teaching approaches & methods

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Teaching Approaches and Methods

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TEACHING APPROACHES & METHODS

set of assumptions that define beliefs and theories about the nature of the learner and the process of learning.

APPROACH

An approach is an enlightened viewpoint toward teaching. It provides philosophy to the whole process of instruction.

Approach gives the overall wisdom, it provides direction, and sets expectations to the entire spectrum of the teaching process.

Approach sets the general rule or general principle to make learning possible

Curriculum shall be learner centered, inclusive and developmentally appropriate

TEACHING APPROACHES IN THE K+12 CURRICULUM

Responsive & Relevant and research based.

TEACHING APPROACHES IN THE K+12 CURRICULUM

Contextualized and global.

TEACHING APPROACHES IN THE K+12 CURRICULUM

Use pedagogical approaches that are constructivist, inquiry based & reflective, collaborative and integrative.

TEACHING APPROACHES IN THE K+12 CURRICULUM

Integrative approach

- Can be intradisciplinary, interdisciplinary or transdisciplinary

Intradisciplinary integration: when the integration is within one discipline

Interdisciplinary integration: when the integration is within 2 or more disciplines

Transdisciplinary Integration: integrating your lessons with real life applications.

Spiral Progression Approach

- Develop the same concepts from one grade level to the next in increasing complexity.

- also interdisciplinary

TEACHING APPROACHES IN THE K+12 CURRICULUM

MTB-MLE basedMother tongue based Multilingual Education(K to Grades 1 to 3)

TEACHING APPROACHES IN THE K+12 CURRICULUM

“ starts from where the learners are and from what they already know proceeding from the known to the unknown.”

RA 10533 states MTB-MLE

Overall plan for systematic presentation of a lesson based upon a selected approach.

Some call it design.

METHOD

is an organized, orderly, systematic, and well-planned procedure aimed at facilitating and enhancing students’ learning.

It is undertaken according to some rule, which is usually psychological in nature. That is, it considers primarily the abilities, needs, and interests of the learners.

It directs and guides the teacher and the students in undertaking any class lesson or activity.

1. DIRECT & INDIRECT METHOD

-Direct Method: teacher dominated-Indirect Method: learner dominated

DIFFERENT METHODS OF TEACHING

2. DEDUCTIVE or INDUCTIVE METHOD- DEDUCTIVE METHOD: begin lesson with a generalization, a rule, definition and end with illustrations or with what is concrete.

DIFFERENT METHODS OF TEACHING

INDUCTIVE METHOD: lesson begins with examples, with what is known, with concrete and with details and ends with generalization, abstraction or conclusion.

DIRECT & DEDUCTIVE TEACHING go together.

INDIRECT & INDUCTIVE TEACHING go together.

INDUCTIVE AND INDIRECT INSTRUCTION

Experience,examples, details, known

Abstract, rule, Definition, Generalization, unknown

DEDUCTIVE AND DIRECT INSTRUCTION

Abstract, rule, Definition, Generalization, unknown

Experience,examples, details, known

Specific activities manifested in the classroom that are consistent with a method and in harmony with the approach as well.

Referred to as the task or activity.

TECHNIQUE

- teachers enable to develop, create and implement, using her distinctive way, the procedures (method) of teaching.

TECHNIQUE

In due time, educators and writers started using the term teaching strategy with reference to the methods and procedures utilized in teaching.

Teaching Strategy

The term strategy is derived from the Greek word “strategos”, literally translated as “ the art of the general”.

Teaching Strategy

In the context, it was defined as “ the efficient application of resources to the accomplishment of objectives”, primarily the defeat of the enemy’s armed forces.

While the larger aspects of conducting war were called strategies, smaller movements were referred to as tactics (Levis, 1985).

Teaching as a “system of actions intended to induce learning”, and strategy as “ a pattern of acts that serves to obtain certain outcomes and to guard against certain others”.

- mentioned in the paper entitled “Toward a Theory of Instruction” by Smith (1963)

It was necessary to identify particular teaching strategies required for particular types of instructional objectives.

The main aim of strategies, she proposed, was the development of children’s thinking skills.

- Taba (1969)

Strategy is designed to facilitate a particular kind of learning in a given situation and in terms of a specific learning objective. The strategy is selected for use after a comprehensive assessment of the specific situation prior to the actual instructional art.

Aber et.al (1971)

Teaching strategy is a teaching approach that is used either in solving a classroom problem or in improving instruction.

McClosky (1971)

Willard B. Spalding who used the term strategy in 1958, stated that the curriculum is the strategy by which the schools attempt to fulfil the goals of education.

Teaching strategies represent the combinations of specific procedures or operations, grouped and ordered in definite sequence that teachers can use in the classroom to implement both cognitive and affective objectives.

Frankael (1973)

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