Approaches in Teaching

8/6/2019 Approaches in Teaching

1/26


2/26

A general plan or scheme toachieve an objective

provides an enlightened andobjective viewpoint

a sound philosophy and orientationto the total process of teaching

selection of an instructional method


3/26

yAn activities of educating or instructing

yActivities that impart knowledge andskills

yA deliberate intervention involving theplanning and implementation ofinstructional activities and experiences

to meet the intended learner outcomesbased on the teaching plan


4/26

yAcquiring new or modifying existing knowledge,skills, values and preference and may involvesynthesizing different types of information

yA change in behavior (knowledge, skills and

attitude) that occur at any time or in any place asa result of exposure to environmental stimuli

y It is also an action by which KSA are consciouslyor unconsciously acquired and behavior is

altered which can be seen or observed


5/26

major goal of teaching

nature of the subject matter

teaching-learning process

roles and responsibilities of the teacher

expectations from students

kinds of evaluation techniques

suitable teaching methods and strategies to beemployed


6/26

1. Inductive Approach/learning

2. Deductive Approach/learning


7/26

y Also known as Discovery method

y begins with a particular statement moving

on to a general statement( specific to more general rules)

y Process of rationalization (reasoning or

explaining) from a simple to specific

situation to a complex or general one


8/26

y Begins with general statements to specific

statements

y Solving a problem or difficulty is done by

applying to it a generalization that has

already been formed


9/26

y 1. Reflective teachingy 2. Cooperative Learning Approach

y 3. Experiential Learning

y

4.D

irect Instructiony 5. The Constructivist Approach

y 6. Inquiry teaching

y 7. Concept teaching

y 8. The Science-Technology-Society Approach

y 9. Interest Learning Centersy 10. Team Teaching

y 11. Synectics

y 12. Simulations


10/26

y 13. Role Playing

y 14. Journal Writing

y 15. Narratives

y 16. Community Resourcesy 17. Problem Solving

y 18. Peer Tutoring

y 19. Microteaching

y 20 Field Studies

y 21. Experimenting

y 22. Classroom Demonstration

y 23.Discussion


11/26

y24. Student Research

y25. Independent Study

y26. Individualized Instructiony27. Projects

y28. Collections

y29. Reading

y 30. Lecture


12/26

y Behavior which involves active, persistent and

careful consideration of any belief or practice

y Through reflection, the students experience

acquire meaning which serve as basis for newideas and behavior

y To benefit from an experience the learner

necessarily analyzes and evaluates, thus

enabling her to formulate own concepts that can

be applied to new learning situations.


13/26


14/26


15/26

y 1. Students work in teams to tackle academic tasks.

y 2. Reward Systems are group oriented rather than

individually-oriented

y The interactions within the group is controlled by themembers themselves.

y Teams are made up of mixed abilities high, average

and low achievers

y Teams are composed of both sexes.


16/26

y Views learning as a process of constructing meaningwhich is greatly influenced by the learnersaccumulated experiences and understandings.

y As an active process the learner continuously revisepast learning's and reconstruct concepts as theirinteract daily with the environment

y Anchored on the assumption that the absorption orsimulation of knowledge is somewhat personal and

therefore is the result of the learners can build up thesame meaning out of the situation.


17/26

yA teaching model that requires students to

formulate analogies.

y Effective among the young since they are

more perceptive and imaginative.

y Provides opportunities for them to invent

new ways of seeing things and

constructing meanings, expressing at thesame time their own feelings.


18/26

y 1.Personal Analogy

this kind of comparison shows how the

students empathize with the ideas or

objects. They identify with an object, plant,

animal or with other persons. The element

should be watched in the analysis is the

emphatic involvement.Ex: I am a cloud drifting by. My life is like a

book. I move like an elephant. I am a rose.


19/26

y 2. Direct Analogy

this kind of comparison is made between

two objects or concepts. The objects being

compared need not be identical.

Ex: The house is like carnival. The answers

are in buffet style. The classroom is like a

beehive.


20/26

y 3. Symbolic Analogy orCompressed

conflict

the metaphoric comparison consists of a

2-word description of a situation, object or

feeling which appear to be opposites or

contradictions.

Ex: Shy and aggressive, smile and a frown,war and peace, helpless and powerful.


21/26

y Free communication of ideas between the teacher

and students and among the students as well

y Clarifying some points during a learning activity

y To check at the end to find out if the objective of thelesson has been achieved

y Also called orderly verbal interchange, thinking out

aloud ,or discourse


22/26

y A kind of oral presentation delivered by an expert.

y The lecturer is regarded as an authority in the

special topic he is requested to speak on.

y Because it is very specific in nature, the audienceare usually belongs to the same discipline, is

prepared to listen with a high degree of expectation


23/26

y Held for the purpose of solving or attempting to solve

a problem from evidence readings, experiences and

minds of participants

y Usually there is a speaker to discuss the theme ortopic of seminar


24/26

y Journal, a record, chronology or register of events,

memories and daily happenings

y In teaching, it is best to keep the record of what

transpires during a learning activityy Provide a channel through which the teachers and

students could get to know each other better


25/26

y Used as pedagogical tool, it consists of a day-to-day

record of learning activities through which the

students can determine their own progress.

y An activity intended to help them reflect about theirexperience in order to learn better and better

y A good way to receive a feedback regarding

problems met and situations they undertook during

the learning activity


26/26

Prepared by: Irish Joy V. Mandigma

Documents

Approaches in Teaching