Constructivist Approach To Modular Teaching

CONSTRUCTIVIST
APPROACH TO
MODULAR TEACHING
Lizamarie Campoamor-Olegario, Ph.d.
College of Education
U.P. Diliman, Quezon City
HOW DO STUDENTS LEARN?
Lizamarie Campoamor-Olegario, Ph.D., University of the Philippines College of Education 9/22/20

S R

HOW DO
STUDEN
TS
LEARN?
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/2015/01/pedagogy-
model.png

INSTRUCTIVISTS VS.
CONSTRUCTIVISTS
Instructivist Constructivist
• Work toward simple • Seek to foster
recall understanding, creativity,
and value assessment "Learner-Instructor Int
eraction (Formal)"
• Begins with the person by jrhode is licensed
under
• Begins with the content • Less is more CC BY-NC-SA 2.0
• Myth of rigor • Often enhance long-term

• Can fail to support retention and transfer.
long-term retention and
transfer
From: https://dataworks-ed.com/wordpress-content/uploads/201
4/06/IPM.png
Schema

Attitudes/
Affect
Knowledge/ Skills/
Cognition Psychomotor
Schema

Schema:
Cognition
Creating
Evaluating
Analyzing
Applying
Understandin
g Adapted from Bloom’s Revised Taxonomy https://i0.wp.c
om/www.niallmcnulty.com/wp-content/uploads/2019/09/I
Remem CTZA4.5.jpg?w=2200&ssl=1
bering
Language
Schema:
Affect
Successful Positive
Positive learning attitude
experienc Build
es rapport
Failures
as M.I. as
entry
learning Increased Active point
motivation engagement
PROVIDE MEANINGFUL LEARNING
Context
Collaborate Connect
The Learner
Lizamarie Campoamor-Olegario, duringofthe
Ph.D., University thePandemic: Implications
Philippines College to Learner-Centered Emergency Education
of Education 9/22/20
A. TAP THE STUDENTS’ CONTEXT
TO SUSTAIN LEARNING
• Examples must be relevant to learner
• Let students reflect and share how the lesson relates to
themselves
• What? (past)
• So what? (present)
• Now what? (future)
• Focus on what is realistic and
important for a child to learn
The Learner
A. TAP THE STUDENTS’ CONTEXT
TO SUSTAIN LEARNING
Many distance-learning initiatives
struggle because they ‘fail to connect
to the realities of the context
in which they are applied’
(Sultana, 2006: 75)
The Learner
B. CONNECT TO THE LEARNERS
SCHEMA
• The language of the learner
• The experiences of the learner
• What the learner knows
• Content should be challenging
not too easy nor not too difficult
• Students need to feel competent
The Learner
C. ALLOW THE COLLABORATION
AND SOCIAL INTERACTION
• Sharing helps in building understanding of concepts

• Learners apply higher thinking skills
• Criticize one another’s ideas
• Synthesize their ideas
• Solve problems for one another
• Builds cooperation, trust and support systems
• Promotes shared responsibility and
sense of belonging
The Learner
USE MULTIPLE
INTELLIGENCES AS ENTRY
POINT FOR LEARNING
"Multiple Intelligences (Writing III, 2008

, §1a)"
Lizamarie Campoamor-Olegario, Ph.D., University of the Philippines College of Education
by pabeaufait is licensed under
9/22/20
CC BY-NC-SA 2.0
ALLOW LEARNERS TO
LEARN FROM MISTAKES
• Do not punish mistakes
• Make them reflect on their mistakes
• Respond positively to them when
they seek assistance
(to develop help seeking behavior)
The Learner
PROVIDE POSITIVE
EXPERIENCES
• Reduce bullying
• Students who are the most bullied have also been
found to have lower academic performance than
their non-bullied peers.
"Bullying" by
Yulissa Lanchi is licensed "Cyber Bullying" by
under CC BY-NC-ND 2.0 Vernon Barford School Library is licensed under
CC BY-NC-ND 2.0
PROVIDE POSITIVE
EXPERIENCES

HOW DO
STUDENT
S LEARN?
Schema
https://www.slideshare.net/GE
Malone/sbac-performance-task
-overview 9/22/20
10
% Schema
for
ma
l • Have learners create actionable
lea products
rni • Practicing a skill or
20%ngsocial role playing enables the learners feel
learning the application of their knowledge.
• Focus on practice (McCall, 1980)
70% experiential learning

4/06/IPM.png
Schema

debunked

Learning styles
— the notion that each student has
a particular mode by which he or she learns best,
whether it’s visual, auditory or some other sense — is
enormously popular.
It’s also been thoroughly debunked
(Paul, A.M., 2012)

"faux" by boltron- is licensed under
9/22/20
CC BY-SA 2.0
https://matankids.org/wp-c
ontent/uploads/2015/03/fiv
e-senses.jpg
4/06/IPM.png
Schema

question importance stories real example
puzzling
startling fact joke vivid image
statement
music combination ?????

Discourage multitasking
• Only about 2% of the
population can multitask
• 98%: Task switching or
“micro-tasking”
• Assignments take longer.
• More likely to make
mistakes.
• Tires out the brain.
• Less is remembered

THE MAGIC OF
MONOTASKING
• Focus on one thing at a time.
• Take breaks between tasks.
• Consider the “pomodoro method”
• Focus for 25- or 50-minute periods
• Reward yourself with 5- or 10-minute
breaks.
• After 4 cycles, take a longer break
(15-30 mins)

Note: Times of
Engagement.
From Remote
Learning
Recommendatio
ns during
COVID-19
Emergency
(2020) by
Illinois State
Board of
Education.p. 17.
(
https://www.isbe
.net/Documents/
RL-Recommend
Lizamarie Campoamor-Olegario, Ph.D., University of the Philippines College of Education ations-3-27-20.p
9/22/20
df
IDENTIFY AND COMMUNICATE
CLEAR LEARNING TARGETS
• The heart of quality learning is having
clear learning targets.
• Use the academic criteria list as a filter
to align all assessment strategies such as
observations and rubrics.
• Coach students to understand what is
expected of them.
• Get student feedback about what they
"think" are the expectations
"Target" by JeepersMedia is licensed under CC BY 2.0

4/06/IPM.png
Schema

7 +/- 2
HOW DO
STUDENT
S
LEARN?

4/06/IPM.png
Schema

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oads/1/6/5/3/16531378/7914640_orig
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0894/Dales-Cone-of-Experience-illustrating-diffe
Lizamarie Campoamor-Olegario, Ph.D., University of the Philippines College of Education rent-types-of-learning.png 9/22/20
Student searches for Student synthesizes and
Student or teacher forms a
information makes sense of it
question (engagement)
(representation)
10%
20%
Student plans, makes a

Student communicates product or perform, and
what he/she learn revises (expression)
70%

PROVIDE FEEDBACK
• Let them internalize the feedback so they themselves can say what’s going
well, what’s not going so well.
"Educational Postcard: 'Learning happens when students act

upon good feedback'"
by Ken Whytock is licensed under CC BY-NC 2.0
We search for We make sense of

We have a question information that information
(collaboration) (critical thinking)
We communicate We plan, make a product

what we have or
found perform, and revise
(communication) (creative thinking)
WHAT TO DO?
Math
ICT Science
Real-
Social
English world
Studies
Issue
WHAT TO DO?
• Students' interest is kept alive by novelty and variety
• Regularly turning away from textbooks and blackboards is key.
"up-close" by johnb/Derbys/UK is "Mystery Fish" by Jitney58 is licensed under CC BY 2.0 "Autumn Rose" by atopisches_ekzem is

licensed under CC BY-NC-SA 2.0 licensed under CC BY-NC-SA 2.0
WHAT TO DO?
• Students benefit from
encountering information in
multiple forms and variety of
resources.
"measurements" by Rebecca and Bernhard is licensed under
CC BY-NC-ND 2.0
"18.365 Measuring Things Out" by twodolla is licensed under

CC BY 2.0
"Port-Royal 003" by martingautron.com is "September 7, 2018" by osseous is licensed

licensed under CC BY-NC 2.0 under CC BY 2.0
WHAT TO DO?
Creative
THREE
COMPONENTS
OF
INTELLIGENCE
(Sternberg)
Analytical Practical
WHAT TO DO?
Because learning needs to take place outside of the
physical classroom, the need for formative
assessment is more critical

EMBED FORMATIVE
ASSESSMENT
IN INSTRUCTION
Provide feedback
on how to
improve
performance
Activate students
Design tasks that
as learning
show evidence of
resources for one
learning
another
Clarify learning Embed

formative Activate students
intentions and assessment in as owners of their
agree on criteria instruction own learning
of success (William, 2005)
The Learner
4/06/IPM.png
Schema

HOW TO FURTHER
STRENGTHEN REMOTE
LEARNING?

MODES OF LEARNING
Face to face Home school/ study
Distance learning
• Online
• Tv and radio Blended learning
• Print-based
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CONSTRUCTIVIST

Lizamarie Campoamor-Olegario, Ph.D., University of the Philippines College of Education 9/22/20

Lizamarie Campoamor-Olegario, Ph.D., University of the Philippines College of Education 9/22/20

Lizamarie Campoamor-Olegario, Ph.D., University of the Philippines College of Education 9/22/20

Lizamarie Campoamor-Olegario, Ph.D., University of the Philippines College of Education 9/22/20

• Myth of rigor • Often enhance long-term

Lizamarie Campoamor-Olegario, Ph.D., University of the Philippines College of Education 9/22/20

Lizamarie Campoamor-Olegario, Ph.D., University of the Philippines College of Education 9/22/20

• Sharing helps in building understanding of concepts

"Multiple Intelligences (Writing III, 2008

Lizamarie Campoamor-Olegario, Ph.D., University of the Philippines College of Education 9/22/20

70% experiential learning

Lizamarie Campoamor-Olegario, Ph.D., University of the Philippines College of Education 9/22/20

Lizamarie Campoamor-Olegario, Ph.D., University of the Philippines College of Education 9/22/20

Lizamarie Campoamor-Olegario, Ph.D., University of the Philippines College of Education

Lizamarie Campoamor-Olegario, Ph.D., University of the Philippines College of Education 9/22/20

music combination ?????

Lizamarie Campoamor-Olegario, Ph.D., University of the Philippines College of Education 9/22/20

Lizamarie Campoamor-Olegario, Ph.D., University of the Philippines College of Education 9/22/20

Lizamarie Campoamor-Olegario, Ph.D., University of the Philippines College of Education 9/22/20

Lizamarie Campoamor-Olegario, Ph.D., University of the Philippines College of Education 9/22/20

Lizamarie Campoamor-Olegario, Ph.D., University of the Philippines College of Education 9/22/20

Lizamarie Campoamor-Olegario, Ph.D., University of the Philippines College of Education 9/22/20

Lizamarie Campoamor-Olegario, Ph.D., University of the Philippines College of Education 9/22/20

Student plans, makes a

Lizamarie Campoamor-Olegario, Ph.D., University of the Philippines College of Education 9/22/20

"Educational Postcard: 'Learning happens when students act

We search for We make sense of

We communicate We plan, make a product

"up-close" by johnb/Derbys/UK is "Mystery Fish" by Jitney58 is licensed under CC BY 2.0 "Autumn Rose" by atopisches_ekzem is

"18.365 Measuring Things Out" by twodolla is licensed under

"Port-Royal 003" by martingautron.com is "September 7, 2018" by osseous is licensed

Lizamarie Campoamor-Olegario, Ph.D., University of the Philippines College of Education 9/22/20

Clarify learning Embed

Lizamarie Campoamor-Olegario, Ph.D., University of the Philippines College of Education 9/22/20

Lizamarie Campoamor-Olegario, Ph.D., University of the Philippines College of Education 9/22/20

Face to face Home school/ study

Lizamarie Campoamor-Olegario, Ph.D., University of the Philippines College of Education 9/22/20

Lizamarie Campoamor-Olegario, Ph.D., University of the Philippines College of Education 9/22/20

Lizamarie Campoamor-Olegario, Ph.D., University of the Philippines College of Education 9/22/20

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