Gilbert C. Deniega

Thesis Title: TEACHING STYLES IN THE MOTHER TONGUE-BASED MULTILINGUAL INSTRUCTION Author: Marjorie F. Pebrero Date accomplished: March, 2016 A. Introduction: Statement of the Problem This study determined the teaching styles utilized in the Mother Tongue-Based Multilingual Instruction in Bulan North District, School Year-. Specifically, this sought answers for the following questions: 1. What are the teaching styles utilized in Mother Tongue-Based Multilingual Instruction along the Five Pedagogical Approaches: a. Constructivism, b. Inquiry-based, c. Collaborative, d. Reflective, and e. Integrative 2. What is the extent of use of the teaching styles along the five pedagogical approaches as perceived by the teachers? 3. Is there a significant difference between the extent of use of the teaching styles of the pedagogical approaches of the central and non-central school teachers? 4. Is there a significant difference among the extent of use of the teaching styles of the pedagogical approaches of the Grade I, II and III? 5. What could be proposed based on the results of the study? B. Discussion: Critique in Reference with Sociological, Philosophical and Psychological Foundations of Education The study is about the teaching styles in the Mother Tongue-based Multilingual Instruction. It mainly determined the different teaching styles used in Mother Tongue-based instruction relative to constructivism, inquiry-based, collaborative, integrative and reflective pedagogical approaches as part of the Enhanced Basic Curriculum known as K to 12 curriculum. Content, instruction, assessment... These are the cores of teaching, the what and how of teaching. These all play the most significant role for the wholeness of education. Instruction is about the how of teaching. It refers to the teaching styles used in teaching. To choose what teaching style you're going to use requires wise thinking and decision making. To tighten or loosen a screw, you'll need screw driver. This likewise must happen in teaching. This study is very significant in the field more specifically on elementary level from Grade I to III. So I made the choice of having this to be critiqued in reference with sociological, philosophical and psychological foundations of education. According to this study, the graphic organizer is mainly utilized as teaching style along constructivism; investigation for inquiry-based; group activity and group project are for collaborative; lesson reports and observation for reflective; and graphic organizer for integrative. Main aspects of this study are the five pedagogical approaches namely the constructivism, inquiry-based, collaborative, integrative and reflective. These approaches have rooted from philosophical, sociological and psychological foundations of education. These are based on the fact that learners learn differently so there is a need also for different approaches. Constructivism is an educational philosophy stating that learners learn best through constructing knowledge from the prior ones. It means that as teachers, we should always have a recall or an elicit part in our daily lesson. By doing this, our learners will be able to connect thus understand the interrelationship of our lessons. The use of graphic organizer as a teaching style along this approach really is a good and wise choice. Through graphic organizer, learners will be able see patterns, connections and relationships of the whole to its parts and vice versa; and the prior concepts to present ones. On the other hand, inquiry-based is another approach which is similarly referred to as discovery learning by which students are allowed to explore real life experiences and solve real life problems on their own way. It’s more on learners’ involvement and engagement to learning process thus maximizing learning. That is, learners learn best by doing, through first-hand experiences. This approach to teaching is supported by the learning theorists and psychologists such as Jean Piaget and Jerome Bruner. According to Bruner, practice in discovering for oneself teaches one to acquire information in a way that makes that information more readily viable in problem solving. Using investigation for this approach is a right choice. Investigation, on its very nature, refers to solving real life problem. In other words, investigation may also refer to experimentation. Going further, collaborative approach is another one pertaining to letting learners learn with the help of others. The mantra of this approach is “Two heads is better than one.” More learning occurs when there are more minds contributing to it. Such approach fosters camaraderie and teamwork among our learners. So along with this approach, using group work and group project as teaching styles is very applicable. These enhance not only learners’ self-esteem but also learners’ concepts and understanding. Group activities enhance their sense of belongingness (Dickinson, 1991). In addition, it also releases learners’ enthusiasm and helps develop a more favorable attitude towards wok (Lardizabal, 1995). Another approach to teaching is integrative which simply uses the principle of integration. In this approach, connection also matters. Learning happens best when one discipline of knowledge is connected and integrated with the others. That is, learners will be able to appreciate the harmony of different things connected as one resulting in a more holistic understanding of the nature of things. The use of graphic organizer is very reasonable and applicable. The same reasons with constructivism apply in this approach. Lastly, we have reflective approach which pertains to self-reflection. In this approach, learners are allowed to do self-reflection on the topic that has been discussed. Observation and lesson reports are used along with this approach which certainly right. Additionally, portfolio and journals may also be used. These allow self-directed or independent learning, one of the ideas of naturalistic philosophy of education. In general, these five pedagogical approaches are all learner-centered. Learning results only when there is an active participation of the learners. The learners are involved and respond to the total situation of learning process (Ornstein, 1990). And this is how education must take place in today’s time of education anchored on and supported by its sociological, psychological and philosophical foundations. References: https://www.slideshare.net/mobile/rhamylle13/psychological-foundations-of-education-complete http://ebooks.lpude.in/arts/ma_education/year_1/DEDU401_PHILOSOPHICAL_AND_SOCIOLOGICAL_FOUNDATIONS_OF_EDUCATION_ENGLISH. McLeod, S. A. (2018, Feb 05). Bruner, Retrieved from https://www.simplypsychology.org/bruner.html Republic of the Philippines SORSOGON STATE COLLEGE School of Graduate Studies Summer Term 2019 A CRITIQUE PAPER IN SOCIOLOGICAL, PSYCHOLOGICAL AND PHILOSOPHICAL FOUNDATIONS OF EDUCATION Submitted by: GILBERT C. DENIEGA MAED-Sci. Ed. Submitted to: JHONNER D. RICAFORT Instructor