ECLECTIC

APPROACH
Proponent: Multiple Intelligence/Constructivist/Progressivists
Title Given: Non-Traditional Approach

PHOEBE RUTH S. GABRIEL

Reporter
 DEFENITION OF ECLECTIC
Including things taken from many different
sources.
Selecting what appears to be best in
various doctrines, methods, or styles.
composed of elements drawn from
various sources.
 BRIEF BACKGROUND
Eclectic approach is a method of language
education that combines various approaches
and methodologies to teach language
depending on the aims of the lesson and the
abilities of the learners.
Different teaching methods are borrowed and
adapted to suit the requirement of the learners.
It breaks the monotony of the class.
 PHILOSOPHY
No one best method is applicable to a
particular curriculum or fitted for all
children.
 GOALS
For children to develop holistically-
meaning the social, emotional, physical,
and cognitive areas will be tapped.
To develop competent children who are
aware of their skills an be able to use
them.
 OBJECTIVES
To provide the children with the necessary
skills as they prepare themselves to a
higher level of education.
To strengthen their abilities, application of
knowledge and social skills.
To have learners who are holistically
developed.
 PRINCIPLES
Applying different modern models and
teaching strategies.
Integrating across different subject areas.
Each child is unique. His/her needs
vary and must be met.
 CONTENT/LESSONS
Academic subjects such as Math,
English, Music and the Arts are taught by
the use of the following activities:

Thematic Experiential , hand-on and exploratory

activities
Use of textbooks, games, outdoor activities,
Story telling, free play, pretend play
Small group center activities
Experiential learning using manipulative
Whole-group activities/projects
Guidance classes
 TEACHERS ROLE
The role of the teacher is a careful observer of
each child.
Facilitator of learning through the childs own
experiences and the provider of order.
The teacher knows how to make questions for
cognitive development per se.
He or she presents information and
understands development of a child.
They guide their pupils as well as decide what is
the appropriate strategy for them.
 PUPILS ROLE
The pupils roles depend on the kinds of models
embraced but their roles in an eclectic approach are a
mixture of both active and passive.
ACTIVE roles of students are reflected on their ability
to express and share their thoughts, ideas and feelings
on a certain topic or activity.
PASSIVE learners are recipients of the teachers
information or mere receivers of what their teachers
teach them
SCHEDULE/DAILY PROGRAM
Daily schedule consists of daily living
activities like:
Prayer
Greetings
Motivation
Game
Story Time
Circle Time
Lesson
Recess/milk break
ENVIRONMENT/CLASSROOM
RESOURCES
Textbooks
Story Books
Manipulative
Learning centers, open ended materials such as
blocks, art supplies, puzzles
Reading area
Cartons, costumes, boxes or other authentic
materials that can be used for role/pretend play
Teacher made and child made materials
Charts, magazines
There is order and room for creativity
 EVALUATION
Standardized tests
Hands-on/realistic tasks: application
Oral Recitation
Drill and practice lessons
Problem solving activities
 MULTIPLE
INTELLIGENCE
PERSPECTIVE
Proponent: Howard Gardner
 PHILOSOPHY/PRINCIPLE
Howard Gardner (1983, 1993,1999)
believes that we have multiple
intelligences, rather than a general
intelligence that underlies performance
in all tasks.
 GOALS
A broad vision of education
Developing local and flexible programs
Looking to morality
 OBJECTIVES
Helps to explain the variety of individual
differences in different types of mental
performance.
Based in developmental clinical, case
study and educational evidence.
 CONTENT/LESSONS
Culture: support for diverse learners and hard
work
Readiness: awareness building for
implementing multiple intelligence
Collaboration: informal and formal exchanges.
Sharing ideas and constructive
Choice: meaningful curriculum and assessment
options.
 TEACHERS ROLES
Facilitator/ Instructor
 PUPILS ROLES
Students learn in different ways.
SCHEDULE/ DAILY PROGRAM
Meeting Times
Big Group
Small Group
Story Telling
Snack Time
Indoor/outdoor activities
 ENVIRONMENT/
CLASSROOM/RESOURCES
Other instructional models, such as
project-based and collaborative learning
may easily integrated into lessons with
Multiple Intelligence.
 EVALUATION
The two most widely used standardized tests of intelligence
are the Welchsler scales and Stanford-Binet.
Both instruments are psychometrically sound, but Gardner
believes that these tests measure only linguistic and
logical/mathematical intelligence, with a narrow focus within
content in those domains.
The purpose of assessment should be to obtain information
skills and potential of individuals and the community at large.
Assessment elicits information about an individual abilities
in the context of actual performance rather than by proxy
using formal instruments in decontextualized setting.
THANK YOU AND
GODBLESS.