Different Approaches And Methods PDF

Different Approaches and Methods  c h e r s d Te a o u s an h o d s AT h d M e t o u s a n A Th COMPARISON BETWEEN DIRECT Indirect AND INDIRECT Approach...

Different Approaches and Methods  c h e r s d Te a o u s an h o d s AT h d M e t o u s a n A Th COMPARISON BETWEEN DIRECT Indirect AND INDIRECT Approach 1. Makes use of exploratory strategies. APPROACHES Direct 2. Aimed at generating Approach 1. Makes use of expository knowledge for experience. strategies. 2. Aimed at mastery of 3. Learner- centered. knowledge and skills. 4. Students search for 3. Teacher oriented. information with 4. Direct transmission of teacher’s supervision. information from teacher. 5. Learner- controlled. 5. Teacher- controlled 6. Flexibility organized. 6. Highly structured. 7. Experienced- oriented. 7. Content oriented. 8. Learner is active in 8. Learner is passive, receives search of information. read information.  METHOD OF TEACHING IN THE DIRECT/EXPOSITIVE 1. DEDUCTIVE METHOD APPROACH -Starts with generalization, principle or rule that is then applied to specific cases. Features: When to use: 1. Allows to clear 1. To test a rule. understanding of 2. Answer questions or problems with generalizations, rules, the reference to certain rules or formulas, etc. principles. 2. Allows further 3. To further development development of generalization. generalizations, rules, formulas, etc.  p s : 4. Verification - Trying out to the e best generalization, t rule or principle S 3. Inference that establishes - Looking for validity of the the problem using principle/rule references/material /generalizati s. 2. Statement of the on that fits Generalization the problem. - Recalling/stating generalizations or rules which may help solve the problem. 1.Statement of the Problem - Teacher tells what the problem which must be stimulating, realistic, relevant, and within the learner’s ability. 2. CONCEPT TEACHING - Is based on the assumption (Bruner 1984) that concept formation begins at the early stage (9-12 months) where initial activities of object- sorting and preference serve as bases for concept learning. NER IDENTIFIED CONCEPT MODE OF LEARNIN  Learning by doing called enactive learning.  Learning by doing mental images called ICONIC MODE.  Learning by through series of abstract symbols called SYMBOLIC MODE. MAY EITHER BE: a. Concept Attainment - Focuses on teaching pupils the concepts that the teacher has selected for study and follows these steps: 1. Introduce the concept by name. 2. Present examples. 3. Introduce non-examples. 4. Present a mixture of examples and non-examples and ask questions which are the correct examples. 5. Ask pupils to define the concept. 6. Ask pupils to find another examples of the concept. b. Concept Formation Method - Focuses on the process of concept development/thinking skills development which follows the following steps: 1.Teachers provide stimulus in the form of a question or a problem. 2.Pupils provide a number of answers and categorize them. 3.Pupils label the categorized responses. Steps in Concept Teaching Method: 1.Define the objectives of the lesson to get students ready to learn. 2.Giving of examples and non-examples which help strengthen understanding. 3.Testing the attainment of understanding. 4.Analysis of students thinking and integration of learning through further questioning and focused discussion. 5.Diagnostic testing reveals errors on misconception which calls for a re-teaching. 3. DIRECT INSTRUCTION/SHOWI NG METHOD - A teacher- centered strategy that uses teacher explanation and modelling combined with student practice and feedback to teach concept and skills. It is designed to teach skills, concepts, principles and rules with emphasis on active teaching and high levels of student involvement. FEATURES: 1.Widely applicable in different content areas. 2.Establishes pattern of interaction between teachers and students. 3.Assists students to learn procedural knowledge. 4.Promotes learning of declarative knowledge. 5.Focuses student’s attention on specific content/skill. 6.Ensures mastery skills. WHEN TO USE: - For teaching concept and skills. STEPS: 1.INTRODUCTION - Reviewing prior learning with students, sharing learning goals providing rationale for new content. 2. PRESENTATION - Explaining new concept or modelling the skill. 3. GUIDED PRACTICE WITH NECESSARY FEEDBACK - Providing students necessary opportunities to practice new skill or categorize examples of new concept. 4. INDEPENDENT PRACTICE - Students practicing the skill or concept learned for 4. LECTURE-DISCUSSION METHOD - Designed to help learner link new with the prior learning and relate the different parts of new learning to each other. - Designed to overcome the most important weaknesses of the lecture method by strongly emphasizing learner involvement in the learning process. A.LECTURE - Designed to help students learn organized bodies of knowledge. Is a teacher- directed method designed to help learners understand relationship in organized bodies of knowledge. As opposed to content- specific models that focus on individual concepts, this model attempts to help students understand not only concepts but how they are related. Grounded in schema theory and David Ausubel’s concept of meaningful verbal learning.  FEATURES: a.Applicable in different subject areas. b.Ensures clear understanding of information. c.Allows students participation. WHEN TO USE: a.When conveying/disseminating important information which may not available to students or which may be needed to be presented in a particular way. b.For stimulating interest. c.For guiding students reading. d.For explaining difficult text. e.For aiding students to summarize and synthesize discussions. STEPS: 1.PLANNING Identifying goals. Diagnosting students background. Structuring content. Preparing advance organizers. 2. IMPLEMENTING  INTRODUCTION - Describing the purpose of the lesson, sharing of objectives and overview to help students see the organization of the lesson.  PRESENTATION - Defining and explaining the major ideas.  COMPREHENSION MONITORING - Determining whether or not students understand concepts and ideas.  INTEGRATION - Exploring interconnections between important ideas.  5. REVIEW AND CLOSURE- Summarizing the lecture. B. DISCUSSION - Is an orderly process of face to face group interaction in which students/pupils exchange ideas about an issue of the purpose of answering, question, enhancing their knowledge or understanding or making decision - It can be viewed as a bridge between direct instruction and student-centered instruction. FIVE LOGICAL CONDITIONS TO ENSURE THAT EXCHANGE IS CALLED DISCUSSION (Bridges 1960) 1.People must talk to one another. 2.People must listen to one another. 3.People must respond to one another. 4.People must be collectively share to put forward more than one point of view.  FOR DISCUSSION TO BE SUCCESSFUL 1.MORAL DISPOSITION PARTICIPANTS NEED CERTAIN: - Being willing to listen to reason - Being willing to abide by rules that facilitate exchange of ideas.. INTELLECTUAL DISPOSITION 2 - Concern for clarity in the expression of ideas. - Concern that an appropriate variety of perspective is considered by the group. When to Use as a Teaching Strategy: 1.It can be used in any subject at any level from kinder to post graduate study. 1.It can involve the whole class or it can be used with small groups. 2.When the teacher needs to facilitate any or all of the 4 types of learning outcomes. a.General subject mastery. b.Problem-solving ability. c. Moral development. d.Communication skills. 4. When students need to be motivated to talk about the subject inside and outside the classroom. 5. When teacher wants students to work together and share their ADVANTAGES LIMITATIONS 1. Because it’s an active learning 1. Without control over the discussion, process, it is more likely to talkative students could easily maintain student’s interest. dominate and influence the group to 2. Active involvement in learning accept their ideas. motivates students especially 2. If not guided well, there will be when they see that others opportunities for students to stay value their contributions and away from the topic and waste time. respect their point of views. 3. Some students maybe reluctant to 3. More opportunities for practice participate in the discussion for fear and use of the language as of being ridiculed for their ideas or well as expression of ideas and opinions. opinions among students. USING DISCUSSION IN CONJUNCTION WITH OTHER TEACHING STRATEGIES: 1.DIRECT INSTRUCTION - As part of the direct instruction lesson, a discussion could be used to explore an issue for a short time (15 minutes). 2. GROUP WORK - Interactions between students are an integral part of small group learning, and this process can often be enhanced by asking students to follow a set of discussion rules. 3. COOPERATIVE LEARNING - Some forms of co-operative leaning (such as jigsaw) can be enhanced by structured discussion within the learning groups. 4. PROBLEM SOLVING - When you are using problem solving as teaching strategy, discussion can be used to help students understand the nature of the problem to help them generate possible solutions and as a forum for comparing the relative merits of various solutions to the problem DEMOSTRATION - A tell and show method. STEPS: I. Preparation A.Motivation B.Identify objectives/problems/ procedures II. Explanation of Concept Process by the Teacher - Students observed and take down notes. IV. Discussion of Students Observation - Answering Problems. V. Verifications - Justification.  INDIRECT/GUIDED/EXPLORATORY OR II. EXPIRIMENTAL STRATEGIES - The indirect approach is a student-centered approach or less explicit teaching method. It involves the building of independent learning and developing self-concept. It develops students to become self-directed learners, critical FEATURES: thinkers and problem solvers. a.Learner-centered, learners exercise initiative in the process. b.Process of learning is perceived to be as important as the outcome. c.Learning is applied as it is acquired, not stored for future use. d.The development of specific intellectual skills is better than merely covering specified elements of subject matter. WHEN TO USE: A. When the teacher feels the need for the students to develop self-reliance and intellectual skills related to critical thinking and problem solving. 1.INQUIRY TEACHING a. A process of answering questions and solving problems based on facts and observations. b. Strategy designed to teach students how to investigate problems and questions with facts. FEATURES: 1.Helps students find answers to their own questions in scientific manner. 2.Helps develop higher-order and critical thinking skills. 3.Promotes independent learning. WHEN TO USE: 1.When there are real life problems or questions that must be answered through facts and observation. 2.For topics requiring higher order of thinking. STEPS: 1.Presenting/Identifying the question or problem - Presenting or identifying a problem either by the teacher or by the students, explaining or clarifying the problems by the students to ensure clear understanding. 2. Forming Hypothesis - Formulating intelligent guesses or tentative solutions or generalizations. 3. Data Gathering - Gathering necessary facts, information or evidences related to the problem. 4. Data Analysis/Assessing Hypothesis - Closely studying/analysing of the data gathered to prove or disprove the hypotheses. 5. Generalizing - Making generalization based on the careful analysis of the data gathered. STRATEGIES FOR INQUIRY A.INTERVIEW TEACHING - May be used in all subjects. 1. Introduction - presenting a new or additional knowledge or information, identifying interviews, and making plans including questions to ask, procedure for recording, etc. 2. Development - conducting the interview as planned 3. Conclusion - summarizing data and report findings to solve problems 4. Evaluation - assessing the address of the interview conducted B. FIELD TRIPS - An out-of-the-classroom activity intended to present concepts in the most realistic manner. It maybe used across levels in any subject area. STEPS: 1. INTRODUCTION - Clarifying objectives of the activity, panning and assigning tasks to be carried out and reviewing standards of behaviour. 2. DEVELOPMENT - Field trip proper, checking on student’s activities, accomplishments and behaviours. 3. CONCLUSION - Summarizing the data and report findings, stating main idea or other conclusions, sending letter of thanks. 4. EVALUATION - Assessing the finished activity. C. INDUCTIVE FEATURES: METHOD 1.Designed to help students develop higher order and critical thinking while - A procedure learning specific content at the same through which one time. arrives at a fact, 2.Requires teacher’s questioning skills. principle, rule or 3.Promotes high level of student generalization from involvement. specific cases of 4.Increase student motivation. examples. STEPS: 1.PREPARATION Reviewing of old facts, setting of goals, stating of aims. 2. PRESENTATION Presentation of cases and examples. 3. COMPARISON AND ABSTRACTION Deducing common elements among the cases or samples presented. 4. STATING OF GENERALIZATION Rule, definition, principle or formula based on the common elements deduced from cases presented. 5. APPLICATION Applying the generalization or rule learned to other problems within or beyond the classroom setting.  3. PROBLEM A purposeful SOLVING Features: activity aimed at 1. Allows for students’ active involvement removing resulting in meaningful experiences. 2. Develops independence and higher level difficulty or thinking skills. 3. Promotes open-mindedness and wise perplexity through judgement. a process of When to reasoning. Use: - for lessons where learners find problems requiring - for developing higher-level thinking skills  1. Recognition and statement of the problem - with teacher’s guidance and stimulus, the students define or recognize a problem. 2. Statement of Hypothesis – students make temporary answer and solution to the question or problem. Steps: 3. Critical Evaluation of Suggested Solution – with the teacher’s guidance, students test hypotheses or data used in solving the problem, formulate conclusions and summarize their findings. 4. Verification of accepted solutions – checking, verifying and applying results to other problems. 4. PROJECT METHOD A purposeful, natural, significant constructive activity needing both intellectual and physical solutions. Project may be: a. Physical or material – such as repairing a radio b. Learning Project – like composing a poem or a short story c. Intellectual or problem project – such as identifying ornamental plants which can be medicinal  FEATURES: 1. Develops student’s thinking and manipulative skills. 2. 2. Develops creativity and resourcefulness, initiative, industry and responsibility. 3. Allow students to express in their own way the concepts they have learned. 4. Can enhance cooperation and sharing ideas WHEN TO USE 1. For application of concepts 2. For discovering concepts 3. For developing creativity and thinking skills 4. For real life problems/situations Steps 1. Purposing – determining the nature and the goals of the project 2. Planning – designing of strategies to be employed in carrying out the project. 3. Executing – carrying out of activities as planned 4. Evaluating – displaying and judging of finished products. LABORATORY METHOD OR RESEARCH METHOD Deal with first-hand experiences regarding materials or facts obtained from investigation or experimentations Types 1. Experimental - aims to train students in problem solving with incidental acquisition of information and motor skills, emphasis is on discovery, original procedure, and solution of problems. 2. Observational Type – the aims is on the acquisition of facts. Activities would include visits to museums, exhibits or FEATURES: 1. To promote information acquisition through observation, experimental solutions to problems guided by reflective thinking and acquisition of skill in manipulation. 2. Provides students opportunities to conduct or participate in original research 3. Develops skill in using laboratory equipment and instrument. 4. Enhances higher order thinking skills. STEPS: 1. Orientation/Motivation – motivating and informing students on the work to be done, why should it be done and giving precise and explicit directions. 2. Work Period – students are allowed to work on their own either individually or in groups with the teacher supervising. 3. Culminating activities – organizing, presenting and exhibiting of the completed work.  CONCEPT ATTAINMENT Features: 1. Encourages students to think freely. 2. Trains students to develop hypothesis. 3. Trains students to formulate definition or generalization. 4. Promotes students participation - An inductive teaching strategy designed to help students reinforce their understanding of concepts and practice hypothesis testing hypothesis based on positive and negative examples presented to them. When to use? 1. For making hypothesis 2. For formulating hypothesis / definition 3. For development of critical thinking through hypothesis testing  EMERGING MODELS OF TEACHING The essence of problem – based instruction (PBI) consists of presenting students with authentic and meaningful problem situation that can serve as springboard for investigations and inquiry. Steps: Presenting of Examples – positive and negative examples are presented and hypotheses are generated. Analysis of Hypotheses – hypotheses are analysed in light of the examples given. Closure – examples are continuously analysed to generate critical characteristics and form of definition. Application – additional examples are provided and analysed in terms of definition formed. This model is a highly effective approach for teaching higher – level thinking processes, helping students process information already in their possession and assisting students to construct their own knowledge about the social and physical world around them. Contemporary approaches to problem based instructive rest on cognitive psychology and constructivist perspectives about learning.  Deriving question on problem – PBI organizes instruction around questions and problems both socially and personally meaningful to students. they address authentic real – life evades simple answers and for which competing solutions exist. Interdisciplinary Focus – PBI lessons may be centered on a FEATURE particular subject but actual problem under investigation has been chosen because its solution requires students ro deliver S: into many subjects. Authentic Investigation – necessitates that students pursue authentic investigation that seek real solution to real problems. Production of Artifacts and exhibit – PBI requires students to construct products in the form of artifacts and exhibits that explain or represent their solutions. It could be a report, a video, a physical model or a computer program.