Review Task ~ Constructivist Simile

Write a simile to show your

understanding of our previous topics.
Start with the phrase:

Teaching is like…
Be creative. Think of out-of-the-box
things, events, etc.
Today, we receive all of God’s love for us.
Today, we open ourselves to the unbounded, limitless,
overflowing abundance of God’s universe.
Today, we open ourselves to God’s blessings, healing and
miracles.
Today, we open ourselves to God’s Word so that we
become more like Jesus every day.
Today, we proclaim that we are God’s Beloved, we are
God’s Servants, we are God’s Powerful Champions,
And because we are blessed, we are blessing the world,
In Jesus’ name, Amen.

Prayer for Feast Declaration of Abundance

 Ed-PT 2
(Principles of Teaching 2)
USJ-R COE

Alternative Methods in
Teaching and Learning:
PBL/PrBL & Research-Based
Ionell Jay R. Terogo, M.Ed.
 Anticipation Questions

1. How relevant are Problem-Based and

Project Based Learning approaches in
the 21st century? Why should teachers
be encouraged to use PBL/PrBL in their
classrooms?
2. What research-based methods are
there that teachers can use to make
teaching and learning up-to-date,
effective, and efficient?
Ed-PT 2
(Principles of Teaching 2)
USJ-R COE

Problem-Based
Learning and Project-
Based Learning

Ionell Jay R. Terogo, M.Ed.

 Activity 1 (Grp A)
Your school has a problem of widespread computer game
addiction among boys. Sadly, this can be attributive of the
low performance of these students in school for third
grading of the recent school year.

You are an active teacher-member of the PTA. Propose to the

school board ways on how to reduce computer game
addiction and improve academic achievement. Make sure
that the solutions are realistic, the proposal is done clearly,
and students will likely cooperate.

Program Proposal
1-2 minutes
 Activity 1 (Grp B)
Your barangay intends to implement a feasible and
sustainable waste segregation program through a Material
Recovery Facility.
As the science teacher in the nearby school, you are
assigned to be part of the Waste Segregation Program
Committee.
Study how an MRF works, what equipment and logistics are
needed, people to work with the facility, information
resources, etc. Then, create an entire program of creating the
MRF for one year. Use the extended timeline Gantt chart.
Program Proposal
1-2 minutes
 Overview
Inquiry-based learning (which is under constructivist
approach) is an umbrella term that covers a number
of other approaches to teaching and learning.
Problem-Based Learning (PBL)
• uses an inquiry or problem-solving model
• Students are given a problem, pose questions
about the problem, plan on what and how to
gather necessary information, and come up with
conclusions
• Force: problem given
• Success: solution and discovery
 Overview
Inquiry-based learning (which is under constructivist
approach) is an umbrella term that covers a number of other
approaches to teaching and learning.
Project-Based Learning (PrBL)
• Involves a complex task and some form of student
presentation and/or creating an actual product
• Students define the purpose of the project, identify
audience, do research, design, implement design, solve
problems, and come up with product.
• Force: end-product
• Success: Skills acquired during the process
 Steps in PBL
1. Read and analyze the problem scenario
2. List what is known
3. Develop a problem statement
4. List what is needed
5. List actions, solutions, and hypotheses
6. Gather information
7. Analyze information
8. Present findings and recommendations
 appropriate and multiple solutions/answers
 a real-world scenario
 student in a particular role
 contains a problem
 gives students a task
 relevant to the students and must be
developmentally appropriate
 guidelines set on how team will work together,
dates of completion, and group presentation
 teacher gives guidance, not answers
 reasonable time to do work
 performance assessment
 GRASPS Model
(Wiggins and McTighe, 2001)
 Goal
 Role
 Audience
 Situation
 Product or Performance
 Standards
 Activity 2
 Identify the GRASPS in the sample problems
assigned to you.

You live in a community which is having a problem

of an increasing number of youth alcoholics.
Several of these young alcoholics are enrolled
students in your high school. Find the causes and
the factors that contribute to the worsening of the
problem. Propose solutions to the problem.
 PBL to PrBL
PBL starts with a real world problem or case study and ends with
proposed solutions.
PrBL begins with a project that is meant to address a problem. It can be
said that where the PBL ends, PrBL begins.
 Added to the steps in PBL are:
 Conceptualize their project design
 Critique each other’s design
 Revise and finalize their project design
 Present their product meant to address the problem or
implement the project to solve the issue. Answer
audience’s questions.
 Reflect on how the project was completed, what next
steps they might take, and what they gained in the
process.
 Comparison
Both
 Inquiry-based teaching
 Constructivist
 Relate to information processing approach
(cognitive)
 Learner-centered
 Engage students in creating, questioning, and
revising knowledge, while developing their skills
in critical thinking, collaboration,
communication, reasoning, synthesis, and
resilience
 Experiential
 Comparison
Both
 Geared toward “real world” tasks
 Projects or problems have more than one
approach or answer
 Simulate professional situations
 Teacher as coach or facilitator
 Students generally work in cooperative groups
 Students are encouraged to find multiple
sources of information
 Emphasis on authentic, performance-based
assessment
 Activity 3

Feature Problem-Based Learning Project-Based Learning

1. Science and
Origin Engineering

Solutions, solving a 2.
Rationale problem

3. Production model
Processing Model

1. Medicine and medical allied sciences, architecture, business education and teacher education
2. Having an end product
3. Inquiry model
 K to 12 Teaching Principles
1. Learner-centered 7. Constructivist
2. Inclusive and 8. Inquiry-based and
Developmentally Reflective
appropriate 9. Collaborative
3. Responsive and 10. Integrative
relevant 11. Spiral progression
4. Research-based approach
5. Culture-sensitive 12. MTB-MLE-based
6. Contextualized and
Global
General Categories of Instructing Strategies

Direct Indirect
 Transmission of Ideas  Transaction of ideas

 Construction of
 Coverage of content
Meaning
 Teacher as facilitator
 Teacher as source of
ideas
 Students as
 Students as recipients participants
 Constructivist
 Behaviorist Approach Approach
 WHAT IS A LESSON PLAN?

Is a teacher’s guide for the instructional

activities specified for a period of time.

It can be derived from a unit, a syllabus,

or a curricular guide.
Constructivist teachers
1. encourage and accept student autonomy
and initiative.
2. use raw data and primary sources, along
with manipulative, interactive, and physical
materials
3. Use cognitive terminology such as
“classify,” “analyze,” “predict,” and “create.”
4. Allow student responses to drive lessons,
shift instructional strategies, and alter
content
Constructivist teachers
5. Inquire about students’ understandings
of concepts before sharing their own
understandings of those concepts
6. Encourage students to engage in
dialogue, both with the teacher and with
one another
7. Encourage student inquiry by asking
thoughtful, open-ended questions and
encouraging students to ask questions of
each other.
Constructivist teachers
8. Seek elaboration of students’ initial
responses
9. Engage students in experiences that might
engender contradictions to their initial
hypotheses and then encourage discussion
10. Allow wait time after posing questions
11. Provide time for students to construct
relationships and create metaphors
12. Nurture students’ natural curiosity through
frequent use of the learning cycle model
Interactive
Collaborative
Integrative
Inquiry-based
Ed-PT 2
(Principles of Teaching 2)
Second Semester 2017-2018
USJ-R COE

Research-Based
Teaching and
Learning in the 21st

Century
Ionell Jay R. Terogo, M.Ed.
 21 Century Teaching
st
Donovan and Bransford (2005)
 Teachers must address and build upon prior
knowledge to promote student learning. Students
come to the classroom with prior understandings
and experiences.
 In order to develop understanding and effectively
retrieve and apply knowledge in real-world
contexts, students must have factual and
conceptual knowledge.
 Students learn more effectively when they are
aware of how they learn and know how to
monitor and reflect on their own learning.
 Activity 4
Individual Graphic Organizer
(9 Categories of Instructional Strategies)

Create a graphic organizer to summarize the

nine categories of instructional strategies by
Marzano. Add phrases and statements as the
graphic organizer will serve as your personal
study notes later on.
Use coloring materials. Place your graphic
organizer in the manila paper provided.
 Nine Categories of
Instructional Strategies
Marzano (1998)
 Setting objectives and providing feedback
 Reinforcing effort
Creating the and providing
environment forrecognition
learning
 Cooperative learning
 Cues, questions, and advance organizers
Helping students
 Non-linguistic develop understanding
representations
 Summarizing and note-taking
 Assigning homework and providing practice
 Identifying similarities and differences
Helping students extend and apply knowledge
 Generating and testing hypotheses
 Creating the environment for
learning
1. Setting objectives
Dean, et al (2012)
 Set learning objectives that are specific but
not restrictive.
 Communicate the learning objectives to
students and parents.
 Connect the learning objectives to previous
and future learning.
 Engage students in setting personal learning
objectives. Make them own the learning
objectives. This makes them self-directed
learners.
 Creating the environment for
learning
1. Providing feedback
Dean, et al (2012)
 Provide feedback to make students understand
what was correct and what as incorrect and
to make clear what students need to do next
 Feedback should be criterion-referenced. Make
students see their performance in relation to
the expected outcome or the learning target
and not in relation to the classmates’
performance.
 Engage students in the feedback process. They
are made to reflect on their own performance
and exchange feedback with peers.
 Creating the environment for
learning
2. Reinforcing effort
 Creating the environment for
learning
2. Reinforcing effort
 Creating the environment for
learning
2. Providing recognition
Dean, et al (2012)
 Promote a mastery-goal orientation.
Recognize efforts in relation to learning
outcomes not to other students’
performance.
 Provide praise that is specific and
aligned with expected performance and
behaviors. Be generous, too.
 Creating the environment for
learning
3. Cooperative learning
Friedman (The World is Flat, 2006)
 Students of today need to possess
not only intellectual capabilities but
also the ability to function effectively
in an environment that requires
working with others to accomplish a
variety of tasks
 Collaboration not competition
 Keep group size reasonable
 Helping students develop
understanding
4. Cues, questions, advance organizers
Use explicit clues
 Giving a preview of what is to be
learned perhaps with the use of
pictures
 Explaining the learning outcomes of
the lesson/unit
 Providing a list of guide questions
that they should be able to answer
at the end of the lesson/unit
 Helping students develop
understanding
4. Cues, questions, advance organizers
Ask analytic questions
 Analyzing errors
What are the errors in reasoning in this
information?
 Construction support
What is an argument that can support this
claim?
 Analyzing perspectives
Why would someone consider this to be
good (or bad or neutral)?
 Helping students develop
understanding
4. Cues, questions, advance organizers
Use advance organizers
 Expository (anticipation/prediction guide)
 Narrative (story)
 Skimming (“till the text”)
 Graphic

Done in advance (beginning of a lesson or

unit)
Mental scaffolding or “ideational scaffolding”
- Ausubel
 Helping students develop
understanding
5. Non-linguistic representations
 Creating graphic organizers
 Making physical models and
manipulatives
 Generating mental pictures
 Creating pictures, illustrations
and pictographs
 Engaging students in kinesthetic
activity
http://www.techlearning.com/blogentry/
9736
 Activity 5
Lesson Materials (Duo)

In your pairs, start creating a graphic/advance

organizer and/or any material non-linguistic
representation based on the topics in your
original lesson plans. Have a plan or draft
first.

Have it checked with the teacher for

suggestions and comments.
 Helping students develop
understanding
5. Non-linguistic representations
 Creating graphic organizers
 Descriptive
 Time-sequence
 Process/cause-effect
 Episode
 Generalization/principle
 Concept patterns
 Helping students develop
understanding
5. Non-linguistic representations
 Physical models or manipulatives
 Coins
 Play money
 Blocks
 Puzzles
 Popsicle sticks
 Pebbles
 Maps
 Mockups
 Models
 Helping students develop
understanding
6. Summarizing and note taking
Summarizing strategies
 Summary frames
 Question summaries
 Reciprocal teaching
Note-taking strategies
 Webbing
 Skeleton prose
 Combination notes
 Helping students develop understanding
7. Assigning homework/providing practice

For homework to work: (Marzano & Pickering, 2007)

 Design for opportunities to practice skills
and processes in order to increase speed,
accuracy, fluency, and conceptual
understanding
 Extend learning on a topic
 Provide feedback
 Align to learning outcomes
 Provide short, focused, and distributed
homework sessions
 Helping students extend and apply
knowledge
8. Identifying similarities and differences
Strategies (Dean, et al, 2012)
 Comparing
 Classifying
 Creating metaphors
 Creating analogies
 Activity 6
Research on Examples

In pairs/trios, find examples from the internet

of each advance organizer, non-linguistic
representation, summaries, note-taking,
comparisons, classifying, metaphors, and
analogies in relation to topics in your
specialization. Print them in bond papers and
collate them all in ready for documentation in
the portfolio soonest.
 Activity 6
Advance organizers: expository and narrative
Graphic organizers: descriptive, time sequence,
process/cause and effect, episodes, generalization,
concept pattern
Mental pictures (in text), pictures, illustrations,
pictographs
Summaries: summary frame, question summaries
Note taking: informal outline, webbing, combination
type
Comparisons, classifications, metaphors, and
analogies
 Helping students extend and apply
knowledge
9. Generating and testing hypotheses
Generating and testing hypotheses
=
applying principles concepts learned
=
Deepen understanding

Making predictions based on evidence or asking

“What might happen?” are already in the process of
generating and testing hypothesis
 Reminders…
1. Graphic organizer to summarize the 9
categories of instructional strategies
2. Non-linguistic materials for the
lessons and Research on examples
3. Direct and Indirect LPs for revision
(add more strategies for classroom
environment, helping in
understanding, and helping in
extending learning)