DIFFERENT APPROACHES

AND METHODS
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.
EXAMPLES OF TEACHING
APPROACHES

1. TEACHER-CENTERED APPROACH
The teacher is perceived to be the only reliable source of
information in contrast to the learner-centered approach.

2. 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.
3. SUBJECT-MATTERED CENTER APPROACH
 Subject matter gains primacy over that of the learner.

4. TEACHER DOMINATED APPROACH

 Only the teacher’s voice is heard. He/she is the sole dispenser of
information.
5. INTERACTIVE APPROACH
The interactive classroom will have more student talk and less
teacher talk.

6. BANKING APPROACH
 The teacher deposits knowledge into the “empty” minds of
students for students to commit memory.
7. CONSTRUCTIVIST APPROACH
The students are expected to construct knowledge and
meaning out for what they are taught by connecting them to prior
experience.

8. DISCIPLINAL APPROACH
 It limits the teacher to discussing his/her lessons within the
boundary of his/her subject.
9. 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.

10. INDIVIDUALISTIC APPROACH

 It wants the individual students to work by themselves.
11. COLLABORATIVE APPROACH
It will welcome group work, teamwork, partnerships, and group
discussion.

12. INDIRECT, GUIDED APPROACH

 The teacher guides the learner to discover things for himself/herself.

13. DIRECT APPROACH

 The teacher directly tells or shows or demonstrates what is to be
taught.
OTHER TEACHING APPROACHES CITED IN
EDUCATION LITERATURE ARE:
RESEARCH-BASED APPROACH
 As the name implies, teaching and learning are anchored on research findings.

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.

PROBLEM-BASED APPROACH
  As the name implies, the teaching- learning process is focused on problems.
 DIRECT/EXPOSITORY APPROACH
1) DIRECT INSTRUCTION/ LECTURE METHOD
  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.
STEPS OF THE DIRECT OR LECTURE METHOD 
 Provide the rationale
 Demonstrate the skill
 Provide guided practice until mastery
 Check for understanding and provide feedback
 Provide extended practice and transfer
 Assess learning at the end
SUMMATIVE ASSESSMENT
 The goal of summative assessment is to evaluate student learning at the end of an instructional unit
by comparing it against some standard or benchmark.

EXAMPLE OF SUMMATIVE ASSESSMENTS INCLUDE:  

• A final project 

IF YOU TEACH FACTS, PRINCIPLES, OR LAWS

 Give a short introduction by providing the rationale
 Present your lesson
 Develop the lesson by explaining, illustrating, it with diagrams if appropriate and/or giving
concrete examples
 Give application of the lesson
 Check for understanding and provide feedback
FORMATIVE ASSESSMENT 
 The goal of formative assessment is to monitor student learning to provide ongoing feedback that can be
used by instructors to improve their teaching and by students to improve their learning.  

EXAMPLE OF FORMATIVE ASSESSMENTS

• Draw a concept map in class to represent their understanding of a topic 

 INSTRUCTIONAL CHARACTERISTICS 
• The strategy is teacher-directed.

• The emphasis is on the teaching of skill. each step must be mastered, hence the students gain “how” rather
than “what”. it is termed procedural knowledge
• Taught in a step-by-step fashion, it ensures the learning of the entire procedure with no step missed.
• Lesson objectives include easily observed behaviors that can be measured accurately. 
GUIDELINES FOR ITS EFFECTIVE USE TEACHING SKILL 
 The students must be given ample time for practice. 
 They must be included in the planning stage since this technique is highly task-oriented and aimed at
mastery of every step. the lesson objectives are student-based.
 Describe the testing situation and specify the level of performance expected.
 Divide complex skills and understanding into subskills or into its component steps so they can be
taught easily and with precision. 
 Design own strategy in teaching each skill which will eventually contribute to the learning of the
entire skill. 
 Before the demonstration, carefully rehearse all steps. the steps should be observed and followed.
TEACHING DECLARATIVE KNOWLEDGE 
Facts, principles and laws

Be sure the facts, principles, and laws are correctly, clearly, and adequately
explained. 
Use visual aids to concretize abstract principles and laws.
Illustrate laws and principles with concrete examples.
Present facts meaningfully by citing their significance and by connecting
them with everyday life
 DIRECT/EXPOSITORY APPROACH
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. THE DEMONSTRATOR IS KNOWLEDGEABLE IN PREPARING THE APPARATUS NEEDED
ACCORDING TO THE STEPS TO BE FOLLOWED.

GUIDELINES FOR ITS EFFECTIVE USE BEFORE

• THE DEMONSTRATOR/S MUST BE WELL-SELECTED. HE/SHE/THEY MUST BE SKILLED IN
OPERATING MODERN EQUIPMENT AND PROFICIENT IN UNDERTAKING SCIENTIFIC
INVESTIGATIONS.
• WHEN PLANNING THE ACTIVITIES MAKE SURE THAT THE MATERIALS ARE EASILY AVAILABLE.
LIKEWISE, GET PREPARED WITH POSSIBLE SUBSTITUTES.
• GET READY WITH THE EQUIPMENT AND TOOLS TO BE USED. DEMONSTRATION SHOULD BE
SCHEDULED AS TODAY AND CLASS PERIOD.
• THE DEMONSTRATOR MUST TRY THE ACTIVITY SEVERAL TIMES BEFORE THE REAL
DEMONSTRATIONS FOR A SMOOTH SEQUENCING OF THE STEPS AS WELL AS ACCURACY OF
THE RESULT.
• THE OBSERVERS MUST BE PREPARED AND MOTIVATED TO ENSURE CONCENTRATION
THROUGHOUT THE ACTIVITY.
• THE DEMONSTRATOR MUST BE READY WITH ON- THE-SPOT REVISION/S SUCH AS
ALTERNATIVE STEPS OR SUBSTITUTE MATERIALS WHEN NEEDED
• ARRANGE THE OBSERVERS AROUND THE DEMONSTRATION AREA OR AT A DISTANCE
WHERE THEY WILL BE ABLE TO OBSERVE FULLY WHAT IS GOING ON.
• DEPENDING ON THE KIND OF DEMONSTRATION TO BE UNDERTAKEN, POINTERS OR
QUESTIONS MAY BE GIVEN TO FOCUS STUDENTS’ ATTENTION AND AVOID IRRELEVANT
OBSERVATIONS.
  DURING
a) THE PLACE MUST BE QUIET IN ORDER TO SUSTAIN THE OBSERVERS’
ATTENTION AND INTEREST DURING THE ACTIVITY.
b) EXTREME CARE MUST BE TAKEN IN PERFORMING SOME DELICATE STEPS.
c) THE ACTIVITY MUST NOT BE INTERRUPTED BY UNNECESSARY
ANNOUNCEMENTS OR NOISE IN THE SURROUNDINGS.
d) THEY ARE ALLOWED TO TAKE DOWN SHORT NOTES OR RECORD SOME DATA
WHICH MAY BE ANALYZED AFTER.
 AFTER
a) ALLOW SOME QUESTIONS WHICH BOTHERED THEM DURING THE DEMONSTRATION.
b) AN EXAMINATION OF THE OBSERVED DATA AND ALL INFORMATION RECORDED
FOLLOWS.
c) HAVE AN ANALYSIS OF TRENDS, PATTERNS OR UNIFORM OCCURRENCES THAT CAN HELP
IN ARRIVING AT A CONCLUSION.
d) THE SOLUTION OR SUMMARY MUST BE COOPERATIVELY UNDERTAKEN BY THE WHOLE
CLASS.
e) ASSESS LEARNING BY WAY OF A SHORT TEST, AN ORAL EVALUATION OR A PERFORMANCE
TEST.
 ADVANTAGES
 THE DEMONSTRATION METHOD FOLLOWS A SYSTEMATIC PROCEDURE.
 THE USE OF EXPENSIVE EQUIPMENT AND MACHINES WILL BE MAXIMIZED.
 POSSIBLE WASTAGE OF TIME, EFFORT AND RESOURCES WILL BE AVOIDED SINCE THE
DEMONSTRATION IS SUPPOSED TO BE WELL- PLANNED IN ADVANCE.
 IT WILL NOT RESULT TO TRIAL AND ERROR LEARNING AS WHAT HAPPENS WITH
UNPLANNED LEARNING ACTIVITIES.
 THE FINDINGS ARE RELIABLE AND ACCURATE SINCE THE PROCEDURE HAS BEE TRIED
BEFORE.
 THE VALUE OF CONFIDENCE IS DEVELOPED AMONG THE DEMONSTRATORS FOR SUCH
HANDS-ON DEMONSTRATION.
 CURIOSITY AND KEEN OBSERVING ABILITY ARE INSTILLED AMONG THE OBSERVERS.
 DIRECT/EXPOSITORY APPROACH

3.) 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

METHODS
• INQUIRY METHOD
• PROBLEM SOLVING METHOD
• PROJECT METHOD
INQUIRY METHOD
  STEPS IN THE INQUIRY METHOD
• DEFINE THE TOPIC OR INTRODUCE THE QUESTION
• GUIDE STUDENTS PLAN WHERE AND HOW TO GATHER DATA AND INFORMATION.
• STUDENTS PRESENT FINDINGS THROUGH GRAPH, CHARTS, POWERPOINT PRESENTATION,
MODELS, AND WRITING.
 INSTRUCTIONAL CHARACTERISTICS
• INVESTIGATIVE PROCESSES SUCH AS INFERRING, HYPOTHESIZING, MEASURING, PREDICTING,
CLASSIFYING, ANALYZING, AND EXPERIMENTING, FORMULATING CONCLUSIONS AND
GENERALIZATIONS ARE EMPLOYED.
• THE PROCEDURE IN GATHERING INFORMATION IS NOT PRESCRIBED BY THE TEACHERS.
• THE CHILDREN ARE HIGHLY MOTIVATED TO SEARCH, HENCE ACTIVE PARTICIPATION IS THE BEST
INDICATOR OF INQUISITIVENESS.
• THE ANSWERS ARRIVED AT ARE GENUINE PRODUCTS OF THEIR OWN EFFORTS. 5. FOCUSED
QUESTIONS BEFORE, DURING AND AFTER ARE CRITICAL INGREDIENTS THAT PROVIDE DIRECTION
AND SUSTAIN ACTION.
  OUTCOMES OF INQUIRY TEACHING
1. ITS EMPHASIS IS ON THE PROCESSES OF GATHERING AND PROCESSING OF INFORMATION
2. ITS DEPENDENCE ON FIRSTHAND EXPERIENCE WITH OBJECTS AND PHENOMENA OCCURRING IN
THE ENVIRONMENT IS CERTAINLY IN AGREEMENT WITH THE MOST OFTEN CITED THEORY OF
PIAGET ON INTELLECTUAL DEVELOPMENT.
3. THE INQUIRY APPROACH WHICH PREDOMINANTLY ALLOWS SOME DEGREE OF FREEDOM
DEVELOPS INITIATIVE AND DIVERGENT THINKING.
4. A DEEP SENSE OF RESPONSIBILITY IS DEVELOPED WHEN LEARNERS ARE LEFT TO MANAGE
THEIR OWN LEARNING, BE IT IN PURSUIT OF ANSWERS, MASTERY OF CONTENT OR SIMPLY
SOLVING A PROBLEM THAT CONFRONTS THEM INSTANTLY.
5. EDUCATORS STRONGLY BELIEVES THAT FACTS AND CONCEPTS THAT LEARNERS DISCOVER BY
THEMSELVES BECOME STORED AS PART OF THEIR PERMANENT LEARNING.
6. EXPERIENCING SUCCESS IN INQUIRY- BASED/DISCOVERY LESSONS BUILDS UP THE LEARNERS’
FEELING OF CONFIDENCE.
7. PARTICIPATION IN INQUIRY ACTIVITIES STRENGTHENS LEARNERS’ INTELLECTUAL CAPABILITIES.
  HOW TO FACILITATE INQUIRY TEACHING
1. Arrange for an ideal room setting.
2. Choose tools and equipment that can easily be manipulated.
3. The materials to be used or examine must lend themselves easily to the processes to be
employed and the end product desired.
4. The questions/problems to be answered should originate from the learners, followed by the
formulation of hypothesis.
5. The procedure should likewise be planned by them.
6. At the completion of the activity, require an evaluation of the steps undertaken as to its
effectiveness and the clarity of the results.
7. Above all, the teacher himself/herself should internalize his/her changed role to that of a
guide, facilitator, and counselor rather than the traditional authority who not only determines
the material to be learned but also dictates how it should be learned.
PROBLEM SOLVING
METHOD
 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
ADVANTAGES
1. This method is most effective in developing skill in employing
the science processes.
2. The scientific method can likewise be used effectively in other
non-science objects.
3. The student’s active involvement resulting in meaningful
experiences serves as a strong motivation to follow the scientific
procedure in future undertakings.
4. Problem solving develops higher level thinking skills.
5. A keen sense of responsibility, originality and resourcefulness are
developed, which are much needed ingredients for independent study.
6. The students become appreciative and grateful for the achievement of
scientists.
7. Critical thinking, open-mindedness and wise judgment are among
scientific attitudes and values inculcated through competence in the
scientific method.
8. The student learn to accept the opinions and evidence shared by
others.
GUIDELINES FOR ITS EFFECTIVE
USE
1. Provide sufficient training in defining and stating the problem in
a clear and concise manner.
2. Make sure that the problem to be solved fits the age, interests and
the skills of the students.
3. Group the students and allow each one to share in the tasks to be
performed.
4. Guide them at every step by asking leading questions in case of
snags.
5. Get ready with substitutions for materials which may not be
available.
6. The emphasis is on the procedure and the processes employed
rather than on the products.
7. The development of skills and attitudes takes priority over
knowledge.
8. Involve the students in determining the criteria with which they
will be evaluated.
PROJECT METHOD
 Owes its origin to the pragmatic school of philosophy.
 It was Propound by W H. Kilpatrick and was
perfected by J. A. Stevenson.
 This method consists of building a comprehensive
unit around an activity that may be carried out in the
school or outside. The essence of this method is to
carry out a useful task in a group in which all the
students work co- operatively. Learning by doing and
learning by living are the two basic principles
involved and children learn through association, co-
operation and activity.
 MAJOR STEPS OF THE PROJECT METHOD

1. Providing a situation - A Project is never to be forced upon pupils.

Situations may be provided by conservations or different topics, discussions
on pictures, buildings or cities, by telling stories or taking out children on
excursions and educational tours and trips.
2. Choosing the Project - After a situation has been provided, the next step is
the choice of a good project. Only such a project should be selected as
many satisfy some real need of the pupils and for the good of all of them.
The pupil must feel that the project is their own.
3. Planning - After suitable choice have been made, the next step is preparing
a plan for the execution of the project. The entire planning is to be done by
the pupils under the guidance of the teacher, after a good deal of discussion.
Each child should be encouraged to participate in the discussion and offer
his suggestions. The entire plan should be put in black and white by the
pupils in their project book is complete.
4. Carrying out the project (executing) - When the plan is ready the teacher
should encourage the pupil to put in into practice. He should ask the pupils to
assign duties and distribute work among themselves, according to their
individual interests and capacities. Each must be given some duty to do for the
successful completion of the project. Then, they should be asked to work in co-
operation with one another till the project is complete.
5. Evaluating - After the completion of project, the student should be asked to
review their work. They should note their mistakes, if any, and see whether they
had proceeded, according to the plan or not. It is a sort of self-criticism which is
a very important from a training and should never be neglected
6. Recording - All the pupils should maintain a project-book in which they
should put down a complete record of all the activities, connected with the
project. This record will be including the choice of project, its planning,
discussions held, difficulties felt, duties assigned, references and books
consulted, information gathered, experiences gained, guidance sought etc.
Important points for further references and guidance are also to be noted down.
 MERITS OF PROJECT METHOD

• It promotes co-operation and group interaction.

• The child derives satisfaction when he achieves
something by his own efforts.
• Applying this method, education gets more
meaning and value in comparison to the
traditional methods of teaching.
DEMERITS OF PROJECT METHOD

• Project absorbs large amount of time and can

be used as a part of science work only.
• Many aspect of curriculum will not yield to
project work.
• The method is highly expensive, as pupil has to
purchase lot of item, travel and do outdoor
work.
Thank you
