Rublico, Lian Jennon G.

Field Study 2 (ED-MATH)

Observation Day: November 28, 2022, & November 29, 2022

QUESTIONS ANSWERS
OBSERVE
Observe intently how Instance #1: As the teacher performs the solution in the class, she constantly asks the
teacher teaches, then cite students as if she needs their help so that the discussion can move on.
instances of constructivist
teaching-learning. Instance #2: After discussing a particular part of the lesson, the teacher tasked students to
answer practice seatwork to try out solving on their own.

Instance #3: The teacher gives different problems for the students to observe and analyze.
She asked them to determine what was being asked and what they needed to perform to
arrive at a conclusion.

Instance #4: The teacher provides different formulas that they can use in solving the problem.
She let students explore and manipulate them to compute the given items in the problem. After
they tried solving, the teacher revealed the solution and explained the process.

Instance #5: The teacher mistakenly wrote a specific value on the solution by intention so that
students could respond on the odd part and tell what needed to change.

Instance #6: Students are also tasked to solve the ellipse's standard equation and graph it in
pairs. They need to work together in solving the problem to arrive at the correct answer faster.
ANALYZE
1. What are the proofs Based on the given instances mentioned, the teacher believes that the students should also be
that teacher did part of the teaching and learning process.
constructivist teaching-
learning? Cite instances.  The teacher allows students to control their discussion. In the first instance, she solicits
students' ideas and learning, which could only be gained from listening to her discussion
well. The teacher will repeat the lesson if the students cannot respond to the teacher.
 Students are encouraged to apply their learning. In the second instance, the teacher
provided students the opportunity to use what they've learned instead of merely teaching
them the whole thing.
 Students are also encouraged to expand their critical-thinking skills. The third instance
follows the constructivist approach, where learners are meant to think. The teacher could
facilitate and guide them to what is right.
 Students are also encouraged to utilize their knowledge and skills. Since students in
Senior High School are more knowledgeable about their preferred careers, the teacher
needs to provide an activity that challenges them to become problem-solvers, like in the
fourth instance.
 The teacher wanted the students to assess themselves. Since students should be active
in the learning process, they must see how they progress. In the fifth instance, the teacher
checks if the students would either settle on what the teacher is saying or depend on what
they learned that is true.
 The teacher promotes learning through groups. Collaborative learning is one of the
constructivist approaches. In the sixth instance, students help each other in solving the
Rublico, Lian Jennon G.
Field Study 2 (ED-MATH)
problem as part of building up each other's knowledge.
2. What is the impact of Based on these instances, the impact of constructivist teaching on students' learning is to
the constructivist teaching make students be part of their own learning. Doing activities by themselves helps them to
on students' learning understand the concepts. This approach even promotes advanced learners who are
challenged to try things rather than depend on something. With it, students are also kept on
track with what they need to improve as learners and could be encouraged to become socially-
responsible individuals.
REFLECT
If you were to reteach the Based on my discussion, no improvements are needed to reteach the lesson as the teacher
same lesson, which would already possesses the constructivist attributes of being an educator. Instead, I would apply
be your improvement? everything that I learned from her teaching.
Why?
RESEARCH
Read at least one (1) 1. Most students shared that they are being taught far from the constructivist teaching
related research in the approach for mathematics. It is found that knowledge is still passed as a lecture which takes
application of place in large groups using teaching methods. Wider learning always depends on repeating a
constructivist teaching- rule and showing many solutions rather than on a deeper understanding of mathematics.
learning. State at least two
(2) significant findings. 2. Critical thinking, problem-solving and analytical skills impact the constructivist approach to
developing mathematical competencies. According to the study, the constructivist approach
gives superior value in developing students' mathematical ideas, and it encourages students to
use their own methods for solving problems.
State your Sources/References:
sources/references Vintere, A. (2018). A Constructivist Approach to the Teaching of Mathematics to Boost
following APA format. Competences Needed for Sustainable Development. Rural Sustainability Research, 39(334),
1–7. [Link]
Considering your Research Problem:
classroom observation Is there a significant difference between students' performance using the constructivist and
and the researches you traditional learning methods?
read, in a phrase,
question, or one (1)
statement give one (1)
related problem to
research on.