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Definitely, to develop in our students the needed and relevant 21st century
skills, adapting to a new paradigm of education is imperative. This new
paradigm of education is inspired by constructivism or the constructivist
theory espoused by John Dewey, Jean Piaget, Jerome Bruner, Lev Vigostky
and Maria Montessori.
Constructivism views learning as that which occurs as the learners are
actively involved in a process of meaning making and knowledge
Change To
Description
Outcomebased
Teachercentered
Focus:
discrete
facts
Memorization of
discrete facts in the
subjects areas i.e.
reading, writing and
math
Content
Coverage
accomplished or
issues/problems
solved and
performances done.
Teachers act as
facilitators/coaches/
orchestrators of
student learning and
creators of a
productive classroom
environment. They
coach students as they
work on authentic
projects through
research while
assimilating the
knowledge
themselves.
Focus: What Core subjects are the
students
substance of the
know, can
elementary classroom
do and need but not the only focus
to do
instead the jumping
off point of core
learning on problemsolving,
communication,
creativity,
information and
media literacy, global
awareness,
environmental
literacy adaptability,
collaboration and
self-direction.
Learning
Learning is designed
and Doing
on the upper levels of
Blooms Taxonomy
synthesis, analysis
comprehension and
application through
direct instruction and
moves at a pace to
ensure that all
materials are
presented, whether it
is learned or not.
and evaluation.
Teachers design
projects to address
essential academic
standards. Student
performance on
projects demonstrates
proficiency or
deficiency with
respect to standards.
Intervention is done
for students not
meeting the
standards.
Memorizin Teachers spend most
Using
Teachers have
g and
of the time involved in Information students use
Recall of
direct instruction, with
information to
information assessment occurring
develop authentic
as a test at the end
projects where
where recall of
mastery of
information is tested
information is
demonstrated in the
way information is
used in the project.
Whole
All students receive
Flexible
Teachers group
group
the same instruction.
Grouping
students based on
configurati One size fits all.
Configuratio student needs.
on
n Based on
Instruction is seldom
Individual
to the whole group.
Student
Rather, instruction
Needs
occurs with
individuals, pairs, or
small groups as
needed.
Single
The class is conducted Interdiscipli Teacher have students
Discipline
in an isolated manner nary
complete projects that
without connections to
are designed to use
other subjects or
information and skills
classes.
that cut across other
subject areas. Some
Isolated
Students are
encouraged to work
individually, in
isolation within the 4
walls of the classroom
classroom designed
for the emerging
industrial age of the
19th century based on a
factory model.
Quiz and
Student performance
Test
is assessed through
Assessment paper-and-pencil tests
s; Paper
requiring the recall of
and Pencil
information.
Collaborativ
e
Textbookdriven
Researchdriven
Teachers follow
textbook chapter by
chapter, page by page.
The textbook is the
major source of
information.
Performanc
ed-based
Assessment
projects and
assignments may be
done collaboratively
between two or more
classes i.e. history,
science and language
arts a study on the
economic
advancement of a
barangay or town.
Teachers allow
students to work
collaboratively with
classmates on
projects and network
with others in and out
of the school and even
around the world as
well as with external
experts.
Teachers utilize
projects as well as
other products and
performances as
assessments to
determine student
achievement and
needs. Assessments
are tailored to the
talents/needs of the
students.
Students use multiple
sources of
information including
technology, to find
and gather the
information they
need. They keep
journals, interview
experts, explore the
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Technology
as a luxury
Technology
fully
integrated
into the
classroom
Students
are treated
purely as
students
Students as
workers in
the
discipline
and lifelong
learners
Teachers
teach to one
learning
style
Teachers teach
addressing one
learning style nearly
all the time i.e. always
talking only, or always
giving notes on the
board only. Teachers
also expect student
outputs to always be
the same all the time
i.e. all work is
submitted in written
form.
Teachers
address the
learning
styles of all
learners
internet, or use
computer software
programs to apply
what they learned or
to find information.
Teachers have
students regularly use
technology to find
information,
network/communicat
e with each other and
experts, and to
produce and present
their projects,
assignments, and
performances.
Teachers set up
student assignments,
projects, and
performances to allow
students to operate
the way a person
would be working in
the field in the real
world i.e. as a
scientist, writer,
mathematician, etc.
Teachers use different
means of presenting
information.
Methods are based on
the preferences of
individual students or
groups. Students are
able to convey
information to the
teacher via their
projects,
performances,
assignments in a
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Teacherobjective
directed
Learnerdirected
learning
Teaching in
collaboratio
n
Engaging
the 21st
century
student
variety of modalities,
based on their
preferences i.e.
written, spoken,
music, acted out, etc.
Through projects,
teachers have
students learn how to
ask the right
questions, do an
appropriate
investigation, get
answers, and use the
information so they
can continue to learn
throughout their lives.
Teachers take part in
co- and team
teaching, as well as
working
collaboratively with
department members
to improve student
learning.
Teachers consider to
utilize the unique
characteristics of the
21st century brain and
the habits of the 21st
century digital native
to provide engaging
and effective
instruction
(On a separate sheet for group work to elicit students reactions and reflections)
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