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APPROACHES, METHODS/ STRATEGIES, TECHNIQUES Approach An enlightened viewpoint of teaching Provides a sound philosophy and orientation to the whole

process of teac hing in which the selection of an instructional method is part and parcel of Embraces the entire spectrum of the process which includes -the goal of teaching -role of the teacher -expectations from students, -nature of the teaching-learning process -the kind of evaluation techniques to be used Method/Strategy Refers to an organized, orderly, systematic, well-planned procedure Consists of steps which are logically arranged, aimed at achieving the s pecific aims of instruction, at enhancing greater teaching and maximizing learni ng output Directs and guides the teacher in all class activities and involves as w ell, the organization of materials to get things done Technique Implementation and actually takes place in the classroom A particular trick used to accomplish an immediate objective. Should be consistent with the method and therefore in harmony with the a pproach, too. Depends on the teacher, his/her individual artistry and on the compositi on of the class A procedural variation of a given method Involves a highly personalized style of carrying out a particular step o r a given method

CLASSIFICATION OF TEACHING METHODS Based on the no. of participants Whole class Group of students Individual students Based on Learning New Behaviors Direct Instruction Indirect Instruction Based on Child Development Cognitive Affective

Psychomotor Social Based on teacher-student involvement Teacher controlled Student centered Teacher-student collaboration

TYPES OF LESSONS Development Review Drill Application Appreciation

Development Lesson Used in presenting a new fact, principle, procedure, generalization, ski ll, or a new knowledge Steps I. Preparation Review facts and recall old experiences related to the new lesson Establish objectives II. Development Lead the class to examine, analyze, compare, contrast, generalize, obser ve, judge, or direct something to achieve objectives III. Application Use what has been learned in a new situation or practice activities

Review Lesson Used in presenting a new view of old facts and concepts in a broader set ting that results in new meanings, associations, relationships and ways of actin g Steps I. Preparation Define the need to review Specify the purpose of the review Recall concepts previously learned II. Review Proper/Activities Use any or a combination of the following: Problem solving skill Comparison scheme Concepts scheme Activities scheme Open book exercises Imaginative/creative III. Further Application Use new learnings in new situations

Drill Lesson Used in fixing certain items of knowledge or relations for ready recall Steps: I. Motivation Arousing the need for the skill or activity II. Focalization Focusing learners attention on the specific facts, habits, or skills to

be drilled on III. Repetition with attention Repeating learning materials meaningfully IV. Application Using what has been learned in new situation

Application Lesson Used in practicing what has been learned in new situation Steps: I. Motivation Arousing the need to use the new information in another situation II. Lesson Proper Discussing the different possibilities of lesson application

III. Application The activity proper where students use new learned concepts, theories, s kills and processes

Appreciation Lesson Used in expressing what they have learned through songs, poems, stories, dances, drama, narratives, etc. Steps: I. Preparation Introduction of the lesson Unlocking of difficult words Asking motive questions II. Presentation Hour of Appreciation Teacher reads the story or poem Listening to music, watching a dance

III. Intellectual Discussion Teacher prepares and asks questions IV. Aesthetic Discussion Discussion on the meter of the poem, rhyming words, patterns, timbre V. Reproduction

METHODS OF TEACHING Deductive Method What: a teaching method that starts with a rule or general statement th at is applied to specific cases/examples When to use: When students are asked to test a rule or further develop it, to answer questions or to solve problems by referring to laws, principles, a nd theories. Steps I. Statement of the Problem State real life cases, situations, problems II. Statement of a generalization or rule Recall two or more generalizations, rules, definitions, or principles Select one which will be the solution to the problem III. Apply the rule Test the rule to specific cases or problems

IV. Further verification of the rule Try out the rule using other examples Determine the validity of the inference by consulting accepted authoriti es

Inductive Method What: An exploratory method of logic where one arrives at a fact, princ iple, truth, or generalization Studying: observing, comparing many instances or cases in several insta nces to discover the common element and form generalization Formulating conclusion, a definition, a rule, a principle, or a formula based on knowledge of examples and details When to use: 1. When the rule, concept, truth, principle or generalization is import ant enough to justify the time devoted to the lesson. 2. When the student has the ability to form and state the rule, princip le, truth, or generalization by themselves through comparison and abstraction of instances Steps I. Preparation Set an apperceptive basis by reviewing old facts or lessons that can be utilized as background for the new lesson Motivate by arousing the need to achieve the objective State the aim which may be in the form of a problem or goal statement II. Presentation Present specific cases, instances, and examples to the class III. Comparison and Abstraction Discover and identify the common element among the specific cases and in stances presented IV. Generalization State the common element deduced from the specific instances/examples as a concept, a generalization, a rule, a definition, a principle, or a formula V. Application Use the learned concept, generalization, rule, and principle in new situ ations

Demonstration Method What: telling and showing method performed usually by a teacher or a tr ained student while the rest of the class become observers 1. 2. 3. 4. When to use: When process is significant but apparatus needed is limited When school lacks facilities for every student When equipment is too sophisticated, expensive, dangerous When lesson requires skill in investigative procedure or technical know how

Steps I. Purposing Preparation, motivation, clarifying objective II. Planning Discussion on the object of the demonstration, the person or persons to

conduct it, the materials to be needed, date, time and place of the activity III. Demonstration Proper Before demo is done all preliminaries should have been prepared; materia ls, procedure, arrangement IV. Executing Students repeat the same performance shown in the demo Teacher should keep a close watch of the students performance V. Evaluation Assess how successful the students are in following certain instructions , in duplicating an observed phenomenon and in showing their creativity

Project Method What: a significant practical unit of an activity of a problematic natu re carried on by students in a lifelike manner and in a natural setting. It may be a construction, an enjoyment, or a problem, or a learning project When to use: 1. When problems in life situation exist 2. When learners initiate and impose the tasks on them. 3. When time and materials are available. 4. When there is a decided advantage over other methods or meeting the needs 5. When training in cooperation, perseverance, open-mindedness, creativity is n eeded Steps I. Purposing Determining goals and activities cooperatively II. Planning Deciding on the activities III. Executing Carrying out activities IV. Evaluating Judging the finished products/results against the goals

Laboratory Method What: a set of first hand learning activities wherein the individual in vestigates a problem, conducts experiments, observe processes, or applies theori es and principles in a simulated setting Why use: 1. To cultivate students skills in the basic science processes 2. To enhance higher order thinking skills 3. To induct learners to scientific processes Steps I. Preparation Motivation, goal setting, orientation II. Supervised Work Working on the problem III. Culmination Organizing findings IV. Reporting Findings Communicating results

Problem Method What: Learners are confronted with a puzzling situations and enter into investigative work to solve the problem Why use: 1. To stimulate reflective thinking 2. To furnish a guide for organizing ideas 3. To give direction to a discussion

Steps I. Statement of the Problem Teacher guides the students in recognizing the problem II. Statement of Hypothesis Inspection and proposal of solution or solutions III. Evaluation of suggested solution/s Gathering data through reading, observing, etc., evaluating the solution and forming a conclusion IV. Verification of accepted solution/s Check or verify and summarize results.

Lecture Method What: a teaching procedure for explaining and clarifying a major idea. Makes use of exposition which may be a narration or a description

When to use: 1. When the teacher can give affective information in a shorter time to reinfor ce learning. 2. When the teacher has available data that would be hard for the class to obta in. 3. When a new topic is to be introduced so as to give a birds eye view of the work to come and to arouse interest in the new work. 4. When summaries are needed at the Close of the days work Close of the topic End of the chapter End of a unit Steps I. Preparation for the lecture Provide cognitive framework of the topic Appropriate language and manner of presentation

Selection of appropriate multi media Planning motivational technique Psychological overtones

II. Introduction to the lecture To be done briefly but effectively Making students aware of the importance of the topic Asking them what they know about the topic Establishing good rapport III. Giving the body of the lecture More logical lecture presentation following the cognitive framework give n earlier IV. Conclusion of the lecture Summarize major points Paraphrase the key ideas shared Form generalizations Give implications Discovery Method What: a method in which thoughts are synthesized to perceive something that the individual has not known before Types: Inductive Discovery Deductive Discovery Steps for Inductive Discovery I. Presenting the following: - Specific examples, instances for observation, discussion II. Identifying attributes of the common elements III. Discussing the elements of other examples IV. Noting the common elements among given examples - Stating a main idea based on common elements V. Checking the main idea against new examples Steps for Deductive Discovery I. Presenting the main idea that can be checked against evidence II. Finding supporting evidences or examples for the main idea III. Stating why the evidence is supporting the main idea IV. Finding other evidence or proof of the main idea

Inquiry Method What: Learners are confronted with a puzzling situation and are led to enter into investigative work to solve the problem Steps I. Presentation of a Problem/Puzzling Situation By teacher By class By learner him/herself II. Defining the Problem List possible questions III. Gathering and Appraising Information IV. Organizing Information Answer the questions raised V. Drawing Conclusions VI. Evaluating Conclusion Answers to the questions Thinking processes used

Concept Teaching What: a method whose goals are: to help learners acquire conceptual und erstandings of the subjects they are studying and to provide foundation for high er-level thinking Types: Direct Presentation Concept attainment Steps for Direct Presentation I. Naming the concept and providing the students with a definition II. Identifying the critical attributes and giving examples and non-examples of

the concept III. Testing the concept understanding by getting students to provide examples a nd non-examples Steps for Concept Attainment I. Provide students with examples, some that represent the concept and some tha t do not. Best examples are labeled yes, non-examples, no II. Ask students to compare the attributes of the examples and non-examples. Let the students give their hypothesis III. Students name the concept and describe the process they used for identifyin g it. Teacher continues to present examples and non-examples until students atta in the critical attributes of the concept as well as the name of the concept IV. Teacher asks for additional examples as yes or no and tells why they are exa mples and non-examples. Students generate their own examples and non-examples

Techniques in Teaching Discussion Techniques Panel Informal discussion of a topic by a group of four to six students led by a chairman Each student gives a key opening statement about the topic Symposium More formal in its setting than a panel in which the students prepare in advance discussion points representing views of different people

Forum Similar to a panel in which a group of five to six students take turns i n discussion with the class topic on hand Round table Five to six students seated around a table to discuss a topic/problem am ong themselves and with the other members Buzz session Four to seven students meet together to share each others opinions, view points, and reactions without formal preparation Brainstorming Class members are asked to share their ideas regarding an issue, plan or project. All suggestions are recorded. Decisions are made later by the whole cl ass Debate Formal speeches and rebuttal by sets of members of two opposing teams

Simulation Discussion Techniques Role playing Class members are assigned or adapt certain roles simulating a situation

Socio-drama Portrayal of special scenes from history or literature

Jury trial technique A simulation of court room procedure which engaged the students in resea rch activity and a panel in the discussion of an issue

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