What is the difference between

strategy, technique, method and

approach in terms of teaching
 Technique
• Technique is a procedure or skill for
completing a specific task.
• Teaching Techniques are the little sneaky tricks
we all know and use to get the job done in the
classroom. These tricks can be taught to other
teachers.
• e. g. titbits of games, activates, and actions in
the classroom
 Method
• Method is a way something is done. Perhaps used
for routine tasks.
• Teaching Method: Refers to how you apply your
answers from the questions stated in teaching
Approaches to your day to day instruction in front
of your students.
• learning by doing & active listening and notes
taking
• This is not really a question of 'what works for
you' but what actual practices and procedures of
teaching do you prefer and come most naturally
to you?
 Approach
• An approach is treating something in a certain
way. Experiments must be approached the same
way to repeat.
• personal philosophy of teaching.
• What is the nature of education? What is the role
of the teacher, the student, the administration,
the parents? To be an effective teacher, does one
need to strive to be authoritarian, to be
autocratic, or is the best way to engender a sense
of trust and familiarity, to be a 'educating/leading
friend' to your students.
• It may vary with experience and depends on the
 Strategy
• A plan of action designed to achieve an overall aim.
• Strategy means a method. Such as when playing a
football game, "That was a great strategy! It always
works!" or when playing a video "Ok, our strategy
is to go around the enemy".
Your example, "Whats your strategy for setting
goals?", is ok to say but some people might not
know what you mean. Strategy is almost like the
word 'tactic'. Example :
A) What tactics do you use?
• B) My teams tactics are going around.
 Link

• Approach
• Strategy
• Method
• Techniques
Problem-Solving Teaching Approach
 Approach
• An approach is treating something in a certain
way. Experiments must be approached the same
way to repeat.
• personal philosophy of teaching.
• What is the nature of education? What is the role
of the teacher, the student, the administration,
the parents? To be an effective teacher, does one
need to strive to be authoritarian, to be
autocratic, or is the best way to engender a sense
of trust and familiarity, to be a 'educating/leading
friend' to your students.
• It may vary with experience and depends on the
 OBJECTIVES
• This method helps students to gain the ability
of scientific problem solving and using it in the
every area of life.
• Whit this method,teachers aim is to raise a
youth which can solve problems in scientific
way not just creating problems.
 WHAT IS PROBLEM SOLVING METHOD?

• Problem solving is a process to choose and use

the effective and benefical tool and
behaviours among the different potentialities
to reach the target.
• It contains scientific method,critical
thinking,taking decision,examining and
reflective thinking.
• This method is used in the process of solving a
problem to generalize or to make synthesis.
 Model of the problem solving process

Source: Gick, M.L., & Holyoak, K.J. (1986). Analogical problem solving. In Cognitive Psychology,
12. 306-355
 PROBLEM SOLVING PROCESS
• According to Kirkley (2003) there are three cognitive
activities of problem solving in this model:
• Representing the problem: It includes appropriate
contextual knowledge, and identification of the goal with
relevant conditions to start.
• Solution search: It includes improvement of goal(s) and
preparing plan for that goal.
• Implementing the solution: This step includes execution
of plan and evaluating the results. But there is one ‘short
cut’ if the learner recalls that he or she has already
solved a like problem, and then they would simply recall
its solution, and solve it again.
 TECHNIQUES USED IN PROBLEM SOLVING
METHOD
A) INDUCTION
It is like teaching with discovering
method.Cases are observed carefully.The
similarities and dissimilarities are found.Then
you can reach the general rule or law with the
techniques "generalization" or "making
abstract" from the similarities.
B) DEDUCTION

It is reverse of induction technique. Some

general laws and rules which are reached
before are given to the students and want
them to apply this method to different
singular case. The convenience of it to the one
of the case is controlled mentally.
 Example 1
A working woman wants to preserve milk for many days
but she has no refrigerator. Normally milk spoils within 2
to 4 hours. She wants to preserve the milk for more time
what she should do? Help her with a solution selecting
the best from the following and also provide scientific
reason of your answer.
a. Pasteurization
b. Sterilization
c. Radiation
d. Aeration
----------------------------------------------------------------------------------------
• Rubric problem 1: Best answer is “a”
(Sterilization) = 01
• Scientific Reason: “for long time preservation, the
milk is boiled at high temperature and cooled down”
this method kills germs and micro-organisms
present in the milk and milk is preserved for long
time.
• If the reason is “for long time preservation, the milk
is boiled at high temperature” then award
= 01
• If the reason is “for long time preservation, the milk
is boiled at high temperature and cooled down to kill
germs” then award = 02
 Example 2
Saad tells his mother that his pet parrot is idiot because it
is not ready to take the piece of meat which wants to feed
it from his plate. The mother says him not to do so as the
parrot does not eat meat. Saad asks that why does the
parrot not eat meat? What do you think? Please select
the correct answer from the following and also write its
reason.
a. Herbivores
b. Carnivores
c. Omnivores
d. Parasites
-----------------------------------------------------------------------
Rubric problem 2 Best answer is “a” (Herbivores)
= 01
• Scientific Reason: herbivores organisms eat only
herbs & fruits etc.
• If the reason is “parrots are herbivores” then
award = 01
• If the reason is “parrots are herbivores and they
eat only herbs & fruits” then award = 02
 ADVANTAGES OF PROBLEM SOLVING
METHOD
• It provides the active participation of the students in
teaching-learning activity.
• It habituates student to study regularly and organized.
• It provides students o gain scientific view and thinking.
• It makes students to be interested in learning.
• It helps to improve the sense of responsibility of
students.
• It provides students to face the problems boldly and to
deal with it in a scientific approach.
• It helps students to adopt the view of
benefit from others ideas and to help
each other.
• It predicates the learning to a more
logical and doughty foundation.
• It improves the ability of making
proposes and putting forward the
hypothesis.
• It helps students to adopt the idea of not
to be hurry to make a decision.
 DISADVANTAGES OF PROBLEM SOLVING
METHOD
• It takes too much time.
• It is not possible to apply this method to all
disciplines.
• It can load some worldly burdensomes to
students.
• It can be diffucult for students to provide the
materials and sources which is required for
solving the problem.
• Evaluating the learning can be difficult.
Observation
 Classroom Observation
Systematic classroom observation is a
quantitative method of measuring classroom
behaviors from direct observations that
specifies both the events or behaviors that are
to be observed and how they are to be
recorded. Generally, the data that is collected
from this procedure focuses on the frequency
with which specific behaviors or types of
behavior occurred in the classroom and
measures their duration.
 Elements
There are several elements that are common to most
observational systems.
• A purpose for the observation
• operational definitions of all the observed behaviors
• training procedures for observers
• a specific observational focus
• a setting
• a unit of time
• an observation schedule
• a method to record the data
• a method to process and analyze data (Stallings and
Mohlman, pp. 469–471)
Prior to the use of systematic
observational methods, research on
effective teaching typically consisted
of subjective data based on personal
and anecdotal accounts of effective
teaching. In order to develop a
scientific basis for teaching,
researchers began to use the more
objective and reliable measures of
systematic classroom observation.
 Interactive Coding Systems Of Observation
To examine effective teaching are charts, rating
scales, checklists, and narrative descriptions etc. but
the most widely used procedure or research method
has been systematic classroom observation based
on interactive coding systems.
These interactive coding systems allow the observer
to record nearly everything that students and
teachers do during a given time interval. These
interaction systems are very objective and typically
do not require the observer to make any high
inferences or judgments about the behaviors they
observe in the classroom.
Commonly Used Observation Instruments
Some of the more commonly used
observation instruments are the Brophy-
Good Dyadic Interaction System, Stallings
Observation System, and the Classroom
Observation Schedule. They all have been
widely used in research studies and in
teacher development projects designed
to improve classroom instruction.
Major Strengths Of Classroom Observation
(1)permit researchers to study the processes of
education in naturalistic settings;
(2) provide more detailed and precise evidence
than other data sources;
(3) stimulate change and verify that the change
occurred.
(4) The descriptions of instructional events that
are provided by this method have also been
found to lead to improved understanding and
better models for improving teaching.
5) provided a coherent, well-substantiated
knowledge base about effective instruction.
6) classroom behaviors significantly relate to
students' academic achievement.
7) Several aspects of classroom instruction such as
conducting daily reviews, presenting new
material, conducting guided practice, providing
feedback and correctives, conducting
independent practice, and conducting weekly
and monthly reviews have been found to be
significantly related to students' academic
achievement.
8) Research using systematic
classroom observation has provided us
with a substantial knowledge base that
has helped us understand effective
teaching.
Purposes of Classroom Observation
(1)description of instructional practices;
(2) investigation of instructional inequities
for different groups of students; and
(3) improvement of teachers' classroom
instruction based on feedback from
individual classroom or school profiles.
(4) the current status of instructional
practices and identifying instructional
problems.
(5) what takes place in classrooms in
order to delineate the complex
practical issues that confront
practitioners
 Parameters for Classroom Observation
• instructional practices
• variety in teaching practices across subjects and grades
• class time spent on …..
• Students involvement
• teachers focus
• Teacher student interaction
• Student-student interaction
• Use of technology & AV-aids
• higher-level thought processes
• Classrooms culture
• Study skills & other skills
• instructional inequities
• Students’ classroom behavior
• Classroom environments
• Feedback to students
• suggestions for improvement
 Limitations of Classroom Observation
(1) Theoretical and epistemological criticisms;
(2) Methodological concerns; and
(3) Pragmatic concerns.
(4) Only observe covert behavior can be observed
(5) Difficult to record complex instructional
behaviors
(6) Observer effects
(7) Generalized observation; not according to
grade or class level
(8) Costly to do
 New Directions
(1) combining both qualitative and quantitative
methods in observation systems;
(2) developing observation instruments that are
based on "standards" of pedagogy;
(3) using student-centered observation instruments
that allow for comparisons between groups of
students within the class; and
(4) using instruments that assess authentic,
interactive instructional practices that have been
found to relate to student gains on higher-level
cognitive outcomes.
Practical Activities in
Science
 Practical Activities
Hands-on experience means,

knowledge or skill that someone gets

from doing something rather than just

reading about it or seeing it being

done: They will participate in

workshops and get hands-on

 Why Practical activities
• Fun

• Creativity

• Retention

• Accomplishment

• Review

• Cooperation

• Learning by doing

• Involves the students in total learning process in total

learning process
• Encourages higher level thinking
• Engages the learner
• Reaches multiple learning styles at once
 Contact Force
 SCIENCE
LABORATORY
 Science

Laboratory
The definition of a science laboratory is a

special facility
where experiments are done and

typically contains
equipments, beaker, burners
and other tools necessary to
complete experiment.
The Lay Out of a
Laboratory

 Sceince Block
 Practical Wing

Environmental Consideration
 LABORATORY DESIGN
CRITERIA

 PRACTICAL WORK BY OR SMALL

INDIVIDUAL
GROUP.

 STUDY ACTIVITIES

 LECTURE / DEMONSTRATION

 DISCUSSIO
N
 AUDIO-VIDEO ACTIVITIES

 DISPLY EXHIBITION
 SERVICE

 DEMONSTRATION POSITION
 PUPILS WORKING POINTS, TAKING SUBJECT
SPECIFIC REQUIREMRNTS IN THE S
CONSIDERATIO
 N.
 DARK ROOM
 WORK SHOP
 PREPARATION AREA
 FITTING LIKE TIME CUPBOARD, etc
SERVICE SUCH AS TELIVISION, .
PROJECTOR
 CHARACTERISTICS OF AN
EFFECTIVE
CHEMISTRY LABORATORY

 Provision of fire
 Cupboardbench, with adjacent
Balanced mains
 electrical
Good circuits.
 verification
Adequate supplies of gas and
 water working tables with water
Proper & acid tap
 proof proof s
 Adequate control and
 sunlight
 A good drainage system
 A black board
 Suitable
Fire proof and safe storage
cupboard forflammable
for volatile
chemicals
liquids
Cupboard for toxic chemicals
 CHARACTERISTICS OF AN
EFFECTIVE
CHEMISTRY LABORATORY

 Adequate supply of electrical mains minimu of

outlets-A
24 pairs of m
 outlets.
Adequate storage alltype of apparat
 for
Blackout facilities s us
 Gas
 cylinders
 Ventilators
 Sufficient
 light
 Space for
project
work
A few sinks
 ORGANISATION OF LABORATORY

• TIME TABLE

(i) compilation of school

timetable
(ii) Display of
timetable
• NOTICE BOARD

• STORAGE SYSTEM

(i) Labelin
(ii g
) Accessibility
(ii Safety
i) Indexing and
Retrieval
(iv staf
 Ancillar
)
y f
 SCIENCE LABORATORY RULES
 Never enter a laboratory unless given permission by your
 teacher.
No running or
 pushing.
Keep the floor and passage ways
 clear.
Keep work area tidy and
 uncluttered.
Tell your teacher if you cut or burn yourself .
 only put broken glass in to the broken
 glass bins.
 Always return cleaned equipments to the

correct place.
Leave benches clean and dry. Put rubbish in the

bins not the sink.

Hang hair should be tied back
Be aware of the evacuation procedure for
the laboratory. Follow the installation of the
teacher in charge of the class
Lab Safety: Everyone Is Responsible!

Safety In the Science Lab

Rules and Symbols
 Safety First
• Science is a hands-on laboratory class.
• You will be doing many laboratory activities, some of
which may require the use of hazardous chemicals
and expensive lab equipment.
• Safety in the science classroom is the #1 priority.
• To ensure a safe science classroom, we are going
to go over General Safety Guidelines.
• These rules must be followed at all times.
• A signed lab safety contract is required to participate
in labs.
 General Safety Guidelines

• Be Responsible at All Times. No

horseplay, practical jokes, pranks, etc.
• Follow all instructions carefully.
• Do not play with lab equipment until
instructed to do so.
• Food, drink, and gum are not in
allowed the science classroom.
Lab Safety: Everyone Is Responsible!
 General Safety Guidelines

• Keep the science room clean and organized.

• Notify the teacher immediately of any
accidents or unsafe conditions in the science
classroom!
• Wash your hands with soap and water after
experiments.

Lab Safety: Everyone Is Responsible!

Safety Symbol 1
Eye Safety
• Wear safety goggles when
working with chemicals,
flames,
• or heating devices.
If a chemical gets in your eye,
notify the teacher and they will
help you flush it in water for 15
minutes.
Safety Symbol 2
Clothing Protection
• Wear a laboratory apron to
protect your skin and clothes.
Safety Symbol 3
Skin Protection
• Wear disposable gloves to
protect yourself from chemicals
or organisms that could be
harmful.
• Keep your hands away from
your face.
Safety Symbol 4
Broken Glass
• Handle glassware with care.
• Do not touch broken
glassware.
Safety Symbol 5
Open Flames
• Tie back hair and loose clothes
when working with open flames.
• Never look into a container as you
are heating it.
• Point test tube away from you and
others while heating, they can boil
suddenly and spurt hot liquid.
• Never leave a heat source
unattended.
Safety Symbol 6
Flammable Substances
• Make sure no sparks, flames,
or exposed heat sources are
present.
Safety Symbol 7
Corrosive Substances and Poison
• Avoid getting corrosive chemicals
on your skin or clothing, or in your
eyes.
• Do not sniff jars or inhale vapors.
• Wash your hands when you are
finished with the lab.
Safety Symbol 8
Fumes
• Work in a ventilated area.
• Do not inhale vapors.
• Only test an odor if directed
to do so and then only by
wafting.
Safety Symbol 9

Thermal Burn
• Use hand protection (gloves)
when handling hot materials.
Safety Symbol 10
Electrical Equipment
• Do not place a cord where
someone can trip over it.
• Never use electricity around
water.
• Unplug all equipment
before
leaving the room.
Safety Symbol 11
Sharp Object
• When using knives or other
sharp objects always walk
with the points facing down.
• Cut away from fingers and
body.
Safety Symbol 12
Disposal
• Chemicals must be safely
disposed of – the lab
technicians are trained for
this.
• Follow the instructions of
your
teacher.
Safety Symbol 13

Hand Washing
• Wash hands with soap and
water.
What’s Wrong With This
Picture?
What’s Wrong With This
Picture?
What’s Wrong With This
Picture?
 What’s Wrong With These
Statements?
• Mohammed says that his teacher is solely responsible for
preventing laboratory accidents.
• Olivia started the lab activity before reading it through
completely.
• Mansoor decided to do a lab activity that he read
about in a library book before the teacher came into
• the classroom.
Kayoon says that the safety goggles mess up her hair and
• give her raccoon eyes. She refuses to wear them.
Barbie and Ken accidentally break a beaker full of some
chemical. Instead of risking getting in trouble they
quickly clean up the mess with paper towel and throw it
in the garbage.
 What’s wrong? Identify 6 different
safety concerns shown in the picture
below
 The answers are …
Don’t fool
around
during a lab.

Always point test tubes and other

items away from yourself and
others when heating.

Don’t eat or drink Always wear safety

while in the lab. goggles when doing
an experiment.
Don’t leave a flame
Keep hair and other
unattended.
flammable objects
away from flames.
 Safety Equipment
• Fire Blanket – Located in back of
classroom in the red container
• Fire Extinguisher – Located in outside
classroom door and in the computer
Tolab
operate the fire extinguisher remember P-A-S-S:
P - Pull the Pin.
A - Aim the hose at the base of the fire from 5-6 away.
feet
S - Squeeze the handle.
S - Sweep the hose back and forth across the fire.
On Fire? REMEMBER: Stop, Drop, &
Roll
What To Do In An Emergency
If there is a fire or fire alarm
• Quietly get up and push in your chair, bring
your
phone.
• Walk toward the outside classroom door.
• Walk to the basketball court.
• Quickly line up in alphabetical order by last name.
• Remain in line until the drill is over.
• Remain silent throughout the entire alarm so that all
people can hear important directions.
Lab Safety: Everyone Is Responsible!
 Any Questions?

REMEMBER:
• Carefully read through the entire safety contract
and sign.
• Have your parents read and sign your safety
contract.
• Study for the safety quiz later this week!
Any Questions?
 Lab Safety Video

• Lab Safety Video

THANK YOU