View Projection device Presentation

presentation application
content
Access / Get
information

CONFIGURATION NETWORK
2, 3, 4 C
2May be in classrooms / *Network or internet
instructional rooms is not needed
4Others (Off-school / with
other digital tools)

QUOTE
“As long as there were people
asking each other questions, we
have had constructivist
classrooms. Constructivism, the
study of learning, is about how
we all make sense of our world,
and that really hasn't changed."
-Jacqueline Grennan Brooks (1999)

Application
GROUP ACTIVITY (20 minutes)
•From the pre-assigned

competency and pedagogy,
design a 5-minute activity to
concretize such.

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1 | School Heads Development Program: Foundation COURSE | MODULE 1

SCHOOL Heads DEVELOPMENT PROGRAM |

Module 1: The School Head

2 | School Heads Development Program: Foundation COURSE | MODULE 1

4| School Heads Development Program: Foundation COURSE | MODULE 1

14| School Heads Development Program: Foundation COURSE | MODULE 1

15| School Heads Development Program: Foundation COURSE | MODULE 1

• learner’s prior knowledge

16| School Heads Development Program: Foundation COURSE | MODULE 1

17| School Heads Development Program: Foundation COURSE | MODULE 1

18| School Heads Development Program: Foundation COURSE | MODULE 1

19| School Heads Development Program: Foundation COURSE | MODULE 1

20| School Heads Development Program: Foundation COURSE | MODULE 1

21| School Heads Development Program: Foundation COURSE | MODULE 1

Strict adherence to fixed Pursuits of students’ question

22| School Heads Development Program: Foundation COURSE | MODULE 1

Learning is based on Learning is interactive

Teacher’s role is Teacher’s role is

23| School Heads Development Program: Foundation COURSE | MODULE 1

Textbooks and Manipulative materials

24| School Heads Development Program: Foundation COURSE | MODULE 1

The teacher is superior and Teachers serve as guides to

25| School Heads Development Program: Foundation COURSE | MODULE 1

26| School Heads Development Program: Foundation COURSE | MODULE 1

(e) The curriculum shall use pedagogical

27| School Heads Development Program: Foundation COURSE | MODULE 1

Students use inquiry methods

29| School Heads Development Program: Foundation COURSE | MODULE 1

32| School Heads Development Program: Foundation COURSE | MODULE 1

34| School Heads Development Program: Foundation COURSE | MODULE 1

• Integrative learning leads

• This approach to teaching and

36| School Heads Development Program: Foundation COURSE | MODULE 1

37| School Heads Development Program: Foundation COURSE | MODULE 1

• A learning approach in which

39| School Heads Development Program: Foundation COURSE | MODULE 1

• In this approach, students

40| School Heads Development Program: Foundation COURSE | MODULE 1

44 | School Heads Development Program: Foundation COURSE | MODULE 1

45 | School Heads Development Program: Foundation COURSE | MODULE 1

46 | School Heads Development Program: Foundation COURSE | MODULE 1

• DepEd Order No. 72 (2009)- asserting the

47| School Heads Development Program: Foundation COURSE | MODULE 1

a way to provide increased

48| School Heads Development Program: Foundation COURSE | MODULE 1

49| School Heads Development Program: Foundation COURSE | MODULE 1

are information-handling tools

51 | School Heads Development Program: DEPARTMENT

52| School Heads Development Program: Foundation COURSE | MODULE 1

• Online social learning environments

53| School Heads Development Program: Foundation COURSE | MODULE 1

Teaching Lecture / Show visual

55 | School Heads Development Program: Foundation COURSE | MODULE 1

56 | School Heads Development Program: Foundation COURSE | MODULE 1

Teaching Designing Create --- ---

Printer Word processor 3 C

58 | School Heads Development Program: Foundation COURSE | MODULE 1

Teaching and Lecture / Show visual

-View Projection device Presentation

60 | School Heads Development Program: Foundation COURSE | MODULE 1

other digital tools)

61 | School Heads Development Program: Foundation COURSE | MODULE 1

62| School Heads Development Program: Foundation COURSE | MODULE 1