Teaching Approaches

MARY JANE DOLLESIN
DIMPLE IRISH ESPALLARDO

v Teaching approach is an overview, which applies to learning for all
kinds of learners. It is a set of principles, beliefs, or ideas about the
nature of learning, which is translated into the classroom.
Ø For exmaple, we learn from psychology, that a person’s capacity to

learn starts from simple to complex. like a child learns first how to add,
subtract, multiply and divide numbers before he learns fraction, and
later on do algebra.
vAn approach refers to the general assumptions, about language is and
about how learning a language occurs.
vApproaches are the philosophies of teachers about language teaching,
that can be applied in the classrooms, by using different techniques of
language teaching. In other words, an approach to language teaching
describes the nature of language. How knowledge of a language is
acquired, and the conditions that promote language acquisition.
A. Discovery approach
vTakes place in problem solving situations where the learner draws on

his own experience and prior knowledge and is a method of instruction
through which students interact with their environment by exploring
and manipulating objects, wrestling with questions and controversies,
or performing experiments.
vRefers to various instructional design models that engages students in
learning through discovery.
A. Discovery approach
vUsually the pedagogical aims are threefold:

§ Promote “deep” learning.
§ Promote meta-cognitive skills (develop problem-solving skills, creativity, etc...)
§ Promote student engagement.
vAn approach, which capitalizes on the child’s natural curiosity and urge to
explore the environment.
vThe child learns by personal experience and experiment and this is thought to
make memory more vivid and help in the transfer of knowledge to new situations.
ADVANTAGE
• The increase in intellectual potency

• The shift from extrinsic to intrinsic motivation
• The learning of the heuristics of discovery (how to learn )
• The aid to conserving memory
B. CONCEPTUAL APPROACH
vInvolves the learning of specific concepts, the nature of concepts, the

development of logical reasoning and critical thinking.
vChoosing and defining the content of a certain discipline to be taught
through the use of or pervasive ideas as against the traditional practice of
determining content by isolated topics.
vNot a particular teaching method with specific steps to follow; it is more
of viewpoint of how facts and topics under a discipline should be dealt
with.
B. CONCEPTUAL APPROACH
vNot a particular teaching method with specific steps to follow; it is more

of viewpoint of how facts and topics under a discipline should be dealt
with.
vInvolve more data collection usually through research while the
discovery approach actively involves students to undertake experimental
and investigative work.
ADVANTAGE
• Since conceptualization as process involves an active use of mind, certain

intellectual processes are being developed like classification, discrimination,
synthesis, and judgement. While knowledge is being processed, students have
to think logically and holistically.
• One value of the students’ ability to generalize is that they can make use of
the insights gained in certain problematic situations.
C. PROCESS APPROACH
v The process approach may be defined as teaching in which knowledge

is used as a means to develop students’ learning skills.
v Treats all writing as a creative act which requires time and positive
feedback to be done well. In process writing, the teacher moves away
from being someone who sets students a writing topic and receives
the finished product for correction without any intervvention in the
writing process itself.
C. PROCESS APPROACH
v An approach which provides students with an abundance of projects,

activities, and instructional designs that allow them to make decisions
and solve problems.
v Through this approach students get a sense that learning is much
more than the commission of facts to memory. Rather, it is what
children do with that knowledge that determines its impact on their
attitudes and aptitudes.
ADVANTAGE
• By developing the skills of the students, the teacher is preparing him to be

independent, self- sufficient, and productive person. This gives substance to
education as a process of “preparing one for his own life”.
d. unified approach
vThis approach lends itself smoothly to a unified teaching-learning

concept of education. The information handler, being a teacher, a student
or another educational environment, is at the center of this educational
model. The main inherent characteristics of this model are extreme
flexibility, integration, ease of interaction, and being evolutional.
vIt is based on a breakdown of knowledge to integrated modules of
information.
d. unified approach
v The basic level of breakdown is to be used in education to buildup

concepts,while the higher ones are to be used to buildup complex
concepts of knowledge , including those of experts. Key to the success of
this breakdown is the relational integration of the information leading to
the concept under consideration.
v It is a thorough process of weaving and integrating topics into a general
framework or conceptual scheme.
d. unified approach
v It enhance the students’ learning by making them view things in their
entirety or totality.
Features
• Highly cognitive
• Leads students toward insightful and meaningful learning
• Holistic treatment of knowledge (cause- effect)

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MARY JANE DOLLESIN

DIMPLE IRISH ESPALLARDO

Ø For exmaple, we learn from psychology, that a person’s capacity to

vTakes place in problem solving situations where the learner draws on

vUsually the pedagogical aims are threefold:

• The increase in intellectual potency

vInvolves the learning of specific concepts, the nature of concepts, the

vNot a particular teaching method with specific steps to follow; it is more

• Since conceptualization as process involves an active use of mind, certain

v The process approach may be defined as teaching in which knowledge

v An approach which provides students with an abundance of projects,

• By developing the skills of the students, the teacher is preparing him to be

vThis approach lends itself smoothly to a unified teaching-learning

v The basic level of breakdown is to be used in education to buildup

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