Professional Documents
Culture Documents
K to 12 Pedagogies
Module 1: The School Head as Instructional Leader
Session Objectives
Identify the different pedagogical
principles in which the K-12 curriculum is
founded
Identify the different constructivist
approaches and the ways in which ICT can
enhance this approach in developing the
21st century skills of learners
Design activities (using the constructivist
approach) to concretize these approaches
Agree or
Disagree?
The mind is a
tabula rasa
(blank sheet of
paper).
Learners construct
understanding /
meaning based on
their prior
knowledge or
experience.
Education is a
social process,
therefore learning
should engage and
expand the
experiences of the
learners.
8
The greatest
learning occurs
when students are
pushed slightly
beyond the point
where they can
work without
assistance.
9
Dynamic
assessment is a
way of assessing
the real
potential of
learners.
10
RA 10533 sec.5
The Curriculum
a. shall be learner-centered, inclusive and
developmentally appropriate;
b. shall be relevant, responsive and researchbased;
c. shall be culture-sensitive;
d. shall be contextualized and global;
e. shall use pedagogical approaches that are
constructivist, inquiry-based, reflective,
collaborative and integrative;
RA 10533 sec.5
f. shall adhere to the principles and framework of Mother
Tongue-Based Multilingual Education (MTB-MLE)
13
Constructivism
Learning is an active process
People discover how to learn
as they learn
Crucial action of constructing
meaning is mental
Learning involves language
Learning is a social activity
Constructivism
Learning is contextual
One needs knowledge to
learn
Motivation is a key
component in learning
Learning is not
instantaneous
Constructivism
Construction of knowledge
Constructivism
Process, not product
control of instruction
learning environment tasks
the learner with creating or
constructing representations
of individual meaning
Learners systematically
gather and evaluate
information
Constructivism
Multiple perspectives
collaboration allowing
learners to share and
reconcile multiple
dissonant perspectives
or strategies and find
synergistic solutions
Constructivism
Peers provide multiple
interpretations and models that
enables the learner to
systematically revisit, rearrange
and re-purpose material from
different conceptual
perspectives.
Reflexive cognition
Cognitive apprenticeship
Process-based evaluation
Traditional
21
Constructivism
Curriculum
emphasizes big
concepts beginning
with the whole and
expanding to include
the parts
Pursuits of students
question and interest is
valued
Traditional
22
Constructivism
Learning is based on
repetition
Learning is
interactive
Teachers role is
directive, rooted in
authority
Teachers role is
interactive, rooted in
negotiation
Traditional
23
Constructivism
Students work
primarily alone
Students work
primarily in groups
Textbooks and
workbooks primarily
used
Manipulative materials
are primary sources
Traditional
Constructivism
Assessment- Testing
(Correct answer)
Assessmentobservation, peer
evaluation, and testing
24
Traditional
Assessment- Testing
(Correct answer)
Constructivism
Assessmentobservation, peer
evaluation, and testing
25
Different
Constructivis
t Approaches
26
Reciprocal Questioning
Jigsaw
Problem based and
inquiry learning methods
Case study
Socratic dialog
Debate
Anchored instruction
Cooperative Learning
Mind maps
Bruners
Constructivism
in
Education
27
28
DepEd on Differentiated
Instruction
DepEd Order No. 72 (2009)- asserting the critical
role of differentiated instruction in increasing the
school participation rate of children
curriculum modifications shall be implemented in
the forms of adaptations and accommodations to
foster optimum learning based on individuals
needs and potentials
What is Differentiated
Instruction?
a way to provide increased
set of different instructional
activities to address the
increasingly diverse learning
needs of students in todays
classrooms
Tomlinson, 1999
The Differentiated Classroom:
Responding to the Needs of all Learners
What is Differentiated
Instruction?
Practice of adapting
instruction to meet the
needs of particular
students.
Teachers adapting
their curriculum and
instructional
approaches so each
student can learn up
to his or her potential.
(Arends, 2009)
33
SUBDOMAIN
Lesson
Preparat
ion
Teachi
ng and Lecture /
Learni Demonstra
tion
ng
Proces
s
LEGENCollabora
D: tive
TEACHER
ACTIVITY
Create
and
Print
lesson
plan
Show
visual
presentati
on
Facilitate
in a
collaborat
activities ive
platform
37
INDIC.
STUDENT
ACTIVITY
INDI
C.
--
--
View
presenta
tion
content
Collabor
ate with
classma
tes in
creatin
g an
output
Network
Configuration or Computer Set-up
A = Highly-needed
1 = In computer labs
B = May be substituted
C = Not needed
2 = In classrooms / instructional rooms
3 = In other locations (for teachers and
Peripherals
| School Heads Development Program: FOUNDATIONAL COURSE | MODULE 1
students)
HARDWAR
E
PERIPHER
ALS
Printer
SOFTWAR
E
Word
process
or
Presenta
Projectio tion
n device applicati
on
Digital
resource
Speake s,
resource
rs
viewer,
Access
Collaborat
ion
Send,platform
Communicate
Create, Produce
Output
CONFI
GURAT
ION
NET
WOR
K
2, 4
1, 2,
4
Collaborate
Process,
Organize, Store
38
40
SUBDOMAIN
41
Sample
2
TEACHER
ACTIVITY
INDIC.
Show
visual
presentatio
n
*Send /
Communica
te
Information
INDIC.
-View
presentation
content
HARDWARE
PERIPHERALS
SOFTWARE
Projection
device
Presentation
application
Access /
Get
informatio
n
42
43
NETWORK
C
*Network or
internet is not
needed
Application
GROUP ACTIVITY (20 minutes)
From the pre-assigned
competency and pedagogy,
design a 5-minute activity to
concretize such.
44| School Heads Development Program: FOUNDATIONAL COURSE | MODULE 1