DIFFERENT TEACHING APPROACHES AND METHODS
INTRODUCTION:
Different approaches differ in the level of teacher and student participation. We start
describing these approaches from that approach with the highest to the lowest level of
student participation. On the basis of the student and teacher involvement, these methods
are categorized as direct/expository approach or guided/exploratory approach.
BASIC CONCEPTS:
Approach – one’s viewpoint toward teaching or refers to what one believes in,
regarding teaching, upon which teaching behavior are based
Method – a series of related and progressive acts performed by a teacher and
students to achieve the objective of the lesson
DIRECT/EXPOSITORY APPROACH
A way of teaching which is aimed at helping students acquire some basic skills and
“procedural knowledge”
It is straightforward and is done in “a step by step manner”. The emphasis is on how to
execute the steps on the entire procedure
This may involve a simple or a complex skill such as solving a problem by using
mathematical equations
It includes presentation and recitation, as well as teacher-student interactions
Attention is focused on every detail of the procedure
Content mastery and over-learning of fundamental facts
Teachers will need to motivate and heighten the interest of the students
EXAMPLE:
Performance-based subjects such as Science, Mathematics, Music and Physical
education are taught by this technique
STRATEGIES USED IN DIRECT INSTRUCTION
1. Lecture and Student Recitation
2. Deduction
3. Expository/Didactic Method
4. Demonstration Method
DEMONSTRATION METHOD
It is a learning activity which is performed by a student, a group of 3 to 4 members or a
teacher while the rest become observers
Teacher-dominated
Teachers show how to operate and handle equipment while the class observes
Teacher should be knowledgeable in preparing the apparatus needed according to the
steps to be followed
The rest of the class becomes focused on the activity and concentration on the subject
is assured
ADVANTAGES OF DEMONSTRATION METHOD
It follows a systematic procedure and students will be able to learn from a well-tried
procedure since the demonstrators are selected and assumed to be skilled
The use of expensive equipment and machines will be maximized
Possible wastage of time, effort and resources will be avoided since the demonstration
is supposed to well-planned in advance
It will not result in trial-and-error learning as happens with unplanned learning activities
Findings are reliable and accurate since the procedures have been tried before
The confidence of the students is developed from hands-on demonstrations
Curiosity and keen observing ability are instilled among observers
EXAMPLES:
How to focus on a microscope
Preserving flowers and other specimens
Performing First-Aid
How to mix ingredients for a menu
INDIRECT/GUIDED/EXPLORATORY APPROACH
The teacher guides the learner to discover things for himself/herself. The teacher
facilitates the learning process by allowing the learner to be engaged in the learning
process with his/her guidance.
Indirect instruction method is best used when the learning process is inquiry-based, the
result is discovery and the learning context is a problem. This can come as
Inquiry method/Discovery method
Problem-solving method
1. INQUIRY METHOD
o Provide with opportunities to explore, inquire and discover new learning. The
core of inquiry is a spontaneous and a self-directed exploration.
STEPS IN THE INQUIRY METHOD
1. Define the topic or introduce the question
2. Guide students plan where and how to gather data and information
3. Students present findings through graph, charts, powerpoint presentation, models
and writing
HOW TO FACILITATE INQUIRY TEACHING
1. Arrange for an ideal room setting
2. 2. Choose tools and equipment that can easily be manipulated
3. The materials to be used or examine must lend themselves easily to the processes
to be employed and the end product desired
4. The questions/problems to be answered should originate from the learners, followed
by the formulation of hypothesis.
5. The procedure should likewise be planned by them
6. At the completion of the activity, require an evaluation of the steps undertaken as to
its effectiveness and the clarity of the results
7. Above all, the teacher himself/herself should internalize his/her changed role to that
of a guide, facilitator, and counselor rather than the traditional authority who not only
determines the material to be learned but also dictates how it should be learned.
2. PROBLEM SOLVING METHOD
Problem solving is a teaching strategy that employs the scientific method
in searching for information. The five basic steps of scientific method or
investigatory process are:
1. Sensing and defining the problem
2. Formulating hypothesis
3. Testing the likely hypothesis
4. Analysis, interpretation and evaluation of evidence
5. Formulating conclusion
When to use:
Direct Instruction/Expository Indirect (Guided Instruction)/Exploratory
Content oriented Experience oriented
Factual Information Developmental/formulation of concept,
Similar Information directly available – principles, skills, attitudes, and values
no effort to look for it Information not available – needs to be
discovered yet
PROJECT METHOD
- Teaching method that requires the students to present is concrete form the results of
information gathered about a concept, principle or innovation
CHARACTERISTICS OF PROJECT METHOD
It takes the student beyond the walls of the classroom
It is carried out in a natural setting, thus making learning realistic and experiential
It encourages investigate learning and solution of practical problems
It is focused on the student as it enlists his/her active involvement in the task set
It promotes a better knowledge of the practical aspects of knowledge gained from
books
It enhances the students’ social skills, as it requires interaction with the social
environment
COOPERATIVE LEARNING
- When students work together on a course assignment or project
- Each student produces an assignment of part of a project or takes a test
- This method of organization may require team-building activities for long term group
involvement
- This method is very useful in the multilevel class, allowing for both homogenous and
heterogenous grouping in terms of proficiency
3 TYPES OF COOPERATIVE LEARNING GROUPS
1. Formal cooperative learning groups
2. Informal
3. Base groups
PEER TEACHING
- A method by which one student instructs another student in material on which the
first is an expert and the second is a novice
BENEFITS OF PEER TEACHING
Students receive more time for individualized learning
Direct interaction between students promotes active learning
Peer teachers reinforce their own learning by instructing others
Students feel more comfortable and open when interacting with a peer
Peers and students share a similar discourse, allowing for greater understanding
Peer teaching is financially efficient alternative to hiring more staff members
Teachers receive more time to focus on the next lesson
PARTNER LEARNING METHOD
INDUCTIVE METHOD
It requires more time and so less subject matter will be covered
A lot of time is needed to lead students to formulate generalizations
Teachers must ask the right questions, organize answers and
comments to pave the way to the development of generalizations or
principles
Begins with specific details, concrete data and examples and ends
with an abstract thought
Learners are more engaged in the teaching-learning process
Learning becomes more interesting at the outset because teachers
begin with the experiences of the students. They begin with what they
know
It helps the development of our learners’ higher order thinking skills.
To see patterns and analyze them to arrive at generalizations which
requires analytical thinking
It requires more time and so less subject matter will be covered
A lot of time is needed to lead students to formulate generalizations
Teachers must ask the right questions, organize principles answers
and comments to pave the way to the development of generalizations
or
ADVANTAGES OF INDUCTIVE METHODS
The learners are more engaged in the teaching-learning process. The learners
formulate generalizations and rules
Learning becomes more interesting from the outset because teachers begin with the
experiences of the students know
It helps the development of the learners’ higher order thinking skills. To see patterns
and to analyze and thus arrive at general statements requires analytical thinking
DISADVANTAGES OF INDUCTIVE METHOD
It requires more time and so less subject matter will be covered. Teachers need more
time to lead students to the formulation of general concepts
It demands expert facilitating skills on the part of the teacher. Teachers must ask the
right questions and organize answers and comments to pave the way towards the
formation of generalizations and principles
DEDUCTIVE METHOD
Teacher – dominated approach
It begins with the abstract rule, generalization, principle and ends with the specific
examples and concrete details
Cover a wider scope of subject matter
Learning is a passive process, the learners do not take part in the formation of
the conclusion or generalizations
Drills or exercises come after the explanation of the rule or principle
ADVANTAGES OF DEDUCTIVE METHOD
Wider scope of subject matter because the instruction is direct by stating at once the
rules or principles at the beginning of the class
Teacher does not have to worry about what questions to ask for learners to reach a
generalization or conclusion
DISADVANTAGES OF DEDUCTIVE METHOD
Passive learning with less involvement on the part of the learners
The learners do not take part in the formation of a conclusion or generalizations
Learners’ involvement will be drills or exercises that come after the explanation of the
rule or principle
Lesson appears uninteresting at first. Teacher begins the lesson with the abstract
based on what learners do not know
OTHER APPROACHES
BLENDED LEARNING
- An approach of education in which traditional in-person classes are supplemented or
supported with technology and learners take advantage both of online and offline
resources
- A mix of face-to-face and online learning
- Lessons set to own pace
- Increased opportunities to differentiate
REFLECTIVE LEARNING
- Anchored on the ability of the teacher to guide students to reflect their own
experiences in order to arrive at new understandings and meanings
- Process of self-observation and self-evaluation
- Is a cyclical process
REFLECTION-SOME THEORIST
John Dewey
o Believed that teachers should take time to reflect on their observations,
knowledge, and experience so that they can effectively nurture each child’s
learning
Donald Schon
o Developed the notion of reflection in action and reflection on action
REFLECTIVE TEACHER
A person who transcends the technicalities of teaching and thinks beyond need to
improve his instructional techniques
Those who “review, reconstruct, reenact and critically analyze” their own and their
students’ performance
META COGNITIVE APPROACH
- The teaching process brings the learner to the process of thinking about thinking.
The learner reflects on what he learned and on his/her ways of learning
CONSTRUCTIVISTS APPROACH
- To ensure quality education in schools and effective teaching, NCERT Developed
National Curriculum Framework (NCF, 20
- So, there has been a shift from “teacher centered approaches” to “learner centered
05), which recommends that curriculum should help the learner to become
constructors of knowledge approaches” to teaching
CONSTRUCTIVISM
- Learners communicate with each other, and share their understandings, feelings,
knowledge and experience, to come up with new knowledge
- The teachers become the facilitator, and the learners are encouraged to interact,
exchange views and experience and co-construct meaning and knowledge that is
based on their needs (still with teachers’ intervention)
CONSTRUCTIVIST MEANING
According to constructivism:
1. Learning is not a passive receptive process but is, instead, an active meaning-
making process required to solve meaningful problems
2. Education system should be characterized by
i. Learning to be
ii. Learning to learn
iii. Learning to do
iv. Learning to live together
3. It recommends learner-centered approaches to achieve these objectives of education
INTEGRATED APPROACH
- It makes the teacher connects what he/she teaches to other lessons of the same
subject (intradisciplinary) or connects his/her lessons with other subjects thus making
his/her approach interdisciplinary and multidisciplinary
