Republic of the Philippines

Laguna State Polytechnic University

CTP – CLUSTER 2

Principles of Teaching

TEACHING APPROACHES AND METHODS

Submitted by:
FLORES, CARIZA A.

Submitted to:
PROF. RHONIEL VIBORA
 CHAPTER 2: TEACHING APPROACH AND METHODS

Approach is a set of assumptions that define the beliefs and theories about the

nature of the learner and the process of learning.

Method is an overall plan for systematic presentation of a lesson based upon a

selected approach (Brown, 1994) Some authors call it a design.

Techniques are the specific activities manifested in the classroom that are consistent

with a method and therefore in harmony with an approach as well (Brown, 1994)

Technique is also referred as a task or activity.

Section 5 of the enhanced basic education act of 2013, states, to wit:

The DepEd shall adhere to the following standards and principles in developing the

enhanced basic education curriculum:

a) The curriculum shall be learner-centered, inclusive and developmentally

appropriate;

b) The curriculum shall be relevant, responsive and researched-based;

c) The curriculum shall be culture sensitive;

d) The curriculum shall be contextualized and global;

e) The curriculum shall use pedagogical approaches that are constructivist,

inquiry-based, reflective collaborative and integrative;

f) The curriculum shall adhere to the principles and framework of Mother

Tongue-Based Multilingual Education (MTB-MLE) which starts from where

the learners are and from what they already knew proceeding from the known

to the unknown; instructional materials and capable teachers to implement

the MTB-MLE curriculum shall be available;

of knowledge and skills after each level;

h) The curriculum shall be flexible enough to enable and allow schools to

localize, indigenize and enhance the same based on their respective

educational and social contexts.

TEACHING APPROACHES

The teaching approaches to the K to 12 based on the principles cited in the above

provisions:

1. LEARNER-CENTERED

In the learner-centered instruction, choice of teaching methods and

technique has the learner as the primary considerations – his/her nature,

his/her innate faculties or abilities, how he/she learns, his/her developmental

stage, multiple intelligences, learning style, needs, concerns, interests,

feelings, home and educational background.

2. INCLUSIVE

This means that no student is excluded from the circle of learners.

Everyone is “in”. Teaching is for all students regardless of origin, socio-

economic background, gender, ability and nationality. No “teacher’s favorites”.

In an inclusive classroom, everyone feels he/she belongs.

3. DEVELOPMENTALLY APPROPRIATE

The tasks required of students are within their developmental stages.

Observing developmental appropriateness is another way of expressing

learner-centeredness.
4. RESPONSIVE AND RELEVANT

Using a relevant and responsive teaching approach means making

your teaching approach means making your teaching meaningful. You can

make your teaching meaningful, if you relate or connect your lessons to the

students’ daily experiences. You make your teaching relevant when what you

teach answers their questions and their concerns.

5. RESEARCH-BASED

Your teaching approach is more interesting, updated, more convincing

and persuasive if it is informed by research. Integrating research findings in

your lessons keeps your teaching fresh. You get the latest information from

your research or from the researchers of others that enrich your teaching. You

apply methods of teaching which have been proven to be effective.

6. CULTURE-SENSITIVE

If your approach is culture-sensitive, you are mindful of the diversity of

cultures in your classroom. You employ a teaching approach that is anchored

on respect for cultural diversity.

7. CONTEXTUALIZED AND GLOBAL

You make teaching more meaningful by putting your lesson in a

context. This context may be local, national and global. Contextualized

teaching means exerting effort to extend learning beyond the classroom into

relevant contexts in the real world. It also entails effort to bring outside-the-

classroom realities of academic context into the classroom (Brelsford, 2008)

8. CONSTRUCTIVIST
 A teaching approach that the students learn by building upon their prior

knowledge (knowledge that students already know prior to your teaching).

This is called schema.

9. INQUIRY-BASED AND REFLECTIVE

The core of the learning process is to elicit student-generated

questions. A test of your effectiveness in the use of the inquiry-based

approach is when the students begin formulating questions, risking answers,

probing for relationships, making their own discoveries, reflecting on their

findings, acting as the researchers and writers of the research reports.

Reflective teaching as a teaching approach is making students reflect

on what they learned and on how to improve on their learning process.

10. COLLABORATIVE

This teaching approach involves groups of students or teachers and

students working together to learn by solving a problem, completing a task, or

creating a product.

11. INTEGRATIVE

An integrative approach can be intradisciplinary, interdisciplinary or

transdisciplinary.

The integrative approach is intradisciplinary when the integration is

within one discipline.

Interdisciplinary integration happens when traditionally separate

subjects are brought together so that students can grasp a more authentic

understanding of a subject under study. Students can bring together concepts

and methods from two or more disciplines or established areas of expertise in

new question.

Transdisciplinary integration is integrating your lesson with real life.

You do this when you cite real life applications of your lesson.

12. SPIRAL PROGRESSION APPROACH

To follow a spiral progression approach, you develop the same

concepts from one grade level to the next in increasing complexity. It is

revisiting concepts at each grade level with increasing depth. It is also an

interdisciplinary approach which enables students to explore connections

among the sciences and the branches of math.

13. MTB-MLE-BASED

Means Mother Tongue-Based Multilingual Education. In MTB-MLE,

teaching is done in more than one language beginning with the Mother

Tongue. It is used as a medium of instruction from K to 3 in addition to its

being taught as a subject from Grades 1 to 2. The use of the Mother Tongue

as a medium of instruction eliminates the problem on language barrier in the

early grades. With the use of the Mother Tongue as a language of instruction,

it has been observed that classes have become more interactive.

TEACHING METHODS

1. DIRECT AND INDIRECT METHOD

The direct method is teacher-dominated. Your lecture immediately on

what you want the students to learn without necessarily involving them in the

process. To teach them the skill or process, you show them how by
 demonstrating it. This is the “telling” and the “showing” method. You are the

lecturer and demonstrator.

The indirect method, you synthesize what have been shared to connect

loose ends and gives a whole picture of the past class proceedings and ideas

shared before you lead the to the drawing of generalizations or conclusions.

In this method, your task is to ask your students questions to provoke their

thinking, imagination, thought-organizing skills. You are a questioner, a

facilitator and a thought synthesizer.

2. DEDUCTIVE AND INDUCTIVE METHOD

In the deductive method, you begin your lesson with a generalization, a

rule, a definition and end with examples and illustrations or with what is

concrete.

In the inductive method you begin your lesson with the examples, with

what is known, with the concrete and with details. You end with the students

giving the generalization, abstraction or conclusion. To enable the students to

derive the rule, state the formula or give the definition, be sure you gave

enough examples, illustrations and details for them to be able to see a pattern

and come up with a generalization or rule or definition.