Reflection Paper Chapter 3 (Constructivist Teaching: Interactive, Collaborative, Integrative and Inquiry – Based) By: Aldren Teodosio

REFLECTION PAPER

PRINCIPLES OF TEACHING 2

Chapter 3

Constructivist Teaching: Interactive, Collaborative, Integrative and Inquiry – Based

CHAPTER SUMMARY

Constructivist teaching is based on the belief that learning occurs as learners are actively involved in a process of meaning and knowledge construction as opposed to passively receiving information. Learners are the makers of meaning and knowledge.

Features of Constructivist Teaching

1.    Authentic activities and real-world environments

2.    Multiple Perspectives

3.    Holistic, Integrative

4.    Self-directed learners

5.    Meaningful Learning

Interactive teaching - the word interactive reminds us of people with whom the learner interacts in order to learn. The interaction can be collaborative and so we have collaborative teaching and learning.

Teacher’s task

1.    Ask specific, non-intimidating feedback questions and HOTS questions.

2.    Ask HOTS questions. Don't get fixated at low-level of questioning.

3.    Make the focus of interaction clear.

4.    Create the climax favorable for genuine interaction.

5.    Do less talk to students talk more.

Collaborative Teaching - an educational approach to teaching and learning that involves groups of students working together to solve a problem, complete a task, or create a product.

Teacher’s task

1.    Begin with the conviction that every student can share something with the attainment of a goal

2.    Structure tasks in such a way that the group goal cannot be realize without collaborating.

3.    Make the goal clear to all

4.    Ensure the guidelines on procedures are clear especially on how their performance is assessed.

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

Integrative teaching - Putting together separate discipline to make whole.

Transdisciplinary teaching

·         Integrative learning is transdisciplinary. This means connecting lifeless subject matter to life itself. When the matter gets connected to life, it becomes alive and interesting.

How can a teacher connect subject matter to life?

1.    Depart from teaching content for test purposes only.

2.    Reach the application phase of lesson development.

Three- Level Teaching

·         Integrative teaching is also done when you integrate knowledge, skills, and values in a lesson.

·         The three-level teaching is teaching information for formation and transformation.

Teachers task in Integrative Teaching

1.    To do an integrative teaching, a teacher needs a broad background for him/her to see readily the entry points for interdisciplinary integration.

2.    To do integrative teaching by transdisciplinary and 3-level teaching mode, teacher must be able to connect subject matter to values and to life as a whole.

Inquiry - based Teaching - Constructivist teaching is also inquiry-based. This is teaching that is focused on inquiry or question. It espouses investigation, exploration, search, quest, research, pursuit, and study.

Teacher’s task

}  When using inquiry-based lessons, teachers are responsible for:

1.    starting the inquiry process;

2.    promoting student dialog;

3.    transitioning between small groups and classroom discussions;

4.    intervening to clear misconceptions or develop students’ understanding of content material; and

5.    modelling scientific procedures and attitudes

REFLECTION

        

         This chapter was comprised of Constructivist teaching where under this teaching were Interactive, Collaborative, Integrative and Inquiry – Based. Constructivist teaching was defined as the belief that learning occurs as learners are actively involved in a process of meaning and knowledge construction. The features of Constructivist teacher was also given which adds more details and information to make constructivist teaching be defined. This chapter also unveiled the principal information behind what is Interactive teaching. This topic also was accompanied with teacher’s tasks in the classroom during the interaction process. Collaborative learning was also defined in this chapter and the difference between interaction and collaboration was identified. During the discussion of this subtopic, the teacher’s role during collaborative learning was also said and explained. Another topic that was on the list is the Integrative teaching and learning. The term was entailed with corresponding definition and transdisciplinary teaching was also defined where it was coined to be connecting lifeless subject matter to life itself. Moreover, the teacher’s task was also described. Lastly, a subtopic entitled inquiry based was also introduced. The definition was accompanied all throughout the discussion and the teacher’s task was also taught.

         As of making myself acquainted with this chapter, I was able to know the types of constructivist teaching and constructivist teaching, itself. Going beyond to their respective definition, I learned the helpful uses of each when they are utilized inside the learning environment. Those approaches will help me to integrate different kind of learning among students and in return my students would be able to experience different tasks that would help their academic success become even more effective and equipotent. Aside from that, I also learned the different task that I should impose to myself every time I will put into practice those approaches. From the discussion of this chapter, I was able to distinguish the varying qualities of each approach and where they are best suit to utilize. By that, getting through to those approaches I am able to be an effective learning facilitator by the means of those approaches.

         How would I utilize these learnings? First, if I have to impose, cooperation, collaboration and interaction inside the classroom I will immediately utilize those approaches that were given because, as a teacher, it is a joy for me seeing unity, teamwork and good interaction among my students. Thus, I would not just be able to instill good values and camaraderie inside the learning environment but I also developed a sense of belongingness and improve students’ ability to learn from their peers or classmates. Furthermore, I will also implicate the varying roles every time I will utilize those approaches, because each approach the task of the teacher was rarely different and I believe that each instances that I, myself is anchored to my roles, I am able to be good learning facilitator where my actions are inclined with what my approach is.

         This chapter brought me to a view of sense of social interaction of students and the effectiveness of it. So far, I don’t have any misconception about this and it was presented as crystal clear.

Aldren D. Teodosio BSEd II - English