Chapter 4: DIFFERENT APPROACHES AND

METHODS

INTRODUCTION

Teaching approach

• is a set of principles, beliefs or ideas about the nature of learning which is translated into the classroom

Teaching strategy – is a long term plan of action designed to achieve a particular goal.

Teaching method – is a systematic way of doing something

Teaching technique – is a well-defined procedure used to accomplish a specific activity or task.

Relationship

Examples of Teaching Approaches

• TEACHER CENTERED APPROACH - the teacher is the only reliable source of information

• LEARNER CENTERED APPROACH - The teacher makes adjustments in his/her lesson plans to accommodate learner’s interests and concerns

• SUBJECT MATTER–CENTERED APPROACH – subject matter gains primacy over that of the learner

• INTERACTIVE CLASSROOM APPROACH – will have more student talk and less teacher talk.

• CONSTRUCTIVIST APPROACH – students are expected to construct knowledge and meaning out of what they are taught by connecting them to prior experience.

• BANKING APPROACH – teacher deposits knowledge into the minds of the students

• INTEGRATED TEACHING APPROACH – makes the teacher connects what he/she teaches to the other lessons of the same subject

• DISCIPLINAL APPROACH – limits the teacher to discussing his/her lessons within the boundary of his / her subject

• COLLABORATIVE APPROACH – welcomes group work

• INDIVIDUALISTIC APPROACH – individual students working by themselves

• DIRECT TEACHING APPROACH – teacher directly tells or shows and demonstrates what is to be taught

• GUIDED APPROACH – the teacher facilitates the learning process

• RESEARCH-BASED APPROACH - teaching and learning are anchored on research findings

• WHOLE-CHILD APPROACH - learning process also considers the child’s emotional, creative, psychological, spiritual and developmental needs

• METACOGNITIVE APPROACH - the teaching process brings the learner to the process of thinking about thinking

• PROBLEM-BASED APPROACH – the teaching-learning process is focused on problems

TWO CATEGORIES ON THE BASIS OF STUDENT AND TEACHER

INVOLVEMENT:• Direct / Expository Approach

Direct Instruction/ Lecture Method

Demonstration Method

Direct Instruction / Lecture Method - aimed at helping students acquire

procedural knowledge which is knowledge exercised in the performance of some task.

Steps of the Direct Method or Lecture Method

• Provide the rationale.• Demonstrate the skill.• Provide guided practice until mastery.• Check for understanding and provide

feedback.• Provide extended practice and

transfer.• Assess learning at the end.

Instructional Characteristics• The strategy is teacher-directed.• The emphasis is on the teaching of skill.• Taught in a step by step fashion.• Lesson objectives include easily

observed behaviors that can be measured accurately.

• This is a form of learning through imitation.

• This can also be used to teach facts, principles and laws.

Guidelines for its effective use• The students must be given ample time

for practice.• Students must be included in planning

stage.• Describe the testing situation and

specify the level of performance expected.

• Divide complex skills and understanding into subskills or into component steps so they can be taught easily and with precision.

• Design own strategy in teaching each skill which will eventually contribute to the learning of the entire skill.

• Carefully rehearse all the steps before the demo.

• Assign practice for short periods of time then continue learning by imitating others.

• Provide feedback and encouragement through praises.

• Be able to construct good performance-based tests.

Demonstration Method – the teacher or the assigned

student or group shows how a process is done while the students become the observers.

Guidelines for its effective useBEFORE• The demonstrator must be well selected

and skilled in operating modern equipment and proficient in scientific investigations.

• When planning the activities, make sure the materials are easily available.

• Get ready with the equipment and tools to be used and demos should be scheduled.

• The demonstrator must try the activity several times before the demo.

• The observers must be motivated and prepared to ensure concentration.

• The demonstrators must be ready with on the spot revisions such as alternative steps or substitute materials when needed.

• Arrange the observers around the demonstration area or at the distance where they will be able to observe fully what is going on.

DURING• The place must be quiet.• Extreme care must be taken in

performing some delicate steps.• The activity must not be interrupted by

unnecessary announcements or noise in the surroundings.

• They are allowed to take down short notes or record some data which may be analyzed later.

AFTER• Allow some questions which bothered

during the demonstration.• An examination of the observed data

and all information recorded follows.• Have an analysis of trends, patterns, or

uniform occurrences that can help in arriving a conclusion.

• The conclusion must be cooperatively undertaken by the whole class.

• Assess learning by giving a short test, oral evaluation or a performance test.

Advantages of Demonstration Method:

• The demonstration method follows a systematic procedure, hence, students will be able to learn from a well- tried procedure since the demonstrators are selected and ajudged to be skilled.

• The use of expensive equipment will be maximized.

• Wastage of effort, time and resources will be avoided since it is planned before.

• It will not result in trial and error learning.

• The findings are accurate and reliable.

• The value of confidence is developed among the demonstrators.

• Curiosity and keen observing ability are instilled among the observers.

• INDIRECT / EXPLORATORY APPROACH

Inquiry Method

Problem- Solving Method

Project Method

• Inquiry Method- this method allows the learner the

opportunity to explore, inquire and discover new things.

- termed as discovery, heuristic and problem- solving.

- a teaching method modeled after the investigations of scientists.

Steps of Inquiry Method• Define the topic or introduce the question.• Guide students plan where and how to gather the data.• Students present findings through graphs, charts, power point presentations, models and writings.

Instructional Characteristics• Investigative processes- inferring, hypothesizing, measuring, predicting, classifying, analyzing, experimenting, formulating conclusions and generalizations.• The procedure in gathering information is not prescribed by the teachers. The students are treated as independent learners.

• Active participation of the children is the best indicator of inquisitiveness.• The answers arrived at are genuine products of their own efforts.• Focused questions before, during, and after a critical ingredients that provide direction and sustain action.

Guidelines for its Effective Use• Arrange for an ideal room setting.• Structure the room in such a way that will allow freedom of movement.• Choose tools and equipment that can easily manipulated.• The materials to be used or examined must lend themselves easily to the processes to be employed and the product desired.

• The questions or problems to be solved should originate from the learners followed by hypothesis.• The procedures should planned by them.• At the completion of the activity, require an evaluation of the steps undertaken as to its effectiveness and the clarity of the results.• Above all, the teacher should internalize his/ her roles.

• Problem- Solving Method- a teaching strategy that employs

the scientific method in searching for information.

Steps in Problem- Solving Method• Sensing and defining the problem.• Formulating hypothesis.• Testing the hypothesis.• Analysis, interpretation and evaluation of evidences.• Formulating conclusions.

Guidelines for its Effective Use• Provide sufficient training in defining and stating the problem in a clear and concise manner.• Make sure the problem to be solved fits the interests and skills of the students.• Group the students and allow each one to share in the tasks to be performed.• Guide them at every step by asking leading questions in case of snags.

• Get ready with substitutions for materials which may not be available.• The emphasis is on the procedure and the processes employed rather than the products.• The development of skills and attitudes takes priority over knowledge.• involve the students in determining the criteria which they will be evaluating.

Advantages• The student’s active involvement serves as a motivation•Problem solving develops higher level thinking skills.•The students appreciate the achievements of the scientists.•Scientific attitudes such as open mindedness and wise judgment are inculcated .

• Project Method – a teaching method that requires

the students to present in concrete form the results of info gathered about a concept, principle or motivation.

- learners solved a practical problem over a period of several days or weeks.

- focuses on application.

Guidelines for its Effective Use• Assign the project to a student/ group

of students who is capable and interested.

• The group must have a clear objective of the project including the criteria to be used

• The design of the project must be carefully checked before it start.

• The material must be carefully selected to avoid wastage.

• There should be minimal supervision as soon as the construction is going on.

• Give recognition and simple rewards for well- constructed projects to add a feeling of accomplishment to a group.

Advantages• Emphasizes learning by doing• Constructing projects develops the

students’ manipulative skill• The planned design of the project tests

the students originality

Teaching Approaches According to the Number of

Students Involved:• Cooperative Learning - makes use of a

classroom organization where students work as a group or teams to help each other learn.

2 components

• Cooperative incentive measure – one where 2 or more individuals are interdependent for a reward

• Cooperative task structure – a situation in which 2 or more individuals are allowed, encouraged or required to work together on some tasks, coordinating their efforts to complete the task

Guidelines:

• Make sure that the students exhibit the necessary social skills to work cooperatively

• Arrange the furniture so that groups of students can sit facing each other

• Provide adequate learning tools so as not to make others wait

Advantages of Cooperative Learning

• Interdependent relationship is strengthened

• develops friendliness and value of caring and sharing

• The group members gain skills of cooperation and collaboration through experience

• Reflective Learning – students / teachers learn through an analysis and evaluation of past experiences.

• Problem Solving Method – a teaching strategy that employs the scientific method in searching for information

• Peer Tutoring / Teaching – commonly employed when the teacher requests the older, brighter and more cooperative member of the class to tutor other classmates.

• Partner Learning – learning with a partner

THANK YOU!

Main lesson proper

• Inquiry Method – this method allows the learner the opportunity to explore, inquire and discover new things

Instructional Characteristics:

• Investigative processes - inferring, hypothesizing, measuring, predicting classifying, analyzing, experimenting, formulating conclusions, generalizations

• The students are independent learners.• Active participation of the students -

best indicator of inquisitiveness.

Outcomes of Inquiry Teaching

• Its emphasis is on the processes of gathering and processing of info

• A deep sense of responsibility is developed when learners are left to manage their own thinking.

How to Facilitate Inquiry Teaching

• Arrange for an ideal room setting. • Structure the room in such a way that

will allow freedom of movement. • Choose tools and equipment that can

easily be manipulated.

Problem Solving Method • a teaching strategy that employs the

scientific method steps of Scientific Method:• Sensing and defining the problem• Formulating hypothesis• Testing the hypothesis • Analysis, interpretation and evaluation

of evidence• Formulating conclusion

Advantages:

• The student’s active involvement serves as a motivation

• Problem solving develops higher level thinking skills.

• The students appreciate the achievements of the scientists.

• Scientific attitudes such as open mindedness and wise judgment are inculcated

Guidelines for its Effective Use

• define and state the problem in a clear and concise manner.

• Group the students and allow each one to share in the tasks to be performed.

• Guide them at every step by asking leading questions in case of snags.

• Get ready with substitutions for materials which may not be available

Project Method

– a teaching method that requires the students to present in concrete form the results of info gathered about a concept, principle or motivation

Peer Tutoring / Teaching

• commonly employed when the teacher requests the older, brighter and more cooperative member of the class to tutor other classmates

Tutoring arrangement maybe in any of the following

• Instructional tutoring • Same age tutoring• Monitorial tutoring• Structural tutoring • Semi-structured tutoring

Instructional Characteristics:

• The tutees receive individualized instruction

• Rapport is established• The teacher is free to do other

classroom chores

Guidelines for its Effective use:

• The teacher must observe how the members are interacting with one another.

• Tap students who possess leadership • Explain well the benefits to avoid

possible resentment.• Make sure the tutor exhibits teaching

competence

• Partner Learning – learning with a partner

Guidelines:• Give specific amount of time to prevent

students from socializing about unrelated topics

Two Classifications of Teaching Methods:

• Deductive Method – the teacher tells or shows directly what he / she wants to teach.

Advantages• We do not need to worry on what questions to ask to

lead the learners to generalization or conclusion• Disadvantages• It is not supportive of the principle that learning is

an active process• Lesson appears uninteresting at first

• Inductive Method – indirect instruction• Advantages• The learners are more engages in the

teaching-learning process• Disadvantages• It requires more time and so less

subject matter will be covered• It demands expert facilitating skills on

the part of the teacher.

Other Approaches:

• . Blended Learning - Integrative learning, multi-method learning, hybrid learning

• 2. Reflective Learning – students / teachers learn through an analysis and evaluation of past experiences.

Guidelines:

• Allocate sufficient time for reflection• Schedule a short briefing activity to

recapture the experience • The teacher serves as the facilitator

and• Encourage the students to recount the

experience to others

Strategies for Reflective Learning

• Self-analysis – a student or teacher engages himself or herself in self-analysis when he/she reflects on why he/she succeeded or failed at some task

• Writing journals -it reveals the students’ feelings about the daily activities including what could have enhanced or inhibited the activity

• Keeping a portfolio – a very personal document which includes frank, honest and on the spot account of experiences

Metacognitive Approach

• it makes the students think about thinking

• Constructivist Approach – anchored on the belief that every individual constructs and reconstructs meanings depending on past experiences

• Instructional Characteristics: Teaching is not considered as merely

transmitting knowledge Constructivism is anchored on the

assumption that the absorption and assimilation of knowledge

Guidelines:

• Encourage students to take their own initiative in undertaking a learning activity

• Respect and accept the student’s own ideas.

Integrated Approach – there are no walls that clearly separate one subject from the rest•Intradisciplinary - an approach that is observed when teachers integrate the subdisciplines within a subject area•Interdisciplinary – content based instruction (CBI)•Transdisciplinary – teachers organize curriculum around students questions and concerns

Appropriate Learning Activities in the Different Phases of the Lesson

INTRODUCTORY / OPENING / INITIATORY ACTIVITIES •KWL – (Know, Want to Know, Learned) -•Video clip•Editorial •Posing a scientific problem •Cartoon/comic strip r/t lesson•Game•Simulation•Puzzle/ brain teaser•mysterious scenario •Song followed by analysis•Picture w/o caption•Quote•Anecdote•Compelling Stories from history or literature

• Current events to introduce the topic

• Diagnostic test• Skit and role playing• Voting – ask the students to

vote on an issue by raising hands, then asking them to explain their stand

• Rank ordering • Values continuum• Devil’s advocate• Conflict story• Brain storming• Buzz session• Interactive computer games• Q& A• Anticipation Guide

Developmental Activities

• Data Gathering• Organizing and summarizing• For application / creative activities• Concluding activities

CHARACTERISTICS OF TEACHING METHODS

THAT HAVE BEEN PROVEN TO BE EFFECTIVE:

• Interactive – you make your listeners interact with you, with their classmates and with learning material

• Innovative – your teaching is fresh because you do introduce new teaching methods

• Integrative – you connect your lesson to one another

• Inquiry-based – you ask questions, the learners look for questions

• Collaborative – you make learners work together

• Constructivist – you make learners construct knowledge and meaning by connecting lesson with their past experiences

• Varied – you don’t stick to just one teaching methods

• Experiential – hands-on, minds-on, hearts-on

• Metacognitive –you make learners think about their cognitive and thought processes

• Reflective – you make your students reflect on what they have learned and how they have learned.