HOLY NAME UNIVERSITY

City Of Tagbilaran
College of Education

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2016-
g JOHANNA Q. CUARES
2017
Strategi
1.
MAEd – Science Education

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 2. CONSTRUCTIVISM

Reflection:

From the root word “construct”, this learning theory means the learners
would have to build new ideas among them. Such is possible by the direction of the
teacher, like us, taking role as the facilitator in the process. Learning in this process is
developed first by the learners by having their schema or prior knowledge as the basis
in the construction of new ideology and concepts. Such firsthand knowledge will be
shaped by the behavior of the learning environment and other external structure
considering its engagement in social activities. In this kind of approach, the learning
process is not confined in the four corners of the classroom. The learning environment
also gives encouragement in the development of an ideology leading the students in
creating a new idea.

Since the learning environment matters, I believed that not only the
school premises should be conducive to learning. The community must also be helpful
in this quest to learning. That is why some of our students are considered to be “street
wise” because outside of the classroom lies bigger view of learning – coping and
adaptation. In constructivism approach, learning is a social activity therefore the world
has so much to offer including the people around us. Sometimes, with this approach,
whatever is done in the community can influenced learners due to the fact that what is
observed in the community is believed to be correct in the eyes of our young learners.

As a teacher, it is our responsibility to expose our learners to the world

with utmost guidance. Because not all offered by the world and learned by us can be a
help to us in many ways. As a facilitator, we are entitled to lead the students into the
achieving the desired learning outcomes. We let the students discover and learn the
lesson of life.

3. Social Cognition Learning Model

 Reflection:
According to social cognition learning model, students learn more by
observing others. This model seems to conform in the old adage that says, “Lahat
ng ginagawa ng mga matatanda ay tama sa mata ng mga bata”. This is very
crucial in the sense that as an educator, we need to be all perfect in the eyes of
our students. We may be human to commit flaws but we need to put things into
perspective so that our students will grasp the importance of our teaching.

Moreover, what is seen in the environment is more crucial in the

learning process. Within a diverse class, there are really some students that will
have the tendency to practice things that are only seen outside of school which
are considered to be disastrous for them. In the kind of generation of learners
that we have, this is not just an imagination nor a possibility. It is already
happening.

At this point, our role as a teacher comes in. In teaching, we need to be

demonstrative and strategic enough to divert the focus of these type of learners
into the happenings inside the classroom as all of them will be drawn into the
jest of the lesson. This theory becomes helpful. Since learners have the tendencies
to mimic, as a teacher, might as well used this approach so that the learners will
be drawn into the lesson and attention will be held steady during the expound of
the topic. Not all learners inside a classroom have the same style in learning.
Social cognition learning model seems to cater most those who are visual type of
learners. But that doesn’t mean it no longer cater the other type of learners. In
this case, we need to let students see how the lesson will be elaborated in the
lesson.

4. Multidisciplinary Approach
Reflection:
 From the prefix itself “multi”, it only means that as a teacher we should
not stick to only one face of the subject and do the usual procedure. In this case,
we can relate the topic we are teaching to the other subject as well. But it needs
one to jive with the other.

As an educator, we teach so that the learners we are teaching will

become holistically well-rounded individual in the future. This approach allows
us to relate the subject matter to different discipline. With it, learners can see the
different perspective of the subject matter and will easily understand the lesson.
In this approach, we can integrate our lesson with the other discipline or
integrate our subject matter within a discipline’s different branches. In such way,
lesson will be taught easily and understanding and analysis comes easy also to
the learners. Oftentimes, this is applicable to lessons in science.

Experience wise, it is easy to teach a subject matter whenever we

integrate it to other discipline or subject, or integrate it within the context of a
subject. Learners can assimilate and “digest” the lesson so easily. With it, we can
let the learners explain a subject matter on their own way because in the first
place, understanding of the topic becomes easy for them due lesson integration.

5. Inquiry-based Learning
Reflection:
 If you search the word in the dictionary, inquiry means to ask question.
In this learning approach, we start from posing an essential question to the
learners. From that question, all that will happen next will circle from that point
of the subject matter. Learners are more involved in the construction and
development of a subject matter. We, teachers, are more like a facilitator of
learning. Since learners are more engaged in the learning process with this
approach, meaningful outcomes will possibly be achieved and that more
concerning about how to help the learners get through with life in general. How
the learners able to develop the subject matter from the posed question is a
means that the learners have created a process of which they can simplify the
thought and the jest of the subject matter they’re working on. In such manner,
understanding and analysis comes easy for them. Since they are the ones
working on the process, they are more or less knowledgeable enough to engross
themselves in the understanding the key concepts of the topic.

With inquiry-based learning, learners are free to ask supporting

question in line with the subject matter they are working. In that case, they are
becoming more inquisitive and curious. Most of the time, inquiry-based learning
is associated with experimentation and/or other performance task that
frequently asked question leading to the key concept at hand. Inquiring means
being active and curious, thus, the learners will become such. As the learners
performs inquiry-based learning, classroom participation is high. There are also
cooperative and collaborative learning that takes place. Teamwork, movement,
presentation and excitement will grew among the learners as they getting nearer
to the resolution of the problem or close enough to get the main point of the
question. Learners in this manner has an ownership with the concepts they come
up with because they are the one who gets it develop and propagate into
something that is easy to understand by the remaining learners in the class. This
approach does not center on the content but it focuses on hoe the process takes
place while getting close enough to get the answer to the essential question.
Learners in this case can create their own procedure, and ways and means. The
important thing in here is at the end of the activity, the answer to he pose
question is already at hand. Being curious enough and inquisitive enough is the
factor that it is easy to picture out the whole process indergone by the learners in
making of a generalization.

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