Different Approaches

and Methods
 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 achieved

a particular goal. Strategies applies to man
desperate fields such as military strategy,
economic strategy, teaching strategy and a like.
 TEACHING METHOD

• is a systematic way of doing something. It implies

an orderly logical arrangement of steps
 TEACHING TECHNIQUE

• is a well defined procedure used to accomplish a

specific activity or task. It a teacher’s particular
style or trick used to accomplish an immediate
objective.
 Teacher centered Learner-centered

EXAMPLES Subject Matter –

centered
Learner-centered

OF Teacher-dominated Interactive
“Banking” Approach Constructivist
TEACHING Disciplinal Integrated
APPROACHES Individualistic Collaborative
Indirect, guided Direct
 TEACHER-CENTERED APPROACH

• the teacher is the only reliable source of information

 LEARNER-CENTERED APPROACH

• which is premised on the belief that the learner is also an

important resources because he/she too know something and is
therefore capable of sharing something
 SUBJECT MATTER-CENTERED APPROACH

• Sticking to course syllabus or lesson plan is priority.

• It is also a teacher-dominated.
• The teachers does what he/she planned without necessarily
considering learners’ interest, concerns and situation.
 INTERACTIVE CLASSROOM

• will have more student talk and less teacher talk. Student are
given the opportunity to interact with teacher and with other
students. In a teacher-dominated classroom, only the teachers
voice is heard. He/She is the role dispenser of information
 CONSTRUCTIVE APPROACH,

• students are expected to construct knowledge and meaning out of

what they are taught by connecting them to prior experience.
• In the “BANKING” approach, teacher deposits knowledge into the
“empty” minds of students for students to commit to memory.
• The students are perceived to be “empty receptacles” waiting to be
filled.
 INTEGRATED TEACHING APPROACH

• makes the teachers connect what he/she teachers to the other

lessons of the same subject (intradisciplinary) or connects his/her
lessons with others subjects thus making his/her approach
interdisciplinary and multidisciplinary.
 COLLABORATIVE INDIVIDUALISTIC
APPROACH APPROACH
• will welcome group work, • will want individual
team work, partnership, students working by
group discussion while an themselves
 DIRECT TEACHING GUIDED
APPROACH, APPROACH
• teachers directly tells or • teachers guides the
shows or demonstrates learner to discover things
what is to be taught for himself/herself.
• the teacher facilitates the
learning process by
allowing the learners to be
engaged in the learning
process with his/her
guidance.
OTHER TEACHING APPROACH
 1. RESEARCH-BASED APPROACH
• As the name implies teaching and learning are 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. METACOGNITIVE APPROACH
• The teaching process brings the learners to the process of thinking
about thinking. The learners 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
problems.
• Approaches vary in the degree of teacher and learner
engagement, focus, number of learners involved in the
teaching learning process
ENGAGEMENT
TEACHER LEARNER
FOCUS
SUBJECT MATTER LEARNERS
NUMBER
INDIVIDUAL GROUPSL
 DIRECT/
EXPOSITORY APPROACH
 1. DIRECT INSTRUCTION/LECTURE METHOD

• Aimed at helping students acquire procedural knowledge which is

knowledge exercised in the performance of some task.
• Used for lessons that are factual and non-cotroversial.
 STEPS OF THE DIRECT/LECTURE METHOD

Employ in Teaching Skills:

1. Provide the rationale
2. Demonstrate the skill
3. Provide guided practice until mastery
4. Check for understanding and provide feedbacl
5. Provide extended practice and transfer
6. Assess learning at the end
 STEPS OF THE DIRECT/LECTURE METHOD

Teaching Facts, Principles or laws

1. Give a short introduction by providing the rationale
2. Present your lesson
3. Develop the lesson by explaining
4. Give the application of the lesson
5. Check for understanding and feedback
2. DEMONSTRATION METHOD

• Guidelines for Its Effective Use:

1. The demonstrator/s must be well-selected.
2. When planning the activities the materials must be made easily
available.
3. Equipment and tools to be used must be ready.
4. The demonstrator must try the activity several times before the
real demonstration for a smooth sequencing of the steps as well
as accuracy of the results.
 2. DEMONSTRATION METHOD (CONT.)

5. The observers must be prepared and motivated to ensure

concentration throughout the activity.
6. The demonstrators must be ready with on-the-spot revision/s such
as alternative steps or substitute materials when needed.
7. Observers must be arranged around the demonstration area or at
a distance.
8. Depending on the kind of demonstration to be undertaken,
pointers or questions may be given to focus students’ attention and
avoid irrelevant observations.
DURING:

1. The place must be quiet in order to sustain the observers’ attention and
interest during the activity.
2. Extreme care must be taken in performing some delicate steps.
3. The activity must not be interrupted by unnecessary announcements or
noise in the surroundings.
4. They are allowed to take down short notes or record some data which may
be analyzed after.
AFTER:

1. Some questions which bothered them must be allowed

during the demonstration.
2. An examination of the observed data and all information
recorded should follows the demonstration.
3. An analysis of trends, patterns or uniform occurrences
that can help in arriving at a conclusion must be
conducted.
4. The conclusion or summary must be cooperatively
undertaken by the whole class.
5. 5. Assessment of learning must be made byway of a
short test, an oral evaluation or a performance test.
ADVANTAGES:

1. The demonstration method follows a systematic procedure.

2. The use of expensive equipment and machines will be maximized.
3. Possible wastage of time, effort and resources will be avoided
since the demonstration is supposed to be well-planned in
advance.
ADVANTAGES:

4. It will not result to trial-and-error learning as what happens with

unplanned learning activities.
5. The findings are reliable and accurate since the procedure has
been tried before.
6. The value of confidence is developed among the demonstrators for
such hands-on demonstration.
7. Curiosity and keen observing ability are instilled among the
observers.
INDIRECT/GUIDED/EXPLORATORY APPROACH

• Best used when the This can come as:

learning process is inquiry- 1.) Inquiry Method/
based; the result is Discovery Method
discovery and the learning
2.) Problem-Solving
context is a problem
Method
3.) Project Method
 INQUIRY METHOD

• Sometimes termed as “discovery”, “heuristic”, and “problem

solving”
• Defined as a teaching method which is modeled after the
investigative processes of scientists
• Puts premium on obtaining information through direct experiences
• The core of inquiry method is spontaneous and self-directed
explorations
 STEPS IN THE INQUIRY METHOD

1. Define the topic or introduce the question

2. Guide the student to plan where and how to gather data,
information.
3. Make students present findings through graph, charts, PowerPoint
presentations, models, and writing.
INSTRUCTIONAL CHARACTERISTICS
• Investigative processes such as inferring,
hypothesizing, measuring, predicting, classifying,
analyzing etc. are employed
• The procedure in gathering information is not
prescribed by the teachers.
• The children are highly motivated to search,
hence active participation is the best indicator of
inquisitiveness
• The answer arrived at are genuine products of
their own efforts
• Focused questions before, during and after are
critical ingredients that provide direction and
sustain action.
 PROBLEM SOLVING METHOD
• Isa teaching strategy that employs the scientific method
in searching for information. The five basic steps of the
scientific method or investigatory process are:
Sensing and defining problem
Formulating hypothesis
Testing the likely hypothesis
( by observing, conducting an experiment, collecting & organizing data through normative surveys)

Analyzing, interpreting and evaluating evidence

Formulate conclusion
this method is used most often in science and mathematics classes. The students are trained to be
sensitive into any puzzling situation or to any difficult situation that needs to be solved
 ADVANTAGES
• This method is most effective in developing
employing the science processes

• The scientific method can likewise be used effectively

in other non-science subjects. It is more
comprehensively known as investigatory processes. It
is a general procedure in finding solutions to daily
occurrences that urgently need to be addressed
• The student’s active involvement resulting in meaning
experience serves as a strong motivation to follow the scientific
procedure in future undertaking

• Problem solving develops higher level thinking skills

• A keen sense of responsibility, originality and resourcefulness are

developed, which are much needed ingredients for independent
study

• The students become appreciative and grateful for the

achievement of scientific method

• The students learn to accept the opinion and evidence shared by

others
 PROJECT METHOD

- Learners solve a practical problem over a period of several days or

weeks.
- it may involve organizing a fund raising campaign for the flood
victims, doing an advocacy for breastfeeding or publishing a class
newspaper
- focuses on applying, not imparting, specific knowledge or skills,
and on improving student involvement and motivation in order to
foster independent thinking, self-confidence, and social
responsibility.
ADVANTAGES:
1. It is a teaching method that emphasizes “ learning by doing.”
2. Constructing projects develops the students’ manipulative skill.
3. The planned design of the project tests the student’s originality in
choosing the materials to be used.
4. It can be employed among students who are weak in oral
communicatons.
• 5. The completed project adds to one’s feeling of accomplishment
and satisfaction; thus motivating students to continue constructing
new projects in school and at home
• 6. It instils the values of initiative, industry and creativity.
• 7. Working on a project in groups develops the spirit of cooperation
and sharing of ideas.
• 8. In addition to learning a concept, students become productive
and enterprising.
 GUIDELINES FOR ITS EFFECTIVE USE
1. The project must be assigned to a student/ group of students who
is capable and interested.
2. The student/ group must be clear about the objectives of the
project including the criteria that must be used in evaluating the
finished project.
3. The design of the project must be carefully checked before the
student/ group starts.
4. The materials must be carefully selected as to suitability and
durability to avoid wastage.
5. There should be minimal supervision as soon as the construction is
going on.
6. Recognition and simple awards for well-constructed projects must
be given to add to students’/ group’s feeling of confidence and
accomplishments.
 COOPERATIVE LEARNING

• Another way of to classify teaching approach is to determine the

number of students involved.
 CHARACTERISTIC FEATURES

1. It has two important components:

a.) Cooperative incentive structure
b.) Cooperative Task Structure
2. Students work in teams to tackle academic tasks.
3. Reward systems are group-oriented rather than individually-
oriented
4. The interactions within the group are controlled by the member
themselves
 CHARACTERISTIC FEATURES
5. Teams are made up of mixed abilities- high,
average and low achievers
6. Each individual learner is accountable for his/her
learning
7. The group reflects on and evaluates the group
process they underwent.
 GUIDELINES FOR ITS EFFECTIVE USE

1. Use heterogeneous grouping wherein high, average and low

achievers are mixed in a group.
2. Make sure that the students exhibit the necessary social skills to
work cooperatively in group situations.
3. Arrange the furniture so that groups of students can sit facing each
other during sessions.
 GUIDELINES FOR ITS EFFECTIVE USE

4. Provide adequate learning tools so as not to make others wait at a

time they are needed.
5. Encourage students to assume responsibility for individual and
group learning by offering rewards for achievement.
6. Make sure each group understands the goals, procedures, tasks
and methods of evaluation.
 PEER TUTORING/PEER LEARNING

It is said that “the best way to learn something is to teach it.”
Commonly employed when the teacher request the older, brighter,
and more cooperative member of the class to tutor ( coach, teach,
instruct )

Arrangement
1. Instructional Tutoring
2. Same age Tutoring
3. Monitorial Tutoring
 INSTRUCTIONAL CHARACTERISTICS

1. The tutees receive individualized instruction.

2. The tutees receive more instruction.
3. Rapport between tutor and tutee may be readily established
considering that they belong more or less to the same age group
4. The teacher us free at the same time to do other classroom chores
while the member are being handled by the tutors
5. This kind of arrangement reduces a large class into smaller
working groups
 INSTRUCTIONAL CHARACTERISTICS

6. Discipline problems are lessened because there are more

assistants looking after smaller groups
7. The spirit of cooperation, camaraderie, and reciprocity are
highlighted.
8. The tutors stand to gain more since teaching is an excellent
learning situation
9. The tutors can likewise improve their own self-concept.
GUIDELINES FOR ITS EFFECTIVE USE
1. Care in selecting the tutors to assist the rest
must be strictly exercised.
2. The teacher must go around and observe how
the members of the groups are interacting with
one another.
3. Tap students who possess leadership qualities in
addition to being knowledgeable and older.
4. Explain well the benefits of this form of
arrangement in order to avoid possible
resentment since both tutor and tutees are
classmates
5. Confer with the tutor regarding the nature and
extent of the assistance they are expected to
GUIDELINES FOR ITS EFFECTIVE USE
6. Prepare both tutors and tutees regarding the role
each will play in the teaching-learning situation
in order to avoid confusion
7. Make sure the tutor exhibits teaching
competence as to the depth and breadth of the
subject
8. Make the tutor exhibit a variety of techniques in
“reaching” the tutees since they are more alike in
tastes, skills, and habits
9. Prepare instant evaluation by way of
performance and oral responses as feedback that
can indicate progress in the tutorial situation
PARTNER LEARNING

• As the name of this method implies, this is learning with

partner. A student chooses partner from among his/her
classmates. it could be employed when you get your
students rehearse what they have learned and explore
the understanding of content with a partner

• this could also mean assigning “Study Body”. study

buddies become responsible for each other learning.
However, each student is held accountable for his/her
own learning
All teaching methods can be classified into two,
namely DEDUCTIVE and INDUCTIVE method. the
direct method and the demonstration method of
instruction are deductive while inquiry method,
problem solving method and project are inductive
 DEDUCTIVE METHOD
• in the deductive method, the teacher tells or shows directly
what he/she wants to teach. this is also reffered to as direct
instruction

EXAMPLE on how deductive method is being processed by a

teacher

the teacher begins his science lessons by defining vertebrates

as all animals with backbones. then the teacher will give an
examples - dog, fish and frog, they are all vertebrates because
they posses backbones
Another example:

the teacher begins his/her lesson with a generalization that

geographical location influences people's way of life. then
the teacher will give proofs that this is so by showingthem
an economic map of the phillippines.then study the map
with them. those who live in near sea are fishermen, their
main product is fish. those who live in wide plain like central
luzon, cagayan valley have rice as their main product and
farming as the main occuption.
 ADVANTAGE & DISADVANTAGE
• ADVANTAGE:
1. cove inning of the lesson. We do not need to worry on what
question to ask to lead the learners to generelization or
conclusion
• DISADVANTAGE:
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 genertion of conclusion or
generalization. the learners' involvement
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 uninterresting.
INDUCTIVE METHOD

• the opposite of direct and deductive methos is the

inductive method, it is also called indirect instruction

• the inquiry method or problem solving method and

project method falls under indirect method, guided and
exploratory approach to instruction. they begin with
question, problems and details and end up with
answers, generalizations, conslusion, therefore, they
will fall under the inductive method of teaching,
theoppositeif the deductive method.
EXAMPLE on how deductive method is being processed
by a teacher

the teacher show the class the economic map of the

Phillipines then ask the class to study it with special
attention ogeographic features and economic products. to
guide them in their analysis. the teacher will ask them
questions like what is the occupation of the people who
live by the sea? what about those who live in spacious
plains? what generalization can you draw about the
relationship between geographical features of a place and
peoples' means of livelihood?
• ANOTHER EXAMPLE:

is the examine of animals and study their body

parts. each has a backbone. the dog has a
backbone, the fish and the frog also have a
backbones, then, the dog, diah and frog are
vertebrates, then the teacher will define
VERTEBRATES
 ADVANTAGE
1. The learners are more engaged in the teaching-learning
process. with our facilitating skills, the learners
formulates the generalization or rule.
2. Learning becomes more interesting at the outlet
because we begin with the experiences of our studens.
we begin in what they know
3. it helps the development ofour learners' higher order
thinking skills (HOTS) to see patterns and analyze the
same in order to arrive at generalizations requires
analytical thinking.
 DISADVANTAGE
1. Itrequires more time and so less subject matter will be
covered. we need much time to lead our student to the
formulation of generalizations
2. it demands expert facilitating skills on the part of the
teacher. we've got to ask the right question, organize
answers and lead the learners to the generalization or
conclusion
 OTHER APPROACHES

1. BLENDED LEARNING
• - Learning that is facilitated by the effective combination
of different modes of delivery, models of teaching and styles of
learning.
 2. REFLECTIVE LEARNING

• Students/teachers learn through an analysis and evaluation of past

experiences.
 GUIDELINES FOR THE EFFECTIVE USE
1. Allocate sufficient time for reflection.
2. Schedule a short briefing activity.
3. The Teacher serve as the facilitator.
4. Encourage the students to recount the experience to others.
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
• 2.) Writing Journals
a.) Description of the learning event
b.) Outcome of the event
c.) Value of the event
d.) Causes of success or failures
3.) Keeping A portfolio
 3. METACOGNITIVE APPROACH

• Meta means “beyond”

• An approach that goes beyond cognition
• An approach that makes our students think about their thinking
 4. CONTRUCTIVIST APPROACH
students come to the classroom with prior understanding and
experiences and to promote studetn learning. teachers must
address and build upon this prior knowledge

contructivist view learning as an active process that results

from self-constructed meanings. a meaningful connection
between prior knowledge and the present learning activity
the constructive approach is anchored on the belief that every
individual construct and reconstruct meanings depending on past
experiences.They continue reflecting and evaluating accumulated
knowledge with an end in view of contructing new meaning.
5. INTEGRATED APPROACH
- IS INTRADISCIPLINARY, INTERDISCIPLINARY, AND
TRANSDISCIPLINARY

 Intradisciplinary Approach
 Interdisciplinary Teaching
 Transdisciplinary Approach
 PROBLEM-BASED LEARNING (PBL)
• 3 STEPS:
1. Teachers and students select a topic of study based on student
interests, curriculum standards, and local resources.
2. The teachers finds out what the students already know and helps
them generate questions to explore.
3. Students share their work with others in a culminating activity.