DIFFERENT

APPROACHES
AND
METHODS
Presented by:
Lilaiza Joy Gamba
Vaniah Claire Gamba
 TEACHING
APPROACH,
STRATEGY,
METHOD AND
TECHNIQUE
 TEACHING
APPROACH IS A SET
OF PRINCIPLES,
BELIEFS OR IDEAS
ABOUT THE
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. IT
IMPLIES AN
ORDERLY LOGICAL
ARRANGEMENT OF
STEPS.
 TEACHING
TECHNIQUE IS A
WELL-DEFINED
PROCEDURE USED TO
ACCOMPLISH A
SPECIFIC ACTIVITY
OR TASK. IT IS A
TEACHERS’
PARTICULAR STYLE
OR TRICK TO
ACCOMPLISH AN
IMMEDIATE
OBJECTIVE.
APPROACH STRATEGY METHOD TECHNIQUE
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

IN THE TEACHER-CENTERED APPROACH,
THE TEACHER IS PERCEIVED TO BE THE
ONLY RELIABLE SOURCE OF
INFORMATION IN CONTRAST TO THE
LEARNER-CENTERED APPROACH WHICH
IS PREMISED ON THE BELIEF
THAT THE LEARNER IS ALSO AN
IMPORTANT RESOURCE.
IN THE SUBJECT MATTER-CENTERED
APPROACH, SUBJECT-MATTER GAINS
PRIMACY OVER THAT OF THE
LEARNER.

THE SUBJECT-CENTERED
APPROACH IS ALSO TEACHER-
DOMINATED. AN INTERACTIVE
CLASSROOM WILL
HAVE MORE STUDENT TALK
AND LESS TEACHER TALK.
IN THE CONSTRUCTIVIST APPROACH,
STUDENTS ARE EXPECTED TO
CONSTRUCT KNOWLEDGE AND MEANING
OUT OF WHAT THEY ARE TAUGHT BY
CONNECTING THEM TO PRIOR
EXPERIENCE. IN THE “BANKING”
APPROACH, TEACHER DEPOSITS
KNOWLEDGE INTO THE “EMPTY”
MINDS OF STUDENTS TO
COMMIT TO MEMORY.
THE USE OF INTEGRATED TEACHING APPROACH
MAKES THE TEACHER CONNECTS WHAT HE/SHE
TEACHES TO THE OTHER LESSONS OF THE SAME
SUBJECT (INTRADISCIPLINARY) OR CONNECTS
HIS/HER LESSONS WITH OTHER SUBJECTS
THUS MAKING HIS/HER APPROACH
INTERDISCIPLINARY AND MULTIDISCIPLINARY.
THE DISCIPLINAL APPROACH
LIMITS THE TEACHER TO
DISCUSSING HIS/HER
LESSONS WITHIN THE
BOUNDARY OF HIS/HER
SUBJECT.
THE COLLABORATIVE APPROACH
WILL WELCOME GROUP WORK, TEAM
WORK, PARTNERSHIPS, GROUP
DISCUSSION WHILE AN
INDIVIDUALISTIC APPROACH WILL
WANT INDIVIDUAL STUDENTS
WORKING BY THEMSELVES.
THE DIRECT TEACHING APPROACH,
TEACHER DIRECTLY TELLS OR SHOWS OR
DEMONSTRATES WHAT IS TO BE
TAUGHT. WHILE IN GUIDED APPROACH,
THE TEACHER FACILITATES THE
LEARNING PROCESS BY ALLOWING
THE LEARNER TO BE ENGAGED
IN THE LEARNING PROCESS
WITH HIS/ HER GUIDANCE.
OTHER TEACHING APPROACHES CITED
IN EDUCATION LITERATURE ARE:

A. RESEARCH-BASED APPROACH
The teaching and learning are anchored on research
findings.

B. WHOLE CHILD APPROACH

The learning process itself takes into account not
only the academic needs of the learners, but also
their emotional, creative, psychological,
spiritual and developmental needs.
 C. METACOGNITIVE APPROACH
The teaching process brings the learner to the
process of thinking about thinking. The learner
reflects on what he learned and on his/her ways of
learning. He reflects on why he/she succeeded one
time but failed the other time.

D. PROBLEM-BASED APPROACH-
The teaching-learning process is focused on
problems. Time is spent on analyzing and solving
problems.
DIRECT/EXPOSITORY APPROACH
1. Direct Instruction/Lecture Method
Direct instruction is aimed at helping
students acquire procedural knowledge
which is knowledge exercised in the
performance of some task.

Procedural knowledge refers to skills

needed in the performance of a task.
Examples: doing powerpoint
presentation, playing basketball,
focusing the microscope.

Direct instruction is also used for lessons

that are factual and non-controversial.
STEPS OF THE DIRECT METHOD OR LECTURE METHOD

A B C

PROVIDE THE DEMONSTRATE PROVIDE GUIDED

RATIONALE THE SKILL PRACTICE UNTIL
MASTERY

D E F

CHECK FOR PROVIDE EXTENDED ASSES LEARNING

UNDERSTANDING PRACTICE AND AT THE END.
AND PROVIDE TRANSFER AND,
FEEDBACK
 INSTRUCTIONAL CHARACTERISTICS
1. THE STRATEGY IS TEACHER-DIRECTED.

2. THE EMPHASIS IS ON THE TEACHING OF SKILL. EACH STEP MUST BE MASTERED, HENCE
THE STUDENTS GAIN “HOW” RATHER THAN “WHAT”. IT IS TERMED PROCEDURAL
KNOWLEDGE.

3. TAUGHT IN STEP-BY-STEP FASHION.

4. LESSON OBJECTIVES INCLUDES EASILY OBSERVED BEHAVIORS THAT CAN BE MEASURED

ACCURATELY.

5. THIS IS A FORM OF LEARNING THROUGH IMITATION, SOMETIMES TERMED “BEHAVIORAL

MODELING”.

6. THIS CAN ALSO BE USED TO TEACH FACTS, PRINCIPLES AND LAWS.

 GUIDELINES FOR ITS EFFECTIVE USE
TEACHING SKILL

1. THE STUDENTS MUST BE GIVEN AMPLE TIME TO

PRACTICE.

2. THEY MUST BE INCLUDED IN THE PLANNING STAGE

SINCE THIS TECHNIQUE IS HIGHLY TASK-ORIENTED
AND AIMED AT MASTERY OF EVERY STEP. THE
LESSON OBJECTIVES ARE STUDENT BASED.

3. DESIGN OWN STRATEGY IN TEACHING EACH SKILL

WHICH WILL EVENTUALLY CONTRIBUTE TO THE
LEARNING OF THE ENTIRE SKILL.
 GUIDELINES FOR ITS EFFECTIVE USE
TEACHING SKILL

4. ASSIGN PRACTICE FOR SHORT PERIODS OF TIME,

THEN CONTINUE LEARNING BY IMITATING OTHERS.

5. PROVIDE FEEDBACK AND ENCOURAGE THROUGH

PRAISES. POSITIVELY MOTIVATED, THE STUDENTS
WILL NEVER GET TIRED PRACTICING.

6. BE ABLE TO CONSTRUCT GOOD PERFORMANCE-

BASED TESTS.
 TEACHING DECLARATIVE KNOWLEDGE-
FACTS, PRINCIPLES AND LAWS

1 2

BE SURE THE FACTS, PRINCIPLES USE VISUAL AIDS TO

AND LAWS ARE CORRECTLY, CONCRETIZE ABSTRACT
CLEARLY AND ADEQUATELY PRINCIPLES AND LAWS.
EXPLAINED.

3 4

ILLUSTRATE LAWS AND PRESENT FACTS MEANINGFULLY

PRINCIPLES WITH CONCRETE BY CITING THEIR SIGNIFICANCE
EXAMPLES. AND BY CONNECTING THEM
WITH EVERYDAY LIFE.
DIRECT/EXPOSITORY APPROACH
2. Demonstration Method
The teacher or an assigned student or
group shows how a process is done while
the students become observer. This
approach is employed in presenting
lessons that use sophisticated equipment
and technical know-how. The
demonstrator is knowledgeable in
preparing the apparatus needed
according to the steps to be followed. The
rest of the class becomes focused on
activity and concentration on the subject
is assured.
 GUIDELINES FOR ITS EFFECTIVE USE
1. THE DEMONSTRATOR MUST BE WELL-SELECTED.
HE\SHE MUST BE SKILLED IN OPERATING
MODERN EQUIPMENT AND PROFICIENT IN
UNDERTAKING SCIENTIFIC INVESTIGATIONS.

2. GET READY WITH THE EQUIPMENT AND TOOLS TO

BE USED.

3. THE DEMONSTRATOR MUST TRY THE ACTIVITY

SEVERAL TIMES BEFORE THE REAL
DEMONSTRATION FOR A SMOOTH SEQUENCING OF
THE STEPS AS WELL AS ACCURACY OF THE
RESULTS.
 GUIDELINES FOR ITS EFFECTIVE USE
4. THE OBSERVERS MUST BE PREPARED AND
MOTIVATED TO ENSURE CONCENTRATION
THROUGHOUTTHE ACTIVITY.

5. THE PLACE MUST BE QUIET IN ORDER TO SUSTAIN

THE OBSERVERS’ ATTENTION AND INTEREST
DURING THE ACTIVITY.

6. EXTREME CARE MUST BE TAKEN IN PERFORMING

SOME DELICATE STEP.
 GUIDELINES FOR ITS EFFECTIVE USE
7. THE ACTIVITY MUST NOT BE INTERRUPTED BY
UNNECESSARY ANNOUNCEMENTS OR NOISE
SURROUNDINGS.

8. THEY ARE ALLOWED TO TAKE DOWN SHORT NOTES

OR RECORD SOME DATA WHICH MAY BE
ANALYZED AFTER.

9. ALLOW SOME QUESTIONS WHICH BOTHERED THEM

DURING THE DEMONSTRATION.
GUIDELINES FOR ITS EFFECTIVE USE

10.AN EXAMINATION OF THE OBSERVED DATA AND ALL

INFORMATION RECORDED FOLLOWS.

11. ASSES LEARNING BY WAY OF A SHORT TEST, AN

ORAL EVALUATION OR A PERFORMANCE TEST.
 INDIRECT/GUIDED / EXPLORATORY APPROACH

Indirect Instruction method is best used

when the learning process is inquiry-based;
the result is discovery and the learning
context is a problem. This can come as

1. Inquiry/discovery method
2. Problem-solving method
3. Project method.
 INDIRECT/GUIDED / EXPLORATORY APPROACH
1. Inquiry/discovery method
As a teacher, we must provide the learners
with opportunities to explore, inquire and
discover new learnings. The core of inquiry
is a spontaneous and a self-directed
exploration.

The inquiry approach, sometimes termed

“discovery”, “heuristic” and “problem
solving” is defined simply as a teaching
method which is “modeled after the
investigative processes of scientists”. It puts
premium on obtaining information through
direct experiences.
 STEPS IN THE INQUIRY METHOD

A B C

DEFINE THE TOPIC GUIDE STUDENTS STUDENTS

OR INTRODUCE PLAN WHERE AND PRESENT FINDINGS
THE QUESTION. HOW TO GATHER THROUGH GRAPH,
INTRODUCE AND DATA/ CHARTS, POWER
DISCUSS THE INFORMATION. POINT
TOPIC BRIEFLY. PRESENTATION,
MAKING A MODELS AND
CONCEPT WEB WRITING.
ABOUT TOPIC MAY
HELP.
HOW TO FACILITATE INQUIRY TEACHING
A. ARRANGE FOR AN IDEAL ROOM SETTING. AFTER PLANNING THE
LEARNING ACTIVITY FOR THE DAY, STRUCTURE THE ROOM IN
SUCH A WAY THAT WILL ALLOW FREEDOM OF MOVEMENT.

B. CHOOSE TOOLS AND EQUIPMENT THAT CAN EASILY BE

MANIPULATED.

C. THE MATERIALS TO BE USED OR EXAMINED MUST LEND

THEMSELVES EASILY TO THE PROCESSES TO BE EMPLOYED AND
THE END PRODUCT DESIRED.

D. THE QUESTIONS/PROBLEMS TO BE ANSWERED SHOULD

ORIGINATE FROM THE LEARNERS, FOLLOWED BY THE
FORMULATION OF HYPOTHESIS.
HOW TO FACILITATE INQUIRY TEACHING

E. THE PROCEDURE SHOULD LIKEWISE BE PLANNED BY THEM.

F. AT THE COMPLETION OF THE ACTIVITY, REQUIRE AN EVALUATION

OF THE STEPS UNDERTAKEN AS TO ITS EFFECTIVENESS AND THE
CLARITY OF THE RESULTS.

G. THE TEACHER HIMSELF/HERSELF SHOULD INTERNALIZE HER/HIS

CHANGED ROLE TO THAT OF A GUIDE, FACILITATOR AND
COUNSELOR RATHER THAN THE TRADITIONAL AUTHORITY.
 INDIRECT/GUIDED / EXPLORATORY APPROACH
2. Problem Solving Method
It is a teaching strategy that employs the scientific
method in searching for information. The five basic
steps of the scientific method or investigatory
process are:
1. Sensing and defining the problem

2. Formulating hypothesis.

3. Testing the likely hypothesis

4. Analysis, interpretation and
evaluation of evidence
5. Formulating conclusion
 INDIRECT/GUIDED / EXPLORATORY APPROACH
2. Problem Solving Method
This method is used most often in
science and mathematics classes. The
students are trained to be sensitive to
any puzzling situation or to any difficult
problem clearly, a tentative solution is
solicited. The closest scientific guess is
then pursued by undertaking an
appropriate investigative technique
such as performing an experiment or
gathering data through directed
observations. Finally they are led to
formulate conclusions.
 GUIDELINES FOR ITS EFFECTIVE USE

1. PROVIDE SUFFICIENT TRAINING IN DEFINING AND

STATING THE PROBLEM.

2. MAKE SURE THAT THE PROBLEM TO BE SOLVED

FITS THE AGE, INTERESTS AND SKILLS OF THE
STUDENTS.

3. GROUP THE STUDENTS AND ALLOW EACH ONE TO

SHARE IN THE TASKS TO BE PERFORMED. IN
THIS WAY THE COOPERATIVE LEARNING STRATEGY
WOULD WORK WELL.
 GUIDELINES FOR ITS EFFECTIVE USE

4. GUIDE THEM AT EVERY STEP BY ASKING LEADING

QUESTIONS IN CASE OF SNAGS.

5. GET READY WITH SUBSTITUTIONS FOR MATERIALS

WHICH MAY NOT BE AVAILABLE. THIS
STRATEGY NEEDS A WIDE VARIETY OF MATERIALS
AND RESOURCES.

6. THE EMPHASIS IS ON THE PROCEDURE AND THE

PROCESSES EMPLOYED RATHER THAN ON
THE PRODUCTS.
GUIDELINES FOR ITS EFFECTIVE USE

7. THE DEVELOPMENT OF SKILLS AND ATTITUDES

TAKES PRIORITY OVER KNOWLEDGE.

8. INVOLVE THE STUDENTS IN DETERMINING THE

CRITERIA WITH WHICH THEY WILL BE
EVALUATED.
 INDIRECT/GUIDED / EXPLORATORY APPROACH
3. Project Method
The learners solve a practical problem over a period
of several days or weeks. It may involve organizing a
fund raising campaign for the flood victims. The
projects may be suggested by the teacher, but they
are planned and executed as far as possible by the
students themselves, individually or in groups.
Project work 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.
 INDIRECT/GUIDED / EXPLORATORY APPROACH
3. Project Method
The project method is a teaching method
that requires students to present in
concrete form the results of information
gathered about a concept, principle or
innovation.
 A. IT IS A TEACHING METHOD THAT
EMPHASIZES “LEARNING BY DOING”.

ADVANTAGES b. CONSTRUCTING PROJECTS DEVELOPS

THE STUDENTS’ MANIPULATIVE
SKILL.

C. IT CAN BE EMPLOYED AMONG

STUDENTS WHO ARE WEAK IN ORAL
COMMUNICATION.

d. IT INSTILLS THE VALUES OF

INITIATIVE, INDUSTRY AND
CREATIVITY.

e. WORKING ON A PROJECT IN GROUPS

DEVELOP THE SPIRIT OF
COOPERATION AND SHARING OF
IDEAS.
 GUIDELINES FOR ITS EFFECTIVE USE

A. ASSIGN THE PROJECT TO A STUDENT/GROUP OF

STUDENTS WHO IS CAPABLE AND INTERESTED.

B. THE DESIGN OF THE PROJECT MUST BE CAREFULLY

CHECKED BEFORE THE STUDENT/GROUP
STARTS.

C. THE MATERIALS MUST BE CAREFULLY SELECTED

AS TO SUITABILITY AND DURABILITY TO AVOID
WASTAGE.
 GUIDELINES FOR ITS EFFECTIVE USE

D. THERE SHOULD BE MINIMAL SUPERVISION AS SOON

AS THE CONSTRUCTION IS GOING ON.

E. GIVE RECOGNITION AND SIMPLE AWARDS FOR

WELL-CONSTRUCTED PROJECTS TO ADD TO
STUDENTS’ FEELING OF CONFIDENCE AND
ACCOMPLISHMENT.
COOPERATIVE LEARNING

Cooperative learning make use of a

classroom organization where students
work in groups or teams to help each other.
This approach evolved strategies and
procedures that can help small groups
solve their own problems and acquire
information through collective effort. The
learning environment is characterized by
strong motivation and smooth
interpersonal
interactions.
 CHARACTERISTIC FEATURES
1. It has two important components, namely:

a. Cooperative Incentive Structure

Where two or more individuals are interdependent for a reward.
They will share if they are successful as a group.

b. Cooperative Task Structure

A situation in which two or more individuals are allowed,
encourage or required to work together on some tasks,
coordinating their efforts to complete the task.
 CHARACTERISTIC FEATURES
2. Students work in teams to tackle academic tasks.

3. Reward systems are group-oriented rather than individually-oriented.

4. Teams are made up of mixed abilities- high, average and low achievers.

5. Each individual learner is accountable for his/her learning.

6. The group reflects on and evaluates the group process they underwent.
OVERVIEW OF SELECTED STRUCTURES IN
COOPERATIVE LEARNING

StRucture Brief Description Academic & Social Functions

Teambuilding Expressing ideas and opinions.

Each student in turn shares something creation of stories. Equal
Roundrobin
with his or her teammates participation, getting acquainted
with teammates

Classbuilding Seeing alternative hypotheses,

Each student moves to a corner of the values, problem-solving,
room representing a teacher approaches. Knowing and
Comers determined alternative. Students respecting different points of view,
discuss within corners, then listen to meeting classmates.
and paraphrase ideas from other
corners
OVERVIEW OF SELECTED STRUCTURES IN
COOPERATIVE LEARNING

StRucture Brief Description Academic & Social Functions

Communication Building Students Vocabulary development.

attempt to match the arrangement of Communication skills, role-taking
Match Mine
object on a grid of another student ability
using oral communication only

Mastery Review, checking for knowledge,

The teacher asks a question, students comprehension. Tutoring.
Numbered Heads
consult to make sure everyone knows
Together
the answer, then one student is called
upon to answer.
OVERVIEW OF SELECTED STRUCTURES IN
COOPERATIVE LEARNING

StRucture Brief Description Academic & Social Functions

Students memorize facts using a flash Memorizing facts. Helping, praising.

card game. The game is structured
Memorizing facts. Helping, so that
Color-coded
there is a maximum praising probability
Co-op-Cards
of success at each step, moving from
short-term to long-term memory.
Scoring is based on improvement.

Students work in pairs within groups of Practicing skills. Helping, praising.

four. Within pairs students alternate -
one solves a problem while the other
Praise Check
coaches. After every two problems the
pair checks to see if they have the
same answers as the other pair
OVERVIEW OF SELECTED STRUCTURES IN
COOPERATIVE LEARNING

StRucture Brief Description Academic & Social Functions

Concept Development Sharing personal information such

Students interview each other in pairs, as hypotheses, reactions to a poem,
Three-Step interview first one way, then the other. Students conclusions from a unit.
each share with the group information Participation, listening.
they learned in the interview.

Students think to themselves on a Generating and revising

topic provided by the teacher, they hypotheses, inductive reasoning.
Think-Pair Share pair up with another student to discuss deductive reasoning, application.
it they then share their thoughts with Participation, involvement.
the class.
OVERVIEW OF SELECTED STRUCTURES IN
COOPERATIVE LEARNING

StRucture Brief Description Academic & Social Functions

Students write simultaneously on a Analysis of concepts into

piece of chart paper, drawing main components, understanding
Team Word-Webbing concepts, supporting elements, and multiple relations among ideas,
bridges representing the relation of differentiating concepts, Role-
ideas in a concept. taking.

Multifunctional Assessing prior knowledge,

Each student in turn writes one answer practicing skills, recalling
as a paper and a pencil are passed information, creating cooperative
Roundtable
around the group. With Simultaneous art. Team building, participation of
Roundtable more than one pencil and all.
paper are used at once.
OVERVIEW OF SELECTED STRUCTURES IN
COOPERATIVE LEARNING

StRucture Brief Description Academic & Social Functions

Students work in pairs to create or Mastery and presentation of new

master content. They consult with material, concept development
Partners partners from other teams. They then Presentation and communication
share their products or understanding skills.
with the other partner in their team.

Each student on the team becomes an Acquisition and presentation of new

"expert" on one topic by working with material, review, informed debate.
members from other teams assigned Interdependence, status
the corresponding expert topic. Upon equalization.
Jigsaw
returning to their teams, each one in
turn teaches the group, and students
are all assessed on all aspects of the
topic.
OVERVIEW OF SELECTED STRUCTURES IN
COOPERATIVE LEARNING

StRucture Brief Description Academic & Social Functions

Students work in groups to produce a Learning and sharing complex

particular group product to share with material, often with multiple
Co-op Co-op the whole class; each student makes a sources; evaluation; application;
particular contribution to the group. analysis, synthesis. Conflict
resolution; presentation skills.
Partner Learning
“STUDY BUDDY” BECOME
RESPONSIBLE FOR EACH OTHER’S
LEARNING. HOWEVER, EACH
STUDENT IS HELD ACCOUNTABLE
FOR HIS/HER OWN LEARNING. THIS
IS LEARNING WITH A PARTNER.
 GUIDELINES FOR ITS EFFECTIVE USE

1. TO PREVENT YOUR STUDENTS FROM SOCIALIZING

ABOUT UNRELATED TOPICS, GIVE THEM SPECIFIC
AMOUNT OF TIME AND A SPECIFIC PROMPT FOR
DISCUSSION.

2. GIVE YOUR STUDENTS LESS TIME THAN YOU THINK

THEY ACTUALLY NEED. YOU MAY ADD MORE
SECONDS IF NECESSARY. IT IS BETTER THAN TO LET
THE MINUTES DRAG ON WITH YOUR STUDENTS
GETTING OFF TASK.
 DEDUCTIVE METHOD
VERSUS
INDUCTIVE METHOD
ALL THE TEACHING METHODS CAN BE
CLASSIFIED INTO TWO, NAMELY DEDUCTIVE
AND INDUCTIVE METHODS. THE DIRECT,
DEMONSTRATION METHOD OF INSTRUCTION IS
DEDUCTIVE. THE INQUIRY METHOD, PROBLEM-
SOLVING, AND PROJECT METHOD ARE
INDUCTIVE.
DEDUCTIVE METHOD
IN DEDUCTIVE METHOD, THE
TEACHER TELLS OR SHOWS
DIRECTLY WHAT HE/SHE WANTS TO
TEACH. THIS IS ALSO REFERRED TO
AS DIRECT INSTRUCTION.
ADVANTAGE OF THE
DEDUCTIVE METHOD
1. COVE INNING OF THE LESSON. WE DO
NOT NEED TO WORRY ON WHAT
QUESTIONS TO ASK TO LEAD THE
LEARNERS TO GENERALIZATION OR
CONCLUSION.
DISADVANTAGES OF THE
DEDUCTIVE METHOD 1. IT IS NOT SUPPORTIVE OF THE
PRINCIPLE THAT LEARNING IS AN
ACTIVE PROCESS. THERE IS LESS
INVOLVEMENT ON THE PART OF THE
LEARNERS.

LESSON APPEARS UNINTERESTING

2. AT FIRST. WE BEGIN OUR LESSON
WITH THE ABSTRACT, WITH
WHAT THE LEARNERS DO NOT
KNOW SO AT THE OUTSET OUR
LESSON WILL LOOK IRRELEVANT
AND UNINTERESTING.
INDUCTIVE METHOD
INDUCTIVE METHOD IS THE OPPOSITE OF DIRECT
METHOD AND DEDUCTIVE METHOD. THIS IS ALSO
CALLED INDIRECT INSTRUCTION.
THEY BEGIN WITH QUESTIONS, PROBLEMS AND
DETAILS AND END UP WITH ANSWERS,
GENERALIZATIONS, CONCLUSIONS. EXAMPLE, INSTEAD
OF THE TEACHERS GIVING THE RULE IN ADDING
FRACTIONS, S/HE WILL GIVE THEM AT LEAST FIVE
EXAMPLES OF ADDED SIMILAR FRACTIONS AT ONE TIME.
ASK THE STUDENTS TO STUDY
THE EXAMPLES THEN ASK
THEM TO EXPLAIN HOW
S/HE ARRIVED AT
THE SUMS.
 1. THE LEARNERS ARE MORE ENGAGED
IN THE TEACHING-LEARNING
ADVANTAGE OF THE PROCESS. WITH OUR FACILITATING
SKILLS, THE LEARNERS FORMULATE
INDUCTIVE METHOD THE GENERALIZATION OR RULE.

2. LEARNING BECOMES MORE

INTERESTING AT THE OUTSET
BECAUSE WE BEGIN WITH THE
EXPERIENCES OF OUR STUDENTS.

3. IT HELPS THE DEVELOPMENT OF

OUR LEARNERS’ HIGHER-ORDER-
THINKING-SKILLS HOTS). TO SEE
PATTERN AND ANALYZE THE
SAME IN ORDER TO ARRIVE AT
GENERALIZATIONS REQUIRES
ANALYTICAL THINKING.
DISADVANTAGES OF THE
INDUCTIVE METHOD 1. IT REQUIRES MORE TIME AND SO LESS
SUBJECT MATTER WILL BE COVERED.
WE NEED MUCH TIME TO LEAD OUR
STUDENTS TO THE FORMULATION OF
GENERALIZATIONS.

2. IT DEMANDS EXPERT
FACILITATING SKILLS ON THE
PART OF THE TEACHER. WE’VE
GOT TO ASK THE RIGHT
QUESTIONS, ORGANIZE ANSWERS
AND LEAD THE LEARNERS TO THE
GENERALIZATION OR
CONCLUSION.
HERE ARE THE TWO MAJOR PARTS OF THE
PROCESS OF LEARNING OF A TOPIC:

1. ESTABLISHMENT OF FORMULA OR PRINCIPLES AND

2. APPLICATION OF THAT FORMULA OR THOSE PRINCIPLES.

THE FIRST IS THE WORK OF INDUCTION AND THE LATTER

IS THE WORK OF DEDUCTION. THE TEACHING-LEARNING
PROCESS BEGAN WITH INDUCTION AND ENDED IN
DEDUCTION. THE GOOD AND EFFECTIVE TEACHER IS
S/HE WHO UNDERSTANDS THIS DELICATE BALANCE
BETWEEN THE TWO.
OTHER APPROACHES

1. BLENDED LEARNING
LEARNING THAT IS FACILITATED BY THE EFFECTIVE
COMBINATION OF DIFFERENT MODES OF DELIVERY, MODELS
OF TEACHING AND STYLES OF LEARNING. THIS IS ALSO
DESCRIBED AS “INTEGRATIVE LEARNING”, "HYBRID
LEARNING”, “MULTI-METHOD LEARNING”. IT COMBINES
CLASSROOM LEARNING, MOBILE LEARNING AND ON-LINE
LEANRING.”
OTHER APPROACHES

2. REFLECTIVE TEACHING
STUDENTS/ TEACHERS LEARN THROUGH AN ANALYSIS AND
EVALUATION OF PAST EXPERIENCES. THROUGH
REFLECTION, THE STUDENTS’/TEACHERS’ EXPERIENCE
ACQUIRES MEANING, THEREFORE S/HE IS ABLE TO
FORMULATE HIS/HER OWN CONCEPTS THAT CAN BE
APPLIED TO NEW LEARNING SITUATIONS.

STRATEGIES:
A. SELF-ANALYSIS
B. WRITING JOURNALS
C. KEEPING A PORTFOLIO
OTHER APPROACHES

3. METACOGNITIVE APPROACH
META MEANS “BEYOND” – STUDENTS LEARN MORE
EFFECTIVELY WHEN THEY ARE AWARE ON THEIR LEARNING
OF HOW THEY LEARN AND KNOW HOW TO MONITOR AND
REFLECT.

4. CONSTRUCTIVIST APPROACH
STUDENTS COME TO THE CLASSROOM WITH PRIOR
UNDERSTANDINGS AND EXPERIENCES AND TO
PROMOTESTUDENT LEARNING, TEACHERS MUST
ADDRESS AND BUILD UPON THIS PRIOR KNOWLEDGE.
OTHER APPROACHES

5. INTEGRATED APPROACH
THE INTEGRATED APPROACH IS INTRA DISCIPLINARY,
INTERDISCIPLINARY, AND TRANS DISCIPLINARY. IN AN
INTEGRATED APPROACH, THERE ARE NO WALLS THAT
CLEARLY SEPARATE ONE SUBJECT FROM THE REST.
CONTENT-BASED INSTRUCTION(CBI)
WHEN YOU TEACH CONCEPTS IN ARALING PANLIPUNAN IN
TEACHING READING AND WRITING SKILLS IN FILIPINO.

PROBLEM-BASED LEARNING
THIS IS A CONCRETE EXAMPLE OF TRANSDISCIPLINARY
TEACHING. IT IS THE 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 LEARNING. IN PROJECT-
BASED LEARNING, STUDENTS TACKLE A LOCAL PROBLEM.
 ACCORDING TO CHARD (1998),
PLANNING PROJECT-BASED CURRICULUM
INVOLVES THREE STEPS:

TEACHERS AND THE STUDENTS SELECT A TOPIC OF STUDY BASED

1. ON STUDENT INTERESTS, CURRICULUM STANDARDS, AND LOCAL
RESOURCES.

THE TEACHER FINDS OUT WHAT THE STUDENTS ALREADY KNOW

2. AND HELPS THEM GENERATE QUESTIONS TO EXPLORE. THE
TEACHER ALSO PROVIDES RESOURCES FOR STUDENTS AND
OPPORTUNITIES TO WORK IN THE FIELD.

STUDENTS SHARE THEIR WORK WITH OTHERS IN A CULMINATING

3. ACTIVITY. STUDENTS DISPLAY THE RESULTS OF
EXPLORATION AND REVIEW AND EVALUATE THE PROJECT.
THEIR
LET’S PUT TOGETHER THE CHARACTERISTICS OF TEACHING METHODS
THAT HAVE BEEN PROVEN TO BE EFFECTIVE. THEY ARE GIVEN BELOW:

1. INTERACTIVE
YOU MAKE LEARNERS INTERACT WITH YOU, WITH THEIR
CLASSMATES AND WITH LEARNING MATERIAL.

2. INNOVATIVE-
YOUR TEACHING IS FRESH BECAUSE YOU DO
INTRODUCE NEW TEACHING METHODS. YOU DON’T
OVERUSED ONE TEACHING METHOD.
LET’S PUT TOGETHER THE CHARACTERISTICS OF TEACHING METHODS
THAT HAVE BEEN PROVEN TO BE EFFECTIVE. THEY ARE GIVEN BELOW:

3. INTEGRATIVE
YOU CONNECT YOUR LESSON TO ONE ANOTHER, TO OTHER
DISCIPLINES AND TO LIFE.

4. INQUIRY-BASED
YOUR TEACHING IS FRESH BECAUSE YOU DO
INTRODUCE NEW TEACHING METHODS. YOU DON’T
OVERUSED ONE TEACHING METHOD.
LET’S PUT TOGETHER THE CHARACTERISTICS OF TEACHING METHODS
THAT HAVE BEEN PROVEN TO BE EFFECTIVE. THEY ARE GIVEN BELOW:

5. COLLABORATIVE
YOU MAKE LEARNERS WORK TOGETHER.

6. CONSTRUCTIVIST
YOU MAKE LEARNERS CONSTRUCT KNOWLEDGE AND
MEANING BY CONNECTING LESSON WITH THEIR PAST
EXPERIENCES.
LET’S PUT TOGETHER THE CHARACTERISTICS OF TEACHING METHODS
THAT HAVE BEEN PROVEN TO BE EFFECTIVE. THEY ARE GIVEN BELOW:

7. VARIED
YOU DON’T STICK TO JUST ONE TEACHING METHOD. YOU
HAVE A READY REPERTOIRE OF TEACHING METHODS FROM
WHICH TO DRAW ANY TIME.

8. EXPERIENTIAL
( HANDS-ON, MINDS-ON, HEARTS-ON) – YOU ENGAGE
LEARNERS IN VARIED ACTIVITIES.
LET’S PUT TOGETHER THE CHARACTERISTICS OF TEACHING METHODS
THAT HAVE BEEN PROVEN TO BE EFFECTIVE. THEY ARE GIVEN BELOW:

9. METACOGNITIVE
YOU MAKE LEARNERS THINK ABOUT THEIR COGNITIVE AND
THOUGHT PROCESSES.

10. REFLECTIVE-
YOU MAKE YOUR STUDENTS REFLECT ON WHAT
THEY HAVE LEARNED AND HOW THEY HAVE
LEARNED.
THANK YOU FOR
LISTENING!