CHAPTER 4

INSTRUCTIONAL STRATEGIES

Lesson 1: CONSTRUCTIVIST TEACHING

The constructivist teaching approach is one of the instructional approaches required in the
implementation of the K-12 Curriculum. The constructivist theory is a popular way of looking and
understanding how people learn. Constructivism is arguably the dominant model for human learning in
educational psychology today (Lucas 2000). It is a theory of knowledge that involves conception of the
knower, a conception of the known, and a conception of the relation of knower-known-all has relations
with teaching and learning (Bettencourt 1993). While there are different interpretations of
constructivism from different authors, a common denominator seems to be a belief that people create
knowledge and are influence by values and culture (Phillips 1995).
Constructivism believes that learners bring mental models to any learning situation and that people
construct their own meaning based on their experiences to understand concepts around them (Tolman
1995). This theory believes that children learn new ideas about the natural world as a result of what thy
observed, experiences, and what they have been told, by integrating them into existing knowledge
structures (Carale and Campo 2003; Martin 2001; Tolman 1995). This was well supported by Hodson
(1998) in advocating that the learners are no passive recipients of knowledge; rather they are active
constructors of knowledge and re-constructors of their own understanding.
From the constructivist perspective, learning is not a stimulus-response phenomenon. It requires self-
regulation and the building of conceptual structures through reflection and abstraction. It gives a new
paradigm at how learners address or solve problems and build-up models of the learner’ conceptual
structures (von Grasersfeld, 1995). In the constructivism theory, the learner is seen as a scientist don
active investigation on a certain problem or any subject of inquiry (Hodson 1998; Martin 2001).

Activity # 18:
Recall an Actual classes using the following constructivist teaching and learning practices.

Constructivist Teaching Practices Observed Not Observed Other Comments

1. Active learning strategies
2. Meaningful learning activities
3. Effective questioning strategies
4. Real-life and concrete examples
5. Cooperative learning activities
6. Problem-solving activities
7. Active investigation
8. Integrate learning activities
9. Practice and feedback activities
10. Effective motivation techniques
11. Generalizations are provided by students
12. Positive classroom atmosphere
 13. Lessons and activities are interesting
14. Students are encouraged to take an active role in
learning
15. Experiential learning activities
16. Varied learning activities
17. Students’’’’’ views are respected
18. Positive learning environment
19. Linking ideas and concepts with real-life
experiences
20. Modeling positive behavior
21. Available learning materials
22. Learning styles are respected

Activity # 19:
Examine carefully the data you have gathered. Answer the following questions:

1. Does the teacher employ constructivist teaching-learning approaches?

2. How do students respond to constructivist activities?
3. How did constructivist teaching improve the teaching and learning practices in the school?
4. What things could be done to encourage the teachers to use constructivist teaching-learning
approaches?

Lesson 2: DIFFERENTIATED LEARNING

Differentiate learning means creating multiple paths so that students of different abilities, interests, or
leaning needs experience equally appropriate ways to absorb, use, develop, and present concepts as a
part of the daily learning process. It allows students to take greater responsibility and ownership for their
own learning and provides opportunities for peer teaching and cooperative leaning. It is an effective
instruction that is responsive to students’ readiness, interests, and learning preferences.
The K-12 Curriculum requires all teachers to use differentiated learning approaches and activities.
Differentiated learning involves:

• using assessment to gather information about students’ readiness, interests, and learning
preferences;
• using this information to differentiate the learning environment, instruction, assessment, and
evaluation; and
• selecting varied strategies to meet the particular needs of students
Activity # 20:
Recall an actual classes using the following constructivist teaching and learning practices.

Differentiated Teaching and Learning Practices Observed Not Observed Other Comments
1. Varied learning activities based on the learning
styles of students
2. Respect of individual differences
3. Objectives are designed based on the abilities of
the students
4. Objectives consider the level of students
5. Topics are modified based on learners needs and
background
6. Learning activities are designed to help every
student learn
7. Assessment results are used to improve
instruction
8. Provision for individual and collaborative learning

9. Lessons are developmentally appropriate

10. Uses various assessment tools

Activity # 21:
Examine carefully the data you have gathered. Answer the following questions:

1. Does the teacher employ differentiated teaching-learning approaches?

- Yes
2. How do students respond to differentiated teaching and learning activities?
- Increase engagement
3. What are the challenges met by teachers in the implementation of differentiated teaching and
learning?
- Time limits are one of the biggest obstacles. It takes a lot of planning and preparation to
create diversified lessons, activities, and evaluations for a varied student body. The time
commitment needed to customize education to each student's requirements can be
overwhelming for teachers, especially when they also have to deal with extracurricular
activities, grading, and administrative responsibilities.

4. How does differentiated teaching and learning improve students’ learning?

- By fostering a more effective and individualized learning environment that meets each
student's unique requirements, abilities, and learning preferences, differentiated teaching
and learning enhances student learning.
Lesson 3: INTEGRATED TEACHING AND LEARNING

Integration is a holistic view of teaching and learning whereby knowledge, values, and skills learned in
various subjects in the curriculum are integrated and connected using common curriculum threads and
curriculum themes. Integration is an approach to curriculum design where related subjects are
integrated using curriculum themes. In instruction, integration connects lessons that are connected and
brings the topic to the level of learners’ experiences. The K-12 Curriculum identifies integration as one of
the approaches that should be used in the implementation of the curriculum.
The study of Pawilen, Arre, and Lindo (2010) shows that the design of the integrated curriculum follows
the procedure for a thematic approach.

1. Selecting or deciding a theme or a thematic unit – The first thing that teachers do is to select the
theme of the curriculum. Themes are selected from concepts or topics from different subject areas
that are interesting to young children. The theme serves as the focus of teaching and learning for a
certain period of time. It is also the organizing center of the thematic web.
2. Selecting topics from different subjects that are related to the theme – Teachers will develop a
curriculum web where different concepts and skills related to the theme are selected.
3. Planning different activities that are related to the theme – Different activities are planes for each
topic in the curriculum web. It is important that the activities should be interesting and appropriate to
the level of the students. Free-guided play, music activities, simple experiments and observations,
outdoor activities, group discussion, storytelling, and individual activities are examples of learning
experiences provided o the students.
4. Selecting instructional materials to be used – Materials that are used for actual teaching are selected.
The use of authentic or real objects is encouraged. The school has adequate instructional materials
such as print, audio-video materials, toys, and other equipment provided for the students.
5. Planning the schedule – Teachers will then divide the lesson into smaller units of study. Each topic is
usually scheduled on a daily or weekly basis depending on the scope of the topic.
6. Designing assessment and evaluation tools – Narrative reports that include teachers’ observation on
the performance and behavior of each student in the classroom are used in evaluating the learners.
Integration s always done in subjects like social studies, science, language, values education,
music and arts, and physical education.
Lesson 4: COOPERATIVE LEARNING

Cooperative learning is one of the instructional approaches required in the implementation of the K-12
Curriculum. Arends (1998) identified the following features of cooperative learning:

• Students work in teams to master academic materials;

• Teams are made up of high, average, and low achievers;
• Whenever possible, teams include a racial, cultural, and sexual mix of students; and  Reward
systems are group-oriented rather than individually oriented.
Cooperative learning aims to significantly improve the learning performance of the students. It
encourages cooperation among students in achieving a particular learning task rather than competition.
It also allows the students to take leadership and active participation in every class activities. In
cooperative learning, students also learn important skills such as: (1) social skills, (2) sharing skills, (3)
participation skills, (4) communication skills, and (5) leadership skills.
Activity # 22:
Recall an actual class before and answer the following questions:

1. Does the teacher use cooperative learning approaches?

- Yes
2. How do students respond to cooperative learning activities?
- They always raise their hands to answer.
3. What are the challenges met by teachers in the implementation of cooperative learning?
- Attention, attitude, engagement to students.
4. How does cooperative learning improve students’ learning?
- Enhances their skills and participation to school.

Lesson 5: PROBLEM-BASED LEARNING

Problem-based learning includes using authentic and meaningful problem situations that can serve as
springboards for investigations and inquiry. Arends (1998) identified the following features of
problembased instruction:

• Organizing lessons around questions or problems;

• Interdisciplinary focus;
• Authentic investigation;
• Production of learning artifacts and exhibits; and  Collaboration.
In problem-based learning, students are expected to develop important learning skills such as (1)
critical thinking skills, (2) problem-solving skills, (3) and creativity. Problem-based learning also allows the
students to collaborate, work with a team, and gain leadership skills. Problem-based learning also uses
project-based approach, discovery learning approach, and experiment method.

Activity # 23:
Recall an actual class before and answer the following questions:

1. Does the teacher use problem-based learning approaches?

- Yes
2. How do students respond to problem-based learning activities?
- Problem-based learning (PBL) activities typically elicit favorable responses from students,
who show more motivation, engagement, and comprehension of the material. This method is
beneficial and interesting for students of all ages because it promotes active learning, critical
thinking, and the application of knowledge in real-world situations.
3. What are the challenges met by teachers in the implementation of problem-based learning?
- Luck of cooperation and participating.
4. How does problem-based leaning improve students’’ learning?

- Builds Critical Thinking Skills: PBL requires students to assess possible solutions, examine
complicated issues, and come to logical conclusions. Students are encouraged to examine
presumptions, think critically, and improve their reasoning skills through this process.
Activity # 24.
Write your reflection by completing the following statements:

1. I realized that:
- Problem base learning is useful.
2. I believe it is essential to:
- Use the cooperative learning.
3. From now on, I am determined to:
- Use the approaches that needs to be apply in the field.

Resource/s:
1. Field Study II: A Guide for 21st Century Student Teachers 1st Edition
G. Pawilen, E. Reyes, J. TReivera, and T. Sison
Publisher: Rex Bookstore
Philippine Copyright 2019

Instructor: Dr. An-an Alforque Mahinay Institution:

Negros College, Inc.