The document discusses different teaching approaches and methods. It describes inquiry-based approaches like the inquiry method and problem-solving method, which allow students to explore, inquire and discover new things. It also covers direct instruction approaches like the lecture method. Other approaches discussed include constructivism, where students construct their own understanding; cooperative learning, where students work in groups; and reflective learning, where students learn through analyzing past experiences. Guidelines are provided for effective implementation of these various approaches.
3. 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.
4. Teaching
method – is
a systematic
way of doing
something
Teaching
technique – is a
well-defined
procedure used
to accomplish a
specific activity
or task.
7. • 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
8. • 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.
9. • 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
10. • 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
11. • COLLABORATIVE APPROACH –
welcomes group work
• INDIVIDUALISTIC APPROACH –
individual students working by
themselves
12. • DIRECT TEACHING APPROACH –
teacher directly tells or shows and
demonstrates what is to be taught
• GUIDED APPROACH – the teacher
facilitates the learning process
13. • 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
14. • 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
15. TWO CATEGORIES ON THE BASIS OF
STUDENT AND TEACHER
INVOLVEMENT:
• Direct / Expository Approach
Direct Instruction/ Lecture Method
Demonstration Method
16. Direct Instruction / Lecture Method
- aimed at helping students acquire
procedural knowledge which is
knowledge exercised in the
performance of some task.
17. 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.
18. 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.
19. 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.
20. • 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.
21. Demonstration Method
– the teacher or the assigned
student or group shows how a process is
done while the students become the
observers.
22. Guidelines for its effective use
BEFORE
• 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.
23. • 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.
24. 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.
25. 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.
26. 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.
27. • 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.
29. • 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.
30. 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.
31. 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.
32. • 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.
33. 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.
34. • 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.
35. • Problem- Solving Method
- a teaching strategy that employs
the scientific method in searching for
information.
36. Steps in Problem- Solving Method
• Sensing and defining the problem.
• Formulating hypothesis.
• Testing the hypothesis.
• Analysis, interpretation and evaluation
of evidences.
• Formulating conclusions.
37. 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.
38. • 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.
39. 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 .
40. • 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.
41. 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.
42. • 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.
43. Advantages
• Emphasizes learning by doing
• Constructing projects develops the
students’ manipulative skill
• The planned design of the project tests
the students originality
44. 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.
45. 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
46. 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
47. 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
48. • 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
49. • 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
52. • Inquiry Method – this method allows
the learner the opportunity to explore,
inquire and discover new things
53. 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.
54. 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.
55. 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.
56. 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
57. 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
58. 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
59. 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
60. Peer Tutoring / Teaching
• commonly employed when the teacher
requests the older, brighter and more
cooperative member of the class to
tutor other classmates
61. Tutoring arrangement maybe
in any of the following
• Instructional tutoring
• Same age tutoring
• Monitorial tutoring
• Structural tutoring
• Semi-structured tutoring
62. Instructional Characteristics:
• The tutees receive individualized
instruction
• Rapport is established
• The teacher is free to do other
classroom chores
63. 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
64. • Partner Learning – learning with a
partner
Guidelines:
• Give specific amount of time to prevent
students from socializing about
unrelated topics
65. 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
66. • 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.
67. 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.
68. 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
69. 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
70. • Keeping a portfolio – a very personal
document which includes frank, honest
and on the spot account of experiences
72. • 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
73. Guidelines:
• Encourage students to take their own
initiative in undertaking a learning
activity
• Respect and accept the student’s own
ideas.
74. 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
75. 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
76. Developmental Activities
• Data Gathering
• Organizing and summarizing
• For application / creative activities
• Concluding activities
78. • 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
79. • 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
80. • 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.