Reporter: Karl Louis E.

Constantino
• It is a set of principles,
beliefs or ideas about the
nature of learning which is
translated into the classroom.
• It is a long term plan of
action designed to achieve a
particular goal.
• It is a systematic way of
doing something; an orderly
logical arrangement of steps
or procedures.
• It is a well-defined procedure
used to accomplish a specific
activity or task; a teacher’s
particular style used to
accomplish an immediate
objective.
 Approach Strategy Method
Technique

Techniques are consistent with a given approach,

strategy and method.
• An approach gives rise to a strategy which may use more
than one method of teaching.
• One teaching method may be employed differently by two
different teachers whose teaching style may lead to the use
of different techniques.
• Technique has something to do with teacher’s personal style
of teaching.
Examples of Teaching Approaches

Teacher—centered Learner—centered

Subject matter—centered Learner—centered

Teacher—dominated Interactive

“Banking” approach Constructivist

Disciplinal Integrated

Individualistic Collaborative

Indirect, guided Direct

• In this approach, the teacher is
perceived to be the only reliable
source of information in contrast to
the learner—centered approach. It is
also teacher—dominated.
• Teaching consists in teacher telling
and prescribing what learners
should do; the learner is the passive
recipient of information.
• In this approach, subject—matter
gains primacy over that of the
learner — it means that the teacher
finishes teaching the subject
manner as scheduled even if the
learner have not learned it.
• It is also teacher—dominated.
• In this approach, the classroom will
have more student talk and less
teacher talk.
• In this approach, students are
expected to construct knowledge
and meaning out of what they are
taught by connecting them to prior
experience.
• In this approach, the teacher
deposits knowledge into the
“empty” minds of students for them
to commit to memory.
• In this approach, the teacher makes
use of connecting what he/she
teaches to the other lessons of the
same subject (intradisciplinary) or
connects his/her lessons with other
subjects thus making his/her
approach interdisciplinary and
multidisciplinary.
• In this approach, employs the use
of groupwork, teamwork,
partnerships, group discussions,
etc.
• However, individualistic approach
focuses on individual students
working by themselves.
• In the direct teaching approach, the
teacher directly tells, shows or
demonstrates what is to be taught.
• In the guided approach, the teacher
facilitates the learning process by
allowing the learner to be engaged
in the learning guidance with
his/her guidance.
1. Research—based approach

2. Whole—child approach
— it takes into account not only the
academic needs but also emotional,
creative, psychological, sprititual and
development needs.
3. Metacognitive approach
— learning by thinking about thinking;
reflection.
4. Problem—based approach
• It is aimed at helping
students acquire
procedural knowledge
which is knowledge
exercised in the
performance of the task.
• It is also used for
lessons that are
factual and non –
controversial.
A. Steps of the Direct Method/Lecture Method
a) provide the rationale
b) demonstrate the skill
c) provide guided practice until mastery
d) check for understanding and provide
feedback
e) provide extended practice and transfer
f) assess learning at the end
Instructional Characteristics
1. teacher – directed
2. emphasis is on the teaching of skill – students
gain “how” rather than “what”
3. step-by-step process
4. lesson objectives include easily observed
behaviors that can be measured accurately
5. learning through imitation or “behavioral
modelling”
6. it can also be used to teach facts, principles,
and laws.
Guidelines for its Effective Use
Teaching skill
1. Students must be given ample time for practice.
2. Must be included in the planning stage; lesson objectives
are student–based.
3. Describe the testing situation and specify the level of
performance expected.
4. Dividing complex skills and understanding into subskills
or its component steps.
5. Design own strategy in teaching each skill
6. Rehearse all steps.
7. Assign practice then continue learning by imitating
others.
8. Provide feedback and encouragement.
9. Able to construct good performance—based tests.
 As the name implies, the
teacher, an assigned
student or a group shows
how a process is done
while the students and/or
the teacher become
observers.
Guidelines for its Effective Use
Before
1. The demonstrator/s must be well selected; skilled in
operating modern equipment and proficient in
undertaking scientific investigations.
2. Make sure that materials are easily available and
prepare for possible substitutes.
3. Get ready for the equipment and tools to be used.
4. Practice/demonstrate with the activity first before the
real demonstration for a smooth presentation.
5. The observers must be prepared and motivated.
6. Must be ready with on-the-spot revisions.
7. Make sure that observers are able to observe fully what
is going on
8. Pointers or questions may be given to focus students’
attention
Guidelines for its Effective Use
During
1. The place must be quiet
2. Extreme care must be taken in performin some delicate
steps; precision, timing for every step, and measuring
accurately must be observed
3. Avoid interruptions
4. Observers are allowed to take down notes which may be
analyzed later
Guidelines for its Effective Use
After
1. Allow some questions which bothered them during the
demonstration
2. An examination of the observed data and all information
recorded follows
3. Have an analysis of trends, patterns or uniform
occurrences that can help arriving at a conclusion
4. The conclusion/summary must be undertaken
cooperatively by the whole class
5. Assess learning by way of a short test, an oral
evaluation or a performance test
Advantages
1. It follows a systematic procedure
2. Usage of equipment will be maximized
3. Avoids wastage of time, effort and resources since the
demonstration is well—planned in advance
4. Not result to trial-and-error
5. The findings are accurate and reliable
6. Self—confidence is developed among the demonstrators
7. Curiosity and keen observing ability is instilled among the
observers
• The method is best used when
the learning process is inquiry—
based, the result is discovery and
the learning context is a
problem.
• This method expresses that we
must provide everything they
need to know; the opportunities
to explore, inquire and discover
new learning.
1. It employs investigative processes such
as inferring, hypothesizing, measuring,
predicting, classifying, etc.
2. The procedure in gathering information
is not prescribed by the teachers.
3. Students must be highly motivated to
search and active participation is a must.
4. The answers arrived at are genuine
products of their own efforts.
5. Focused questions before, during and
after are critical ingredients that provide
direction and sustain action.
1. Its emphasis is on the processes of
gathering and processing of information.
2. Its dependence on first-hand experience
with objects and phenomena occurring
in the environment means that
instructional materials must be carefully
selected and planned for a meaningful
quest and not a hit-or-miss routine.
3. It develops initiative and divergent
thinking.
4. A deep sense of responsibility is
developed when learners are left to
manage their own learning
1. Arrange for an ideal room setting.
2. Choose tools and equipment that can
easily be manipulated/controlled.
3. The materials to be used or examined
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. Must have an evaluation of the steps
undertaken as to its effectiveness and
the clarity of the results.
7. The teacher should internalize his
changed role to that of a facilitator and
counsellor rather than the traditional
authority.
• It is a teaching strategy that
employs scientific method in
searching for information.
• The five basic steps of the
scientific method 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
1. It is most effective in developing skill in
employing the science processes.
2. The scientific method can be used
effectively in other non-science subjects.
3. The student’s active involvement serves
as a strong motivation to follow the
scientific procedure.
4. Problem—solving develops higher level
thinking skills
5. Responsibility, originality and
resourcefulness are developed
6. The students become appreciative and
grateful for the achievement of the
scientists.
7. Critical-thinking, open-mindedness and
wise judgment are inculcated.
8. They learn to accept the opinions and
evidence shared by others.
1. Provide sufficient training in defining
and stating the problem in a clear and
concise manner.
2. The problem to be solves must fits the
age, interests and skills of the students.
3. Group the students and allow each one
to share in the tasks to be performed.
4. Teachers should guide them by asking
leading questions and encouraging
suggestions of alternative solutions.
5. Prepare for material substitutes which
may not be available.
6. The emphasis is on the procedure and
the processes employed.
7. Development of skills and attitudes
takes priority over knowledge
8. Students should be involve in
determining criteria which they will be
evaluated.
• In this teaching strategy,
learners solve a practical
problem over a period of
several days or weeks.
– The projects may be
suggested by the teacher,
but they are planned and
executed ahead by the
students.
1. It emphasizes the teaching method
“learning by doing.”
2. Constructing objects develops the
student’s creative skill
3. Planning the design of the project test
the student’s originality in choosing the
materials to be used.
4. It can be employed by students who are
weak in oral communications.
5. The completed project evokes the feeling
of accomplishment and satisfaction.
6. It instills the values of initiative, industry
and creativity
7. It develops the spirit of cooperation and
sharing of ideas.
8. The students become productive and
enterprising.
1. Assign the project to a student/group of
students who is capable and interested.
2. The student/group must be clear about
the objectives of the project.
3. The design of the project must be
checked/evaluated before the discussion
starts.
4. The materials must be carefully
selected.
5. There should be supervision once the
construction is going on.
6. Give recognition and simple for well-
constructed projects that adds to the
feeling of confidence by the
students’/group.
• It makes use of a classroom organization
where students work in groups or teams to
help each other learn.
1. It has two important components:
• Cooperative incentive structure –
interdependent for a reward.
• Cooperative task structure – encouraged or
required to work together on some tasks,
coordinating their efforts to complete the task.
2. Students work in teams to tackle academic
tasks.
3. Reward systems are group–oriented.
4. The interactions within the group is
controlled directly by the members.
5. Teams are made up of mixed
abilities/heterogeneous grouping.
6. Each individual is accountable for his/her
learning.
7. The group reflects on and evaluates the
group process they underwent.
1. Heterogeneous grouping should be used
extensively.
2. Students should exhibit the necessary social
skills.
3. Arrange furniture so that groups can sit
facing each other.
4. Provide adequate learning tools.
5. Encourage students to assume responsibility.
6. Making sure each group understands the
goals, procedures, tasks and methods of
evaluation
 Academic & Social
Structure Brief Description
Functions

Teambuilding Expressing ideas and

opinions, creation of
Each student in turn shares stories. Equal
Roundrobin
something with his or her participation, getting
classmates acquainted with
teammates.
Classbuilding
Seeing alternative
Each student moves to a corner hypothesis, values,
of the room representing a problem- solving,
Corners teacher-determined alternative. approaches. Knowing
Students discuss within corners, and respecting different
then listen to and paraphrase points of view, meeting
ideas from other corners. classmates.
 Academic & Social
Structure Brief Description
Functions

Communication Building
Vocabulary development.
Match Mine Students attempt to match the Communication skills,
arrangement of object on a grid of role-taking ability
another student using oral
communication only

Mastery
The teacher asks a question, Review, checking for
Numbered students consult to make sure knowledge,
Heads Together everyone knows the answer, then comprehension.
one student is called upon to Tutoring.
answer.
 Academic & Social
Structure Brief Description
Functions

Color-coded Co- Students memorize facts using a Memorizing facts.

op cards flash card game. Helping, praising.

Students work in pairs within

Practicing skills. Helping,
Praise Check groups of four – one solves a
praising.
problem while the other coaches.

Structure Brief Description
Concept Development
Students interview each other in
Three-Step pairs; first one way, then the
Interview other. Students each share with
the group information they
learned in the interview.
Students think to themselves on
a topic provided by the teacher,
they pair up with another
Think-Pair Share
student to discuss it; they then
share their thoughts with the
class.
Academic & Social
Functions
Sharing personal
information such as
hypotheses, reactions to
a poem, conclusions
from a unit. Participation,
listening.
Generating and revising
hypotheses, inductive
reasoning, deductive
reasoning, application.
Participation,
involvement.

Structure Brief Description
Students write simultaneously
on a piece of chart paper,
Team Word- drawing main concepts,
Webbing supporting elements, and
bridges representing the
relation of ideas in a concept.
Multifunctional
Roundtable Each student in turn writes one
answer as a paper and pencil
are passed around the group.
Academic & Social
Functions
Analysis of concepts into
components,
understanding multiple
relations among ideas,
differentiating concepts,
role-taking.
Assessing prior
knowledge, practicing
skills, recalling
information, creating
cooperative art. Team-
building, participation of
all.
 Academic & Social
Structure Brief Description
Functions

Expressing ideas and

opinions, creation of
Each student in turn shares
Inside–Outside stories. Equal
something with his or her
Circle participation, getting
classmates
acquainted with
teammates.

Students stand in pairs in two Checking for

concentric circles. Students use understanding, review,
Corners flash cards or respond to processing, helping.
teacher questions as they rotate Tutoring, sharing,
to each new partner. meeting classmates.
 Academic & Social
Structure Brief Description
Functions

Students work in pairs to create

Mastery and presentation
or master content. They consult
of new material, concept
with partners from other teams.
Partners development.
They then share their
Presentation and
understanding with the other
communication skills.
partner in their team.

Acquisition and
Each student on the team
presentation of new
becomes an “expert” on one
material, review,
Jigsaw topic by working with members
informed debate.
from other teams assigned the
Interdependence, status
corresponding expert topic.
equalization.
 Academic & Social
Structure Brief Description
Functions

Learning and sharing

Students work in groups to
complex material, often
produce a particular group
with multiple sources;
product to share with the whole
Co-op Co-op evaluation; application;
class; each student makes a
analysis; synthesis.
particular contribution to the
Conflict resolution;
group.
presentation skills.
1. Interdependent relationship is
strengthened and reinforced.
2. Group work develops friendliness.
3. Cooperation in groups promotes
maximum generation and exchange of
ideas.
4. It exhibits less competitive behavior.
5. Group members gain skills of cooperation
and collaboration.
• It is commonly employed
when the teacher
requests the older,
brighter, and more
cooperative member of
the class to tutor other
classmates.
• This is based on the
rationale that the former
is better equipped than
the others.
Tutoring arrangement may be in any of the
following:

a) Instructional tutoring — They choose the way the

lessons are presented. This is practiced when there
is a big difference between the tutor and tutee.
b) Same age tutoring — This arrangement works well
with children who can act as interactive pairs, i.e.,
more able ones to assist the less able.
c) Monitorial tutoring — The class may be divided
into groups and monitors are assigned to lead
each group.
Tutoring arrangement may be in any of the
following:

d) Structural tutoring — This tutoring is administered

by trained tutors.
e) Semi–structured tutoring — This is a combination
of unstructured and structured where the tutor
guides his/her tutee through a carefully–planned
learning guide but is free to modify it according to
the tutee’s own interests and skills.
1. The tutee receive individualized
instruction.
2. The tutee receive more instruction.
3. Rapport between tutor and tutee may be
readily established.
4. The teacher is free at the same time to do
other classroom chores.
5. It reduces a large class into smaller
working groups.
6. Discipline problems are lessened.
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.
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.
4. Explain well the benefits of this form of
arrangement in order to avoid possible
resentment.
5. The tutor must confer with the teacher regarding
the nature and extent of assistance.
6. Prepare both the tutors and tutees regarding the
role each will play in the teaching–learning
situation.
7. Make sure the tutor exhibits teaching
competence.
8. The tutors must employ a variety of techniques in
“reaching” the tutees since they are more alike in
tastes, skills and habits.
9. Instant evaluation by way of performance and oral
responses serve as feedback that indicates
progress.
• As the name of this
method implies, this is
learning with a partner; a
student chooses partner
from among his/her
classmates.
• This may also mean
assigning “study buddy”.
1. Giving them a specific prompt of
discussion and specific amount of time
prevents you students socializing about
unrelated topics.
2. Give your students less time than you
think they actually need.
• All teaching methods can be
classified into two, namely
deductive and inductive method.
– In deductive method, the teacher tells or
shows directly what he/she wants to
teach. This is more commonly called
direct instruction. (i.e. Direct and
Demonstration method)
– In inductive method, it is the direct
opposite of deductive method or more
commonly called indirect instruction.
(i.e. Inquiry method, Project method
and Problem-solving method)
1. Cove inning of the lesson. We
do not need to worry on what
questions to ask to lead the
learners to generalization or
conclusion.
1. It is not supportive of the
principle that learning is an
active process: learners have less
involvement and learners don’t
take part in the generation of
conclusions or generalizations.
2. Lesson appears uninteresting as
teachers begin the lesson with
the abstract meaning, where
learners do not know the flow of
the lesson.
1. The learners are more engaged
in the teaching–learning process.
2. Learning becomes more
interesting because we begin
with the experiences of our
students.
3. It helps the development of our
learners’ higher order thinking
skills (HOTS).
1. It requires more time and so
less subject matter will be
covered.
2. It demands expert facilitating
skills on the part of the teacher.
• While the deductive and inductive
method are diametrically opposed,
they can complement each other.
• Here are two major parts of the
process of learning of a topic:
1. Establishment of formula or principles
and,
2. Application of that formula or those
principles.
• The first is the work of induction and the
latter is the work of deduction. The
teaching–learning process began with
induction and ended in deduction.
• The learner must grow in his/her
understanding inductively and apply the
principle or formula learned deductively. A
good and effective teacher is he/she who
understands this delicate balance between
the two.
• It is learning that is facilitated by
the effective combination of different
modes of delivery, models of
teaching and styles of learning
• It is a teaching approach by
which students/teachers learn
through an analysis and
evaluation of past experiences.
1. Allocate sufficient time for reflection.
2. Schedule a short briefing activity.
3. The teacher serves as the facilitator and
guide in developing the skill in analyzing
past learning experiences.
4. Encourage the students to recount the
experience to others.
5. Attend to feelings especially the positive
and pleasant ones.
6. Evaluate the experiences in the light of the
learner’s intent.
1. Self–analysis — a reflective
student/teacher is able to keep a record of
his/her success or failure in employing a
strategy, problems and issues confronted,
and significance of learning events that
occurred.
2. Writing journals — A journal reveals
feelings about the days activities including
what could have enhanced or inhibited in
learning.
3. Keeping a portfolio — A portfolio is a very
personal document which includes frank,
honest and on-the-spot account of
experiences.
• A teacher who does reflective teaching and
encourages reflective learning asks
himself/herself questions as follows:
a) Did I motivate them enough to continue
on?
b) Are the students learning from the
activity? If so, why? If not, why?
c) Am I relating the lesson to their
knowledge and interests? How can I do
better?
d) How good was my classroom
management skill?
• It is a teaching approach that goes
beyond cognition; it makes our
students think about their thinking.
• An example is making our students
conscious of their thought processes
while they are thinking. It is allowing
the students to think aloud.
• It is a teaching approach
wherein students come to
classroom with prior
understandings and experiences
and teachers must address and
build upon this prior knowledge
to promote student learning.
(Linda Darling—Hammond,
2008)
1. Teaching is not considered as merely
transmitting knowledge and information
but rather as providing students with
relevant experiences which they can
construct their own meaning.
2. It is anchored on the assumption that “the
absorption or assimilation of knowledge is
somewhat personal and therefore no two
learners can build up the same meaning
out of one situation.”
3. The teacher’s role is to facilitate learning
by providing opportunities for a
stimulating dialogue.
4. Instructional materials include
learning activities and events rather
than fixed documents.
5. Lessons are activity–centered in
order for them to experience or gain
personal knowledge through active
involvement.
 Since this approach emphasizes
that learning is influenced by past
experiences, here are some suggestions
on how the students can acquire
meanings.
1. In introducing a lesson, find connection
with the previous one through a review
or recount of observations.
2. Inquiry teaching suits the
constructivists.
3. Reflection allows the learners to
recapture an experience, thinks about it
and evaluates it.
 Since this approach emphasizes
that learning is influenced by past
experiences, here are some suggestions
on how the students can acquire
meanings.

4. Plan learning activities that will develop

critical thinking skills, creativity and
innovativeness.
5. Students must be encouraged to work
independently since construction and
reconstruction of meanings is an active
and uniquely individual process.
1. Encourage students to take their
own initiative in undertaking a
learning activity.
2. Respect and accept the student’s
own ideas.
3. Ask the students to recall the past
experiences, analyze and see a
connection with the new learning
event.
• The integrated approach is
intradisciplinary, interdisciplinary
and transdisciplinary; there are
no walls that separate one subject
from one another.
a. Intradisciplinary approach — it is
observed when teachers integrate
the sub–disciplines within a subject
area.
b. Interdisciplinary approach — it
connects the lessons of that subject
to another subject.
• The integrated approach is
intradisciplinary, interdisciplinary
and transdisciplinary; there are
no walls that separate one subject
from one another.
c. Transdisciplinary approach —
teachers organize curriculum around
students’ questions and concerns.
– Problem–based Learning (PBL) — It is
the learning that results from the
process of working toward the
understanding of the resolution of
the problem.
– According to Chard (1998), planning
project–based curriculum involves
three steps:
1. Teachers and students select a
topic of study based on student
interests, curriculum standards
and learning resources.
2. The teacher finds out what the
student already know and
generate questions to explore.
3. Students share their work with
others in a culminating activity.
END OF REPORT...