1 5 Pedagogical Approaches in K To 12 2

5 PEDAGOGICAL
APPROACHES
in K to 12
What do you wish for
the Filipino learners?
The 21st Century Learners
 extremely comfortable with  social media platforms

technology are a way to
 unable to
communicate with the analyze
 often  lead a complex
outside world
termed as sedentary life data and
digital  can understand and master advancement in information
natives technology
 creative and  first generation to be born

with complete technology  can email, text and
collaborative use computers
 rather stay indoors and use their
 adept at without any
electronics than play outdoors
multi-tasking and be active problems
What do we do then to
make the 21st Century
T-L process succeed?
DEPARTMENT OF EDUCATION
The K to 12 Philippine Basic Education
Curriculum Framework
Holistically Developed Filipino with 21st Century Skills
Being and Becoming a Whole Person
SKILLS LEARNING AREAS

Information, Media, and Technology Skills Language
Learning and Innovation Skills Technology and Livelihood Education (TLE)
Communication Skills Mathematics and Science
Life and Career Skills Arts and Humanities
Curriculum Support System
Community-
Materials, School Schools
Industry
Facilities, ICT Leadership Divisions
Teachers Assessment Relevance
and Environment and Technical
and
Equipment Management Assistance
Partnerships
Monitoring and Evaluation System
DEPARTMENT OF EDUCATION
K-12 curriculum aims to :
1. enable every child “to achieve mastery of core
competencies and skills”
2. develop tracks based on the student’s interests and
competencies
The focus of K-12 is twofold: curriculum

enhancement and transition management
CONSTRUCTIVIST
-the learner is not an empty receptacle who is mere recipient of
instruction
-the learner is an active constructor of knowledge and a maker of

meaning based on what is taught and experienced
-the teacher is a facilitator, a guide, rather than a dispenser of

information
CONSTRUCTIVISM
“People construct their own
understanding and knowledge of the
world, through experiencing things and
reflecting on those experiences”
COGNITIVE
DISEQUILIBRATION/
COGNITIVE DISSONANCE
• One’s dissatisfaction with what actually is
happening as contrasted with what ought to
happen, in Piagetian terms, cognitive dis-
equilibration or sometimes called cognitive
dissonance happens
This cognitive disequilibration/
cognitive dissonance is a
necessary precursor of learning.
Cognitive Disequilibration/ Cognitive Dissonance
• This gives the teacher access to what is in the children’s

minds and encourage teachers to provide the students with
the learning opportunity that would help the children
reconstruct their beliefs in valid ways that include the new
information and have a conceptual change .
We do not learn by passively receiving
and then remembering what were taught,
but by actively constructing our own
meanings based on prior knowledge/
experience (schema).
This “meaning-making” theory of

learning is called ‘Constructivism’.
Basic Principle of
CONSTRUCTIVISM:
Learners construct
understanding/ meaning based on
their prior knowledge/ experience.
Key Players of CONSTRUCTIVISM
• Jean Piaget
– Children think differently from adult thus he believed children were
active learners and did not need motivation from adults to learn.
– Children interpret knowledge differently as they progress through

different stages.
• Jerome Bruner
– Learning is an active process in which the learner constructs new
ideas or concepts based on his or her current and past knowledge.
– Children are constructivist learners are participatory learners and are

actively engaged in the learning process.
• Lev Vygotsky
– Learning was influenced significantly by social development

and learning took place of a child’s social development and
culture (Social cognition)
• John Dewey
– Education is a social process, therefore learning should
engage and expand the experiences of the learners.
Roles of Teachers in a Constructivist
Classroom:
• Prompt and facilitate discussion
• Guide students by asking questions that will
lead them to develop their own conclusions on
the subject
• Allow wait time after posing a question
• Engage students in experiences that might
engender contradictions to their initial
hypotheses and then encourage discussion
Classroom:
• prompt students to formulate their own

questions (inquiry)
• allow multiple interpretations and expressions
of learning (multiple intelligences)
• encourage group work and the use of peers as
resources (collaborative learning)
Classroom:
• Provide time for students to construct
relationships
• Inquire about students’ understandings of

concepts before sharing their own
understanding about the concepts
Classroom:
• Encourage students to engage in dialogue, both
with the teacher and with one another
• Encourage student inquiry by asking thoughtful,
open-ended questions and encouraging students to
ask questions of each other
• Seek elaboration of students’ initial responses
Probing Students’ Understanding in the
Constructivist Environment
• Predict-Observe-Explain
• Graphic Organizers (KWLH Chart,
process flowchart, Venn diagram, etc.)
• Mind Mapping and Concept Mapping
• Concept Cartoon
INQUIRY-BASED
Learners
1. have the opportunity to examine concepts, issues and
information in various ways and from various perspectives
2. explore other possibilities by applying HOTS in their decision-making

endeavours
3. become active investigators by identifying a range of information,

understanding the sources of information and evaluating the objectivity of
information
Learners
4. draw meaningful conclusions which are supported by evidence
5. develop skills of creative and critical thinking, informed decision-

making, hypothesis-building and problem-solving
The teacher’s role is to plan and facilitate the exploration of the

ideas and skills required in the curriculum.
Five Kinds of Questions Need to be Asked
in Inquiry-based Learning
1.Inference Questions
2.Interpretation Questions
3.Transfer Questions
4.Questions about Hypotheses
5.Reflective Questions
REFLECTIVE
-letting the learners look at what they do in the classroom, think
about why they do it, and think about if it works
-encouraging learners to engage in a process of self-observation
and self-evaluation
-collecting information about what goes on in the classroom and
analyzing and evaluating such information that would lead to changes
and improvements in learning
COLLABORATIVE
- learning is a social activity
- teaching-learning process is a rich opportunity to teach what
it means to live together, the fourth pillar of learning
- teaching-learning process should be interactive and must
promote teamwork
INTEGRATIVE
-using interdisciplinary and multidisciplinary approaches
-what is taught in Science is reinforced by the lessons in Health
- with the thematic approach, within each subject itself, the
connectedness of topics taught is shown
Teacher Roles in the Modes of Integrative
Teaching
• Connection experts and not just subject experts –
selects theme and examines learning areas and
respective materials interlinked with the theme
• Learning strategists – use innovative teaching
techniques and strategies
• Multimedia specialists – create and use audio and
visual materials which will be used in the diverse
learning tasks in their classes
• Not knowledge gatekeepers and meaning makers but
guides and facilitators of students’ own meaning
making
The Challenge: Addressing the Needs
of the Learners
 Use technology in teaching  Provide a positive

 Communicate
learning environment
with parents
 Use varied  Be kind and regularly or
strategies caring as the need
and  Be flexible and resourceful arises
approaches
 Contextualize  Make lessons interesting all  Start where the

lessons the time
learners are.
 Understand learner diversity and
 Integrate values adjust lessons based on learner
and various ability and interest
skills
“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
& Michael Fullan
References
Lecture Notes and Powerpoint Slides of Marmon Pagunsan, Ng Khar Toe, Foo
Lay Kuan, et al. Course on Assessment in a Constructivist Environment for
Teaching and Learning Secondary Science. SEAMEO-RECSAM, Malaysia.
2010
Keogh, B., & Naylor, S. (1999). Concept cartoons, Teaching and Learning in
Science: An evaluation. International Journal of Science Education, 21(4), 431-446.
Keogh, B., Naylor, S., & Downing, B. (2003). Children’s interactions in the
Classroom: Argumentation in Primary Science. Paper presented at the European
Science Education Research Association Conference, Noordwijkerhout, The
Netherlands.
References
Stuart Naylor and Brenda Keogh.(2000). Concept Cartoons.

Millgate House Publishing & Consultancy Ltd / Concept
Cartoon in Science Education. Millgate House website
Stephen Taylor. Concept Cartoon in

Science Class.
Alfred Cason. Constructivism:
Seymour Papert, Inspired by Jean Piaget. Microsoft Office
Powerpoint slide show.

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5 PEDAGOGICAL

 extremely comfortable with  social media platforms

 creative and  first generation to be born

Holistically Developed Filipino with 21st Century Skills

Being and Becoming a Whole Person

SKILLS LEARNING AREAS

Curriculum Support System

Monitoring and Evaluation System

The focus of K-12 is twofold: curriculum

-the learner is an active constructor of knowledge and a maker of

-the teacher is a facilitator, a guide, rather than a dispenser of

• This gives the teacher access to what is in the children’s

This “meaning-making” theory of

– Children interpret knowledge differently as they progress through

– Children are constructivist learners are participatory learners and are

– Learning was influenced significantly by social development

• prompt students to formulate their own

• Inquire about students’ understandings of

2. explore other possibilities by applying HOTS in their decision-making

3. become active investigators by identifying a range of information,

5. develop skills of creative and critical thinking, informed decision-

The teacher’s role is to plan and facilitate the exploration of the

 Use technology in teaching  Provide a positive

 Contextualize  Make lessons interesting all  Start where the

Stuart Naylor and Brenda Keogh.(2000). Concept Cartoons.

Stephen Taylor. Concept Cartoon in

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