Ppt-Pedagogy Finale

Session 4: Pedagogical Approaches
In-Service Training
JOHN PAUL S. TIGUE

ICT COORDINATOR
December 14-18, 2020
Session Overview
Session Objectives:
- Explain pedagogical approaches
- Cite approaches that are relevant to the new normal
context
- Plan activities that promote higher order thinking skills
Discussion Points
Features of the Pedagogical Approaches (2C-2I-1R)
 Constructivist  Inquiry Based

 Collaborative  Integrative
 Reflective
DEPARTMENT OF EDUCATION
Introductory
Activity
3
INTRODUCTORY ACTIVITY
 Section 5 (e) RA 10533.
“The curriculum shall use

pedagogical approaches
such as constructivism,
inquiry- based, reflective,
collaborative, and
integrative.”
INTRODUCTORY ACTIVITY
PEDAGOGICAL APPROACHES
CONSTRUCTIVISM
CONSTRUCTIVIST APPROACH
It shows learners to be
active in the process of
constructing meaning
and knowledge rather
than passively
receiving.
CONSTRUCTIVISM STRATEGIES
1.THINKING SKILLS
Features: Strives to improve
achievement by consciously developing
learners ability to:
- consider ideas
- analyzes perspectives
- solves problems and makes decisions
on their own
1. THINKING SKILLS
Suggested Activity:
The RMFD Activity
- Recall (Past Experiences)
- Model (follow Procedures/steps)
- Familiarize (Repeat the
performance/scaffolding)
- Decide (form a conclusion)
1. THINKING SKILLS
Suggested Form of ASSESSMENT:
- OBP (Outcomes-Based Performance)
- Rubrics
2. Activity Based
Features:
Engages learners in individual or group
experiential learning opportunities such
as purposefuI conversation, project
planning, hands on inquiry, analysis
and product creation.
2. Activity Based
Suggested Activity:
The 3 A's Activity
-Act (Giving simple
workshops/coaching)
-Analyze (Compare and Abstract)
-Apply (Use and implement)
2. Activity Based
- Paper presentation
-Power point presentation
-Project exhibits
-Activities that will demonstrate the
multiple intelligences of the
2. Activity Based
-Paper presentation
-Power point presentation
-Project exhibits
- Activities that will demonstrate the
multiple intelligences of the learner
2. Activity Based
- Power point presentation
-Project exhibits
- Activities that will demonstrate the
multiple intelligences of the learner
3. DIRECT INSTRUCTION
Features:
Guides / models the learning in a
quickest way
Suggested Activity:
The TGA Activity
-Tell (Give guidance)
-Guide (Facilitate the process)
- Act (Apply the concept)
-Laboratory experiment results
- Template completion Framework
creation/interpretation
COLLABORATIVE APPROACH
COLLABORATIVE APPROACH
Collaborative Approach requires

learners to work together towards a
common goal. This type of learning has
been coiled in various names like
collective learning, learning
communities, peer teaching, peer
learning or team learning; Learners
engage in a common task in which each
individual depends on and is
accountable to each other.
COLLABORATIVE STRATEGIES
1. ONLINE COLLABORATIVE
Features:
Prepares learners to be responsible
individuals in a technologically
advanced society. Projects and
activities given by the teachers shall
reflect students / current and future
needs
Suggested Activity:
1) The CPFM Activity
- Create Transparency of Expectations
- Provide Clear instructions
- Form Small Groups
- Monitor and Support 2)
lntegration of lnformation
Technology (lT) in the lessons
- Project Presentation
2. JIGSAW METHOD
Features:
ls a cooperative learning technique in
which learners work in small groups. lt
can be used in a variety of ways for a
variety of goals that allows for an
efficient way for learners to learn
content, develop their listening,
engagement and empathy skills aside
from allowing them to interact among
each other and work independently
2. JIGSAW METHOD
Suggested Activity:
The TDAR Activity
- Think (Analysis of the problem)
- Discuss (Share ideas on how to
solve the problem)
- Act (Act collaboratively)
- Reflect (lntrospect on the results
made by the group)
2. JIGSAW METHOD
- Group paper introspection re:
experiences / feeling during the group
discussion Product of the group (in line
with the rubrics provided by the
teacher)
3. THINK – PAIR - SHARE

Features:
Is a strategy in which students work
together to solve a problem or answer a
question. Students think through
questions using three distinct steps:
TPS (Think, Pair, and Share)
Suggested Activity:
The 2D-2M Activity
- Decide (Upon the problem/issue to be
solved)
- Describe (The purpose of the strategy
and provide guidelines for discussions)
- Model (ensure that students
understand how to use the strategy)
- Monitor (Support students as they
work) DEPARTMENT OF EDUCATION

-Group power point presentation Paper
Reflection (Self assessment)
-Observation Checklist to monitor the
desirable attitudes of the learners
during collaborative work
4. Integrative Process Approach /

Project Management
Features: A highly collaborative activity
for it requires the whole team to think of
the entire project and all of its systems
together/ emphasize connections and
improve communication among
students and stakeholders throughout
the life of a project.
4. Integrative Process Approach / Project
Management
Suggested Activity:
The Process/Activity
-Think of the project as a whole
-focus on life cycle design
-Work together as a team from the beginning.
-Conduct assessment (e.g., threat, vulnerability assessments & risk
analysis) to help identify requirements and set goals
-Develop tailored solutions that yield multiple benefits while meeting
requirements and goals
-Evaluate Solutions
-Ensure requirements and goals are met
- Emphasize the integrated process
4. Integrative Process Approach /

Project Management
- Project Presentation
- Exhibit
- Case studies presentation
- Debates results
- Demonstration
- Collaborative writing
5. Peer Teaching
Features: involves learners taking on a
teaching role in the school setting. This
strategy can be: reciprocal teaching,
peer tutoring and cooperative learning,
Collaborative Strategies
5. Peer Teaching Suggested Activity:

The AFA Activity
-Assign and Design the Lesson.
-Facilitate the Lesson.
-Assess their Peers
5. Peer Teaching
- Power Point presentation
- Group report
INTEGRATIVE APPROACH
Integrative Learning is a learning

theory that describes a movement
toward integrated lessons helping
students make connections across
curricula; making connections with
a major, between curriculum, co-
curriculum, or between academic
knowledge and practice.
INTEGRATIVE STRATEGIES
1. Scaffold-Knowledge lntegration
Feature:
- Makes thinking visible Models scientific
thinking; scaffolds students to make their
thinking visible; provides multiple - Helps
students learn from others Encourages
listening to others; designs discussions;
highlights cultural norms lifelong learning
- Encourages
monitoring; provides complex projects;
revisits and generalizes inquiry processes;
scaffolds critique
1.Scaffold-Knowledge lntegration
Suggested Form of Assessment:
Group work presentation Projects exhibit
2. Content Based lnstruction (CBD)
Feature:
-CBi lesson focuses on the topic or subject matter using the
language they are trying to learn as a tool or developing
knowledge. They develop their linguistic ability in the target
language with the content of a particular subject.
-This is thought to be a more natural way of developing language
ability and one that corresponds more to the way we originally
learn our first language.
Six-T's Features
Themes - Central ideas that organize major curricular units
Text - content resources which drive the basic planning of theme
units
Topics – sub- units of content which explore specific aspects of
the theme
Threads - linkages across themes which create greater curricular
coherence
Tasks - instructional activities and techniques utilized
Transitions- explicitly planned actions which provide coherence
across topics in a theme unit and across tasks within topics
Suggested Activity:
The 4As Activity (Same as above)
Activity
Analysis
Abstraction
Application
Suggested Form of Assessment: Power point presentation Paper
Action research (SHS)
3. Thematic Teaching & Learning By Design
Feature:
-Threads - linkages across thernes which create greater curricular coherence
-Tasks- instructional activities and techniques utilized
-Transitions' explicitly planned actions which provide coherence across topics
in a theme unit and across tasks within topics
-lntegrates basic discipline of all subjects
-acquires knowledge best when learning in the context of a coherent "whole“
and when they can connect what they're learning to the real world.
- Seeks to put the teaching of cognitive skills such as reading, mathematics,
science, and writing in the context of a real world subject that is both specific
enough to be practical, and broad enough to allow creative exploration
Suggested Activity:
The AACE Activity (Kalanrzis 2007)
-Apply (Being Creativity)
-Analyze (Being Critical)
-Conceptualize (Design Theory)
- Experience (New concept with celebration)
- One wav to check if the teacher is using thematic approach is
the bulletin board display where lessons in different learning
areas are connected to each other and focus on the theme,
- Culminating performance
INQUIRY-BASED APPROACH
3. Thematic Teaching & Learning By Design Suggested Form of
Assessment: - One wav to check if the teacher is using thematic
approach is the bulletin board display where lessons in different
learning areas are connected to each other and focus on the theme,
- Culminating performance
INQUIRY-BASED APPROACH
Inquiry -based learning is an approach of acquiring or obtaining
information thru investigation carried out by the learners who are
eager to know the phenomenon in question. It is used to engage
learners of all ages to learn by exploration and discovery. As
learners investigate. they build their understanding and create
meaning and new knowledge on a certain content/ topic. The
process of inquiry begins with gathering information and data
through seeing, hearing, touching, tasting, and smelling.
INQUIRY-BASED STRATEGIES
1. Cyclic inquiry Model and the Practical inquiry Mode
Features:
- Demonstrates an activity or a process of a given content/ topic.
Post the topic as a statement starter or a question on small
board
- Communicates through writing with markers, asking questions
and making comments to the prompt and to each other’s
posts.
Suggested Activity
The AICDR Activity (Bruner 1965)
-Ask (To know)
-lnvestigate (To analyze)
-Create (To form)
- Discuss (To give arguments)
-Reflect (To introspect)
The DCAP Activity (Garrison, Andergon &Ar.het 1999)
-Deliberate (Applicability of the concept)
-Conceive (ldea/concept formulated)
- Act (Application of the concept)
- Perceive (Awareness on theDEPARTMENT
usability of the concept)
OF EDUCATION
Suggested Form of ASSESSMENT
-Formal and informal observations
-Discussions /conferences
-Tasks done in groups
-Demonstrations /Performances
-Projects /Portfolios
-Peer and Self Assessment
- Self - Reflections
2. Knowledge – Building Community Model
Features: - Collects/processes the results at the end to use as data
for later activities based on the community of earner's
participation. This can be tweaked by allowing them to review
these results.
2. Knowledge – Building Community Model
Suggested Activity:
EIBU
-Experience (setting up the concept)
-Inform (Gather and analyze information)
-Build knowledge (Processing and Abstraction)
- Understand (Decision making)
3. Experiment
Features:
-An activity of doing investigation
-Encourages learners interest to manipulate objects, test
hypothesis and work together to solve or prove something
exciting .
-ln the process, learners are able to see or relate concepts better
thereby contributing to a thorough understanding of concepts.
- collects information about what goes on inside the classroom
3. Experiment
Suggested Activity
-lntroduce the activity.
-Ask the learners to state the problem in the form of a question.
This will lead them to formulate their hypothesis
-Allow them to do research and gather information on the
problem
-Guide them to form a hypothesis
-Ask them to do the experiment to test the hypothesis
-Allow them to collect, record and analyze data from the
experiment. Let them present their findings for others to comment
or react to their findings.
- State a conclusion based on the results INQUIRY
3. Experiment
Suggested Form of ASSESSMENT
-Standardized tests, quizzes and homework/assignments
-Open ended questions that allow learners/teachers to reflect on
their experience and give an idea of what they did and did not get
from the experiment,
-Exhibits
- Study/Research Presentation
REFLECTIVE APPROACH
Reflective Teaching Learning Approach

means looking at what the teacher and
learners do in classroom, thinking about why
they do it, and analyzing about it if it works.
This is a process of self- evaluation cum self-
observation.
REFLECTIVE STRATEGIES
1. Self Evaluation and Self Reflection
Features:
- collects information about what goes on inside the classroom.
- Analyzes/evaluates the obtained information by teacher and
learner
- Engenders improvements in teaching towards effective learning
Suggested Activity:
The TTRA Activity
- Think (Analyze patterns occurring during the teaching and
learning process)
- Talk (Self-talk or group talk done by the teacher or learner-
source of reflection)
- Read (finding out or making affirmations regarding
behavioral patterns)
- Ask (Post questions to get ideas or opportunities on an area that
interest you to improve/develop)
- Diary Presentation
- Paper writing
- Reports
- Journals
OUTPUT
Make a Work Home

Learning Plan integrating
one of the Pedagogical
Approaches.
IMPLICATION TO YOU AS A TEACHER…
 Steering Structures for all levels of

governance
 Three Star Approach for Schools
 Three Star Approach for Schools
IMPLICATION TO YOU AS A TEACHER…
“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
“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

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Session 4: Pedagogical Approaches

JOHN PAUL S. TIGUE

 Constructivist  Inquiry Based

 Section 5 (e) RA 10533.

“The curriculum shall use

Collaborative Approach requires

3. THINK – PAIR - SHARE

3. THINK – PAIR - SHARE

4. Integrative Process Approach /

4. Integrative Process Approach /

5. Peer Teaching Suggested Activity:

Integrative Learning is a learning

Reflective Teaching Learning Approach

Make a Work Home

 Steering Structures for all levels of

“It is what teachers think, what teachers do,

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