PEDAGOGICAL CONSIDERATIONS IN TEACHING AND LEARNING

1. PEDAGOGICAL CONSIDERATIONS IN TEACHING AND LEARNING Teopista Z. Villanaba Special Science Teacher IV (Retired) Philippine Science High School Southern Mindanao Campus

2. Pedagogy is the holistic science of education. It may be implemented in practice as a personal, and holistic approach of socializing and upbringing children and young people (Ellis Martin).. • Pedagogy is also occasionally referred to as the correct use of instructive strategies . The word comes from the Greekpaidagōgeō; in which país or paidos means "child" and ágō means "lead"; so it literally means "to lead the child

3. Ten Core Principles for Designing Effective Learning Environments by Judith V. Boettcher

4. Core Learning Principle #1: • Every Structured Learning Experience Has Four Elements with the Learner at the Center

6. Core Learning Principle #2: • Every Learning Experience Includes the Environment in which the Learner Interacts

7. Core Learning Principle #3: • We Shape Our Tools and Our Tools Shape Us

8. Core Learning Principle #4: • Faculty are the Directors of the Learning Experience

9. Core Learning Principle #5: • Learners Bring Their Own Personalized Knowledge, Skills, and Attitudes to the Learning Experience

10. Core Learning Principle #6: • Every Learner Has a Zone of Proximal Development That Defines the Space That a Learner is Ready to Develop into Useful Knowledge

11. Core Learning Principle #7: • Concepts are Not Words; Concepts are Organized and Intricate Knowledge Clusters

12. Core Learning Principle #8: • Learners Do Not Need to Learn All Course Content; They Need to Learn the Core Concepts

13. Core Learning Principle # 9: • Different Instruction is Required for Different Learning Outcomes

14. Core Learning Principle # 10: • Everything Else Being Equal, More Time-on-Task Equals More Learning

15. BEST PRACTICES IN TEACHING AND LEARNING • (Adapted from lectures during National Conference on “ Best Practices in Teaching and Learning Science and Mathematics”, February 5-7, 2004, UP NISMED, Diliman, Quezon City)

16. Motivating Techniques to Make Teaching and Learning Fun

18. Practical Work Approach (PWA) • The Practical Work Approach is minds-on, hearts –on, hands-on method of teaching and learning. It proceeds from concrete (experiments, activities) to abstract (concepts); from familiar to unfamiliar • Some strategies used in PWA are: PROBEX, games, simulations, field study, laboratory, debate, panel discussion, role play, concept mapping, journal article writing, interactive multi media

19. Investigative or Inquiry Approach in Teaching/Learning • Involves Asking questions … this is the most important work of a scientist • Designing activities to answer the questions • Finding new questions to ask • Investigation Tips: planning, making hypotheses, collecting evidence, recording and presenting data, interpreting data

20. Thematic Approach to Teaching • It is based on the assumption that knowledge is a function of one’s personal integration of experiences and therefore not fall into neatly separate categories or disciplines so it is interdisciplinary

21. Story telling… once upon a time • Story telling makes the lesson interesting and exciting • Some stories we can tell: biographies, discoveries, events, etc. • Stories are more effective when presented with visual aids sucvh as pictures, tapes, videos

22. Teaching/Learning Through Videos/Drawings • When presenting videos, it must be from 3-5 minutes only. The rest of the period is used in discussing what was viewed.

23. Teaching Critical Thinking • Critical Thinking is an art of systematically evaluating and reconstructing thinking to raise it constantly to a higher level quality • Value bases of CT are: accuracy and precision, consistency, intellectual humility, courage, integrity, fairness, sound judgment, wisdom, curiosity, enthusiasm and initiative

24. How is Critical Thinking Taught? • Motivation … get their attention, let them focus • Engage students in hands-on activities. During the activity, walk around, keep asking questions, check participation, discuss observations

25. How is Critical Thinking Taught? 3. Be sure the discussion is focused; when making conclusions, watch out for outliers (those whose answers are different from others)

26. How is Critical Thinking Taught? 4. Ask challenging questions that are categorized as analysis, evaluation and synthesis like: • Which among the procedural steps need to be changed? How will you improve this? • What do you think is happening? • How do you explain this observation? • How did Eratosthenes measure the circumference of the earth?

27. How is Critical Thinking Taught? 5. Practice asking how, how much, what, can you show me, what do you think, how would you explain this observation…. Instead of asking WHY QUESTIONS . The foregoing questions mostly demand concrete reasoning strategies. Why questions are generally difficult to answer because they generally demand formal reasoning strategies

28. Performance in the National Achievement Tests

29. Performance in International Assessment Studies (e.g., Trends in Math and Science Study-TIMSS) Note: UP NISMED managed the TIMSS: cultural adaptation, test administration, checking of items, analysis of results, and writing the report

30. Reasons given for the poor performance in TIMSS* • Students who took the TIMSS test • NOT familiar with the format of the test items • Have NOT taken Biology, Chemistry, and Physics • NOT exposed to inquiry-based instruction. • Have NOT developed higher level thinking • Have NOT retained or mastered concepts and skills due to ‘jumping’ sequence of topics in different grade levels • NOT exposed to questions that show connections across science topics or across disciplines • Have poor communication and comprehension skills; most constructed-response items were not answered. • NOT familiar with literacy-based assessment * Based on interviews with teachers and principals and NISMED observations during school visits

31. Approaches to Teaching & Learning

32. Classroom Assessment

33. Core Science Standard (for the entire K to 12) • The learner demonstrates understanding of basic science concepts, applies science process skills, and exhibits scientific attitudes and values to solve problems critically, innovate beneficial products, protect the environment and conserve resources for sustainability, enhance the integrity and wellness of people, and make informed and unbiased decisions about social issues that involve science and technology. • This understanding will lead to learner’s manifestation of respect for life and the environment, bearing in mind that Earth is our ONLY HOME.

34. Curriculum Components • Component 1: Inquiry Skills • Asking questions about the natural world (materials, events, phenomena, and experiences) • Designing and conducting investigations using appropriate procedure, materials, tools, and equipment • Employing different strategies to obtain information from different sources • Communicating results of investigations using appropriate presentation tools

35. Basic Science Processes Integrated Skills Higher Order Thinking Skills Formulating hypothesis Fair testing - Identifying variables - Controlling variables Collecting and organizing data Interpreting data Making conclusions Observing Asking questions Measuring Classifying Inferring Finding patterns Predicting Communicating Critical thinking Creative thinking Problem solving Decision making (Real-life context) STE Literacy Skills Scientific Inquiry Skills

36. Component 2: Content and Connections • Living Things & Their Environment • Characteristics • Structure and Function • Processes • Interactions Force, Motion and Energy Movement Effects of Force Forms of Energy and Transformation Science Content (G1-10) Earth and Space Surroundings: Land, Water, Air, Weather and Climate Solar system Matter Diversity of materials Properties and Structure Changes Interactions Sequence may vary from grade to grade. Ensure horizontal integration of topics across grading periods.

37. Component 3: Scientific Attitudes and Values • Intellectual honesty • Objectivity • Perseverance • Active listening • Assuming responsibility • Taking initiative • Independent learning • Analyzing and evaluating information, procedures, and claims. • Making decisions based on sound judgment and logical reasoning.

38. The Approach: • Spiral Progression The scope and sequence of the content are developed carefully from one grade level to the next. Concepts and skills are revisited at each grade level with increasing depth. New concepts are built on pupils’ prior knowledge and skills to allow gradual mastery from one grade level to the next. WHY SPIRAL PROGRESSION?

39. SCIENCE CURRICULUM OF DEVELOPED OR HIGH PERFORMING COUNTRIES • Basic education cycle: min 12 years, max 14 years (compulsory up to G9, for some G10) • Inquiry-based and learner-centred • Spiral progression; emphasis on depth rather than breadth • Emphasis on connections across topics and disciplines; • developing literacy • Integrated rather than discipline-based, at least up to Grade 9 • International tests have integrated questions * Australia (2 states) Brunei, England, Japan, Singapore, New Zealand, USA (3 states)

40. Summary: The Spiral Progression and Integrated Science in K to 12 • Avoids the major disjunctions between stages of schooling; provides the basis for continuity and consistency; Compartmentalization inhibit transfer of learning across topics; students who exit school early do not have the basic functioning skills across requisite areas of science (University of Melbourne, Curriculum Comparison Study, 2011) • Allows learners to learn Science topics and skills appropriate to their developmental/cognitive stages; • Shows the interrelatedness of Science topics with each other and their connections across topics; • Strengthens retention and mastery of topics and skills; • Enables DepED to benchmark Filipino students with their counterparts in other countries.

41. Science in the K to 12 Curriculum • shows • the place of science and technology in everyday activities • the link between science and technology, including indigenous technology • integration/connections within science and across disciplines • how science content and processes are intertwined • spiral progression • is • learner-centered • inquiry-based • research-based • decongested

42. Documents Reviewed • BEC- DepEd, 2002 & 2006, BSE,2010) • Curriculum Comparison Report, SEAMEO INNOTECH • Curriculum Comparison Report, Univ. of Melbourne • Current Challenges in Basic Education (2010) UNESCO Paris • Policy Issues in SME (2007), ICASE-UNESCO • Science and Mathematics Curriculum Framework of Australia, Brunei , England, Japan, Singapore, New Zealand, and USA • DESD Documents • CVIF Manual (Bernido’s ) • Teach Less, Learn More (2010) Science Curriculum Framework for Basic Education. DOST SEI, UP NISMED, DepED, Professional Teachers Association • Raising the Bar for Science Teachers (2010) Curriculum Framework for Science Teacher Education. DOST SEI, UP NISMED, DepED, Professional Teachers Associations • TIMSS Report: 1999 & 2003; Math Advanced, 2008 • Scientific, Technological, and Environmental Literacy Study (2005), UP NISMED • And many more

43. The great aim of education is not knowledge but action Herbert Spencer

44. “Education is NOT the filling of a bucket, but rather, it is the lighting of a fire William Yeats

45. In everything you do, put God first and He will direct you and crown your efforts with success Proverbs 3:6

46. Thank you & God bless us all