UNIVERSITI PENDIDIKAN SULTAN IDRIS

DISCUSSION ISSUE ON TEACHING APPROACHES

(REPORT)

SME 3023
TRENDS AND ISSUES IN EDUCATION FOR
MATHEMATICAL AND SCEINCE
SEM. 1 SESSION 2014/2015
LECTURER: DR. MOHD.FAIZAL NIZAM LEE BIN ABDULLAH

GROUP MEMBERS:
NAME

MATRIC NUMBER

1. SIM WEI NA

D20121058475

2. SIVA SHANGARY BALASUBRAMANIAM

D20121058479

Discussion Issues on Teaching Approaches

Introduction
It is important to select the proper instructional approach for a specific learning outcome in
teaching a particular subject. A teacher can combine more than two approaches to provide
teaching strategies that help students solve problems think critically and work cooperatively.
Teaching approaches gives the overall wisdom; it provides direction and sets expectations to the
entire spectrum of the teaching process.

Diagram 1: The How Dimensions of Teaching (Garcia, 1989)

Based on the diagram, it clearly shows that approach is a combination of the whole orientation of
teaching. Method is an organized, orderly, systematic and well-planned procedure. Method
employed to achieve certain specific aims of instruction. It directs and guides the teacher and the
students in undertaking any class lesson or activity. Technique is the personal style of the teacher
in carrying out specific steps of the teaching process. Through technique, teachers are able to
develop, create and implement, using her distinctive way, the procedure or method of teaching.

Discussion Issues on Teaching Approaches

Some Leading Approaches

a) Discovery Approach
This approach is defined as largely unstructured, situational method or philosophy of teaching
whereby students are permitted to find solutions to problem on their own or at their own pace,
often jointly in group activities, either independent of or under the guidance of a teacher.
Discovery approach is more to student centered because the students need to perform more in
searching or gathering information about the given topics. There are four type of methods used
in discovery approach to gather information. Firstly, experiment method, whereby students will
conduct an experiment by themselves to collect the information needed. Second, students will
use data interpretation method to gather information needed to produce an outcomes or solutions
for a given problem. Interview is another method to gain information. Lastly, dissection is a
method that it gives the students chance to see how their surroundings are built by taking them
apart with their own hands.
i) Characteristics
Freedom is necessary when using discovery approach. As a teacher, they must let the
students to discover or gather the information and interpret the gathered information by
themselves. The students will look at the information that they have discovered as
something new to them. By this, students will always remember that particular
information because they discovered by themselves. Besides, the discovery approach
required active involvement from students not from teachers.

ii) Role of the Teacher

While applying this approach, the teacher needs patience. Teacher does not pressure the
students but gives them enough time to discover the correct information and interpret
them. Other than that, a teacher should not answer directly for their students; he or she
(teacher) can guide or give clues and hints for the raised question. By this, the students
will put their own effort to find the information by themselves. This type of information
will be appreciated more by the students themselves.

Discussion Issues on Teaching Approaches

iii) Example (Chapter Statistics)

Question: Ask students to collect data from the other class about food expenses per day.
Based on the data, comes out with the complete frequency table and pie chart or bar chart
that interpret the situation. Ask the students to present the output.

In this situation, students need to gather the data themselves with the teachers guide. The
teacher only will explain on how to collect the data, while students will work by
themselves to get the data. With the collected data, students need to interpret and comes
out with a pie chart or bar chart as a conclusion which is representing the interpreted data.

b) Inquiry Approach
Inquiry approach more focused on using and learning content as a means to develop information
processing and problem solving skills. It is a way to seeking for information by asking questions.
From the point of view of teaching and learning, the concept of inquiry gives premium to the
process of discovering what may be help in motivating and in facilitating proper accumulation of
knowledge. This approach is a student centered because they are expected to become more
analytical and less gullible. When students have adopted the spirit of inquiry, they become more
curious and observant individuals.
i) Characteristics
Inquiry approach is a search for truth, information or knowledge. The questions should
proceed from the very factual to thought-provoking questions. This means the questions
must be from the what questions to the how and why questions. This type of
questions will emphasize the development of the qualities of the students mind as
curiosity, skepticism and intellectual honesty. The inquiry approach is a systematic
method of studying a problem by asking questions to them which will increase their
curiosity to search the answer.

Discussion Issues on Teaching Approaches

ii) Role of the Teacher

This approach encourages teacher to be open-minded an to be gracious in accepting
criticisms and challenges with an end in view of insuring the carrying out school
activities as planned. Teachers always need to give activities which will encourage the
students to always ask questions to get the correct answer. By this, students will be more
understandable because they search and investigate the answers by themselves.

iii) Example (Chapter Measurement)

Question: Gretchen is going to Best Buy to get a new TV. She already has a cabinet
and she wants to be sure that the new TV will fit. Her cabinet is 24 inches wide by 24
inches high by 12 inches deep. She wants to have 1 inches on each side, 1 inch on top,
and 1 inch behind so the TV will slide in easily. Which of these would be her best
choice?
A. Volume of 5280 cu.in. w=22, h=20
B. Volume of 5290 cu.in. d= 10, base and height the same
C. Volume of 5566 cu.in. w=22, d=11

This type of question will increase the curiosity of students on how to solve this question.
This will lead them to find the ways or steps on how to solve this question. By this,
students will be more understand and they can interpret the information to be more
accurate.

Discussion Issues on Teaching Approaches

c) Conceptual Approach
Conceptual approach means categorization of content from simple to complex level. It is a
simple act of recalling facts will suffice like asking students to state certain phenomena that they
observe. This approach is different from other approaches, because it is using the content as a
means of leading the students to discover the laws and principles or generalizations that govern a
particular subject. This approach uses hierarchy as below:

Diagram 2: Hierarch of Cognition (Borich, 2011)

As per the diagram above, fact is a simple statement of truth which is a raw data. At the concept
level the truth interpreted to be the synthesis or constellation of related facts. While at
generalization level, general statements will relate the two or more concepts. Principle is the
level where the statement of fundamental processes. Conceptual scheme is the main pervasive
theme underlying a major field of study.
i) Characteristics
In this approach, students need to collect data through researches and they need to
organize their thoughts from bits of information to larger cognitive level. It encourages
the students to use their brain actively to develop certain intellectual processes like

Discussion Issues on Teaching Approaches

classification, discrimination, synthesis and judgment. During the knowledge is being

processed, students have to think logically and holistically.

ii) Role of the Teacher

Before applying this approach, teacher must be able to master the cognitive hierarchy and
categorize all knowledge; from facts to concepts; from concepts to generalizations; from
generalizations to principles. A teacher when using this approach in learning process, he
or she should not inform the students about what they are supposed to state at the end of
the lesson. Besides, teacher should help the students by guiding them on how to gather
sufficient data to enable them to form the expected generalization.

iii) Example (Chapter Angles and Lines)

Question: Ask pupils to draw a number of triangles. Ask them to measure the three angles
of all triangles and find their sum.
Through this question, students are given a fact that is triangle. When drawing the
triangle, they will find out that the sum of the three angles of all triangles is 180. From
the given fact, the students will interpret the concept and finally comes out with a
conclusion which is understandable by them.

d) Unified Approach
Unified approach is defined as treating relationships that exist among the significant components
making up a given body of knowledge. It is a process of weaving and integrating topics into a
general framework or a conceptual scheme. In a simple way it can be said, a teacher does not
treat each concept as an island by itself but rather he or she relates the previously learned
concepts with the new concept, until the students can understand the interrelationships among the
various concepts. It leads the students to a meaningful learning because this approach requires

Discussion Issues on Teaching Approaches

the students to undergo different processes like comparison, linking up, predicting the results and
also synthesis. The students will learn on how to connect two or more concepts in finding a
solution.
i) Characteristics
Unified approach is highly cognitive because the subject content is viewed as a system of
interrelated and independent elements. Its primary aim is to enhance the students
learning by making them view things in their entirety or totality.

ii) Role of the teacher

During this applying this approach, teacher should recall the previously taught lesson and
link it up with the present lesson. Student should be led to see that the subject taught to
him is an integral element of the whole.

iii) Examples (Chapter Whole Numbers + Number Sequence and Patterns)

Question: Find the sum of two odd numbers:
11+13 =

101+27 =

When answering this question, student will find the relationships among the concepts by
integrate the two chapters. Finally, they will understand the facts that the sum of two odd
numbers is an even number.

e) Process Approach
The process approach focuses on the steps involved in creating a piece of work. It is a teaching
of knowledge in a way to develop the students learning skills. Students are actively engaged in
the activities so the competencies needed in the subject could eventually be acquired by them.

Discussion Issues on Teaching Approaches

For instance, if they are given a problem solving questions, they should actually try to solute the
question rather than spend time on the theoretical on how to solve the question.
i) The Essence of the Process Approach Lies on Three Major Points:

Emphasis on process implies a corresponding de-emphasis on the subject content

(the concern is how to learn and not what to learn)

It centers upon the idea that what is taught to students should be functional and
not theoretical (e.g. if a student wants to study mathematics, he should practice a
lot of questions not just read theoretical. If he practice, then only he can
understand more about the topic)

It introduces the consideration of human intellectual development (produces the

consideration of human intellectual development where the processes may refer
to intellectual skills)

Conclusion
A good teacher needs as well good strategies of handling and presenting the lessons. There are
various approaches that can guide effective teaching learning process. Not all approaches are
suitable to teach all chapters. There are certain approaches which is not suitable for some topics.
So, a teacher must be very careful when choosing an approach for the learning process.
Recognizing the importance of these approaches surely put teacher to better planning,
implementing and evaluating his instruction.

Discussion Issues on Teaching Approaches

References
Borich G. (2011): Effective Teaching Methods, Research-Based Practice, 7th edition.,
Pearson Education.
Burden P.R.; Byrd D.M., A.B. (2010): Methods for Effective Teaching, Meeting the needs
of All Students, Pearson Education.
Article Discovery Learning (Bruner) retrieved on 23rd November 2014 from:
http://www.learning-theories.com/discovery-learning-bruner.html
Article The Discovery Approach retrieved on 16th November 2014 from:
http://www.organizational-edge.com/edgeology/the-discovery-approach/
Hakuta, K., & Garcia, E. (1989). Bilingualism and education. American Psychologist, 44, 374-379.