Slide 1

CONSTRUCTIVIST
TEACHING

Interactive, Collaborative, Integrative

and Inquiry-based

BY JANEN VEA DAVID

Slide 2
TEACHER’S TASK IN INTERACTIVE
TEACHING – LEARNING
1. Must ask specific, non-intimidating feedback
questions and HOTS

2. Must make the focus of interaction clear.

3. Must create the climate favorable for

genuine interaction.

4. Must create the climate favorable for

genuine interaction

Slide 3
“Coming together is the beginning; keeping
together is progress; working together is success.”
Henry Ford

FORMS OF COLLABORATIVE
LEARNING

1. Twinning / Partnering / Forming Dyad

2. 2. Triad
3. Tetrad
4. Small Group
Slide 4
TEACHER’S TASK IN COLLABORATIVE
TEACHING
TEACHER MUST:

1.Begin with the conviction that every student

can share something in the attainment of a
goal.

2.Structure task in such a way that the group

goal cannot be realized without the members
collaborating.

Slide 5

3. Make the goal clear to all.

4. Ensure that guidelines on procedures are

clear especially on how the performance is
assessed.

5. Must make clear that at the end of the

activity, they have to reflect together.

Slide 6
INTEGRATIVE TEACHING AN LEARNING
• INTERDISCILINARY TEACHING
 INTEGRATE – comes from Latin word
‘INTEGER’ which means putting together
separate discipline to make whole.

 is a method, or set of methods, used to

teach across curricular disciplines or "the
bringing together of separate disciplines
around common themes, issues, or
problems.”
Slide 7
• TRANSDISCILINARY TEACHING

 This means connecting lifeless subject

matter to life itself.
How can teachers connect subject matter
to life?
1. Depart from teaching content for purposes
only.

2. Reach the application phase of lesson

development

Slide 8

4As
 Activity
 Analysis
 Abstraction
 Application

Slide 9 In the 3-level teaching approach,

THREE-LEVEL
TEACHING
you teach as planned, either
Is teaching information for VALUES
deductively or inductively, but cap
formation and your teaching with value level
transformation
CONCEPTS,
MORE COMPLEX teaching. Connect your cognitive
SKILLS
or skill lesson with value teaching.
FACTS, SKILLS In fact, it is only when you give
your lesson an affective or value
dimension that your lesson
becomes meaningful because that
is when we connect cold subject
matter with warm-blooded
people. Lifeless subject matter
becomes alive.

Whatever information a student

learns must somehow form and
transform his/her way of thinking,
acting and living. It is making
teaching whole by integrating the

Slide 10
MULTIPLE INTELLIGENCIES-BASED AN
LEARNING STYLE-BASED TEACHING
If integrative teaching is making things whole, it
also means putting together the multiple
intelligences of the learner and considering
varied learning styles.
Slide 11
TEACHER’S TASKS IN INTEGRATIVE
TEACHING
1. To do integrative teaching, a teacher needs
a broad background for hi,/her to see
readily the entry points for interdisciplinary
integration.
2. To do integrative teaching by
transdisciplinary and 3-level teaching mode,
a teaching must be able o connect subject
mater to values and life as a whole.
cognitive, psychomotor and
affective dimensions of teaching
and learning.
This does not mean, however,
that you will be overwhelmed
with 9 different ways of teaching
content at one time by making
use of a variety of teaching
activities to cater to these MIs
and LSs.
To be able to integrate MI and LS,
the teacher must be familiar with
MIs and LSs
To be able to integrate MI and LS,
the teacher must be familiar with
MIs and LSs
To be able to integrate MI and LS,
the teacher must be familiar with
MIs and LSs
Slide 12

3. To be able to integrate MI and LS, the

teacher must be familiar with MIs and LSs
and must have reservoir of teaching
activities to be able to cater to students with
diverse MIs and LSs