Teaching Strategies Approaches and Methods PDF

TEACHING STRATEGIES APPROACHES AND METHODS “A thousand teachers, a thousand methods.” - ChineseProverb  INTRODUCTION TEACHING APPROACH It is a set of principles, beliefs, or ideas about the nature of learning which is translated into the classroom. TEACHING...

TEACHING STRATEGIES APPROACHES AND METHODS “A thousand teachers, a thousand methods.” - ChineseProverb  INTRODUCTION TEACHING APPROACH It is a set of principles, beliefs, or ideas about the nature of learning which is translated into the classroom. TEACHING STRATEGY It is a long term plan of action designed to achieve a particular goal. TEACHING METHOD It is a systematic way of doing something. It implies an orderly logical arrangement of steps. It is more procedural. TEACHING TECHNIQUE It is a well-defined procedure used to accomplish a specific activity or task. GUIDING PRINCIPLES IN THE SELECTION AND USE OF TEACHING STRATEGIES 1. Learning is an active process. 2. The more senses that are involved in learning, the more and the better the learning. 3. Emotion has the power to increase retention and learning. 4. Learning is meaningful when it is connected to students’ everyday life. GUIDING PRINCIPLES IN THE SELECTION AND USE OF TEACHING STRATEGIES 5. Good teaching goes beyond recall of information. 6. An integrated teaching approach is far more effective than teaching isolated bits of information. TEACHING STRATEGIES BRAIN-BASED STRATEGIES BRAIN BASED LEARNING Refers to the teaching methods, lesson designs, and school programs that are based on the latest scientific research about how the brain learns, including such factors as cognitive development— how students learn differently as they age, grow, and mature socially, emotionally, and cognitively. STAGES OF LEARNING CONCRETE SYMBOLIC ABSTRACT BRAIN BASED STRATEGIES  Real-Life/Authentic Problem Solving  Projects  Simulations and Role Plays  Visual Processing  Songs, Music, and Dance  Mnemonic Strategies  Writing Exercises  Active Review  Hands-on Activities TEACHING APPROACHES EXAMPLES OF TEACHING APPROACHES TEACHER-CENTERED LEARNER-CENTERED SUBJECT-MATTERED CENTERED STUDENT-CENTERED TEAHER DOMINATED INTERACTIVE “BANKING” APPROACH CONSTRUCTIVIST DISCIPLINAL INTEGRATED INDIVIDUALISTIC COLLABORATIVE DIRECT INDIRECT, GUIDED  TEACHER-CENTERED APPROACH The teacher is perceived to be the only reliable source of information in contrast to the learner-centered approach. LEARNER-CENTERED APPROACH It is premised on the belief that the learner is also an important resource because he/she too knows something and is therefore capable of sharing something.  SUBJECT MATTER-CENTERED APPROACH Subject matter gains primacy over that of the learner. STUDENT-CENTERED APPROACH The student’s needs are given importance.  TEACHER DOMINATED APPROACH In this approach, only the teacher’s voice is heard. He/she is the sole dispenser of information. INTERACTIVE APPROACH In this approach, an interactiveclassroom will have more student talk and less teacher talk. Students are given the opportunity to interact with teacher and with other students.  BANKING APPROACH The teacher deposits knowledge into the “empty” minds of students for students to commit to memory. CONSTRUCTIVIST APPROACH The students are expected to construct knowledge and meaning out for what they are taught by connecting them to prior experience.  DISCIPLINAL APPROACH It limits the teacher to discussing his/her lessons within the boundary of his/her subject. 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.  INDIVIDUALISTIC APPROACH It wants the individual students to work by themselves. COLLABORATIVE APPROACH It will welcome group work, teamwork, partnerships, and group discussion.  DIRECT TEACHING APPROACH The teacher directly tells or shows or demonstrates what is to betaught. INDIRECT,GUIDED 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.  OTHER TEACHING APPROACHES RESEARCH-BASED APPROACH As the name implies, teaching and learning are anchored on researchfindings. 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.  METACOGNITIVE 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. PROBLEM-BASED APPROACH As the name implies, the teaching- learning process is focused on problems. Time is spent on analyzing and solving problems.  In summary, approaches vary in the degree of teacher and learner engagement, focus, number of learners involved in the teaching-learning process as shown in the diagram below: Engagement Teacher Learner Focus Subject Matter Learner Number Individual Group TEACHING METHODS DIRECT METHOD vs. INDIRECT METHOD DIRECT/EXPOSITORY APPROACH: 1) DIRECT INSTRUCTION/ LECTURE METHOD Direct instruction is aimed at helping students acquire procedural knowledge exercised in the performance of some task. Procedural knowledge refers to skills needed in the performance of a task. 2.) DEMONSTRATION METHOD As the name implies, in the demonstration method the teacher or an assigned student or group shows how a process is done while the students become observers. INDIRECT/GUIDED/EXPLORATORY APPROACH 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 comeas 1) Inquiry method/discovery method 2) Problem solving method 3) Project method 1) INQUIRY METHOD "We will never be able to help children learn if we tell them everything they need to know. Rather, we must provide them with opportunities to explore, inquire and discover new learning.” The core of inquiry is a spontaneous and a self-directed exploration. 2) PROBLEM SOLVING METHOD Problem solving is a teaching strategy that employs the scientific method in searchingfor 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 3) PROJECT METHOD A method of teaching in which children solve a particular problem over a period of days or weeks. It offers teachers a way to develop in-depth thinking in young children while engaging their hearts and minds. DEDUCTIVE METHOD vs. INDUCTIVE METHOD DEDUCTIVE METHOD In a deductive method, the teacher conducts lessons by introducing and explaining concepts or generalizations to students, and then expecting students to complete tasks to practice the concepts; this approach is very teacher-centered. INDUCTIVE METHOD In contrast with the deductive method, inductive instruction makes use of student “noticing”. Instead of explaining a given concept and following this explanation with examples, the teacher presents students with many examples showing how the concept is used. And from there the students will come up with their own generalizations, rules, formulas, etc. Ex: Math – Addition of Fractions DEDUCTIVE INDUCTIVE Teacher gives the Formula/ General Teacher shows plenty of examples Rules: of how to solve the problem: Add like fractions… 1 + 2 = 3 For Unlike Fractions, find the LCD… 4 4 4 Teacher gives the step by step Students try to solve the problems procedure in solving the problem: on their own by following the 1. Add the numerators… teacher’s examples/trial and error 2. Copy the denominator… 3. Simplify the fractions by… Students come up with their own conclusions on how to solve the Teacher gives examples for the problem. students to solve following the procedures given. *Teacher confirms if the information is correct. OTHER METHODS/APPROACHES: 1) COOPERATIVE LEARNING/PEER TEACHING/PARTNER LEARNING 2) BLENDED LEARNING 3) REFLECTIVE TEACHING 4) CONVERGENT VS. DIVERGENT