DIFFERENT APPROACHES AND METHODS

Teaching Approach, Strategy, Method, and Technique

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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)
a.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
b. Demonstration Method
-employed in presenting lessons that use sophisticated equipment and technical know-how
2. INDIRECT/GUIDED/EXPLORATORY APPROACH
1. 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
2. Problem Solving Method
-employs scientific method in searching for information
-also known as investigatory process
3. 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
4. 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
1. Deductive Method - direct method; demonstration
-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
2. 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
According to Linda Darling-Hammond, students learn more effectively when they are aware on their
learning of how they learn and how to monitor and reflect.
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