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Different
approaches
and
methods
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“A thousand teachers, a thousand methods”
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Teaching Approach
Set of beliefs, principles or ideas about nature of learning.
Teaching Strategy
Teaching Method
Teaching Technique
Long term plan of action designed to achieve goal.
Systematic way of doing something.
Well-defined procedure used to accomplish specific tasks.
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Approach
Strategy
Method
Technique 4
Examples of Teaching Approaches
Teacher-centered Learner-centered
Subject matter-centered Learner-centered
Teacher-dominated Interactive
“banking” approach Constructivist
Disciplinal Integrated
Individualistic Collaborative
Indirect, guided Direct
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Other teaching approaches cited in education literature:
Research-based
approach(anchored in
research findings)
Whole child
approach(physical
development of the child)
Metacognitive
approach(process of thinking
about thinking)
Problem-based
approach(analyzing and
solving problems)
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Direct/expository approach
2. Demonstration method
1. Direct instruction/lecture
method
Indirect/guided/exploratory approach
3. Project method
2. Problem-solving method
1. Inquiry method
Teaching methods
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Direct/expository approach.
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Direct instruction/lecture
method
Helps students acquire
procedural knowledge.
Used for lessons that are factual
and non-controversial.
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Steps of the direct/lecture
method
1. Provide the rationale
2.Demonstrate the skill
3. Provide guided practice until mastery
4. Check for understanding
and provide feedback.
5. Provide extended
practice and transfer.
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Instructionalcharacteristic
1. Strategy is teacher-directed.
2. Emphasis is on
teaching of skills.
3. Taught in step-by-step
fashion.
4.Lessonobjectives
include easily observed behavior.
5. Form of learning through
imitation.
6. Used to teach facts, principles and laws.
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Guidelines for its “Effective use”
• Gives ample time to students to practice.
• The lesson objectives are student based.
• Describe the testing situation and specify level of performance expected.
• Divide complex skills and understanding into sub-skills.
• Design own strategy in teaching those skill.
• Before demonstration, carefully rehearse all steps.
• Assign practice for a period of time.
• Provide feedback and encouragement through praises.
• Construct good performance-based tests.
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Demonstrationmethod
Presenting lessons that use sophisticated equipment and
technical know-how.
Demonstrator is knowledgeable in preparing
the apparatus.
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Before
1. The demonstrator must be well-
selected.
2.When planning activities make sure
the materials are easily available.
3. Get ready for tools and
equipment to be used.
4. Try several times the activity.
5.Observers must be prepared and
motivated.
6.Demonstrators must be prepare on-the-spot revisions.
7.Arrange the observer around
demonstration area.
8.Pointers or question may be
given to focus students’ attention.
Guidelines for its Effective use:
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During
1. The place must be quite in order to sustain observers
attention.
2.Extreme care must be taken in performing some
delicate steps.
3. Activity must not be interrupted by
unnecessary announcements.
4.Allowed students to take down notes.
Guidelines for its Effective use:
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After
1.Allow some questions w/c bothered them
during demonstration.
2.Examination of the observed data and
information recorded follows.
3. Have an analysis of trends, patterns or
uniform occurrences.
4. Conclusion/summary must be cooperatively undertaken by whole
class.
5. Assess learning by short test.
Guidelines for its Effective use:
Advantages
1. Students will be able to
learn from a well-tried
procedure.2. The use of
expensive equipment and machines will be maximized.
3. Possible wastage of time, effort
and resources will be avoid.
4.It will not result to trial-
and-error learning.
5.The findings are reliable and
accurate.
6. The value of confidence will
developed.
7. Curiosity and keen observing
ability are instilled among
observers.
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Indirect/Guided /
Exploratory approach.
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Inquiry method
Provide to learners the opportunities to explore, inquire
and discover new learning.
Core of inquiry is spontaneous and a self-directed exploration.
“discovery”, “heuristic”, and “problem solving”
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Steps in the Inquiry method
1. Define the topic or introduce the
lessons.
2.Guide students plan on how and where to gather
data and information.
3. Students present findings through graphs, charts, powerpoint-presentation,
models and writing.
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Instructionalcharacteristic
1. Investigative processes.
2.The procedure in gathering
information is not prescribed
by teachers.
3. Children are highly motivated
to search.
4.Answersarrived at genuine
products of their own.
5. Focused questions
before, during and after are
critical ingredients.
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Outcomes of Inquiry
Teaching
1. Emphasizing the processes of
gathering and processing
information.2. Dependence on first-hand
experience with objects and
phenomena.
3.Predominantly
allows some degree of freedom.
4. Deep sense of responsibility is
developed.
5. Learners discovered by
themselves stored as part of their permanent
learning.
6. Experiencing success builds
up the learners feeling of
confidence.
7. Participation strengthens
learners intellectual capabilities.
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1. Arrange for an ideal room
setting.
2. Choose tools and equipments
that can easily be manipulated.
3. The materials to be
used/examined must lend
themselves to the processes.
4. The questions/problems to
be answered should originate from the
learners.
5. Procedure should likewise be planned by
them.
6. Require an evaluation of the
steps.
7. The teacher should
internalize his/her changed role to facilitator.
How to Facilitate Inquiry Teaching
Problem Solving method
Teaching strategy that employs scientific method in searching
information.
Most often used in Science and Mathematics classes.
Students are trained to be sensitive in any puzzling situation.
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Advantages
1. Most effective in developing
skill in employing
science processes.
2. Scientific-method can
likewise used in
other non-science
subjects.
3. Students’ involvement resulting in meaningful experiences
.
4. Develops higher-thinking
skills.
5. Developed keen sense of responsibility, originality and
resourcefulness.
6. Students become
appreciative and
grateful.
7. Critical thinking,
open-mindedness
and wise judgment inculcated
through competence.
8. Students learn to accept
opinions and
evidence shared by
others.
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1. Provide sufficient training
in defining and stating the problem.
2. Make sure the problems fits to age, interest and
skills.
3. Group the students and allow
each to share in performance.
4. Guide them every step by asking leading
questions.
5. Get ready for the substitution of materials that are
not available.
6. Emphasizing processes and
procedure rather than the products.
7. Prioritize the development of
skills and attitudes.
8. Involve the students in
determining the criteria.
Guidelines for its Effective use:
Project
Method
Learners solve a practical problem over a period of several days/week.
It may involve organizing a fund raising campaign.
Suggested by teachers, executed by students.
Focuses on applying not imparting specific knowledge.
Requires the students to present in concrete form the results of
information.
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Advantages
1.Empha-sizes
“learning by doing”.
2.Constructing
projects develops students
manipulative skill.
3. Tests the students
originality.
4. Employed among
students who are wealk in
oral communica
tions.
5. Completed projects adds to one’s feeling of
accomplishment and satisfaction.
6. Instill the value of
initiative, industry
and creativity.
7. Develop the spirit of cooperation
and sharing of ideas.
8. Students become
productive and
enterprising.
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1. Assign the project to interested
group/student.
2. Objectives and criteria must clear to
the students.
3. Design of the project must carefully
checked before the group/student starts.
4. The materials must be selected.
5. Minimal supervision is present during construction.
6. Give recognition and simple awards for
well-constructed projects.
Guidelines for its Effective use:
Classroom organization where
students work in groups/teams to help
each other learn.
Cooperative Learning
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Two important
components
Cooperative task
structure
Cooperative incentive structure
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1.Heterogeneous groupings.
2. Make sure students exhibit necessary skills.
3. Arrange the furniture.
4. Provide adequate learning tools.
5. Encourage students to assume
responsibility for individual and group
learning.
6. Make sure each group understand the
goals, procedures, tasks and methods of
evaluation.
Guidelines for its Effective use:
1. Interdependent relationship is strengthened and reinforced.2. Develops friendliness, willingness to assist and
the more worthwhile value of caring and sharing.
3. Promotes maximum generation and exchange of ideas.
4. Groups exhibit less competitive behavior.5. Gain skills of cooperation/collaboration.
Advantages of Cooperative Learning
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“The best way to learn
something is to teach to it”
Peer tutoring/ peer teaching
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Make students teach each other in a
“Think, Pair, Share!” manner.
Peer tutoring/teaching
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Tutoring arrangement
a. Instructional tutoring
(older helps younger ones on a one-on-one basis)
b. Same age tutoring
(works well with children who can act as interactive
pairs)
c. Monitorial tutoring
(Class will divide into groups and
monitor are assigned to lead the
group.)
d. Structural tutoring
(administered by trained tutor.)
e. Semi-structured
tutoring (combination of
unstructured and structured tutoring).
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1.Care in selecting the tutors.
2. Teachers go around and observe
the groups.
3. Tap students who possess leadership
qualities.
4. Explain well the benefits of this form
of arrangement.
5. Tutor must confer with the teacher.
6. Prepare both tutors and tutees
for their role.
7. Make sure tutor exhibits teaching
competence.
8. The tutors must employ variety of
techniques I reaching the tutees.
9. Instant evaluation by way
of performance and oral responses.
Guidelines for its Effective use:
PartnerLearning
Student choose partner among his/her
classmates.
Assigning “study buddy”
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1. Prevent your students from
socializing unrelated topics.
2. Give your students less time
than you think they actually needed.
Guidelines for its Effective use:
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Deductive method
•Teacher dominated.
•Direct instruction.
•Teacher tells/shows directly what she/he wants to teach.
Inductive method
•Art of questioning.
• Indirect instruction
•Begin with question and problems and ends with answers
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Advantages Disadvantages
Deductive method
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Advantages Disadvantages
Inductive method
Other approaches
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Other approaches
Blended learning
Reflective teaching
Metacognitive approach
Constructivist
approach
Integrated approach.
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Blended Learning
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Combination of different modes of delivery,
models of teaching and learning styles.
“integrative learning”, “hybrid learning”,
“multi-method learning”
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Reflective teaching
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1.
Self analysis
(keep a record of success or failure)
2.
Writing journals
(reveals the feelings about the days activities)
3.
Keeping a portfolio
(personal document w/c includes frank, honest and experiences)
Strategies
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1. Allocate sufficient time for reflection.
2. Schedule a short briefing activity.
3. Teacher serves as the facilitator
and guide in developing skills.
4. Encourage the students to recount the experience to
other.
5. Attend to feelings especially the positive and
pleasant one.
6. Evaluate the experience in the light of learner’s
intent.
Guidelines for its Effective use:
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Metacognitive approach
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Meta
(beyond)
Cognition
Beyond
cognition
Approach that makes
our students
think about their
thinking.
“Students learn more effectively when they
are aware on their learning of how they learn and know how
to monitor and reflect”
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Linda Darling- Hamond and Colleagues (2008)
“Dividing the class into pairs for five to eight
minutes several times a week would provide them
the necessary initial practice to overcome
awkwardness with the method”
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Orlich (1994)
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Constructivist approach
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CONSTRUCTS
MEANING
RECONSTRUCTS
MEANING
“Students come to the classroom w/ prior understanding and experiences and to promote student
learning, teachers must address and build upon this prior knowledge.”
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Linda Darling- Hamond and Colleagues (2008)
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1. Encourage students to take their own
initiative in undertaking a learning
activity.
2.Respect and accept the student’s own
ideas.
3. Ask the students to recall past experience,
analyze and see connection w/ new
learning event.
Guidelines for its Effective use:
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Integrated approach
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• Integrating listening, reading, writing, speaking and viewing in language arts.
Intradisciplinary
• Content-based instruction (CBI)Interdisciplinary
• Teachers organize curriculum around students’ questions and concerns.
Transdisciplinary
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Transdisciplinary
Example:
Problem-based Learning (PBL)
Learning results from the process of working toward the understanding of a resolution of a problem.
Also known as “project-based learning or place-based learning”.
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According to Chard (1998), planning project-based curriculum involves three steps:
1. Teachers and students select topic based on
students interest, curriculum standards and local resources.
2. Teacher finds out what the learners
already know and helps them generate questions
to explore.
3. Students share their work with others in
culminating activities.
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Introductory/opening/initiatory activities
• KWL• Video clip• Editorial from current newspaper• Posing scientific problem• Cartoon/comic strip• Game• Simulation• Puzzle, brain teaser• Mysterious scenario• Song followed by its analysis• Picture without a caption• Quotable quote• Anecdote
• Compelling stories from history• Current events • Diagnostic test• Skit, role playing• Voting• Rank ordering• Values continuum• Devil’s advocate• Conflict stories• Brainstorming• Buzz session• Interactive computer games• Question and answer• Anticipation guide
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Appropriate Learning Activities in the Different Phases of the Lesson Plan
Developmental Activities
For data gathering• Interview• Library research• Internet research• Reading• Lecture- but don’t abuse it• Invite resource speaker• Field trip• Experiment• Panel discussion• Hands-on learning• Case study
For organizing and summarizing
• using graphic organizer• Jingles, rap, song• Verses• Acrostic• Power point presentation
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For application
• solving real-word problems• Performances and demonstration
of skill mastery• Authentic projects• Portfolios of student’s best work• Letter to the editor• Power point presentation• Brochures• Writing and performing songs,
rap or musical.• News report• Television talk shows• Mock debates and trials• Mock job interviews• Personal narratives• Cartoons, comic strips• Organizing symposium
For concluding activities
• Finish and review the KWL chart• “passport to leave”• Journal writing at the end of the
period• Preview coming attractions• 3/2/1 countdown• Using analogies• Completing unfinished sentences• Synthesize or summarize the
lesson
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Characteristics of teaching methods that have been proven to be effective:
Interactive
(make learners interact w/ you)
Innovative
(introducing new methods)
Integrative
(connect lesson to one another)
Collaborative
(make learners work together)
Constructivist
(make learners construct
knowledge and meaning)
Varied
(repertoire of teaching method)
Inquiry-based
(ask questions and students
look for answers)
Experiential
(engaged learners in
varied activities,3H)
Metacognitive
(learners think about thinking)
Reflective
(students reflect on what they
have learned)
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