C -1

THE SEVEN THEMES IF ARALING PANLIPUNAN

INCLUDE:

 people, environment and society;

 time, continuity and change;
 culture, identity, and nationhood;
 rights, responsibilities, and citizenship;
 power, authority, and governance;
 production, distribution, and consumption; and
 regional and global connections.
These recur from Grades 1 to 10. These
are examined using the concepts, theories,
and studies culled from the social science
disciplines like history, sociology, political
science, anthropology, economics, and
political science. These are employed in
order for learners to see and appreciate
the holistic nature of a human being. Let's
take identity as an example.
As early as Grade 1, children are exposed to learning opportunities
relative to their identity and personal characteristics vis-à-vis their fellow
human beings called kapuwa. Using basic ideas from psychology and
economics like personal needs and wants, geography like location or
address, history like date of birth, and anatomy like physical
characteristics will help learners understand and make sense of their
identity. As they advance to Grade 2, they will explore identity in light of
sociology when they see themselves as members of the basic
institutions called the family and school. Political science comes in as
learners study rights and responsibilities and the role they play to
maintain social cohesion and unity. As learners proceed to Grade 3, they
will be taught ideas related to cultural identity as they discover and
appreciate the origin and development of their community by
highlighting its local history, economy, and culture, thereby
strengthening their cultural identity and pride.
National identity will be realized as learners advance to
Grades 4, 5, and 6, where national history, society,
geography, economy, and politics will comprehensively be
examined. Detailed analysis of the significant events that
formed part of the nation's collective memory is critically
examined, thereby allowing students to deeply appreciate the
dynamism of the national history.

Moreover, Filipinos as members of a bigger community called

the ASEAN (Association of Southeast Asian Nations) Region is
given premium in Grade 7 as learners identify themselves not
only as Filipinos but also as Asians, thereby cultivating their
Asian identity. This is essential before they immerse
themselves in the study of world history in Grade 8 where
multiple histories and cultural identities appear.
Grade 9 social studies, on the other hand, underscores
Philippine economic identity as students explore Philippine
economic history and development, including challenges.
Finally, Grade 10 social studies as a culminating phase of
elementary and junior high school social studies, ponders and
reflects on identity issues like culture and gender.

More often than not, students learn social studies through

learning opportunities that are highly integrated across several
disciplines. These often take the form of units constructed
around themes. As students proceed to middle and higher
levels, social studies programs may continue to be highly
integrated and, in some cases, planned by interdisciplinary
teams of teachers. Alternatively, programs may be planned as
interdisciplinary courses or more exclusively linked to specific
disciplines.
EXPERIENCE:
Using the Araling Panlipunan Curriculum Guide,
explain how the following themes/topics are
articulated from Grade 1 to Grade 10.

• Citizenship
• Consumption
• Nationalism
• Rights and responsibilities
• Diversity
ASSESS
Exercise 1: Thinking Venn

Compare and contrast integrated curriculum from

interdisciplinary curriculum by accomplishing the
thinking Venn below:
Exercise II: The Muddiest Point

In this particular lesson, what was not clear to you? What do

you think are the reasons for such? Write your answer in the
space provided.

________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
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EXERCISE III: LHS MATRIX
TRY TO COMPLETE THA MATRIX
BELOW:
TOPIC WHAT I LEARNED HOW DID I LEARN AND SO WHAT

INTRGRATED
CIRRRUCULUM

INTERDISCIPLINARY
CIRRUCULUM
CHALLENGE

Answer the following questions. Substantiate your point by

providing relevant facts/data.

1. Enumerate and explain the importance of an integrated

curriculum.

2. Prove that Araling Panlipunan is an integrated subject. Cite at

least three pieces of evidence.

3. Discuss the challenges and their corresponding solutions in

implementing an integrated and interdisciplinary curriculum.
Lesson 3

ELEMENTARY SOCIAL
STUDIES
CURRICULUM
OBJECTIVES:

• Describe the features of the elementary

Araling Panlipunan Curriculum
• Enumerate and explain the themes in
the Araling Panlipunan Curriculum
• Critique the elementary Araling
Panlipunan Curriculum
Introduction

The previous lesson highlights Social Studies as an

interdisciplinary and integrative discipline. It
provides significant input on the nature and
importance of Social Studies' integrative character
which enriches its contents and processes allowing
the intended learners to become proficient on the
essential standards and competencies required of
them to manifest.

This lesson is a continuation of the preceding topic

Think

The K to 12 Araling Panlipunan (Social Studies) as mentioned in

Lesson 1 intends to develop critical, reflective, responsible,
productive, nature-loving, nationalist, and humane citizens rooted in
his/her identity as a Filipino yet manifests the values and skills of a
global citizen.

The said aspiration manifests in the standards prescribed in the

curriculum. Basic ideas and concepts relative to the development of
civic competence, cultural identity, nationalism, and citizenship,
among others, are introduced and explained in the Elementary Social
Studies. Though the Secondary Social Studies Curriculum is but a
continuation of the Elementary Curriculum and, up to a certain extent,
inseparable from the latter, there are significant differences
nonetheless. This is evident in the complexity and difficulty of the
standards (i.e., content, performance, and learning competencies)
Following the expanding environment model, concepts and
ideas are explained in the context of physical, socio-cultural,
and political dynamics, taking into account the age-
appropriateness of the learners.

SEVEN THEMES EXPLAINED

The previous lesson already enumerated the seven

themes of the Araling Panlipunan (Social Studies)
Curriculum as one of its essential features. For purposes of
clarity and precision, however, each theme should be
explained so as not to cause any confusion and
misperception.
PEOPLE, ENVIRONMENT AND SOCIETY
 Human interaction with his environment is oneof the
fundametal concepts in Social Studies, This theme
puts premium on how human interacts not only with
his environment but also to a bigger society thus
providing learners the opportunities to locate
him/herself in his immediate environment, understand
the impact of human decisions to the environment
and vice- versa, examine the dynamism of human
mobility, and realize his/her roles and responsibilities
as a member of the society and stewards of the
natural resources among others.
TIME, CONTINUITY AND CHANGE
 Essential in the understanding of cultural and
national identity is the evolution and
development of a given society. Central in this
study is the concept of time that serves as the
contextual basis and foundation in the analysis of
social dynamics. Chronological thinking allows
learners to distinguish past from present,
examine the changing belief systems, social
structures and institutions, and understand the
concept of historical significance.
CULTURE, IDENTITY AND
NATIONHOOD

 Identity is anchored on culture which

pertains to the complex whole that includes
belief system, values, tradition, language,
and arts of a group of people in a given
society. This theme provides learners the
opportunities to develop their identity as
individual, as youth and as a Filipino. This
identity is the basis of national pride which is
RIGHTS, RESPONSIBILITIES AAND
CITIZENSHIP

 Civic competence is grounded on how

citizens understand and value their role as
members of society and how they
acknowledge their rights, roles and
responsibilities as citizens. This is vital as
they fully and meaningfully engage in their
respective community, country and even in
the community of nations.
POWER, AUTHORITY AND
GOVERNANCE

 Central in citizenship education is understanding

the concept of the use of power in advocating
the common good and the importance of
democratic processes in realizing good
governance. This theme includes the
examination of the Philippine Constitution,
highlighting the serious responsibilities of
government leaders in various levels of
governance.
PRODUCTION, DISTRIBUTION AND
CONSUMPTION

 The theme provides learning experiences that

allow students understand economic concepts such
as choice, opportunity costs, expenditure, inflation,
deficit, sound economic decision, savings,
investments, and financial literacy among others.
These technical concepts are learned in the
context of history and socio-cultural experiences of
Filipinos.
REGIONAL, AND GLOBAL CONNECTIONS
 The Philippines is a member of a bigger
community called global village. This
theme affords learners to appreciate how
the country influences the rest of the
world and how it was influenced in return
in terms of the mobility of ideas, people,
and products
These themes recur in several grade levels in
which the degree of examination is dependent on
the content and skills focus.

The Elementary Social Studies Curriculum in the

Philippine Basic Education is divided into two key
stages, namely the Key Stage 1 (Araling Panlipunan
1- Araling Panlipuna 3) and Key Stage 2 (Araling
Panlipunan 4 - Araling Panlipunan 6). Each key
stage has corresponding standard addressing vital
competencies needed to be achieved.
KEY STAGE 1 STANDARD

K-3
Naipamamalas ang panimulang pag-unawa at
pagpapahalaga sa sarili, pamilya, paaralan, at
komunidad, at sa mga batayang konsepto ng
pagpapatuloy at pagbabago, distansya at
direksyon gamit ang mga kasanayan tungo sa
malalim na pag-unawa tungkol sa sarili at
kapaligirang pisikal at sosyo-kultural, bilang kasapi
ng sariling komunidad at ng mas malawak na
lipunan
The above image is the key stage standard for
Kindergarten to Grade 3. As you will notice, the
standard is articulated in the vernacular since
the medium of instruction used in teaching
Araling Panlipunan is Filipino. Experts and
educators believe that the use of Filipino is
imperative if one is to examine and eventually
understand the historical narrative and cultural
identity of an evolving nation.
It is clearly stipulated that Filipino learners in key
stage 1 are expected to demonstrate basic
understanding and values of self, family, school, and
community including fundamental concepts on
continuity, change, distance, and direction,
employing significant and related skills toward the
attainment of an in-depth understanding of one's self
in the context of his/her physical and socio-cultural
environment while being a member of a community
and a bigger society.
This standard is simplified in the Grade Level
Standards, as seen below:

BAITANG PAMANTAYAN SA PAGKATUTO

Naipamamales ang panimulang pag-unawa sa

K sarili at pakikipag-ugnayan sa kapwa bilang
pundasyon sa paglinang ng kamalayan sa
kapaligirang sosyal.
As early as Kindergarten, learners are expected to
demonstrate a basic understanding of one's self
and of others being the foundation of social
consciousness' development.
On the other hand, Grade 1 students are required to
demonstrate an understanding of self as a member of
the family and the school who values physical
environment, employing concepts on continuity,
change, distance, and direction in establishing personal
and cultural identity.

BAITANG 1
Pamantayang Pagkatuto: Napamamalas ang kamalayan, pag-unawa
sa sarili bilang Pilipino at kasapi ng pamilya at paaralan at
pagpapahalaga sa kapaligirang pisikal gamit ang konsepto ng
pagpapatuloy at pagbabago, interaksyon, distansya at direksyon
tungo sa pagkakakilanlan bilang indibidwal at kasapi ng komunidad.
In order for learners to attain the desired goal, students in Grade
1 learn experiences and opportunities designed for them to
communicate basic personal information such as name, parents,
birthday, age, address, school, and other relevant data.
Moreover, learning content includes:

• Understanding Myself • Knowing My School

• The Story of Myself • The Story of My School
• Valuing Oneself • Valuing My School
• Knowing the Members of My Family • Me and My Home
• The Story of My Family • Me and School
• Responsibilities in My Family • Valuing the Environment
• Valuing My Family
 BAITANG 2
Pamantayang Pagkatuto:
Naipamamalas ang kamalayan, pag-unawa at pagpapahalaga sa
kasalukuyan at nakaraan ng kinabibilangang komunidad, gamit ang
konsepto ng pagpapatuloy at pagbabago, interaksyon, pagkakasunod-
sunod ng pangyayari, miga simpleng konseptong hepgrapikal tulad ng
lokasyon at pinagkukunang yaman at bukal ng yamang lahi, at konsepto
ng mga saksi ng kasaysayan tulad ng tradisyong oral at mga bakas ng
kasaysayan.
As seen in the image from page 30, Grade 2
Social Studies intends learners to demonstrate
awareness, understanding, and appreciation
toward the community's history using relevant
concepts on continuity and change, power and
authority, leadership and responsibility, needs
and wants, identity, geography, and primary
historical resources like oral traditions,
artifacts, and relics.
This grade level standard is seen in the
learning content that includes:

Knowing My Community
The Story of My Community
The Culture of My Community
The Livelihood in My Community
Leadership and Services in My Community
My Responsibilities in My Community
 BAITANG 3
Pamantayang Pagkatuto: Naipamamalas ang malawak na pag-
unawa at pagpapahalaga ng mga komunidad ng Pilipinas bilang
bahagi ng mga lalawigan at rehiyon ng bansa batay sa (a)
katangiang pisikal (b) kultura; (c) kabuhayan; at (d) pulitikal,
gamit ang konsepto ng pagpapatuloy at pagbabago, interaksyon
ng tao at kapaligirang pisikal at sosyal.
In the same vein, Grade 3 learners are
expected to demonstrate broad
understanding of Philippine communities
as part of provinces and regions based on
its bio-geographical features, socio-
cultural attributes, livelihood, and political
institutions using concepts of continuity
and change, and human-environmental
interactions.
This standard is manifested in the following
content-focus:

The Location of My Province

Geographical Basis and Instruments
The Stories of My Region
 Valuing the Heroes, Historical Places, and
Symbols of My Region
The Rich Culture of My Province
Valuing the Cultural Identity of My Region
The Economies of the Provinces in My Region
KEY STAGE 2 STANDARD

4-6
Naipamamalas ang mga kakayahan bilang batang produktibo,
mapanagutan at makabansang mamamayang Pilipino gamit ang
kasanayan sa pagsasaliksik, pagsisiyasat, mapanuring pag-iisip,
matalinong pagpapasya, pagkamalikhain, pakikipagkapwa, likas-kayang
paggamit ng pinagkukunang-yaman at pakikipagtalastasan at pag-unawa
sa mga batayang konsepto ng heograpiya, kasaysayan, ekonomiya,
pamamahala, sibika at kultura tungo sa pagpapanday ng maunlad na
kinabukasan para sa bansa.
The Key Stage 2 standard highlights learners'
productivity in being a member of Philippine society.
Specifically, this stage intends learners to demonstrate
knowledge and skills as a productive, responsible, and
patriotic Filipino, employing skills such as critical
thinking, sound decision-making, creativity, sustainable
use of resources, and effective communication, among
others, toward national development.

This standard is unpacked in each grade level where

specific skills and content- focus are specified.
 BAITANG 4
PAMANTAYAN SA PAGKATUTO: Naipagmamalaki ang pagka-Pilipino at
ang bansang Pilipinas na may pagpapahalaga sa pagkakaiba-iba ng mga
kulturang Pilipino batay sa paggamit ng mga kasanayan sa heograpiya,
pag-unawa sa kultura at kabuhayan, pakikilahok sa pamamahala at
pagpapahalaga sa mga mikhiên ng bansang Pilipinas.

As you can see, the Grade 4 standard envisions learners to develop

national pride in being a Filipino who values cultural diversities and
national goals. This could be achieved using the following content:
 Knowing the Philippines
 The Philippine Location  The Government and Its
 The Philippine Geographical Features
Social Services
 The Philippine Natural Resources and  Its Rights and Responsibilities
Industries of Filipino Citizens
 Philippine Cultural Identities
 The Philippine National Government
 BAITANG 5
PAMANTAYAN SA PAGKATUTO
Naipamamalas ang pag-unawa at pagpapahalaga sa
pagkakabuo ng kapuluan ng Pilipinas at mga sinausang
lipunan hanggang sa mga malalaking pagbabagong pang-
ekonomiya at ang implikasyon nito sa lipunan sa simula ng
ika-labing siyam na siglo, gamit ang batayang konsepto
katulad ng kahalagahang pangkasaysayan (historical
significance), pagpapatuloy at pagbabago, ugnayang sanhi at
epeldo tungo sa paglinang ng isang batang mamamayang
mapanuni, mapagmuni, responsable, produktibo,
makakalikasan, makatao at makabansa at may
pagpapahalaga sa mga usapin sa Ipunan sa nakaraan at
kasalukuyan tungo sa pagpanday ng maunlad na kinabukasan
para sa bansa.
Moreover, Grade 5 Araling Panlipunan requires
learners to manifest understanding and appreciation
of the formation of the Philippine archipelago,
including the development of Philippine civilization
until the 19th century. Its content examines the
following:

• Emergence of Philippine Civilization

• Ancient Philippine Culture and Society
• Spanish Colonization
• Policies and Impacts of Spanish Colonization
• The Transformation of Philippine Society
• The Development of Filipino Nationalism
 BAITANG 6
PAMANTAYAN SA PAGKATUTO:
Naipamamalas ang patuloy na pag-unawa at pagpapahalaga sa
kasaysayan ng Pilipinas mula sa ika-20 siglo hanggang sa
kasalukuyan, bungo sa pagbuo ng tiyak na pagkakakilanlan bilang
Pilipino at mamamayan ng Pilipinas Naipamamalas ang malalim na
pag-unawa sa kasaysayan ng Pilipinas base sa pagsusuri ng sipi ng
mga piling primaryang sangguniang nakasulat, pasalita, awdyo-
biswal at kumbinasyon ng mga ito, mula sa iba-ibang panahon,
tungo sa pagbuo ng makabensang kaisipan na siyang magsisilbing
basehan ng mas malawak na pararaw tungkol sa mundo
Finally, Araling Panlipunan Grade 6
intends that Filipino learners
demonstrate understanding and
appreciation of the nation's history
from the 20th century until the
contemporary period toward the
development of Filipino identity and
nationhood. The following content-
focus ensures the development of the
said standard:
• Propaganda and Independence Movement
• The Emergence and Struggles of the Philippine Republic
• The Filipino-American War
• American Colonization
• American Policies and Their Impact
• The Commonwealth Period
• The Japanese Occupation
• The Philippine Independence
• The Philippines After World War II
• The Third Republic
• The Declaration of Martial Law
• EDSA People Power
• The Fifth Republic
 LESSON 4

CONSTRUCTIVIST THEORY IN
TEACHING SOCIAL STUDIES
Introduction

Generation Z or post-millennial comprise a

significant number of Filipino learners. The
said generation was born and grew up with
technology thus, they are called the digital
natives. This context poses a challenge to
educators around the world more
specifically on their effectiveness and
efficiency in engaging learners to acquire
the necessary knowledge, skills and attitude
of Social Studies curriculum.
Think

Constructivism has become the parlance of educators,

teachers, education policy-makers, and curriculum
specialists for the last three decades. Much has been said
about this educational philosophy, including the impact of
its implementation on the lives of both teachers and the
learners.

For one, constructivism changed the landscape of

classroom instruction. It presented multiple challenges in
developing learning standards, designing instructional
models, deciding appropriate pedagogical approaches, and
determining assessment tools and processes.
Interestingly, however, constructivism was so
prominent that many practitioners overused and
misused it. Various misinterpretations regarding
its classroom application surfaced. As such, it is
good to be clear on the basic ideas that it
espouses.

Constructivism is a theory of learning that has

roots in both philosophy and psychology. The
essential core of constructivism is that learners
actively construct their own knowledge and
meaning from their experiences (Fosnot, 1996;
This core has roots that extend back to many
years and many philosophers, including Dewey
(1938), Hegel (1807/1949), Kant
(1781/1946), and Vico (1725/1968)
Philosophically, this essence relies on an
epistemology that stresses subjectivism and
relativism, the concept that while reality may
exist separate from experience, it can only be
known through experience, resulting in a
personally unique reality. Von Glasersfeld (1984,
1990) proposed three essential epistemological
tenets of constructivism to which a fourth has
THE BASIC TENETS OF CONSTRUCTIVISM
Knowledge is not passively accumulated, but rather, is
the result of active cognizing by the individual;
Cognition is an adaptive process that functions to make
an individual's behavior more viable given a particular
environment;
Cognition organizes and makes sense of one's
experience, and is not a process to render an accurate
representation of reality; and
Knowing has roots in both biological/neurological
construction, and social, cultural, and language-based
interactions (Dewey, 1916/1980; Garrison, 1997, 1998;
Gergen, 1995; Maturana & Varela, 1992).
The above tenets acknowledge the learner's active
role in the personal creation of knowledge, the
importance of experience (both individual and
social) in this knowledge creation process, and the
realization that the knowledge created will vary in
its degree of validity as an accurate representation
of reality. These four fundamental tenet provide the
foundation for the basic principles of the teaching,
learning, and knowing process as described by
constructivism. As will be seen, however, these
tenets may be emphasized differently, resulting in
variouss "degrees" or "types" of constructivism
As mentioned earlier, the concept of
constructivism is not new. In fact, its basic
premise are somehow articulated by various
thinkers and authors though differently
fashioned.

For one, Giambattista Vico, in his treatise titled

"De antiquissima Italoru.sapientia" (1710),
explored its essence when he coined the phrase
"verum est ipsu factum." He reiterated the idea
that, in order to know something, one must
know the parts and how they have been fit
In the modern period, more specifically in the field of
psychology, the idea cognitive construction was first
fashioned into a comprehensive theory by Jam Mark
Baldwin (1861-1934) and Jean Piaget (1896-1980).
They were able to ma the procedures and operations
on the constructions of a "stable experiential world
having access only to sensation and to the operations
of the mind.
For us to better understand the concepts of
constructivism, let us examine the various schools of
thought under this paradigm.
TYPES IF CONSTRUCTIVISM

It is essential to point out that constructivism is not a

unitary theoretical position; rather, it is a continuum or
spectrum. The assumptions behind this continuum vary
along several dimensions and have resulted in the definition
and support for multiple types of constructivism.

Typically, this continuum is divided into three broad

categories which include Cognitive Constructivism,
Social Constructivism, and Radical Constructivism.
A. COGNITIVE CONSTRUCTIVISM

This is typically associated with information

processing and relies heavily on the component
processes of cognition. It emphasizes that in order
to acquire knowledge, an individual has an active
role in cognizing any stimuli that formed part of his/
her experiences. Adaptive process is essential in this
kind of knowledge creation. It maintains the idea
that an independent yet knowable reality exists.
This differentiates cognitive constructivism from
radical and social constructivism.
Thus, knowledge is the result of accurate internalization, construction, and
reconstruction of external reality by any individual capable of doing so.

The internalization of process and structures corresponds to the processes

and structures that exist in the real world. These internalization,
construction, and reconstruction are what we call learning; learning that
creates accurate internal models or representations that reflect external
structures that exist in the "real" world.

This perspective on learning focuses on:

(a) the processes of learning;

(b) how "experiences" are represented or symbolized in the mind; and

(c) how representations are organized within the mind.

Overall, the construction of knowledge is
considered primarily a technical process of
creating mental structures but has little bearing
on the nature of the subjective of knowledge
within the mind.

Cognitive constructivism contributed significantly

to empirical findings regarding learning, memory,
and cognition, including schema theory, working
memory models, dels of learning and memory,
and neurological models of brain
Radical constructivism, on the other hand,
believes that the acquisition of knowledge
(e.g., ideas, concepts, processes, insights,
etc). is an adaptive process that could be
attributed from the active cognition of an
individual translating an experientially based
mind.

It maintains that there is an internal nature of

knowledge. Also, it recognizes the existence
of an external reality that is unknowable to
the individual (von Glasersfeld, 1990, 1996)
since our experience with external forms is
mediated by our senses, and the latter is not
Thus, while knowledge is constructed from experience, the
way it is constructed is not an accurate representation of
the external world or reality (von Glasersfeld, 1990, 1995).
It means that knowledge is not objective truth, rather a
viable model of experience (von Glasersfeld, 1995). These
models are created within an individual and influenced by
various contexts.

Staver (1995) precisely articulately this idea when he said

that"knowledge is knowledge of the knower, not knowledge
of the external world; improving knowledge means
improving its viability or fit in, but not match with, an
external world" (p. 1,126).
C. SICIAL CONSTRUCTIVISM

Social constructivism as a school of

thought lies between the transmission of
the knowable reality of the cognitive
constructivists and the construction of a
personal reality of the radical
constructivists. Social constructivism
"upholds the social nature of knowledge
and that knowledge is the result of social
interaction and language usage, and thus
is a shared, rather than an individual,
Moreover, social interaction occurs within a
socio-cultural context, resulting in
knowledge that is bound to a specific time
and place (Gergen, 1995; Vygotsky, 1978).
Bakhtin (1984) explained this position by
saying that "truth is not to be found inside
the head of an individual person; it is born
between people collectively searching for
truth, in the process of their dialogic
interaction" (p. 110).
 CONSTRUCTIVIST PEDAGOGY

Due to the breadth of constructivism's theoretical

underpinnings, pedagogies vary among
practitioners. Among these differences, however,
there were identified eight factors that are essential
in constructivist's pedagogy (Brooks & Brooks, 1993;
Larochelle, Bednarz, & Garrison, 1998; Steffe &
Gale, 1995).
Before we begin
enumerating and explaining
these principles, it is best to
clarify that these are not
solely constructivist in
nature.
 1. Authentic and real-world
environments are necessary for
learning to take place. Authentic
environments are essential in realizing
"learning experiences" for it provides
actual learning contexts. It provides the
activity upon which the mind operates.
Also, knowledge construction is enhanced
when the experience is authentic.
 2. Social negotiation and mediation should be taken
into account in any form of learning. Social interaction
is a vital element of learning for it provides socially relevant
skills and knowledge. In the age of globalization and cultural
heterogeneity, learners should be exposed to various
opportunities of interaction in order for them to develop the
necessary knowledge, skills, and values such as tolerance,
social adaptation, flexibility, peaceful co- existence, and
collaboration, among others. Language is an integral part of
social mediation since it is the medium through which
knowledge and understanding are constructed in social
situations (Spivey, 1997).
 3. Content and skills are made
significant to the learners. Regardless
of types, constructivism emphasizes the
importance of knowledge since it serves
an adaptive function. Knowledge could
enhance one's adaptation and
functioning; thus, it is necessary to the
individual's current condition and even
goals.
4. Learner's prior knowledge is fundamental in
the acquisition of content and skills. All learning
begins within an individual's schema or prior
knowledge. This simple yet profound statement can
unravel learning possibilities for it allows us to
examine the personal history (i.e., experiences,
trauma, interests, contexts) of each learner. Only by
attempting to understand a student's prior
knowledge will the teacher be able to create
effective experiences, resulting in optimum learning.
5. Formative assessment should be done to inform
future learning experiences. Constructivism asserts that
knowledge acquisition and understanding is an active and
ongoing process that is heavily impacted by the student's
prior knowledge and experiences. Sadly, knowledge and
understanding are not directly visible, but rather must be
inferred from action. Thus, in order to account a learner's
level of understanding in this ongoing teaching and learning
process, a teacher must continually assess the individual's
knowledge. This type of assessment is needed to accurately
design the appropriate series of experiences and activities
for students. Formative assessment here functions
as"assessment for learning."
 6. Constructivism encourages learners to become
self-regulated, self- mediated, and self-aware. One of
the basic tenets of constructivism is the idea that
individuals (learners) are active in knowledge and meaning
construction, deconstruction, and reconstruction. This
cognitive exercise requires individuals to manipulate and
organize experiences, regulate own cognitive functions,
integrate new meanings from existing ones, and form
awareness of current knowledge structures. As Brown &
Palincsar (1987) espoused, "Metacognition is considered an
essential aspect of learning and consists of (1) knowledge of
cognition (i.e., knowing what one knows, knowing what one
is capable of doing, and knowing what to do and when to do
it) and (2) regulation of cognition (i.e., the ongoing task of
planning, monitoring, and evaluating one's own learning
and cognition)."
 7. Teachers should act as guides and facilitators of
learning. The teacher's role plays a major part in students'
learning. In the cognitive constructivist perspective,
teachers create experiences where students participate,
leading them to knowledge processing and acquisition.
Thus, teachers are seen as the "guide on the side" instead
of the "sage on the stage." On the other hand, social and
radical constructivism supports the idea that the teacher is
to guide students to an awareness of their experiences and
socially agreed-upon meanings. This metaphor indicates
that the teacher is to motivate, provide examples, discuss,
facilitate, support, and challenge learners in order to realize
optimum learning.
 8. Teachers must employ multiple perspectives and
representations of content. If learners are provided
multiple perspectives or lenses in examining a particular
phenomenon or event, he/she can have the raw materials
necessary to create and develop varied representations.
This, in turn, allows him/her various routes from which to
retrieve knowledge which in the long run develops his/her
capacity to use more complex schemas relevant to the
experience. These perspectives provide the student with a
greater opportunity to develop a more viable model of their
experiences and social interactions, thus making their
existence more meaningful.