10/2/12

ADE605
Theory & Approaches in Art
Education

APPROACH, STRATEGY AND

METHOD IN TEACHING

Syamsul Nor Azlan Mohamad

TEACHING APPROACH

•  In teaching, the term

approach refers to the way a
subject/course is being taught
in order to achieve long term
objectives

1
 10/2/12

The criteria of teaching

approach
•  How teaching is conducted in order to achieve
long term objectives

•  The objectives are not achievable in just one or

two teaching sessions

•  Based on certain teaching theory, model or

principle

•  Possess axiomatic element (true statement,

evidence is not needed)
•  Consists of strategy, method and techniques

EXAMPLES OF TEACHING
APPROACHES

•  Inductive
•  Deductive
•  Eclectic
•  Integration
•  Mastery
•  Constructivism

2
 10/2/12

TEACHING STRATEGIES

•  Refers to the wisdom in

selecting teaching approach,
teaching method, techniques
and activities in order to
achieve teaching objectives

THE CRITERIA OF TEACHING

STRATEGY

•  Involves planning, organizing and

implementing of teaching method,
technique and activity

•  The teaching strategy must match with

the selected teaching approach

•  Concerns with long-term teaching

objectives

3
 10/2/12

EXAMPLES OF TEACHING
STRATEGIES

•  Expository and Discovery

Teaching

•  Guided Discovery Teaching

•  Discussion Strategies

•  Problem-based Learning

TEACHING METHOD
•  Refers to a series of systematic
action by teachers in order to
achieve short term teaching
objectives

•  It is an organized effort and

procedure based on the selected
strategy

4
 10/2/12

THE CRITERIA OF
TEACHING METHOD

•  A series of systematic and

sequential action by teachers

•  It is used to gain short term

teaching objectives

EXAMPLES OF TEACHING
METHODS
•  Direct Instruction
•  Interactive Teaching
•  Demonstration
•  Problem solving
•  Simulation
•  Project
•  Team Teaching
•  Inclusion

5
 10/2/12

TEACHING TECHNIQUE
- Refers to the teacher’s application
skills in implementing the selected
teaching method

- The steps in teaching

- Teacher needs to consider students’

background in choosing teaching

techniques

TEACHING ACTIVITIES

•  Refers to actions or work done by

students during the teaching &
learning session
•  Examples : revision work, group
discussion, drawing and etc

6
 10/2/12

THE RELATIONSHIP BETWEEN

TEACHING APPROACH, METHOD,
TECHNIQUE & ACTIVITY

Approach

Strategy

Method

Technique

Activity

ANALOGY
Types of food : fish,meat,vegetable

Ways to cook fish

Approach -
Steam, fry, barbecue, asam
pedas, masak lemak

Cook

Order

Strategy Buy

Eat out

7
 10/2/12

•  Method Steps to cook fish asam pedas

1)  Clean the fish

2)  Prepare the ingredients
3)  Heat the oil
4)  Put the fish inside the pot

Technique
Tips to cook delicious asam pedas fish

1)  Use ‘batu lesung’

2)  The pot must be hot
3)  The ‘sambal’ must be well-cooked
4)  Wait for the water to boil before
putting the fish in

8
 10/2/12

Approach
Deductive

Strategy Expository and discovery teaching

Method Lecture

Technique
How to deliver effective lecture

Briefing
Activity Note reading
Using teaching aids

9
 10/2/12

TEACHING
APPROACHES

INDUCTIVE APPROACH
•  The concept of inductive teaching :
It is based on the claim that knowledge is
built primarily from a learner’s experiences
and interactions with phenomena

The process in Inductive Approach

Observation
Research
Specific examples Identify Making
Analyze generalization

10
 10/2/12

THE PRINCIPLES IN USING

INDUCTIVE APPROACH

-  Prepare suitable examples

-  Do not provide explanation or
elaboration
-  Vary specific examples
-  Encourage students to give examples
-  Present one-by-one example
-  Prepare teaching aids
-  Utilize all students’ senses
-  The T &L process should be sequential

TEACHER’S ROLE
Create opportunities and context
in which students can
successfully make the
appropriate generalizations and
to guide students when
necessary

11
 10/2/12

PHASES IN USING INDUCTIVE

APPROACH
• Decide on teaching objectives-
Phase 1 •  Prepare examples
planning •  Prepare questions
• Prepare teaching aids

• Set induction
Phase 2 • Present examples
Exposure • Observe examples

Phase 3 • Observe patterns

Formation of concept • Analyze patterns
Observe patterns

• Summarize patterns
Phase 4 • Making generalization
Making conclusion • Explain formula, principle, theory

• Making cognitive summary

Phase 5 • Making social summary
Closing • Provide further activities

DEDUCTIVE APPROACH
•  It is based on the idea that a
highly structured presentation of
content creates optimal learning
for students

•  It starts with the introduction of

formulas or principles and
follows by their applications in
specific examples

12
 10/2/12

TEACHING & LEARNING PROCESS

USING DEDUCTIVE APPROACH

Application of formula

Known formula Deductive

Approach

Possess new formula

PRINCIPLES IN USING DEDUCTIVE

APPROACH

Practice,
Provide examples/
Define general Apply & find
illustrations that
concept examples of the
demonstrate the idea
concept at
hand

- Most ‘demonstration’ or ‘cookbook’ labs are

deductive in nature.
- Students have already been introduced to the idea
in their text or in lecture
- The lab serves to show them directly and
concretely something that they already know or
have been taught conceptually

13
 10/2/12

PHASES IN USING DEDUCTIVE

APPROACH
• Decide on teaching objectives-
Phase 1 •  Prepare problem/hypothesis
planning •  Prepare generalization/
principle/theory
• Prepare teaching aids
• Present problem/hypothesis
Phase 2 • Flashback on related generalization/
Exposure principle/theory
• Elaborate on known generalization/
principle/theory

Phase 3 • Relate problem/hypothesis with the

Application known generalization/principle/theory
• Apply the generalization/principle
or theory to the problem/hypothesis
• Prove hypothesis
Phase 4 • Form new conclusion
Making conclusion • Explain new conclusion

• Making cognitive summary

Phase 5 • Making social summary
Closing • Provide further activities

ECLECTIC APPROACH
•  Using both Deductive and
Inductive approaches.

•  Mostly used in the teaching of

Science & Mathematics

14
 10/2/12

Example : Teaching the concept of vertebra

Inductive approach Deductive

approach

Fish
Application
Cat
Duck
Having
Vertebra Chicken
Backbone
Goat
Frog Bird

Lizard

INTEGRATION APPROACH

•  An integration of various
elements such as knowledge
(subject-content), moral values,
skills ( generic skills & ICT, study
skills) for the effectiveness of the
teaching & learning session

15
 10/2/12

The Integration approach is illustrated in the diagram

below:

Intellectual Language
competence Proficiency

Thinking
Knowledge Integration/ skills
Combination

Moral
Technological values
Skills
Basic
3M

The integration of knowledge, values and Language

TEACHING
STRATEGIES

16
 10/2/12

FOUR TYPES OF
TEACHING STRATEGIES

1. Expository and Discovery

Teaching
2. Guided Discovery Teaching
3. Discussion Strategies
4. Problem-based Learning

EXPOSITORY
and
DISCOVERY
TEACHING

17
 10/2/12

Three essential steps

involved in planning

•  Identify a topic

•  Specify an objective

•  Selection and preparation of

examples

What is a good example?

•  According to Klausmeir (1992), a
good example includes the
important characteristics if you
are teaching a concept. It will
illustrate the relationship or
connections between concepts if
you are teaching a
generalization.

18
 10/2/12

Procedures in
implementing
Expository and
Discovery Teaching
strategy

•  write the abstraction

•  Conduct lessons base on the
objectives
•  Present positive examples
•  Give classification exercises

19
 10/2/12

FUNCTIONS OF CLASSIFICATION
EXERCISE

•  It reinforces the concept

•  It encourages active student
participation
•  It helps the teacher assess
students’ understanding

Advantages of Expository
teaching

•  Time -efficient

•  Teacher control

20
 10/2/12

GUIDED DISCOVERY
TEACHING

Teachers plan the learning

process and provide
enough guidance to make
sure learning takes place

21
 10/2/12

Steps for planning using Guided

Discovery teaching strategy

•  Identifying a topic
•  Forming an objective
•  Selecting examples
•  Ordering the examples

Implementation phase

Students are to construct

the abstraction using the
teacher’s guidance

22
 10/2/12

• Questioning skills are an

integral part of guided
discovery lessons

• Questioning strategies
can also motivate
learners (encourage
participations)

23
 10/2/12

At the end of the learning session,

teacher can place the abstraction
being taught on the board for the
class to see

•  To provide concrete record of the

lesson for the class to view
•  To accommodate to students’
different learning styles

DISCUSSION
STRATEGIES

24
 10/2/12

FEATURES :

• not designed to teach

specific types of content
like concepts or
generalizations
• less teacher-directed
• more time-consuming

AIM: TO REACH IMPORTANT

CLASSROOM GOALS SUCH AS:
•  to understand the connections and
relationships between ideas
•  to become an active listener
•  to develop leadership skills
•  to summarize group opinions
•  to develop self-directed learning skills
•  to develop analysis, synthesis and evaluative
skills
•  to arrive at a consensus
•  to handle controversy and differences
of opinion

25
 10/2/12

Teacher’s role

• Initiating
• Informing
• Supporting
• Monitoring
• Evaluating

Planning Phase
•  Consider the goals of the lessons
•  Decide implementation methods
•  Consider the background and
experience of students
•  Think of the product of the
lesson
•  Decide on time allocation

26
 10/2/12

TEACHER’S SOURCES OF
REFERENCE

• Lesson plans to provide

structure for the lesson

• Questions to guide students

during the lesson

PROBLEM-BASED
LEARNING

27
 10/2/12

uses a problem as a
focal point for student
investigation and
inquiry

common characteristics

•  Begin with a problem or question

•  Students have primary
responsibility for investigating
problems and pursuing
questions.
•  The teacher’s role is as a
facilitator

28
 10/2/12

Goals of problem based lessons

•  To develop students’
understanding and ability to
systematically investigate a
question or problem.
•  To promote the development of
self-directed learning.
•  To ensure content-acquisition

TEACHING
METHODS
1.  SIMULATION
2.  TEAM TEACHING

29
 10/2/12

SIMULATION
"  It is a representation or re-
creation of a real object, problem,
event or situation.

"  The learner is an active

participant, engaged in
demonstrating a behavior or
previously acquired skills or
knowledge.

"  According to Morgan (2000),

simulations can be used to

Ø  stimulate interest in a topic

Ø  provide information
Ø  enhance skill development
Ø  change attitudes, and
Ø  assess performance.

30
 10/2/12

Goals of simulation
•  Develop changes in students’
attitudes
•  Change specific behaviors
•  Prepare participants for assuming
new roles in the future
•  Help individuals understand their
current roles
•  Increase students’ ability to apply
principles

Goals of simulation
•  Reduce complex problems or
situations to manageable
elements
•  Illustrate roles that may affect
students’ lives even though they
may never assume
•  Motivate learners
•  Develop analytical processes

31
 10/2/12

Types of simulation

1.  SOCIODRAMA

2.  ROLE PLAY

Sociodrama
•  An acting activity

•  based on story which reflects a certain

situation, involving conflicting issues
and includes characters of conflict
social values

•  Example: the story of Hang Tuah and

Hang Jebat.

32
 10/2/12

•  Teachers have to prepare the scripts

and select pupils

•  Pupils need to be given ample time to

read and prepare themselves to act
according to the plot.

•  The conflicting situations will allow the

students to think critically and
rationally in order to solve the
problems.

•  Through sociodrama, students are

trained to express their opinions
and feelings, arrange ideas and
thoughts, so that they will react
spontaneously when they face
similar conflicting situations in
future.

•  After the act, teacher will have a

discussion with pupils regarding
their act to analyze the characters
& arrive at a conclusion or solution

33
 10/2/12

Role play
•  It is a spontaneous act which
involves a group of pupils without
the use of any scripts.

•  The time spent on acting is usually

short: 5-6 minutes only.

•  After the role play there should be

a discussion to assess the
performance of the actors, follow
by a consensus solution on the
created problem.

Principles of simulation
a) Teacher ought to plan and
create a problematic situation
in writing or oral form in the
class.

b) Teacher gives brief explanation

regarding the problem, roles or
characters and the time allocated
for the simulation session.

34
 10/2/12

Principles of simulation
c)  Select pupils who are good in
communicative skills to act.

d)  For sociodrama, the acting

script ought to be prepared and
distributed in advance to pupils
who are identified to act.

Principles of simulation
e) If necessary, supply acting
masks for the pupils to act.

f)  During the simulation session,

ensure other pupils who play the
role as spectators are really
paying their attention towards
the acting activity.

35
 10/2/12

Principles of simulation

g) After the simulation session,

teacher ought to ask pupils to air
their opinion regarding the ways
of solving the problem during the
act.

h) A consensus opinion should reach

among the pupils through
discussion at the end of the
learning period.

TEAM TEACHING
•  It was introduced in USA in 1956.
•  It is organized and implemented
by a group of teachers who are
specialists in various teaching
subjects.

36
 10/2/12

Three main stages of teaching and

learning activities

I.  Teaching a large group of students

comprise from 2 to 8 classes with a
total of about 80 to 320 students.

II.  Teaching and learning activities

conducted in a few smaller groups.

III.  Learning activities conducted

individually.

Conditions of implementing
Team Teaching
a) Physical facilities
b) Teaching timetable – to be effective, it
should be flexible.
c) Teachers’ cooperation and staff
support
d) Division of time for teaching-learning
- large class teaching activity : 40%
- small group activity : 20%
- individual learning activity : 40%

37
 10/2/12

Procedures of implementing
Team Teaching

•  Planning

•  Implementation

•  Evaluation

PLANNING TEAM TEACHING

•  Selection of teachers and non teaching staffs

for the team. It is usually headed by senior
teachers.

•  All members of the team will meet to decide

on relevant matters.

•  In general, senior teachers will be allotted

the duty to teach pupils in a large class,
ordinary teachers will teach in small classes ,
supervise learning activities and mark
students work and tests.

38
 10/2/12

IMPLEMENTATION

•  Teaching activity in a big class is the duty of

senior teachers.

•  Learning contents presented to large classes

include introduction of the syllabus, learning
topics, learning materials and assignments
for group activities , course work and
individual learning.

•  Physical facilities must be prepared earlier to

ensure smooth and effective session.

IMPLEMENTATION

•  Discussions in small groups are usually

supervised and guided by ordinary teachers.
A small group normally consists of 5 to 6
pupils.

•  The main aim of small group activities is to

train students the skills of thinking,
investigating, analyzing and synthesizing.

•  After the discussion, representatives from

each group will present their findings.

39
 10/2/12

EVALUATION

•  All members in the team teaching are responsible to

carry out their evaluation activities.

•  Three important components:

i. Evaluation of pupils’ course work, skills and

behavior
ii. Evaluation of the achievement of teaching-
learning objective
iii. Evaluation of the overall program of Team
Teaching especially its planning and all other
teaching learning aspects

40