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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 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.
• 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.

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Principles of teaching

  • 1. Chapter 4: DIFFERENT APPROACHES AND METHODS
  • 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.
  • 6. Examples of Teaching Approaches
  • 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.
  • 28. • INDIRECT / EXPLORATORY APPROACH Inquiry Method Problem- Solving Method Project Method
  • 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
  • 71. Metacognitive Approach • it makes the students think about thinking
  • 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
  • 77. CHARACTERISTICS OF TEACHING METHODS THAT HAVE BEEN PROVEN TO BE EFFECTIVE:
  • 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.