THE 2C-2I-IR

PEDAGOGICAL
APPROACHES
(CONSTRUCTIVIST -COLLABORATIVE-INQUIRY-BASED-INTEGRATIVE-
REFLECTIVE)
The CONSTRUCTIVISM APPROACH (The
First ‘C’ Approach)
Constructivism Approach – shows learners to be active in the
process of constructing meaning and knowledge rather than
passively receiving information. It fosters critical thinking and
provides learners with a learning environment that helps them to
make connections with their learning. Learners are the makers of
meaning and knowledge.
The CONSTRUCTIVISM APPROACH (The
First ‘C’ Approach)
STRATEGIES FEATURES SUGGESTED ACTIVITY SUGGESTED FORM OF
(What the strategy is all about) ASSESSMENT
(Forms/types of measure to
use to implement the strategy)
1. Thinking Skills -Strives to improve The RMFD Activity - OBP (Outcomes-
achievement by - Recall (Past Based Performance)
consciously developing Experiences) - Rubrics
learners ability to - Model (Follow
consider ideas Procedures/Steps)
-Analyzes perspectives - Familiarize (Repeat
-Solves problems and the
makes decisions on their performance/Scaffold
own. ing
- Decide (form a
conclusion)
The CONSTRUCTIVISM APPROACH (The
First ‘C’ Approach)
STRATEGIES FEATURES
(What the strategy is all about)
2. Activity Based - Engages learners in
individual or group
experiential learning
opportunities such as
purposeful conversation,
project planning, hands
on inquiry, analysis and
product creation.
SUGGESTED ACTIVITY SUGGESTED FORM OF
ASSESSMENT
(Forms/types of measure to
use to implement the strategy)
The 3 A’s Activity - Paper presentation
- Act (Giving simple - Power point
workshop/coaching) presentation
- Analyze (Compare - Project exhibits
and Abstract) - Activities that will
- Apply (Use and demonstrate the
implement) multiple intelligences
of the learner
The CONSTRUCTIVISM APPROACH (The
First ‘C’ Approach)
STRATEGIES FEATURES SUGGESTED ACTIVITY SUGGESTED FORM OF
(What the strategy is all about) ASSESSMENT
(Forms/types of measure to
use to implement the strategy)
3. Direct Instruction - Guides/models the The TGA Activity - Laboratory
learning in quickest way - Tell (Give guidance) experiment results
- Guide (Facilitate the - Template completion
process) - Framework creation/
- Act (Apply the interpretation
concept)
The COLLABORATIVE APPROACH (The
Second ‘C’ Approach)
Collaborative Approach – requires learners to work together towards
a common goal. This type of learning has been called 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.
The COLLABORATIVE APPROACH (The
Second ‘C’ Approach)
STRATEGIES FEATURES
(What the strategy is all about)
1. Online Collaborative - 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 SUGGESTED FORM OF
ASSESSMENT
(Forms/types of measure to
use to implement the strategy)
1. The CPFM Activity -Project Presentation
- Creates Transparency -Paper presentation
of Expectations -Action Research (SHS)
- Provide clear -Formal Essay (SHS)
instructions
- Form small groups
- Monitor and Support
2. Integration of
Information Technology
(IT) in the lessons
 STRATEGIES FEATURES SUGGESTED ACTIVITY SUGGESTED FORM OF
(What the strategy is all about) ASSESSMENT
(Forms/types of measure to
use to implement the strategy)
2. Jigsaw Method - Is a cooperative The TDAR Activity - Group paper
learning technique in - Think (Analysis of the introspection re:
which learners work in problem) experiences/feeling
small groups. It can be - Discuss (Share ideas during the group
used in a variety of goals on how to solve the discussion
that allows for an problem) - Product of the group
efficient way for learners - Act (Act (in line with the
to learn content, collaboratively) rubrics provided by
develop their listening, - Reflect (Introspect on the teacher)
engagement and the results made by
empathy skills aside the group)
form allowing them to
interact among each
other and work
independently.
 STRATEGIES FEATURES SUGGESTED ACTIVITY SUGGESTED FORM OF
(What the strategy is all about) ASSESSMENT
(Forms/types of measure to
use to implement the strategy)
3. Think-Pair-Share - Is a strategy in which The 2D-2M Activity - Group power point
students work together - Decide (upon the presentation
to solve a problem or problem/issue to be - Paper Reflection
answer a question. solved) (Self-assessment)
Students think through - Describe (the - Observation Checklist
questions using three purpose of the to monitor the
distinct steps: TPS strategy and provide desirable attitudes of
(Think, Pair, and Share) guidelines for the learners during
discussions) the collaborative
- Model (ensure that work.
students understand
how to use the
strategy)
- Monitor (Support
students as they
work)
 STRATEGIES FEATURES
(What the strategy is all about)
4. Integrated - A highly collaborative
Process activity for it requires
Approach/Project the whole team to think
Management 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.
SUGGESTED ACTIVITY SUGGESTED FORM OF
ASSESSMENT
(Forms/types of measure to
use to implement the strategy)
The process/Activity -paper presentation
-think of the project as a whole -project presentation
-focus on life cycle design -exhibit
-work together as a team form -case studies
the beginning presentation
-conduct assessments (e.g., -debates results
threat, vulnerability, -demonstration
assessments & risk analysis) to -collaborative writing
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
 STRATEGIES FEATURES SUGGESTED ACTIVITY SUGGESTED FORM OF
(What the strategy is all about) ASSESSMENT
(Forms/types of measure to
use to implement the strategy)

5. Peer Teaching - Involves learners taking The AFA Activity -Paper presentation
on a teaching role in the - Assign and Design the -Power point
school setting. This Lesson. presentation
strategy can be: - Facilitate the Lesson. -Group reports
reciprocal teaching, peer - Assess their Peers.
tutoring and cooperative
learning.
The INTEGRATIVE APPROACH
Integrative Learning is a learning theory that describes a movement
toward integrated lessons helping students make connections acros
curricula; making connections with a major, between curriculum, co-
curriculum, or between academic knowledge and practice.
 STRATEGIES FEATURES SUGGESTED ACTIVITY SUGGESTED FORM OF
(What the strategy is all about) ASSESSMENT
(Forms/types of measure to
use to implement the
strategy)
1. Scaffold-Knowledge -makes thinking visible The 4 As Activity - Group work
Integration -models scientific thinking; - Activity (Build on presentation
scaffolds students to make their students ideas) - Project exhibits
thinking visible; provides - Analysis (Make
multiple representations thinking visible)
-helps students learn form each - Abstraction
other. (Encourage
-encourages listening to others; listening to others)
designs discussions; highlights - Application
cultural norms (Promote
-promotes autonomy and autonomy/lifelong
lifelong learning learning)
-encourages monitoring;
provides complex projects;
revisits and generalizes inquiry
processes; scaffolds critique
 STRATEGIES FEATURES SUGGESTED SUGGESTED FORM
(What the strategy is all about) ACTIVITY OF ASSESSMENT
(Forms/types of measure
to use to implement the
strategy)
2. Content- CBI lesson focuses on the topic or The 4A Activity (same -Power point
Based subject matter using the language they as above) presentation
Instruction (CBI) are trying to learn as a tool for -Activity -Paper
developing knowledge. They develop -Analysis -Action research
their linguistic ability in the target -Abstraction (SHS)
language with the content of a -Application
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 which drive
the basic planning of theme units
Text – content resources which drive the
basic planning of theme units
Topics – subunits of content which
explore specific aspects of the theme
 STRATEGIES FEATURES SUGGESTED SUGGESTED FORM
(What the strategy is all about) ACTIVITY OF ASSESSMENT
(Forms/types of measure
to use to implement the
strategy)
3. Thematic Teaching Threads – linkages across themes which create The AACE Activity -One way to check if
& Learning by Design greater curricular coherence (Klantzis, 2007) the teacher is using the
Tasks – instructional activities and techniques -Apply (Being thematic approach is
utilized Creativity) the bulletin board
Transitions – explicitly planned actions which -Analyze (Being display where lessons
provide coherence across topics in a theme Critical) in defferent learning
unit and across tasks within topics -Conceptualize areas are connected to
• Integrates basic discipline of all subjects (Design theory) each other and focus
• Acquires knowledge best when learning in -Experience (New on the theme.
the context of a coherent “whole” and concept with
when they can connect what they’re celebration) -culminating
learning to the real world. performance.
• 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.
The INQUIRY-BASED Approach
Inquiry-based learning is an approach of acquiring or obtaining
information through 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 builod 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.
 STRATEGIES FEATURES
(What the strategy is all about)
1. Cyclic Inquiry -Demonstrate an activity or a
Model and the process of a given
Practical Inquiry content/topic. Post the topic as
Model 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)
-Investigate (to analyze)
-Create (to form)
-Discuss (to give arguments)
-Reflect (to introspect)
The DCAP Activity (Garrison,
Anderson & Archer, 1999)
-Deliberate (Applicability of the
concept)
-Conceive (Idea/concept
formulated)
-Act (Application of the concept)
-Perceive (Awareness on the
usability of the concept)
SUGGESTED FORM OF
ASSESSMENT
(Forms/types of measure to
use to implement the
strategy)
-formal and informal
observations
-discussions /conferences
-tasks done in groups
-demonstrations
/performances
-projects/portfolios
-peer and self-assessment
-self-reflections
 STRATEGIES FEATURES SUGGESTED ACTIVITY SUGGESTED FORM OF
(What the strategy is all about) ASSESSMENT
(Forms/types of measure to
use to implement the strategy)

2. Knowledge-Building Collects/processes the The EIBU Activity -formal and informal

community model results at the end to use -Experience (setting up observations
as data for later the concept) -discussions
activities based on the -Inform (gather and /conferences
community of earner’s analyze information) -tasks done in groups
participation. This can -Build knowledge -demonstrations
be tweaked by allowing (processing and /performances
them to review these abstraction) -projects/portfolios
results. -Understand (Decision- -peer and self-
making) assessment
-self-reflections
 STRATEGIES FEATURES
(What the strategy is all about)
3. Experiment -an activity of doing investigation
-encourages learners interest to
manipulate objects, test
hypothesis and work together to
solve or prove something exciting.
In the process, learners are able to
see or relate concepts better
thereby contributing to a through
understanding of concepts.
SUGGESTED ACTIVITY
-introduce 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
-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.
SUGGESTED FORM OF
ASSESSMENT
(Forms/types of measure to
use to implement the strategy)
-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
The 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.
 STRATEGIES FEATURES
(What the strategy is all about)
Self-Evaluation and -collects information about
Self-Reflection what goes on inside the
classroom
-analyzes/evaluates the
obtained information by
teacher and learner
-engenders improvements in
teaching towards effective
learning.
SUGGESTED ACTIVITY SUGGESTED FORM OF
ASSESSMENT
(Forms/types of measure to
use to implement the strategy)
The TRRA Activity -Dairy presentation
-Paper writing
-Think (analyze patterns -Reports
occurring during the teaching -Journals
and learning process)
-Talk (self-talk or group-talk
done by the teacher or
learner-source of reflection)
-Read (findings out or making
affrimations regarding
behavioral patterns)
-Ask (post questions to get
ideas or opportunities on an
area that interest you to
improve/develop)