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1. Teaching
Approach
Purpose / Nature Strategies
Process Approach
Develop competence in young learners
Requires systematic steps in gathering
information
Observing using the five senses
Classifying, ordering and organizing
Measuring and estimating
Inferring
Predicting
Controlling variables
Formulating hypothesis
Analyzing and interpreting data
Drawing conclusions and
generalization
Insures the provision of the much
needed experiences and training in
applying the right process

Encouragement on using 5 senses
Giving comparisons and objective descriptions
Setting criteria for comparing
Arrangement, grouping out things for classification; guide the learner
in organizing and presenting them in an orderly manner.
Emphasize the use of appropriate measuring tools
Encourage learners to formulate inferences about a situation then
discuss which the correct one is.
Stress on making predictions by establishing trends or consistent
occurrence of events
Making graphs, tabulations or diagrams; practicing the learners to
construct the said illustrations
Letting the children to formulate several hypothesis and guide them in
testing the likely one
Provide children with sufficient exercise in forming their own
conclusions and generalizations after a thorough examination of all
the evidences. Always check immediately misconceptions if any
Involve all students in learning activity
Modeling


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I nquiry
Approach
Aims to assist children in finding answers to their own questions
Gathering of data and other evidences
Formulating own conclusions
Inquiring about an object, event or problem situation
Sorting out and analyzing information
Discover concepts by themselves
Analyzing, evaluating and synthesizing own observation
Higher-order thinking skills such as critical thinking, decision
making and problem-solving are developed
The value of self-managed learning styles is appreciated and
internalize, guaranteeing lasting satisfaction, pride and
confidence
Social traits such as respect for the opinions of others, tolerance
and cooperation are valued by all

Using step-by-step procedure in the designed
activities
Guidance in using science process
Plan lessons that would require active
participation of all groups in the lesson
investigations
Application of teachers questioning technique
Allow flexibility in the students ways of doing
things
Provide inquiries through independent and
firsthand experience


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Constructivist
Approach
Enable student to learn by constructing their own
meanings based on past experiences
Gain experience and personal knowledge through
active involvement
Students can gather information, evaluate and draw
conclusions by themselves
Build a personal knowledge base
Lead learners to change or reinforce their ideas and
understandings. New meanings and interpretations
will evolve
Exchange of even diverse, controversial and radical
ideas and beliefs
Generating real understanding and useful personal
knowledge
Aims to develop higher-order thinking

Provide students with relevant experiences from which
they can construct their own meaning
Conduct dialogues
Stimulate narrations about events and instant recall of past
learning episodes with an end of eliciting their own
construction of meanings
Plan carefully activity-centered lessons
Accept and encourage student autonomy and initiative
Make up reflections after learning episodes
Allow students to plan their own learning activities
Use tactful questioning technique



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Reflective
Teaching
Facilitate abrupt recall when faced with
comparable situations.

Assign enough time for reflection
Questioning about the knowledge acquire from the activity
Summarization of salient events
Allowing students to express their feelings
Guidance in reciting impressive aspects of experience
Allowing students to recount experiences to others
Give confidence to the students to experience self-analysis
Keep a collection or portfolio
Assistance in evaluating the experiences according to the
learners intent
Journal writing usage
Preparing guide questions or items which might be required for
enhanced interpretations.



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Experiential
Approach
To acquire direct purposeful experience.
To reflect
To formulate own conclusion
Enabling to create new insights and
perspective
Finding out to plan a work
Develop a seeing to believe attitude
Making learning more meaningful and
practical
Promotes exchange of ideas
Involve a child in the learning task
Giving assistance in connecting the current experience to previous
one.
Involve the students as early as in the planning phase
Allow sufficient time for reflection
Encourage them to narrate their experiences to others.
Have an adequate supply of materials and tools
Include real life situation that will make their learning more
meaningful and practical
Journal writing
Promote class interaction




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I ntegrated
approach
To teach organize body of knowledge
To analyze
To synthesize
Evaluate the information in order to gain deep understanding
at the same time develop critical thinking and the ability to
scientifically process information
Can generalize and find explanations nor document any
evidences find
Teachers assist the learners
Giving students a free will in expressing inferences
after making their analysis and presentation of
evidences
Provide all the needed information during
presentation
Practice students in categorizing or sorting out
objects ,organisms and experiences based on
common attributes or properties






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Team
Teaching
Multidisciplinary approach
Experts get together and share ideas
Possessing authority or an expert on a
special topic
Collaboratively plan learning activities
Selecting team members based on instructional competence and personal
traits such as willingness to cooperate and share expertise.
Setting time for pre planning phase
Specific roles must be defined together with corresponding responsibilities
Taking notes of the students level of motivation and interest
Observe strict professionalism
Maximize the utilization of time and resources
Keeping profile of a probable teacher




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Direct / Expositive
instruction approach
Helping students acquire basic skills and procedural
knowledge
Provide the rationale
Demonstrate the skills
Provide guided practice
Check for understanding and provide feedback
Provide extended practice and transfer
Coverage of a wider scope of subject matter
No bother on the part of the teacher to lead learners to the
formulation of the generalization or rule

Explain rationale and objective in the lesson
Provide motivation
Conduct the demonstration
Assign practice for a short period of time
Provide feedback
Focus on the performance of the evaluation
rather than pencil paper test
Use deductive method
Describe the testing situation and specify the
level of performance expected
Divide complex skills and understanding into
sub skills
Design own strategy in teaching each skills
that contributes to learning
Rehearse all steps before demonstration
Be able to construct good performance based
tests

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Guided/exploratory
approach
Provide opportunities to explore , to inquire, to discover new
learning, spontaneous and self-directed exploration
Obtaining information through directed experiences
Compare, classify, analyze and evaluate collected
observations
Inferring,measuring,predicting,experimenting, formulating
conclusions and generalizations
Gaining clear understanding of content being introduced
Develop initiative and divergent thinking
Sense of responsibility is developed
Learning by doing
Develops students manipulative skills
Students become productive
Problem solving method
Sensing and defining the problem
Testing the hypothesis
Provide sufficient training in defining and
stating the problem
Group the students and allow them to share
their tasks
Guide the students at every step by asking
leading questions
Get ready with substitutions for materials
which may not be available
Involve the students in determining the
criteria with which they will be evaluated
Use project method
Assigned the project to a student who is
capable and interested
Materials must be carefully selected
Give recognitions and rewards for well
constructed projects
Use inductive method



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Metacognitive
approach
Makes students think about their
thinking
Identify what is known in the
situation or a problem
Making students conscious on their
thoughts
Allowing student to think aloud
Have the students describe what is going on their mind like dividing the
class into pairs for five to eight minutes




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Constructivist
approach
Self-constructed meaning
Reflecting , evaluating accumulated knowledge
Providing students with relevant experiences from
which they can construct their own meanings
Inquiry teaching
Reflection
Testing own ideas
Self-discovered information creates more meaningful
concepts
Gaining useful insights from the analysis and applying
this new knowledge daily to work
Encourage students to take their own initiative in
undertaking a learning activity
Ask students to recall past experiences, analyze and see
the connection in the new learning event.
Self-analysis
Writing journals
Keeping a portfolio
Observation of students responses
Question at the end of every lesson
Attending feelings towards the students experience
Evaluate the experience in the light of the learners
intent



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Cooperative learning
approach
Solve their own problems and acquire information through collective
effort
Develops friendliness, willingness and assist the more worthwhile
value of caring and sharing
Promotes maximum generation and exchange of ideas , tolerance and
respect for other peoples point of view
Exhibit less competitive behavior compared to whole class teaching
classrooms
Gain skills of cooperation and collaboration through experience
Building rapport between tutor and the tutee
Make the students work in team or
group such as
round robin
corners
match mine
numbered heads together
colored coded
co-op cards
praise check
three step interview
think pair share
team word webbing
roundtable
inside outside circle
partners
jigsaw
co-op co-op
Peer tutoring teaching
Partner learning



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Instructional practices and discussion
procedures
Purpose / Nature Strategies
I ntegrative technique
To designate what modern educators
call the new learning which aims to
achieve the integration of the individual.
Achieving both personal and social
integration of the individual

Initiating a unit
Point of experiencing
Research techniques
Acquiring needed skills
Culminating activities
Evaluation








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Discovery approach
(self-discovery=Figuring things for one
thing for oneself)
( guided discovery = approach to
instruction by which the teacher tries to
draw out from his pupils certain bits of
information through properly organized
questions and explanations leading them
to eventual discovery of principle.
(Pure discovery= approach where the
pupils are expected to arrive at certain
concepts and principles completely by
themselves with little or no guidance
from the teacher except for the
explanation of particular terms or
references

Allowing students to identify and
explore a problem
Identification and exploration
Statement hypothesis
Experimentation
Gathering of data
Solution of a tentative hypothesis
verification










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Process approach
Process and intellectual development
For observing
For description or communication
For classification
For measurement
For inference
For hypothesis
For prediction
Control of variable
Experimentation


Selected materials are brought into the
classroom for children to observe or
manipulate in their own or under the
guidance of the teacher














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Conceptual approach
Enable students to develop concepts
To classify concepts so that each pupil
has a clear mental picture of the ideas
being studied.
Select or develop a generalization
Guide pupils to form generalization
Provide a broad background of the unit
content
Build one background for the pupils
Determine which concept and
generalization to emphasize
Consider available boos or other
materials
Formulate questions and problems that
challenge thinking and resourcefulness







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Mastery learning
For optimizing learning considers the
individual capacity and needs for
learning
Instruction is based on the context of the
regular group instructions by means of
an ongoing feed-back correction
process.
(preparatory phase= require minimal
prior learning or processes
Considered closed since emphasize
convergent rather than text, and are
sequentially learned)
( instructional phase= present lessons
using improved techniques; give
formative test; interpret feedback)
Give evaluation which is formative or
summative








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Team teaching
Involve two or more teachers that work
cooperatively with the same group of
students for some period of time .
Stimulated to do better teaching through
close association with other members of
the team
Students sees exposure to a variety of
point of view and teacher personalities
Require elaborate preparation and
administration like films and
transparencies
Teacher is freed from routine task
Applicable for discipline
Planning and preparation

















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Programmed instruction
Self-instructional aid

Presentation
Response
reinforcement

TIME-TESTED METHOD
Purpose / Nature
Strategies

I nductive method
Discovery method
Arrive at the fact or principle
Make meanings e by explanations ,
relationships of ideas
Enable pupil to carry out investigation
by themselves
Preparation
( apperception)
(motivation)
Statement of the aim
Presentation
Comparison and abstraction
Generalization
Application




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Deductive method
From specific cases and ends up to
generalization
Organization of a matter begins with law
or principle

Steps( statement of problem)
Generalization
Inference
Verification


Type study method




Inductive in nature except that only one
case is studied
For detailed examination
Detail concepts gathered as basis for
comparison in studying

Selection of the topic as a type to be
studied
Apperception and motivation
Statement of the typical case o model
that will serve as basis for comparison
Study details
Comparison of details with the model
Generalization





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Problem method
remove difficulty or perplexity through
a process of reasoning
reflective thinking is utilized in problem
solving
act of searching
inquiring
to find the material that will solve the
problem
recognition and statement of the
problem
statement of hypothesis
critical evaluation of suggested solution
verification of accepted solution
exploration
presentation
comparison
abstraction
generalization
application
assimilation
organization
recitation




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Project Method
Problematic in nature
Activity should work towards a definite
attainable goal
The activity should be purposeful
The pupil should plan , direct and
execute the activities
Carried on a natural setting and
problematic n conducting an activity
Purposing
Planning
Executing
Evaluating


Laboratory Method
First hand experiences regarding
materials or facts obtained from
investigation or experimentation
Introductory steps for orientation and
motivation
Work period
Culminating activities
Exhibiting various projects and
explanations




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Demonstration method

Also known as showing method where
the teacher does the experiment before
the class
Telling or showing the process

Expository method
Explaining or interpreting
Time saving
Teachers may able to give materials in a
period that would take pupils hours to
find

Establishing approach
Presentation
Application


Morrisonian technique or unit method
Proposed the mastery formula for
learning such as pretest , teach ,test the
result ,adopt procedure ,and test again
to the point of nature learning
Exploration
Presentation
Assimilation
Organization
Recitation




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Alternative Teaching Strategies Purpose / Nature of Teaching Strategies
I NDEPENDENT STUDY

Enhances the development of self-learned processes
Students assume responsibility for their own learning
They can select special area of interest therefore motivation is high
They can work at their own pace and time



I NTEREST LEARNI NG CENTER



Provides truly individualized learning
Students interest as the initial motivation the completion of the
information search is assumed
Flexible schedule will allow them to devote more time they can
afford
The center provides a conducive place with all the materials
selected for particular area
Students become more responsible for their own learning regimes

PROBLEM SOLVI NG
Students gets actively involve in the activity
Systematic approach in attacking similar problems is developed
Learning becomes permanent
Decision-Making is enhanced
Conclusion are independently arrived at
Develops critical-mindedness and creativity
J OURNAL WRI TI NG
Useful tools to develop a skills on reflecting on their own
experience
Reveals significant information about their attitudes, habits of
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work and study ultimately their learning styles
Honest way in which communication will be established
Evaluate themselves thereby realize their own strength and
weaknesses
Serve as a venue in monitoring ones progress in learning assigned
task
Taken as evaluation instruments
Bring back happy memories while leaving together in class
PROJ ECTS Best employed when objective requires the application of a
principle or concept
Surely tests children creativity and resourcefulness
Learn how to prepare a design and execute to completion
Constructing develops the manipulative skill of children
Technique should be resorted to in evaluating the achievements of
students who may be weak in oral communication
Satisfaction and pride in completing a project is a valuable
outcome
Develops at a young age initiative and industry, thus enabling
children to be productive

COLLECTI ONS Collecting things or value to the collector instills that feeling of
joy and pride
Develops the skills in classifying, organizing and presenting
materials according to criteria
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Values of orderliness, care and neatness are worth developing at a
young age
A Collection can convey message if presented and organized in a
logical manner
Collecting is a laudable hobby later when they have/had
successful presentations
A good way of determining intense interests among young
Guides the teachers in choosing instructional materials
SPECI AL REPORTS Search for facts and information
Being a special tasks, the promise of a fair evaluation and
corresponding rewards is expected
Special reports are assigned to students with care so feeling of
pride and strong motivation are developed
Presentation of special reports put to tests the students ability to
organize ideas logically and clearly.
DI SCOVERY Learning is lasting since the students actively discover the
information
Students learn to record data and analyzed them for possible clues
and Leeds
A methodological search for information is scientific and should
be encourage
Feeling of joy and satisfaction is discovered
Develops critical thinking -Inductive or Deductive
Students develops the skills and attitude of a researcher in higher
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cognitive domain

READI NG Objective of the lesson must be discussed clearly
Essays and Narratives to be read are well-organized
Reading in a conducive atmosphere can lead to better
understanding
Visual illustrations, photos and diagrams could add to the
vividness of information
Recent information obtained will be useful for updating purposes
Skills in analyzing information in prints could be enhanced
Guarantees enjoyment of the lesson especially if information
obtained in different rich materials
Habit of reading will be developed at young age
STUDENTS RESEARCH
Students learn how to gather relevant data and analyze them
Develops the skills in employing Inquiry Approach
When facing problems just see the scientific method if it is
followed to seek a solution
Use modes of investigations
Skill is wise, decision-making is enhanced




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Alternative Teaching
Strategies
Purpose / Nature of Teaching Strategies
BRAI NSTORMI NG

To present the problem/situation
To share ideas ; to suggest possible solutions
Enables it to accept all ideas
For reviewing or discussing the ideas
For organizing ideas
For closing ideas


DI SCUSSI ON
a) WHOLE CLASS
DISCUSSION











b) SMALL CLASS
DISCUSSION





To clarify aims and establish the set
Provides focus onto a discussion
To hold the discussion
Helps bring a close, summarized discussion or expressed meanings on the discussion
To debrief the discussion

Noting students behavior / attitudes, abilities to express ideas

Noting students needs ,personalities and backgrounds

Enable the students to prepare or discuss topics in front of a class

Make out presentations out of a variety of perceptions on a single topic
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c) PANEL DISCUSSION
DEMONSTRATI ONS
By the aid or models of presentations; analysis and syntheses ; it
Shows how to perform an act of a procedure
Helps the students to understand a given content
Learning them how to perform a process at the same time
Illustrate how to do something in a step by step manner successfully (Seaman and Fellenz 1980)
FAMI LI AR DEBATE
To conduct oral presentations
To conduct a rebuttal of a two (2) or more individual about the topic given
To present that topic on a given time
For reviewing , analyzing and serves as a guide about the topic
To organize students ideas on a specific issue
CLASS DEBATE
MOCK TRI AL



a) BRIEFING
b) CONDUCTING THE
TRIAL
c) DEBRIEFING
Help students to develop concepts of justice ,learn key aspects of curriculum procedure, analyze issues ,
interpret facts and evaluate decisions
Preplanning
Simulation of the conduct of the trial
Asking questions

ROLE PLAYI NG Enables students to identify with others in a variety of situations
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Develop empathy , concern for other and other personal behaviors by having students enact an incidents or
a problem and propose desirable solution
(Michaelis and Garcia)
Gives students an opportunity to act out roles involving conflicts , judgments and actions from a point of
view differing his or her own
Enables participants/observers to get involve in real problems situations and the desire for resolution and
understanding that this involvement brings.(Shaftel 1967)
SI MULATI ONS Provides student with activities that are designed for lifelike problems- solving experiences
Provides representation of some phenomenon, event or issue that actually existed it the real
world.(Morterolla 1994)
Permit students to perform vicariously expressive roles in decision making (Nelson and Michaelis 1980)
Provide participants with an illusion of involvement in reality
( Armstrong 1980)
LECTURE Present main points to covered
To illustrate each point
Stimulates students thinking
Provide motivational vehicle to stimulate their involvement into a series of inquiry
Help learners understand relationships in organized bodies of knowledge
To introduce a topic
To define issue on a given topic
To present a problem or dilemma
To explain the processes undertake
To develop concepts or for generalizations
To state possible hypotheses /questions
To develop listening and note taking skills