CHAPTER 3 Constructivist Teaching: Interactive, Collaborative, Integrative and Inquiry – Based

CHAPTER 3

Constructivist Teaching: Interactive, Collaborative, Integrative

and Inquiry – Based

Mark Jones  M. Delgado                                                                              BSEd II - English

 

Constructivist Teaching is based on the belief that learning occurs as learners are actively involved in a process of meaning and knowledge construction as opposed to passively receiving information. Learners are the makers of meaning and knowledge.

Features of Constructivist Learning

Authentic Activities and Real – world Environments

-       Learnings are realistic, relevant and authentic as it represents the natural complexities of the ‘real-world’. Assessment is authentic and interwoven with teaching.

Multiple Perspectives

-       Learning environment should support multiple perspectives or interpretations of reality, knowledge, construction, and context rich, experience-based activities.

Holistic, Integrative

-       Knowledge complexity is reflected in an emphasis on conceptual interrelatedness and interdisciplinary learning.

Self- Directed Learners

-       Goals and objectives are derived by the student or in negotiation with the teacher or system.

Meaningful Learning

-       Errors provide the opportunity for insight into students’ previous knowledge construction.

Interactive Teaching is with whom the learner interacts in order to learn. It is a two way process, first, the teacher and second, the learners in the class.

Why Interactive Learning?

Learning is an active process. Learning is also a material process. Learners can serve as a resource person.

Teacher’s Task in Interactive Learning

The teacher should ask HOTS questions.

The teacher should make the focus of interaction clear.

The teacher should create the climax favourable for genuine interaction.

The teacher should do less talk to students talk more.

Collaborative Learning is an educational approach to teaching and learning that involves groups of students working together to solve a problem and such.

Teacher’s Task in Collaborative Learning

The teacher should begin with the conviction.

The teacher should structure tasks in such a way that the group goal cannot be realize without collaborating.

The teacher should make the goal clear to all.

The teacher should ensure the guidelines on procedures are clear.

The teacher should make clear that at the end of the activity, they have to reflect together.

Integrative Teaching and Learning is putting together separate discipline to make a whole. It affirms the boundarylessness of disciplines. There are no demarcation lines among disciplines taught.

Integrative Learning is transdisciplinary. It means connecting lifeless subject matter to life itself. When the matter gets connected to life, it becomes alive and interesting.

Teacher’s Task in Interactive Learning

The teacher should have a broad background for him/her to see readily the entry points for interdisciplinary integration.

The teacher should integrate transdisciplinary and 3-level teaching mode.

Inquiry – Based Teaching focused on inquiry or question. It spouses investigation, exploration and such. It covers a range of activities to learning and teaching including field – work, case studies, investigations, individual and group projects and research projects.

Teacher’s Task in Interactive Learning

The teacher should start the inquiry process.

The teacher should promote student dialog.

The teacher should transition between small groups and classroom discussions.

The teacher should intervene to clear misconceptions.

The teacher should model scientific procedures and attitudes.

Reflection

            Constructivist Learning is when learners are the makers of meaning and knowledge. In the constructivist classroom, the teacher guides his/her students towards learning and students are actively involved. Constructivist has its subordinates, these are the Interactive, Collaborative, Integrative and Inquiry – Based.

            Upon indulging in this concept, I was given the chance to explore another thing in this Principle of Teaching in the area of constructivist. I was able to encounter different approaches that build up the constructivist and even its types. As a future facilitator, I also learned the things that there are lot of things that I should consider before making any step in my learning process. I should create genuine interactions between everyone. I must ask according to the capabilities of their intellects. I should let the students make everything to explore learning and allowing them to talk for their ideas to be heard. I should never get the chance of the students of being heard. These are just some of the reminders this chapter offered. It is a reminder on what to do and not what to do.

            Implementing this Teaching – Learning practice will help more the students to learn independently or simply by themselves. I will conduct different activities especially group activities that will develop collaboration and cooperation. By this, I am making my students interact with each other. Moreover, being in a group, that would have been a lot easier because they are sharing ideas and working together to solve problems. I will let them build different hypotheses and answers for them to integrate learning.

As a facilitator, I should impose different activities but I guess this one is better. Putting them into a group and allowing them to enter the real world. Formulating questions, guessing possibilities and solving problems cooperatively.