Lesson 3.3 Selection & Use of Teaching Strategies LEARNING OUTCOMES: After studying this lesson, the students should be able to: ka A. Discuss the guiding principles in the selection and use of teaching strategies B. State the implications of these principles to teaching learning process GUIDING PRINCIPLES IN THE SELECTION AND USE OF TEACHING STRATEGIES The following are some guiding principles in the selection and use of appropriate teaching strategies: 1. Learning is an active process. 2. The more senses that are involved in learning, the more and the better the learning. 3. Emotion has the power to increase retention and learning. 4, Learning is meaningful when it is connected to the students everyday life, 5. Good teaching goes beyond recall of information. 6. An integrated approach is far more effective than isolated bits of information. 7. There is no such thing as best teaching method. The best method is the one that works and yields results. Cieiaretatiise Wont ai to di eect ah Caner Basha (ator ine) = 1 ill Jearnine pr Bole nlalalalwjry ieACCTG ELECS Lesson 3,2: Management of Instruction- Selection and Organization of Content After studying this lesson, the students of Acctg Elec 3 will be able to: iples in the selection and organization of content; A. Discuss the guiding pri B. Describe the structure of subject matters C. Employ strategies for the teaching of conceptual understanding, thinking skills in the different levels and values. INTRODUCTION: = ‘Learning is acquiring novel or existing knowledge or behavior, skills, values or preferences and may involve synthesizing various types: of information. ~The millennial learners require a'type’ of content that builds connections from the ‘classroom to the outside world. Studies show that when students perceive the ‘content to be relevant and meaningful, they-are more engaged. Students also have higher perception of the lesson and are more likely to use the learning outcomes of the course in the outside world. . Considering the aforementioried, it is imperative that the content is aligned with the goals and objectives of the program/curriculum that responds to the needs of the Iearners. The content must include cognitive skills and affective elements so that jt fully and deeply covers the essentials to” avoid the “mile-wide-and-inch-deep” impression, GUIDING PRINCIPLES IN THE SELECTION AND ORGANIZATION OF CONTENT 1. Observe the following qualities in the selection and organization of content: A. Validity B, Significance C. Balance D, Self-sufficiency Evlnterest — F. Utility G. Feasibility 2. The structure of cognitive subject matter must go beyond the facts. Construct a more sophisticated knowledge base through a process of conceptual understanding. 3. The subject matter content is an integration of cognitive, skill and affective elements, Cognitive Component: Facts Concepts Principles Hypotheses Theories Laws ‘Skill Component Y Manipulative skills - skills that involve moving or using an object with the hands or feet to achieve a goal or complete a task Y Thinking skills - skills beyond recall and comprehension; application of SOR 8 88‘ACCT ELEC ‘what was learned, evaluation and critical and creative thinking and synthesis ‘ Divergent thinking Fluent thinking > Flexible thinking Original thinking H Elaborative thinking om Convergent thinking a Problem solving Metaphoric inking, i Critical thinking Verbal reasoning re | Argument analysis Hypothesis testing Decision making © Creative thinking . > Creative thinking behaviors develop Awareness Curiosity Imagination : Fluency i Flexibility ses coma Originality et wint « Elaboration ni) Perseverance gin ooo Affective Component Y Attitudes v Values nol! Cat " spi id Melo we tuinll eM nea wie itACCTG ELECS LESSON 3.4: TEACHING METHODS AND APPROACHES Welcome to Lesson 3.4 of Accounting Elective 31 In this lesson, we shall lear about the different teaching methods and approaches. We will be able distinguish teaching approach, strategy, method and technique, OBJECTIVES Al the end of the lesson, the students _ would specifically be able to: A Differentiate among teaching approach, strategy, method and technique B. Describe the diferent teaching approaches. C. Stat the advantages and the disadvantages ofthe two major classfcations of teaching method. . Selecta teaching approach that would be suite to accountng classed. _ Discuss the leaching methods that could be used in teaching accounting subjects Lets get going! DISCUSSION AND ACTIVITIES Letus read, do the activites and leam. ‘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. ‘Teaching strategy is a long-term plan of action designed to achieve a particular goal. Strategy applies to many disparate fies such as military strategy, economic strategy, teaching strategy and the tke. ‘Teaching method is a systematic way of doing something. It implies an orderly logical arrangement of steps. _Itis more procedural Teaching technique is a well-defined procedure used to accomplish a specticactvly or task. tis a teacher's particular style or trick used to accomplish an immediate objective, Let us discuss them one by one, Approach itis a broader term then method. Its a view of looking at things. It has no scientific ogi, Is a set of Meas, Its overall ew or eas toAccs eLECs ‘ace a problem. Its personal philosophy of teaching. Approach can also have many methods. Teaching approach slike the fom or the way we teach or how we do it. There are various approaches which are sed in teaching learning process. The fllowing are the main approaches of teaching leaming: 1. Teacher centered approach: Teacher centered approaches are more traditional in nature, focusing on the teacher as instructor. They are sometimes referred fo as direct instruction, deductive teaching or expository teaching, and are typified by the lecture type presentation. In these methods of teaching, the teacher controls what is tobe taught and how students are presented with the information that they are tolean. 2. Child centered approach: Student centered approaches (sometimes referred 10 as discovery learning, inductive learning, or inquiry leaming) place @ much stronger emphasis on the leames role in the leaming process. When you are using student- centered approaches to teaching, you stil set the learning agenda but you have much less direct control over what and how students Ieam, 3, Inductive and Deductive approach: In inductive approach students moves towards spectfed (example) to general (rules) At fst many examples are put forward to student and then he draws out a conclusion on the basis of these examples. Deductive approach is opposite to inductive approach because i it fist a principle or ule is putin front of students and then its clarfled by giving examples. 4, Herbartian approach: This approach is given by John Fredric Herbar. He advocated that teaching should be planned actively if we intend to make i. This approach is based ‘on appreciative mass theory of leaming. Therefore, he gives more emphasis of teacher presentation The proposition ofthat theory is thatthe leamer slike a clean slate and al the knowledge Is given from cutside, If new knowledge Is imparted by linking with old knowledge of the student, it may be acquired easly and retzined for a longer period. The teaching content should be presented int units and units should arrange in a logical sequence. ‘The emphasis is given on content presentation. Herbert has given five steps fortis approach: <@) Preparation ) Presentation ©) Comparison and abstraction 6) Generalization ) Application 5) Evaluation Approach or Bloom's Approach: The concept of evaluation approach is given by B.S.Bloom. His main emphasis was that testing should be based on teaching and both these activites should be objectives centered. Today teaching is organized by using the evaluation approach. Under ‘tis approach yeerty plan and unit plan ae prepared. Ithas three main steps: a) Formulating Educational Objectives ) Creating Leaming ExporioncesAcCTG eLECS ¢. Evaluating the Change behavior Teaching method Is what kind of activity we use in order to teach, Method refers to the procedure within an approach. We use method depends on a scientific than an approach and has step by step [procedure to solve problem. It is nothing but an scientific way of presenting the subject keeping in mind the psychology and physical requirements of the children. Its a process or procedure whose successful ‘Completion results in learning or as a means through which teaching becomes effective Its the formal structure ofthe sequence of acts The term method covers both strategy and techniques of teaching, Different strategies may be adopted in following a method. It Is wider term. Method Is related to the nature of content of a subject to be taught. Teaching method isa style of presentation of content In classroom. Method refers to the formal structure of the sequence of acts commonly denoted by instructions. It involves the choice of what is 10 be taught and in which order is to be presented. ‘There are two main types of teaching method which are non-partcipatory method and participatory method. 41. Non-Partcjpatory method: In these type of methods teacher casts himseltherself in the role of being 2 master of the subject matter. The teacher Is looked upon by the leamers as an expert or an authority. Leamers on the other hand are presumed to be passlve and copious recipients of knowledge from the teacher. Examples of such methods are lecture method and demonstration method. 2.Paricipatory methods: This refers to the way in which teachers and students are in constant interaction, active involvement and continuous exchange of views and ideas in the overall teaching and leaming. These methods are sometimes known as inleractve teaching method or learner centered feaching method. It Is a shit from a belle that leemers are emply plate who are supposed to be imparted with knowkedge (0 a bellef that leamers can constuct knowledge and leam on their own if Properly guided. They are designed only for smaller groups of participants, but thelr advantage is that they encourage better retention of learned. They are contemporary modem methods of education. Examples of such methods are discussion method, question answer method, project method, problem solving method etc, Strategy The term strategy has been borrowed from miltary science, ‘According 10 the Encyclopedia Strategy Is the science or art of Planning and directing large military movements and operations, it tofors to the pattem of acts that sarve to attain cetaln outcomes, It we Use strategy In teaching leaming situalons, then It 1s known asACCTG ELEC instructional strategies. i means the determination of some policy before presenting the content with the help of which teaching objectives are achieved. It Is some sought of planning for achieving goals. Strategy is that skilful planning of a working system by which the objectives can be achieved easily. Strategy changes according to the changing situation. Teaching strategy is the means to achieve leaming objectives. According o E, Stones and 8, Moms teaching strategy is a generalized plan fora lesson which Includes structure, desired leamer behavior in terms of goals of instruction and an outne of planned tactics necessary to Implement the stvatey. For Example: 4. Blackboard isa strategy to provide visual structure during a lecture or discussion, 2. Free writing isa strategy for encouraging students to explore ideas in wing, 3. Debate Is a teaching strategy in which students organize planned presentalion for various view points ‘The procedure of teaching leaming is called an approach or the way we teach. It is broader term than method. Ithas no scientific logic. Itis new term belonging o educational technology. Ths term is firsly used in military science It is used {o create appropriate teaching leaming environment which helps the students in attaining teaching learning objectives. Its assumption is that teaching is the science and quite technical in nature, It is quite exible in its application. The emphasis i laid over teaching actives forthe proper organization of teaching learning environment. The effectiveness of strategy Is evaluated in terms of realization of ‘set objectives. The behavioral objectives and teaching condition are the two basic elements of teaching strategy. Examples: 0 Blackboard is a strategy to provide visual structure during a lecture or discussion. It is cd tem related with pedagogy. Its used for the effectve presentation ofthe specific content of the subject which help the student fo understand it. ts assumption is that teaching is an ar. The sleps taken in method are quite rgid and fixed, The emphasis Is lad over the instuctional steps taken for the proper presentation of subject matter. The effectiveness of instuctional method Is ‘evaluated in terms of mastery over the subject matter. The content and mode of presentation are the two main elements of teaching method. The figure below shows some of the teaching strategies which can be used in the ‘teaching-learing process.Monitor Pato Ch een Rear beehrd es eer eevee May oll aise Research has shown that visual or dramatic methods have a larger impact than learning that is solely verbal ITIS TIME FOR ACTIVITIES! ACTIVITY 4 (Choose a partner to work on this activity, From the given methods, which do you tink is appropriate in accounting classes. Explain why itis an appropriate method for accounting classes.ACCT ELEC ACTIVITY 2: Group Task: Identity at least 20 teaching strategies. Which you think are sultable for accounting classes. Justty your choices. ACTIMITY 3. Individual task: From the figure of instructional strategies, choose which among them can be effective in ‘an accounting class. Choose atleast 5 and elaborate on them, You can work with a classmate.