DIFFERENT APPROACHES AND METHODS

�Teaching Approach - Set of principles, beliefs or ideas about the nature of learning

-springs from teacher's own philosophy of education

�Teaching Strategy - long-term plan of action designed to achieve a particular goal

-example military strategy, economic strategy

�Teaching Method - systematic way of doing something

-more procedural

-orderly logical arrangement OEM steps

�Teaching technique - well-defined procedure

-teacher's particular style or trick

-an art

Examples of Teaching Approaches

�Teacher-centered - teacher is the only reliable source of information

-learner is a passive recipient of instruction

�Learner-centered - learner is also an important resource because he/she knows something and capable
of sharing something

-teacher makes adjustments in LPs to accommodate learner's interests

�Subject Matter-centered - subject matter gains privacy over the learner

-ex. sticking to course syllabus or lesson plan

-also teacher-dominated
�Constructivist Approach - students are expected to construct knowledge and meaning of what they are
taught by connecting them to prior experience

�Banking Approach- teacher deposits knowledge into the empty minds of students

�Integrated Approach

✔Intradisciplinary - teacher connects what she teaches to other lessons of the same subject

✔interdisciplinary and multidisciplinary- connecting lessons with other subjects

1. DIRECT DEMONSTRATION METHOD (Expository Approach)

� Direct Instruction/Lecture Method

-helps students acquire procedural knowledge

-procedural knowledge refers to the skills needed in the performance of a task

-ex. focusing the microscope, doing powerpoint presentations, playing basketball, sewing a pair of
pajamas

-also used for factual and non-controversial

-lesson objective has something to do with skill and therefore the assessment tool must be a
performance test

-used in teaching facts, principles or laws

�Demonstration Method

-employed in presenting lessons that use sophisticated equipment and technical know-how

2. INDIRECT/GUIDED/EXPLORATORY APPROACH

�Inquiry Method

- core of inquiry is spontaneous and a self-directed exploration

-sometimes termed discovery, heuristic and problem solving

-defined as a teaching method which is modeled after the investigative processes of scientists
-obtaining infirmation through direct experiences

-Investigative

-promotes first hand experience

�Problem Solving Method

-employs scientific method in searching for information

-also known as investigatory process

�Project Method

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

-ex. organizing a fund raising campaign for flood victim

-focuses on applying, not imparting, specific knowledge or skills, and on improving student involvement
and motivation in order to foster independent thinking, self confidence and social responsibility

-sometimes referred to as self-directed study

-emphasizes learning by doing

-develops manipulative skill

�Cooperative Learning

-students work in groups or teams

-learning environment is characterized by strong motivation and smooth interpersonal interactions

-use heterogeneous grouping

- students must exhibit necessary social skills to work cooperatively in group situations

5. PEER TUTORING/PEER TEACHING

-employed when the teacher requests the older, brighter and more cooperative member of the class to
tutor (coach, teach, instruct) other classmates

6. PARTNER LEARNING

-study buddy

7. DEDUCTIVE METHOD VERSUS INDUCTIVE METHOD

-teacher tells directly what she wants to teach

-example, teacher begins by stating the rule in adding fractions. Then she will give examples. After
which, she will give written exercises

-teacher-dominated

-teacher begins with abstract rule, generalization, principle and ends with specific examples and
concrete details

-cove inning of the lesson

Disadvantages

-not an active process

-less involvement on the part of learners

�Inductive Method - inquiry method, problem-solving method, and project method

-indirect, guided and exploratory

-also called indirect instruction

-begin with questions, problems and details and end up with answers, generalization, conclusions

-example, teacher will give examples of added similar fraction. Ask the student to study the example and
ask them to explain how they arrived at the sums. Then ask them to state the rules.

-develops HOTS

While the methods are diametrically opposed, they complement each other. Learner must grow his
understanding inductively and apply the principle learned deductively.

OTHER APPROACHES
A. BLENDED LEARNING

-combination of different modes of delivery, models of teaching and styles of learning, and is based on
transparent communication

-also described as integrative learning, hybrid learning, mobile learning and on-line learning

B. REFLECTIVE LEARNING

-through analysis and evaluation of past experiences

-strategies:

Self analysis-a record of ones success or failure may help

Writing Journals

-reveals feelings about the days activities including what could have enhanced or inhibited their learning.

Keeping a Portfolio

-a portfolio is a very personal document which includes frank, honest and on the spot account of
experiences

-instant thoughts, first hand observations and personal knowledge

"Reflective teaching is best described as one borne of experiences that have been deeply thought of,
analyzed and evaluated. Reflection is inseparable from experience. Experience is not yet best learning,
reflection is".

3.METACOGNITIVE APPROACH

The prefix meta means beyond. Therefore, metacognitive approach is an approach that goes beyond
cognition.

Thinking about thinking

Has something to do with students monitoring their own cognitive processes

To promote learning, teachers should do metacognitive and reflective teaching.

Research indicates that effective problem-solvers subvocalize; that is they talk to themselves frequently..
(Orlich 1994)

Subvocalizing- includes constantly restating the situation, rechecking progress, and evaluating whether
one's thinking is moving in an appropriate discussion.

4. CONSTRUCTIVIST APPROACH

One principle of learning that should guide teaching in the 21st century emphasized by Hammond and
colleagues is that "students come to the classroom with prior understanding and experiences and to
promote student learning, teachers must address and build upon this prior knowledge. " The
constructivist approach is anchored on this.

Constructivist view learning as an active process that results from self-constructed meanings. A
meaningful connection is established between prior knowledge and the present learning activity.

The constructive approach is anchored on the belief that every individual constructs and reconstructs
meaning depending on past experiences. They continue reflecting and evaluating accumulated
knowledge with sn end view of constructing new meanings.

Inquiry teaching suits the constructivists

Reflection is an important activity

5. INTEGRATED APPROACH

-interdisciplinary, interdisciplinary and transdisciplinary

Intradisciplinary approach- observed when teachers integrates the subdisciplines within a subject area.
Ex. Integrating listening, reading, writing, speaking and viewing in language arts

Math teaching integrates number and number sense, patterns and algebra, geometry and probability

Araling Panlipunan integrate history, geography, sociology, economics and government.

Science in the k to 12 curriculum integrates biology, chemistry, physics, and earth science.

Interdisciplinary- teaching is done when I teach science concepts in teaching reading skills in language
and when I teach Araling Panlipunan concepts in teaching reading and writing skills in Filipino.

- this is also known as the content-based instruction (CBI)

Transdisciplinary approach - teachers organize curriculum around student's questions and concerns.
Students develop life skills as they apply interdisciplinary and disciplinary skills in a real life context as
shown below.

Problem-based Learning (PBL) - learning that results from the process of working toward the
understanding of the resolution of a problem.

-also known as project-based learning or place-based