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Teaching Approach and Strategies in Science

The document discusses teaching approaches and strategies for science. It defines teaching approach as a teacher's personal philosophy and how they interact with students. Teaching strategies are careful plans to achieve goals over time. Good science teachers arouse curiosity, conduct fun sessions, guide without giving answers, show real-world applications, involve experiments, and create a non-threatening environment. The document also contrasts teacher-centered versus learner-centered approaches and notes that combining approaches can create a well-balanced learning environment.

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293 views24 pages

Teaching Approach and Strategies in Science

The document discusses teaching approaches and strategies for science. It defines teaching approach as a teacher's personal philosophy and how they interact with students. Teaching strategies are careful plans to achieve goals over time. Good science teachers arouse curiosity, conduct fun sessions, guide without giving answers, show real-world applications, involve experiments, and create a non-threatening environment. The document also contrasts teacher-centered versus learner-centered approaches and notes that combining approaches can create a well-balanced learning environment.

Uploaded by

wendz
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
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TEACHING APPROACH

AND STRATEGIES FOR


SCIENCE
TEACHING APPROACH AND STRATEGIES FOR SCIENCE

TEACHING APPROACH
This is your own
personal philosophy of
teaching and how you
deal with your students.
TEACHING APPROACH AND STRATEGIES FOR SCIENCE

TEACHING STRATEGY
Is a careful plan for
achieving a particular
goal usually over a long
period of time.
TEACHING APPROACH AND STRATEGIES FOR SCIENCE

What are the


characteristics of
Good Science
Teacher?
TEACHING APPROACH AND STRATEGIES FOR SCIENCE

1.AROUSE CURIOSITY
One of the difficult task
for a teacher is to avoid
that loss of curiosity
among students.
TEACHING APPROACH AND STRATEGIES FOR SCIENCE

2. CONDUCTS FUN SESSIONS


Few ideas for such sessions:
- “Did You Know?” session may be used to
Introduce new science facts to the students.
- “Give me reason” session may be used to
make the students think and answer
scientifically.
- “Science in Media” session may be used to
show the use of scientific principles in Films,
Comics, etc.
TEACHING APPROACH AND STRATEGIES FOR SCIENCE

3. GUIDES BUT DOESN’T SOLVE


While clarifying the doubts of
students, the teacher may guide
the students how to arrive at
the solution instead of just
giving the answer.
TEACHING APPROACH AND STRATEGIES FOR SCIENCE

4. SHOW REAL WORLD APPLICATION:


Science may become boring if the
student is not shown the connection
between theory and practice.
“Inventions or Discoveries are the result
of connecting theory with reality”
TEACHING APPROACH AND STRATEGIES FOR SCIENCE

5. INVOLVE EXPERIMENTS
Simple experiments may be
conducted in classrooms for
demonstrating major concepts like
Gravity, Force, etc. The teacher may
also conduct Science exhibitions in
which the students may demonstrate
their experimental skills.
TEACHING APPROACH AND STRATEGIES FOR SCIENCE

6. ISN’T TERRIFYING.
The teacher may make
sure that students do
not fear to interact with
him/her.
TEACHING APPROACH AND STRATEGIES FOR SCIENCE

A
S
S
E
S
S
TEACHER – CENTERED ?
Y
O
U
R
S
E
LEARNER – CENTERED ?
L
F
TEACHING APPROACH AND STRATEGIES FOR SCIENCE
TEACHING APPROACH AND STRATEGIES FOR SCIENCE
TEACHING APPROACH AND STRATEGIES FOR SCIENCE

TEACHER – CENTERED
Students put all of their focus
on the teacher. You talk, and
the students exclusively listen.
During activities, students word
alone, and collaboration is
discourage.
TEACHING APPROACH AND STRATEGIES FOR SCIENCE

PROS
- When education is teacher-centered, the
classroom remains orderly. Students are
quiet, and you retain full control of the
classroom and its activities.
- Because students learn on their own, they
learn independence and make their own
decisions.
- Because you direct all classroom activities,
you don’t have to worry that students will
miss and important topic.
TEACHING APPROACH AND STRATEGIES FOR SCIENCE

CONS
- When students work alone, they don’t learn
to collaborate with other students, and their
communication skills may suffer.
- Teacher-centered instruction can be boring
for students. Their minds may wander, and
they may miss important facts.
- Teacher-centered instruction doesn’t allow
students to express themselves, ask
questions, and direct their own learning.
TEACHING APPROACH AND STRATEGIES FOR SCIENCE

STUDENT – CENTERED
When a classroom operates with
student-centered instruction, students
and instructors share the focus. Instead
of listening to the teacher exclusively,
students and teachers interact equally.
Group work is encouraged, and students
learn to collaborate and communicate
with one another.
TEACHING APPROACH AND STRATEGIES FOR SCIENCE

PROS
- Students learn important communicative and
collaborative skills through group work.
- Students learn to direct their own learning,
ask questions, and complete tasks
independently.
- Students are more interested in learning
activities when they can interact with one
another and participate actively.
TEACHING APPROACH AND STRATEGIES FOR SCIENCE

CONS
- Because students are talking, classrooms may often
be noisy or chaotic.
- Teachers may have to attempt to manage all
students’ activities at once, which can be difficult
when students are working on different stages of the
same project.
- Because the teacher doesn’t always deliver
instruction to all students at once, some students
may miss important facts.
- Some students prefer to work alone, so group work
can become problematic.
TEACHING APPROACH AND STRATEGIES FOR SCIENCE

A Look at the Differences Between Teacher-Centered and Learner-Centered Learning


Source: The National Capitol Language Resource Center (a project of the George Washington University)

Teacher-Centered Learner-Centered
Focus is on instructor Focus is on both students and instructor

Focus is on language forms and structures (what the Focus is on language use in typical situations (how students will
instructor knows about the language) use the language)

Instructor models; students interact with instructor and one


Instructor talks; students listen
another

Students work in pairs, in groups, or alone depending on the


Students work alone
purpose of the activity

Students talk without constant instructor monitoring; instructor


Instructor monitors and corrects every student utterance
provides feedback/correction when questions arise

Students answer each other’s questions, using instructor as an


Instructor answers students’ questions about language
information resource

Instructor chooses topics Students have some choice of topics

Instructor evaluates student learning Students evaluate their own learning; instructor also evaluates

Classroom is quiet Classroom is often noisy and busy


TEACHING APPROACH AND STRATEGIES FOR SCIENCE

Making a decision
In recent years, more teachers have moved
toward a student-centered approach.
However, some students maintain that
teacher-centered education is the more
effective strategy. In most cases, it is best for
teachers to use a combination of approaches
to ensure that all student needs are
met. You know your classroom better than
anyone, so decide what works best for you and
your students.
TEACHING APPROACH AND STRATEGIES FOR SCIENCE

In Concordia’s online MEd programs, we


are all about collaboration. We believe
that a mix of the two approaches can
create a well-balanced educational
atmosphere, and that all voices have a
right to be heard. Life is way more
interesting when you’re
talking with someone, rather
than to someone, right?
TEACHING APPROACH AND STRATEGIES FOR SCIENCE

Provide your students with feedbacks so


they can refine their efforts

Be clear about what your students to


learn Allow time for every child to succeed

Tell your students what they need to know and


show them what they need to be able to do. Get students working together is
productive ways

Use questions to check that your Teach students ‘strategies’ as well as


students understand things content

Have students summarize new


information in a graphical way Nurture metacognition

Give your students plenty of practice


spaced out over time

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