TEACHERS’ DEVELOPMENT PROGRAM

FOUNDATIONAL COURSE

K to 12
Pedagogies
The Teacher as Instructional Leader

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 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

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 The mind is a
“tabula rasa”
(blank sheet of
paper).

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 Students learn best
when they make
connections
between the
curriculum and
their interests and
experiences.

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 Learners construct
understanding /
meaning based on
their prior
knowledge or
experience.

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 Education is a
social process,
therefore learning
should engage and
expand the
experiences of the
learners.

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 The greatest
learning occurs
when students are
pushed slightly
beyond the point
where they can
work without
assistance.

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 Dynamic
assessment is a
way of assessing
the real
potential of
learners.

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 RA 10533 sec.5
The Curriculum
a.shall be learner-centered, inclusive and
developmentally appropriate;
b.shall be relevant, responsive and research-based;
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;

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 RA 10533 sec.5
f. shall adhere to the principles and
framework of Mother Tongue-Based
Multilingual Education (MTB-MLE)

g. shall use the spiral progression approach to

ensure mastery of knowledge and skills
after
each level; and

h. shall be flexible

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 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

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 Constructivism
• Learning is contextual
• One needs knowledge
to learn
• Motivation is a key
component in learning
• Learning is not
instantaneous

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 Constructivism
Construction of
knowledge

• learner’s prior
knowledge
• have access to
resources
• actively learn
• create, manipulate
and debate knowledge

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 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

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 Constructivism
Multiple perspectives

• collaboration allowing
learners to share and
reconcile multiple
dissonant perspectives
or strategies and find
synergistic solutions

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 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

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 E-Learning Model (Christie, 2006)

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 Curriculum begins Curriculum
with the part of the emphasizes big
whole emphasizing concepts beginning
basic skills with the whole and
expanding to
include the parts
Strict adherence to Pursuits of
fixed curriculum is students’ question
highly valued and interest is
valued

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 Learning is based Learning is
on repetition interactive
Teacher’s role is Teacher’s role is
directive, rooted interactive,
in authority rooted in
negotiation

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 Students work Students work
primarily alone primarily in
groups
Textbooks and Manipulative
workbooks materials are
primarily used primary sources

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 Assessment- Assessment-
Testing (Correct observation, peer
answer) evaluation, and
testing
The teacher is Teachers serve as
superior and is guides to the students
referred as to challenge them to
think harder by
authority or master
considering new ideas

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 Assessment- Assessment-
Testing observation, peer
(Correct answer) evaluation, and
testing
The teacher is Teachers serve as
superior and is guides to the
referred as students to
authority or master challenge them to
think harder by
considering new
ideas
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 • Reciprocal
Questioning
Different
• Jigsaw
Constructivist • Problem – based and
Approaches inquiry learning
methods
• Case study
• Socratic dialog
• Debate
• Anchored instruction
• Cooperative Learning
• Mind maps
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 Bruner’s
Constructivism
in
Education

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The Role of the Constructivist Teacher

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 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 individual’s needs and
potentials’

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 What is Differentiated Instruction?

a way to provide increased

set of different instructional
activities to address the
increasingly diverse learning
needs of students in today’s
classrooms

Tomlinson, 1999
The Differentiated Classroom:
Responding to the Needs of all Learners

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 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)

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 Information and Communication
Technology

are information-handling tools

- varied set of goods,
applications and services
used to produce, store,
process, distribute and
exchange information

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DEPARTMENT OF EDUCATION
 Use of ICT to Enhance Constructivism
• In education, computers can be
used to enhance constructivist
approaches in the classroom by
developing programs, computer-
assisted instruction, drills, and
tutorials
• Social networking sites can be
used for forum or group discussion
where a lot of ideas are being
expressed by the students
• There are also sites in which
students can create their own
portfolio, scrap book, journals and
the like

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 Use of ICT to Enhance Constructivism
• Integrating ICTs with tools that
support constructivist learning
increases a learner’s ability to
participate in “peer interactions,
group reflection and discussion”
(Santally et al., 2012, p. 8) in a variety of social-
web formats to support constructivist learning
(Tsai, 2008).

• Online social learning

environments designed using
constructivist framework allow
students to “present their views
and critically analyze the views
of others” beyond a classroom
context (Gazi, 2009, p. 69).

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ICT Conceptual Framework
 ICT Integration Matrix
DOMAIN SUB-DOMAIN TEACHER INDIC. STUDENT INDIC. HARDWARE SOFTWARE CONFIGU NETW
ACTIVITY ACTIVITY PERIPHERALS RATION ORK

Create and
Lesson Printer Word
Preparation Print -- --
processor 3 C
lesson plan

Teaching Lecture / Show visual

View
Projection Presentation
and Demonstration presentation presentation
device application 2, 4 C
content
Learning
Process
Digital
Collaborate
resources,
Collaborative Facilitate in a with Speakers resource
activities
collaborative classmates viewer, 1, 2, 4 A
platform in creating
Collaboration
an output platform
LEGEND:
Network Configuration or Computer Set-up
A = Highly-needed 1 = In computer labs Access
B = May be substituted Collaborate
C = Not needed 2 = In classrooms / instructional rooms Send,
3 = In other locations (for teachers and Communicate
Peripherals Process,
* = Supplementary students)
Create, Produce Organize, Store
** = May replace computer 4 = Others (Off-school / with other
digital tols) Output

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 ICT Integration Matrix

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 ICT Integration Matrix
DOMAIN SUB- TEACHER INDIC. STUDENT INDIC.
DOMAIN ACTIVITY ACTIVITY

Teaching Designing Create --- ---

and Lesson and Print
Learning lesson
Process plan *Create
product
A. Lesson /
Preparation Produce
output

Sample 1
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 ICT Integration Matrix
HARDWARE SOFTWARE CONFIGURATION NETWORK
PERIPHERALS APPLICATIONS

Printer Word processor 3 C

(with a computer) 3
May be in other *Network
locations (a or internet
computer in faculty is not
room) needed

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 ICT Integration Matrix
DOMAIN SUB-DOMAIN TEACHER INDIC.
ACTIVITY

Teaching and Lecture / Show visual

Learning Process Demonstration presentation

B. Instruction *Send /
Communicate
Information

Sample 2
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 ICT Integration Matrix
STUDENT INDIC. HARDWARE SOFTWARE
ACTIVITY PERIPHERALS

-View Projection device Presentation

presentation application
content
Access / Get
information

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 ICT Integration Matrix
CONFIGURATION NETWORK

2, 3, 4 C
2
May be in classrooms / *Network or internet is
instructional rooms not needed
4
Others (Off-school / with
other digital tools)

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 Application
GROUP ACTIVITY (20
minutes)
•From the pre-assigned
competency and pedagogy,
design a 5-minute activity to
concretize such.

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