Ma. Cherry May F.

Verzosa Teaching Mathematics in the Elementary

Grades
BEED 2 Mr. June Ernest
Tesorio

Assignment:
Differentiate the types of Constructivism using Venn Diagram (Cognitive,
Social, Radical)

cognitive
Focuses on individual cognitive processes
involved in learning. It emphasizes how
individuals actively construct knowledge
based on their experiences and prior
knowledge.

social radical
Emphasizes the social aspect of Takes a more extreme stance by
learning, highlighting the role of positing that knowledge is constructed
interaction with others and cultural by individuals based on their
context in knowledge construction. subjective experiences and
Learning is seen as a collaborative interpretations. It rejects the notion of
process where individuals engage in an objective reality and emphasizes
shared activities and discourse to the importance of personal meaning-
construct meaning. making.

Cognitive and Social Constructivism (Overlap):

Recognizes the interplay between cognitive and social factors in learning. It
acknowledges that individuals construct knowledge both through their own
cognitive processes and through social interactions with others.
Assignment:
Reflective Learning: Identify the Dewey’s process of reflection.

An important aspect of the learning process is for students to step away and
reflect on their experience. Reflective learning focuses on the development of
critical-thinking skills through the internal process of examining strengths and
exploring areas for improvement. The learner constructs and clarifies meaning in
terms of their own understanding and cognition, supporting changes in conceptual
perspective.
“We do not learn from experience. We learn from reflecting on experience.” –
John Dewey (1933)

Dewey's process of reflection can be characterized through the following

four criteria (Rodgers, 2002):
1. Reflection is a meaning-making process that moves a learner from one
experience into the next with deeper understanding; it is the thread that
makes continuity of learning possible and ensures the progress of the
individual.
2. Reflection is a systematic, rigorous, disciplined way of thinking, rooted in
scientific inquiry.
3. Reflection needs to happen in community, in interaction with others.
4. Reflection requires attitudes that value the personal and intellectual growth
of oneself and of others.

Assignment:
Four different categorizations of reflection based on Hatton and Smith 1995.
Hatton and Smith described four progressive levels of reflection, with each
increased level indicating more/better reflective processes:
1. Descriptive: This is not reflection, but simply describes events that occurred
with no attempt to describe ‘why.’
 2. Descriptive Reflection: Description includes reasons, but simply reports
reasons.
3. Dialogic Reflection: Reflection as a personal dialogue involving questioning
things, considering alternatives, etc. Examples include "I wonder..., what
if..., perhaps..." types of statements.
4. Critical Reflection: Takes into account context in which events occur,
questions assumptions, considers alternatives, thinks about consequences of
decisions/actions on others, and engages in reflective skepticism.

Assignment:
The reflective cycle (Gibbs 1988)
Assignment:
Seven components of reflective learning:
1. Description: This involves describing the experience or situation you are
reflecting upon in detail. It's about setting the stage by providing context and
background information.
2. Feelings: Reflect on the emotions and feelings you experienced during the
situation. This could include both your own feelings and the feelings of
others involved.
3. Evaluation: Evaluate the experience or situation critically. Consider what
went well, what didn't, and why. Reflect on the strengths and weaknesses of
your actions or decisions.
4. Analysis: Analyze the experience by exploring the underlying factors and
influences. This may involve considering the reasons behind your actions,
the external factors at play, and any assumptions or biases you may have
had.
5. Conclusion: Draw conclusions from your reflection. What did you learn
from the experience? What insights have you gained? How has this
experience influenced your thinking or behavior?
6. Action Plan: Based on your reflection, develop an action plan for future
situations. What changes would you make? How can you apply what you've
learned to similar situations in the future?
7. Learning Outcomes: Reflect on the broader learning outcomes of your
reflection process. How has this reflection contributed to your personal or
professional development? What skills or knowledge have you gained?