Constructivist Teaching:

Integrative, Collaborative,
Integrative and Inquiry-based

Lesson 3
 Learning outcomes

• Discuss the features of constructivist teaching

• Show how constructivist teaching is done by the use of

integrative, collaborative, integrative, and inquiry-based
activities
INTROBUCTION

• As you have learned from lesson 2 that constructivist, as

one of the approaches in the K to 12 curriculum is being
described as a teaching approach that builds learning
upon students’ schema or prior knowledge (Corpuz,
2015).

• This lesson will deal more deeply on the meaning and

application of Constructivist approach as interactive,
collaborative, integrative and inquiry-based.
Characteristics of a constructivist
According to Audrey classroom: of
Gray, the characteristics
a constructivist classroom are as follows:
• the learners are actively involved.
• the environment is democratic.
• the activities are interactive and student-
centered.
• the teacher facilitates a process of learning in
which students are encouraged to be responsible
and autonomous.
Constructivist teaching methods | Psychology Wiki | Fandom psycholog
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1. Authentic activities and real-world environment
Features of Constructivist Teaching:
* Learning situations, environments, skills, content and tasks
are relevant, realistic, authentic and represent the natural

complexities of the real world.

* Primary source of data are used in order to ensure
authenticity and real-world complexity.
* Assessment is authentic and interwoven with teaching.
* Learners are provided with the opportunity for apprenticeship
learning in which there is an increasing complexity of tasks, skills
and knowledge acquisition.

2. Multiple Perspective (
* Learning environment “should support multiple perspectives

or interpretations of the reality, knowledge construction, and context-

3. Wholistic, Integrative

* Knowledge complexity is reflected in an emphasis on conceptual

interrelatedness and interdisciplinary learning.

4. Self-directed learners

* the students play a central role in mediating and controlling learning.

* Goals and objectives are derived by the students or in negotiation with the
teacher or system.

* Exploration is a favored approach in order to encourage students to seek

knowledge independently and to manage the pursuit of their goals.

* Scaffolding is facilitated to help the students perform just beyond the limits
of their ability.
5. Meaningful Learning

* Knowledge construction and not reproduction is emphsized.

* The learners’ previous knowledge constructions, beliefs and

attitudes are considered in the knowledge construction process.

* Errors provide the opportunity for insight into students’ previous

knowledge construction.
What is Interactive
Interactive Teaching?
teaching is all about instructing the
students in a way they are actively involved with their
learning process. It is a hands-on approach to help
students become more engaged and retain more
material. Most of the time it's through. teacher-
student interaction or student-student interaction.

With or without a form of

technology, interactive learning helps students
strengthen problem solving and critical thinking skills.
Here are some of the most effective ways to engage your
Different
students. ways to create an involvement:
1. Brainstorming — Interactive brainstorming is
typically performed in group sessions. …

2. Think, pair, and share. Establish a problem or a

question, then pair your students. ...
3. Buzz session. …short participative sessions that
are deliberately built into a lecture or larger group
exercise in order to stimulate discussion and provide
student feedback.
4.Incident process. … It focuses solely on handling and
escalating incidents as they occur to restore defined
1. Ask specific, non-intimidating feedback questions
Teacher’s
and HOTS Tasks in Interactive Teaching-Learning:
questions.
Ex: Checking for understanding
a. Who did not understand? (intimidating)
b. What is the definition of drug addiction? (not intimidating but does
not stimulate discussion)
c. Why do some people go to drugs? (HOTS)

2. Make the focus of interaction clear.

Ask guide questions that will guide the interaction. The beginning of

interaction is alway a well-formulated question/s which is/are based on

the intended learning outcome.

3. Create the climate favorable for genuine

interaction.
No sarcastic remarks. Take time to genuinely listen to students’
4. Do less talk so students talk more.

Learn to decrease so students increase. Avoid being non-stop

talker. What is worst is posing questions and answering them
yourselves.
collaboration.
What Collaborative
is collaborative learning is the educational
learning?
approach of using groups to enhance learning through
working together. Groups of two or more learners work
together to solve problems, complete tasks, or learn new
concepts.

Collaboration goes beyond interaction (Corpuz, 2015). Ford

said, “coming together is the beginning; keeping together is
progress; working together is success.”

When students collaborate for learning, they do not just

interact, they work together and help one another for a
Different forms of collaboration:

1. Twinning or partnering (dyad)

2. Forming groups of three (triad)

3. Groups of four (tetrad)

4. Small groups (ten or more)

Teachers’ Tasks in Collaborative Learning:

1. Begin with the conviction that every student can share

something in the attainment of goal

* Collaborative learning operates on respect and trust.

* The contribution of every member to the attainment of the goal and the
assistance or help a member receives may vary depending on one’s capacity.
Karl Max’s slogan: “from each according to his ability, to each according to
his need” if applied in collaborative learning will ensure attainment of group
goal.

* Make students realize that those who have been blessed with more are
expected to contribute more and that the more they help, the developed they
become.
2. Structure tasks in such a way that the group goal
cannot be realized without the members collaborating.

Ex: 1. When group discussion takes place, insist that everyone is

in the discussion circle and that see each other face to face.

2. Or a required paper may not be completed without each

one coming together as a group for finalization and for affixing their
signature. Remind the group that what is important is that everyone
works with all the others in the group. It’s a matter of “sink-or-
swim” together.

3. The more one gets involved in the collaborative process, the

more he/she learns.
3. Make the goal clear to all.

* What the dyad, triad, tetrad or small group supposed to deliver at the end of the
collaborative process. The must have clear understanding of this.

4. Ensure that the guidelines on procedures are clear, especially on

how their performance is assessed.

Ex: 1. Let the students understand that learning is collaborative but each one is
accountable for his/her learning. Meaning, the group will do everything to help every
group member learn but the individual student is ultimately responsible and accountable
for his/her learning.

5. Must make clear that at the end of the activity, they have to
reflect together.

* Emphasize that the task does not end with assessment. It culminates in a group
processing where they reflect and analyze what made or not made them realize their
group goal and make decission on what need to be sustained or improved in the future
collaborative process.
What is Integrative Teaching and Learning?
Integrated teaching and learning processes enable
children to acquire and use basic skills in all the
content areas and to develop positive attitudes for
continued successful learning throughout the
elementary grades. Integration acknowledges and
builds on the relationships which exist among all
things.

Integrated Curriculum
Ways of doing integrative teaching and learning:
1. Interdisciplinary teaching - Integrative teaching and learning puts
together separate subjects to make whole.

Ex: When you teach geography in science, you are at the same time teaching “anyo
ng lupa” (land forms) and “anyo ng tubig” (water forms) in Araling Panlipunan. Or
you may teach content of Science in the language class, etc.

2. Transdisciplinary teaching - Integrative teaching and learning is

transdisciplinary when you connect the lifeless subject matter to life
itself. This is simply called “application.”

Ex: If you apply the 4As (Activity, Analysis, Abstraction, Application) in the
development of your lesson, your application comes after your students have undergone an
activity, analyzed the activity, and have come up with abstraction and generalization based on
their analysis. This is an inductive method.

If you develop your lesson deductively, your application may come after your lesson
presentation.
Three-level Teaching
• Integrative teaching is also done when you integrate
knowledge (cognitive), skills (psychomotor), and values
(affective) in a lesson (Corpuz and Salandanan).

• In the 3-level teaching approach, you teach as planned,

either deductively or inductively, but cap your teaching with
value level teaching. Connect your cognitive or skill lesson
with value teaching.

• It is only when you give your lesson an affective or value

dimension that your lesson becomes meaningful because that
is when we connect cold subject matter with warm-blooded
people and lifeless subject matter becomes alive (Corpuz,
1979).
How to connect cognitive and psychomotor to value teaching.

Example:

After learning all about the process of Photosynthesis and its

importance to the life of the plants, a teacher present a sticker
with a question: “Have you thank God that He created the
green plants? Then explain that the point behind the question
is that green plant give service to the human life through the
food we eat. Then pose a follow-up question: If the green
plant can serve the whole life by its photosynthetic process,
what form of service can you also give to mankind?
Teacher’s tasks in Integrative Teaching

1. Readily see the entry points for interdisciplinary

integration - A multi-specialist teacher will definitely have
an advantage over that one with just one field of
specialization.

2. To do integrative teaching by transdisciplinary and 3-level

teaching mode, a teacher must be able to connect subject
matter to values and to life as a whole.

3. To be able to integrate MI and LS, the teacher must be

familiar with MIs and LS and must have a reservoir of
teaching activities to be able to cater to students with
diverse MIs and LS.
Gardner introduced eight different types
of intelligences consisting of :
Logical/Mathematical, Linguistic, Musical,
Spatial, Bodily-Kinesthetic, Naturalist,
Interpersonal, and Intrapersonal
What is Inquiry-based Teaching?

Inquiry-based instruction is a student-centered

approach where the instructor guides the students
through questions posed, methods designed, and
data interpreted by the students. Through inquiry,
students actively discover information to support their
investigations. Aug 17, 2018

Embracing Inquiry-Based Instruction | Edutopia www.edutopia.org › art

icle › embracing-inquiry-based-instruction
Constructivist teaching is also inquiry-based and as
the name implies, this is teaching that is focused on
questions. However, effective inquiry is more than
simply answering questions or getting the right
answer. It spouses investigation, exploration, search,
quest, research pursuit and study. A problem-based
learning is a perfect example of inquiry-based
teaching (Kuklthau, Maniotes & Caspari, 2007).
SUMMARY

• A constructivist approach to teaching has the

following features: authentic activities and real-
world tasks, multiple perspectives, wholistic and
integrative, self-directed learners, meaningful
learning, collaborative and interactive learning.

• These features are found in interactive and

collaborative, integrative and inquiry-based
teaching-learning activities.
ACTIVITY

Put a check on items that apply to a constructivist classroom and an X for

those that don’t.

____1. the teacher is not open to negotiation with students regarding the
scope of subject.

____ 2. Learners are immersed in experiences within which they may engage
in meaning-making inquiry, action, imagination, invention, etc.

____ 3. There is so much teaching-to-the-test.

____ 4. There is a feeling that there exists a barrier between the student and
the teacher.

____ 5. Assessing is primarily done to help students learn.

____ 6. Teaching involves negotiation.

____ 7. Power sharing is felt by the students.

____ 8. It is highly interactive.

____ 9. Students are actively working together to achieve a

common goal.

____ 10. Teacher giving all the responsibility for learning to the
students.