DIFFERENT APPROACHES AND METHODS

Teaching Approach, Strategy, Method And Technique

TEACHING APPROACH

• Is a set of principles , beliefs, or ideas about the nature of learning which is translated into the
classroom. It springs from a teachers of philosophy of education, the nature of education, the
role of the teacher and that of the student.

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. It is

more procedural.

TEACHING TECHNIQUE

• Is well defined procedure used to accomplish a specific activity or task.

Examples of Teaching Approaches

• Teachers Centered Approach- the teacher is perceived to be the only reliable source of
information.

• Learner Centered Approach-which is premised on the beliefs that the learner is also an
important resource because he/she too knows something and is therefore capable of sharing
something.

• Teachers Centered Approach- the teacher is perceived to be the only reliable source of
information.

• Learner Centered Approach-which is premised on the beliefs that the learner is also an
important resource because he/she too knows something and is therefore capable of sharing
something.

• Subject Matter-Centered Approach- subject matter gains primacy over that of the learner . By
all means teacher finishes teaching subject matter as scheduled even if learners have not learned
it.

• Constructivist Approach- students are expected to construct knowledge and meaning out of
what they are taught by connecting them to prior experience.

• Banking Approach- teacher deposits knowledge into the “empty” minds of students for
students to commit to memory.

• Integrated Teaching Approach- makes the teacher connects what he/she teaches to the other
lessons of the some subject or connects his/her lessons with other subjects thus making his/her
approach interdisciplinary and multidisciplinary.
• Disciplinal Approach- limits the teacher to discussing his/her subject with in the boundary of
his/her subject

• Collaborative Approach- will welcome group work, team work, partnerships, group discussion.

• Individualistic Approach- will want individual students working by themselves.

• Direct Teaching Approach- teacher directly tells or shows or demonstrates what is to be taught.

• Guided Approach- teacher guides the learner to discover things for himself there self. The
teacher facilitates the learning process by allowing the learner to be engaged in the learning
process with his/her guidance.

OTHER TEACHING APPROACH

1. Research-Based Approach - as the name of implies teaching and learning are anchored on
research findings.

2. 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.

3. Meta-cognitive 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.

4. Problem-Based Approach - the teaching-learning process is focused on problems. Time is

spent on analyzing and solving problem.

Direct /Expository and Guided Exploratory

1. Direct Instruction/ Lecture Method- is aimed at helping students acquire procedural

knowledge which is knowledge exercised in the performance of some task.

STEPS OF THE DIRECT METHOD OR LECTURE METHOD

A. Provide the rationale

B. Demonstrate the skill

C. Provide guided practice until mastery

D. Check for understanding and provide feedback

E. Provide extended practice and transfer

F. Assess learning at the end

2. Demonstration Method- in the demonstration method the teacher or an assigned student or group
shows how a process is done while the students become observers. This approach is employed in
presenting lessons that use sophisticated equipment and technical know-how.
 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 three methods.

• 1. Inquiry Method/Discovery Method

2. Problem Solving Method

3. Project Method

Inquiry Method we will never be able to help children learn if we tell them everything they need
to know. Rather, we must provide them with opportunities to explore, inquire and discover- new
learning's. The core of inquiry is a spontaneous and self-directed exploration.

STEPS IN INQUIRY METHOD

1. Define the topic or introduce the question.

2.Guide the students plan where and how to gather data information. They may research on the
topic /question by viewing , constructing, reading, designing and experiment, recording
observations and interviewing experts.

3. Students present findings through graph, charts, PowerPoint presentation, models and writing.

PROBLEM SOLVING METHOD -is a teaching strategy that employs the scientific method
in searching for information.

FIVE BASIC STEPS OF THE SCIENTIFIC METHOD OR INVESTIGATORY PROCESS

1. Sensing and Defining the Problem

2. Formulating Hypothesis

3. Testing the likely Hypothesis ( by observing, conducting an experiment, collecting and

organizing data through normative surveys.

4. Analysis, interpretation and evaluation of evidence

5. Formulating Conclusion

Project Method - is a teaching method that requires the students to present in concrete from the
result of information gathered about a concept, principle or innovation. The data can be
organized and presented in the form of a model, a dramatization or any visual illustration. The
design will show an application of how the principle works.
Cooperative Learning - makes use of a classroom organization where students work in groups or
teams to help each other learn. Concept from small groups theory and group dynamics serve as
the basis upon which skills in democratic procedures and collaborations are develop.

PEER TUTORING /PEER TEACHING

Is commonly employed when the teacher request the older, brighter and more cooperative
member of class to tutor other classmates . This is based on the rationale that the former
is better equipped than others. This is due to their closeness in age, skills, study habits,
and even learning styles. Tutoring arrangement may be in any of the following:
a. Instructional Tutoring
b. Same age Tutoring
c. Monitorial Tutoring
d. Structural Tutoring
e. Semi-Structured Tutoring

PARTNER LEARNING
This is learning with a partner . This may also mean assigning “Study Buddy” study
buddies become responsible for each other’s learning. However, each student is held
accountable for his/her own learning.

Deductive Method versus the Inductive Method

All teaching methods can be classified into two, namely deductive and inductive method.

The direct method and the demonstration method of instruction are deductive.

The inquiry method, problem-solving method, and project method are inductive.

DEDUCTIVE METHOD AND APPROACH

In the deductive method, the teacher tells or shows directly what he/she wants to teach.
This is also referred to as direct instruction.

The deductive approach is teacher-dominated. Teacher begins with the abstract rule,
generalization, principle and ends with specific examples and concrete details.

INDUCTIVE METHOD

The opposite of the deductive method is the inductive method.

This is also called indirect instruction. The teacher begins with questions, problems and
the details and end up with answers, generalizations, conclusions.

ADVANTAGES OF THE DEDUCTIVE AND INDUCTIVE METHOD

Advantages of the Deductive Method

1. Cove inning of the lesson.

Advantages of the Inductive Method

1. The learners are more engaged in the teaching-learning process.

2. Learning becomes more interesting at the outset because we begin with

the experiences of our students.
It helps the development of our learner’s higher-order-thinking-skills (HOTS).

DISADVANTAGES OF THE DEDUCTIVE METHOD AND INDUCTIVE

METHOD

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. The learners do not take part in the
generation of conclusion or generalization. The learners’ involvement will be on
the drill or exercises that come after the explanation of the rule or principle.

2. Lesson appears uninteresting 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.

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.

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.

While the deductive and the inductive methods are diametrically opposed, can they
complement each other?

Here are 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 learner must
grow in his/her understanding inductively and apply the principle or formula learned
deductively.

The good and effective teacher is he/she who understands this delicate balance between
the two.

While the deductive and the inductive methods are diametrically opposed, can they
complement each other?

Here are 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 learner must
grow in his/her understanding inductively and apply the principle or formula learned
deductively.

The good and effective teacher is he/she who understands this delicate balance between
the two.

OTHER APPROACHES

1. Blended Learning

2. Reflective Teaching

3. Metacognitive Approach

4. Constructivist Approach

5. Integrated Approach

1. Blended Learning

Blended learning is learning that is facilitated by the effective combination of different

modes of delivery, models of teaching and styles of learning, and is based on transparent
communication among all parties involved with a course.

This is also described as “integrative learning”, “hybrid learning”, “multi-method

learning”. “It combines classroom learning, mobile learning, and on-line learning”.

2.Reflective Teaching

Students/teachers learn through an analysis and evaluation of past experiences.

Without analysis, no new learning and ideas can be constructed.

Through reflection, the student’s/teacher’s experience acquires meaning; hence she/he is

able to formulate his/her own concepts that can be applied to new learning situations.

Guidelines for the Effective Use of Reflective Teaching/Learning

1. Allocate sufficient time for reflection. Time must be considered in planning the
learning activity.

2. Schedule a short briefing activity so as to recapture the experience and think

about it.

3. The teacher serves as the facilitator and guide in developing the skill in analyzing
a past learning experience.

4. Encourage the students to recount the experience to others, thereby strengthening

the insights gained.
 5. Attend to feelings especially the positive and pleasant ones.

6. Evaluate the experience in the light of the learner’s intent.

Strategies

1. Self-analysis

A reflective student/teacher is able to keep a record of his/her success or failure in

employing a strategy, problems and issues confronted, and significance of learning events
that occurred.

Writing them can help in analyzing and clarifying important aspects that are contributory
to future decisions towards effective learning.

2. Writing journals

A journal entry includes:

a.) a description of the teaching/learning event,

b.) outcomes of the event,

c.) value or worthiness of the outcomes, and

d.) causes of success or failures.

A journal reveals feelings about the day’s activities including what could have enhanced
or inhibited their learning.

3. Keeping a portfolio

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

It includes a student’s first hand observations and personal knowledge that will needed in
analyzing changes in values being developed. Instant thoughts and reactions can be
recorded in a log book for future recall and study.

Summing up, learning that a result from reflective teaching is best described as one borne
of experience that have been deeply thought of, analyzed and evaluated. Reflection is
inseparable from experience. Experience is not yet best learning, reflection is.

METACOGNITIVE APPROACH

The prefix “meta” means beyond. Therefore, a metacognitive approach is an approach

that goes beyond cognition.
 It is an approach that makes our students thinks about their thinking. It has something to
do with our students monitoring their own cognitive processes as they are engaged in
their cognitive task.

Linda Darling-Hammond and colleagues (2008) emphasized this principle of learning

that should guide teaching in the 21st century- “students learn more effectively when they
are aware on their learning of how they learn and know how to monitor and reflect.

CONSTRUCTIVIST APPROACH

One principle of learning that should guide teaching in the 21st century emphasized by
Linda Darling-Hammond (2008) and colleagues is that “students come to the classroom
with prior understandings and experiences and to promote student learning, teachers must
address and build upon this prior knowledge.” The constructivist approach is anchored on
this.

Constructivists 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.

GUIDELINES FOR THE ITS EFFECTIVE USE

1. Encourage students to take their own initiative in undertaking a learning activity. A

strong sense of responsibility for their own learning is developed. It develops self-
directed learning.

2. Respect and accept the student’s own ideas. Allow group discussions and free
expressions of their own views. They will learn to listen to others and share their own for
a consensus, their self-confidence is enhanced

3. Ask the students to recall past experiences, analyze and see a connection with the new
learning event. The constructivist allows reconstruction and revision of previous learning.
Experience alone may not result to learning. It is recall and objective evaluation that
results in new understandings.

INTEGRATED APPROACH

The integrated approach is intradisciplinary, interdisciplinary, and transdisciplinary. In an

integrated approach, there are no walls that clearly separate one subject from the rest.

An intradisciplinary approach is observed when teachers integrate the subdisciplines

within a subject area.

Interdisciplinary teaching is done when I teach science concepts in teaching reading

skills in language and when I teach concepts in Araling Panlipunan in teaching reading
and writing skills in Filipino. This is what we also called content-based instruction
(CBI).
In the transdisciplinary approach to integration, teachers organize curriculum around
students’ questions and concerns. Problem-based Learning (PBL) is a concrete
example of transdisciplinary teaching.
 DIFFERENT
APPROACHES AND
METHODS

Reporters:
Carla Joy V. Andaya
Jeny V. T. Dionisio