FS 2 – EXPERIENCING THE TEACHING-LEARNING PROCESS

Episode 5 -On Teaching Approaches and Methods

Name of FS Student: Maurice Aaron Lemorinas Sebastian

Course: Bachelor of Secondary Education Section: English 4
Resource Teacher: Dr. Mary Jane Lopez Date: October 24, 2022
Cooperating School: Colegio de Calumpit Inc.

My Target
In this Episode, I must be able to determine the teaching approach or method used by the Resource
Teacher

My Map
I will observe at least 3 Resource Teachers, analyze and reflect on my observations.
To realize my Target, I will follow the following steps:

Step 1. Review “Different Approaches and

Methods in Principles of Teaching 1,” 2007
by Corpuz, B. and G. Salandanan, pp. 69-
100

Step 2: Observe 2 Resource Teachers

Step 3. Accomplish Observation Sheet

Step 4. Analyze my observations.

Step 5. Reflect on my observations

My Tools
As I observe a class, I will use the Observation Sheet for a more focused observation.

OBSERVATION SHEET

Name of the Resource Teacher Observed: Dr Mary Jane Lopez

School Address: Iba O Este, Calumpit, Bulacan Date: October 24, 2022

Grade/ Year Level: Grade 12 Subject Area: Practical Research

Description of Teaching Behavior that

Approach /Method Proves Use of the Teaching
Approach/Method (What did my
Resource Teacher do as she used this
approach/method)
My resource teacher directly stated the
definitions of independent variable and
1. Deductive Method
dependent variable, as well as the reasons for
those definitions. She followed up with examples.
Following the discussion, there was a quiz. This
is a deductive method of instruction.
On the contrary, during her follow-up discussion
2. Inductive Method about quantitative research, my resource teacher
provided examples of strengths and weaknesses
for her students to examine. Then they made a
generalization based on the characteristics of
each strength and weakness.
Demonstration, by definition, is teaching students
3. Demonstration Method how to do something. My resource teacher taught
the students how to deal with their weaknesses
yesterday. She taught the learners how to use
their strengths in her follow-up lesson.
When my resource teacher chose learners to find
4. Problem solving the reasons for the weaknesses in the given
types of quantitative research, problem solving
was best used and demonstrated.
Given the concept of strengths and weaknesses
as an illustration of reasons, my resource teacher
5. Discovery Method
allowed the students to discover the link between
the two. They discovered that if the corresponding
 weaknesses are affecting the research, the
strengths are similar. This is a teaching method
based on discovery.

As with number 4, the "Problem Solving Method"

6. Problem solving Method is best demonstrated by the teacher when she
allows students to generate answers to questions
about their strengths and weaknesses. She asked
the students what problem-solving techniques
they should use to identify their weaknesses and
what steps they should take. This is an example
of a problem-solving strategy.
Although my resource teacher did not assign a
7. Project Method project today, I am confident that the Grade 12
students have Practical Research for a reason as
part of their studies. It could be an illustration or a
product. On the other hand, she assigned or
assigned a home task for them to practice on their
lesson.
Knowing that her students already knew the
8. Constructivist approach strengths and weaknesses of quantitative
research, my resource teacher presented a
sample of it and allowed the students to form their
own conclusions. She then discussed geometric
means for converting strengths to weaknesses.
Learners construct new learning by tearing apart
their prior knowledge in this way. This is the
emphasis of the constructivist approach.
Thinking about thinking is a metacognitive
approach. It is beyond comprehension. My
9. Metacognitive approach
resource teacher, for example, asked students to
consider the properties, strengths, and
weaknesses of quantitative research and how
they might apply to the new situation she
presented.
The term "integrated approach" refers to teaching
more subjects at once. It connects other topics to
Practical Research. Although my resource
teacher does not demonstrate this skill very well,
10. Integrative approach I can say that she can teach interactively by
touching on History, Science, and other subjects
while teaching Practical Research.
My Analysis
A. Which approaches/methods will be grouped together? Why?
Answer: Direct, Demonstration, and Deductive Method should all be grouped
together in my opinion. Another group is Indirect, Inquiry, Problem-Solving,
Project, and Inductive Method. Another category is cooperative, peer, and
partner learning. The last group would be the Blended, Reflective,
Metacognitive, Constructivist, and Integrative approaches. This is how I
classify it: the first group is less interactive, passive, and teacher-centered.
The second group is more focused on hands-on activities and is student-
centered. The third is more focused on group teaching, whereas the last two
are more advanced approaches that are best suited and applicable in the
twenty-first century.

B. Which approaches/methods are more interactive? Less attractive?

Answer: The Deductive and Direct methods are less interactive in the sense
that learners are passively waiting for information to be fed to them. Inductive,
Problem-Solving, and other activities, on the other hand, are more interactive
because they focus on the students' experiences. As a result, they require
hands-on practice.

C. When should the direct method be used?

Answer: The direct method is best used when the topic at hand is procedural,
factual, and non-controversial, and the learners still lack understanding of it.
The instructor's expertise is required to supplement the learners' needs.

D. When should the indirect method be used?

Answer: When you want your learner to infer, discover, and solve problems,
use the indirect method. Because this is an interactive method, the teacher
must provide a variety of experiences for the students to generate information
and learning.

E. Which approaches/methods promote “learning to live together”?

Answer: Cooperative Learning, Peer Tutoring, and Partner Learning are
approaches/methods that promote "learning to live together" in my opinion.
Learners in these methods work in groups or with partners. They not only
learn or gain information from one another, but they also learn how to
cooperate and work with one another. This improves both the learner's
cognitive and social abilities.
 My Reflections
If I decide on my teaching approach/method, I will consider
(Continue the sentence. Begin writing now)
Answer: Many factors will be considered before I decide on my teaching
approach/method. The first are my instructional goals. My objectives should specify
the method to be used or the approach to be taken in order for my objectives to be
met. In addition, I will think about my topic. Some teaching methods, such as the
Problem-Solving method, are applicable in Math and Science. Some people are also
better suited to English and other subjects. I will also think about my students. The
age of my students is critical. For example, some methods, particularly those
requiring Higher-Order-Thinking-Skills (HOTS), are better suited to older students.
Also, the interests of my students should not be overlooked. Learners learn best
when their interests are catered to. And the teacher should select an appropriate
teaching method to accomplish this. Another consideration is the teacher's ability.
A teacher should be knowledgeable about the subject. Always keep time in mind.
Some teaching approaches/methods necessitate a significant amount of time.
These are some of the factors I consider when deciding on a teaching approach or
method. However, as educators, we must always remember that there is no perfect
method. The most effective method is one that produces results.

My Portfolio
1.By means of a graphic organizer show the characteristics of a constructivist and a metacognitive
approach.
 2.Do serious research and complete this Table on Methods. The first is done for you.

Method Advantage/s When to use

1. Deductive Method Direct teaching so I can Time is limited; subject matter is very
accomplish more within a given difficult; learners don't know about the
period of time. lesson; teacher is not yet skilled in
Facilitating skills
2. Inductive Method • Learners are more engage in an • Tine is plenty
active teaching-learning process • Teacher is an expert about the topic
• Higher-order-thinking-skills • Learners are older so that their HOTS
(HOTS) will be developed among are more developed, thus they are able
learners to generate generalization
3. Demonstration • Help learners develop critical • Best suited in Math and Science
thinking open-mindedness and • Students' age is appropriate to the
Method
wise judgment level of question
• Develop HOTS • Problems' answer has something to
do with the students' life
4. Problem Solving • Let students have a tangible • Time is sufficient like a period of
product of the concept discussed several days or weeks
• Enable them to develop • When the teacher wants students to
manipulative skills and creativity apply what they learn
• Includes cooperation in group • The project has application or
and sharing of ideas connection to learners' real life
5. Discovery Method • Learners' social health is • If learners are needed to be
nourished acquainted • If the teacher considers
• Employs friendliness and her students as a great resources of
openness among learners learning about a certain topic
• Values like cooperation and hard • If tires ample to give learners time to
work will surely develop be with each other
• Learners gain knowledge from
each other
• Value of confidence will be • Demonstrators are knowledgeable
developed among demonstrators about the topic
6. Problem solving
• Curiosity and keen observation • Topic includes procedures that are
method
will be developed among needed to be demonstrated
observers • Tkne is sufficient to allow
• The demonstrations a well- demonstrators to prepare his/her
planned activity lesson
• Topic will be discussed in depth
by the demonstrator
 • Active Learning Experience. This strategy cannot be used to teach
Inculcating a Sense of the entire subject matter because the
7. Project Method
Responsibility. project cannot be planned for all
• Improves Collaboration Among subjects. It is not cost-effective in terms
Students. of both time and money. It is extremely
• Improves Communication Skills. difficult for a teacher to plan, execute,
• Improves Critical Thinking Skills. and supervise projects for students.
8. Constructivist Constructivism fosters social and • Learning through trial-and-error is a
communication skills by fostering time consuming process.
Method
a collaborative and idea-sharing • International testing regimes that
environment in the classroom. push standardized curriculum
Students must learn how to encourage conformity and
clearly articulate their ideas as memorization over inquiry-based
well as how to effectively critical thinking.
collaborate on tasks by
participating in group projects.
9. Metacognitive Metacognitive strategies First, metacognition can actively
encourage students to reflect on interfere with task performance at
Approach
their own thinking. This times. Second, in some cases, the
understanding of the learning costs of engaging in metacognitive
process gives them more control strategies may outweigh the benefits.
over their own learning. It also Third, negative self-evaluation
improves personal capacity for metacognitive judgments or feelings
self-regulation and managing may detract from psychological well-
one's own learning motivation. being.
The Integrated Approach has Integration may jeopardize the
several advantages over the coherence and consistency of current
10. Integrative
Traditional Approach. The main arrangements, which have the backing
Approach advantage of the integrated of all parties involved. Relevant
approach is that it reduces risk to specialists may continue to focus on
the owner. The partner bears their core expertise, and additional
responsibility for project specialist training may not be required.
outcomes, and there is a clear
mechanism in place to hold the
partner accountable.