1.

Constructivist
*The Effects of the Constructivist Learning Approach on Student’s
Academic
-In this research, a meta-analysis study was conducted in order to
determine the effects of constructivist learning approach on
students’ academic achievement. Master's thesis, doctoral
dissertation and articles in national and international databases,
which are realized between the years of 2003–2014, appropriate to
the problem and which can be included in a work of meta-analysis with
important statistical data, have been studied by scanning in Turkish
and English. At the end of the literature review, a total of 53
studies about effects of constructivist learning approach on
student’s academic achievement have been included in the meta-
analysis study. Metaanalysis study determined that the constructivist
learning approach, compared to traditional teaching methods, has
positive effects on the student’s academic achievement. After using
a random effects model with a 0.910 and 1.402 interval of the
confidence, the overall effect of constructivist learning approach in
relation to academic achievement of students is found 1.156 (95% CI,
SE=0.125). 50 of the 53 studies included in the study have positive
results, though only 3 of them show negative effect. As a result of
moderator analyzes, we see that the highest effect values are
observed in the master's thesis, in the teaching of science and at
the college level.
https://files.eric.ed.gov/fulltext/EJ1077612.pdf

Constructivist Teaching and Learning is a summary of a Master's thesis

by Audrey Gray, University of Saskatchewan, entitled "'The Road to
Knowledge is Always Under Construction': A Life History Journey to
Constructivist Teaching".

Employing a qualitative research approach and a narrative reporting style,

Ms. Gray explores the journey of Pat Gray, a Saskatoon English language
arts teacher, towards the development of a constructivist approach to
teaching and examines the ways he incorporates ideas and strategies into his
teaching practices.

The research provides insight into the process of teacher change and
development and raises questions about teacher professional development
that have implications for the way constructivist and transactional curricula
are implemented. https://saskschoolboards.ca/wp-content/uploads/97-07.htm

2. Collaborative
- Perceptions of Teachers and Students on the Effects of Collaborative
Approaches in Teaching and Learning Araling Panlipunan Subject
* According to Department of Education Order 31, s. 2012, Policy Guidelines on the
Implementation of K to 12 Basic Education Program, the pedagogical approaches are
integrative, constructivist, inquiry-based, reflective, and collaborative. Students learn at their
own pace in their own learning style. They are empowered to make choices and to become
responsible for their own learning in the classroom and for a lifetime.

Collaborative learning was introduced and discussed in secondary schools during the Division
In-service Training. But since then there were limited documentation on the efficacy of the
said pedagogical approaches. Hence, this action research was conceived.

What are the perceptions of the Grade 7 students and teachers in using collaborative learning
approaches in Araling Panlipunan subject? What are the positive and negative impact of
collaborative learning from the point of view of the students and the teachers as well? What
factors are considered as hindrances of collaborative learning from the point of view of the
students and the teachers? https://ojs.aaresearchindex.com/index.php/AAJMRA/article/view/4811

-What is Collaborative approaches

*A collaborative (or cooperative) learning approach involves pupils working
together on activities or learning tasks in a group small enough to ensure that
everyone participates. Pupils in the group may work on separate tasks
contributing to a common overall outcome, or work together on a shared task.
This is distinct from unstructured group work.

-How Effective the collaborative approaches

*The impact of collaborative approaches on learning is consistently positive,
with pupils making an additional 5 months’ progress, on average, over the
course of an academic year. However, the size of impact varies, so it is
important to get the detail right.
Collaborative learning can describe a large variety of approaches, but
effective collaborative learning requires much more than just sitting pupils
together and asking them to work in pairs or group; structured approaches
with well-designed tasks lead to the greatest learning gains
https://educationendowmentfoundation.org.uk/education-evidence/teaching-
learning-toolkit/collaborative-learning-approaches

3. Integrative
-Integrated Approach to the Teaching of Social Studies at
Basic Education Level
*Social Studies is being taught in all levels of our educational
system in the country viz: primary, secondary and tertiary
institutions, thus many students are developing keen interest in
learning the subject. At the basic education level, Social Studies is
meant to change the attitude of the children and make them
responsible members of the society. The approach to the teaching of
Social studies however, can make a difference in children’s lives.
Using documentary sources, this paper explored integrated approach to
the teaching and learning of Social studies in the Basic education
level; and concluded that for a desirable change to be made in the
lives of the children there is the need for an integrated approach to
the teaching of Social studies
https://www.arcnjournals.org/images/ASA-IAJETR-7-2-3.pdf

4.Inquiry based
-In inquiry-based social studies, students learn through investigation, similar to the kinds of
investigation that happen in experiment-based science classes. Investigations start with a
question that students explore as they learn. Then, they gather evidence from different sources to
help them answer the question.

*WHAT IS INQUIRY-BASED LEARNING (AND HOW IS

IT EFFECTIVE)?

-Inquiry-based learning is an approach to learning that emphasizes the student’s role

in the learning process. Rather than the teacher telling students what they need to
know, students are encouraged to explore the material, ask questions, and share
ideas. Inquiry-based learning uses different approaches to learning, including small-
group discussion and guided learning. Instead of memorizing facts and material,
students learn by doing. This allows them to build knowledge through exploration,
experience, and discussion. https://gradepowerlearning.com/what-is-inquiry-based-
learning/

5.Reflective

*Reflective Teaching
-Reflective teaching involves examining one’s underlying beliefs about teaching and learning and
one’s alignment with actual classroom practice before, during and after a course is taught.

When teaching reflectively, instructors think critically about their teaching and look for evidence
of effective teaching. This critical analysis can draw on a variety of sources: Brookfield (2017)
lays out four crucial sources: “students’ eyes, colleagues’ perceptions, personal experience, and
theory and research.” Instructors can use various tools and methods to learn from these sources
and reflect on their teaching, ranging from low-key to formal and personal to inter-collegial. For
example, reflective teaching may include self-assessment, classroom observations, consideration
of student evaluations, or exploration of educational research. Because each semester’s
students and their needs are different, reflective teaching is a continual practice that supports
effective and student-centered teaching.
https://poorvucenter.yale.edu/ReflectiveTeaching#:~:text=Reflective%20teaching%20involves
%20examining%20one's,for%20evidence%20of%20effective%20teaching.

*What is Reflective Teaching?

-Reflective teaching can make all the difference when you consider that many
teachers have good days; however, many more teachers feel overwhelmed and do
not know how to cope at the end of a very stressful and grueling day. In this case,
reflective teaching is an imperative tool for teachers.Reflective teaching is a
process whereby teachers reflect on their teaching practices in order to
examine the overall effectiveness of their instructive approaches. Improvement
or change in teaching methods may be required, depending on the outcome of
this analytical process, which is based on critical reflection. The reflective
teaching process can be an excellent way for new and seasoned teachers to improve
their teaching methods and overall mental health. So you may be asking yourself,
how do I integrate this method of reflective teaching and self-assessment into my
already very busy schedule? The next few sections will provide you with some
practical ideas and suggestions, along with ways you can use a reflective teaching
journal to document your self-reflective work.
https://reflectiveteachingjournal.com/what-is-reflective-teaching/