Pinciples of Teaching I

Mariecris GabrielInstructressMrs. Noli P. Matias

Different Approaches and Methods

IntroductionTeaching Approach, Strategy, Method and Technique

Teaching approach is a set of principles, belief or ideas about the nature of learning which is translated into the classroom. It springs from a teachers own philosophy of education, the nature of education, the role of the teacher and that of the student.

Teaching strategy is a long term plan of action designed to achieve a particular goal. Strategy applies to many disparate fields such as military strategy, economic strategy, teaching strategy and the like.

Teaching method is a systematic way of doing something. It implies an orderly logical arrangement of steps. It is more procedural.

Teaching technique is a well-defined procedure used to accomplish a specific activity or task. It is a teachers particular style or trick used to accomplish an immediate objective.

Techniques are consistent with a given approach, strategy and methods.

The relationship among the three is shown below:

Approach Strategy Method Technique

An approach gives rise to a strategy which may use more than one method of teaching. One teaching method may be employed differently by two different techniques. Technique has something to do with teachers personal style of teaching.

Example of Teaching Approaches

Teacher-centered Learner-centered Subject matter-centered Learner-centered Teacher-dominated Interactive Banking approach Constructivist Disciplinal Integrated Individualistic Collaborative Indirect, guided Direct

In the teacher-centered approach, the teacher is perceived to be the only reliable source of information in contrast to the learner-centered approach which is premised on the belief that the learner is also an important resource.In the subject matter-centered approach, subject-matter gains primacy over that of the learner.The subject matter-centered approach is also teacher-dominated.

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In the constructivist approach, students are expected to construct knowledge and meaning out of what they are taught by connecting them to prior experience.

In the banking approach. Teacher deposits knowledge into the empty minds of students for students to commit memory.

The use of an integrated teaching approach makes the teacher connects what he/she teaches to the other lessons of the same subject (interdisciplinary) or connect his/her lessons with other subjects thus making his/her approach interdisciplinary and multidisciplinary.

Other teaching approaches cited in education literature are :1. research-based approach As the name implies teaching and learning are anchored on research findings.

2. 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. A Highly cerebral approach is far from wholistic, neither than approach which emphasizes only the physical development of the child.

3. metacognitive approach The teaching process brings the learner to the process of thinking about thinking. The learner reflects on what he learned and on his/her ways of learning. He reflects on why he/she succeeded one time but failed the other time. 4. problem-based approach As the name implies, the teaching-learning process is focused on problems. Time is spent on analyzing and solving problems.

In summary, approach are very in the degree of teacher and learning engagement, focus, number of learners involved in the teaching-learning process as shown in the diagram below :

Engagement

TeacherLearner

Focus

Number

Subject matterLearner

IndividualGroup

On the Basis of student and teacher involvement, there are categorized as direct/expository and guided/exploratory.

Direct/Expository Approach

1. Direct instruction /Lecture MethodDirect instruction is aimed at helping students acquire procedural knowledge which is knowledge exercised in the performance of some task.

Direct instruction is also used for lessons that are factual and non-controversial.

Steps of the Direct Method or Lecture Method

To employ this methodology in teaching skills, following these steps : a. Provide the rationale, b. Demonstrate the skill, c. Provide guided practice until mastery, d. Check for understanding and provide feedback, e. Provide extended practice and transfer, f. Assess learning at the end.Such a technique requires careful structuring of the entire procedure. Attention is focused on every detail of the procedure.

Instructional Characteristics

1. The strategy is teacher-directed.2. The emphasis is on the teaching of skill. Each step must be mastered, hence the students gain how rather that what. It is termed procedural knowledge.3. Taught in a step-by-step fashion, it ensures the learning of the entire procedure with no step missed.4. Lesson objectives include easily observed behaviors that can be measured accurately.s5. This is a form of learning through imitation, sometimes termed behavioral modeling.6. This can also be used to teach facts, principles and laws.

Guidelines for Its Effective UseTeaching skill1. The students must be given ample time for practice.2. The lesson objectives are student-based.3. Describe the testing situation and specify the level of performance expected.4. Divide complex skills and understanding into subskills or into its component steps so they can be taught easily and with precision.5. Design own strategy in teaching each skill which will eventually contribute to the learning of the entire skill.

Teaching and declarative knowledge facts, principles and laws

1. Be sure the facts, principle and laws are correctly, clearly and adequately explained.2. Use visual aids to concretize abstract principles and laws.3. illustrate laws and principles with concrete examples.4. Present facts meaningfully by citing their significance and by connecting them with everyday life.

2. Demonstration Method

In the demonstration method the teacher or an assigned student or group shows observers.This approach is employed in presenting lessons that use sophisticated equipment and technical know-how. Materials that are not easily available or expensive are used sparingly in a demonstration.

Guidelines for Effective Use

Before :1. The demonstrator must be well-selected. He/she/they must be skilled in operating modern equipment and proficient in undertaking scientific investigations.2. When planning the activities make sure that the materials are easily available. Likewise get prepared with possible substitute.3. Get ready with the equipment and tools to be used. Demonstration should be scheduled as to day and class period.

During :

1. The place must be quiet in order to sustain the observers attention and interest during the activity.2. Extreme care must be taken in performing some delicate steps. Precision, timing for every step, and measuring accurately using the standard instrument must be observed.3. The activity must not be interrupted by unnecessary announcements or noise in the surroundings.4. They are allowed to take down short notes or record some data which may be analyzed after.

After :

1. Allow some question which bothered them during the demonstration. The post-demo discussion may necessitate clarifying a step that was not performed well or a set of data missed.2. An examination of the observed data and all information recorded follows.3. Have an analysis of trends, patterns or uniform occurrences that can help in arriving at a conclusion.

Advantages

1. The demonstration method follows a systematic procedure, hence students will be able to learn from a well-tried procedure since the demonstrators are selected and adjudge to be skilled.2. The use of expensive equipment and machines will be maximized.3. Possible wastage of time, effort and sources will be avoided since the demonstration is supposed to be well-planning in advance.

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.

The inquiry approach, sometimes termed discovery, heuristic and problem solving is defined simply as a teaching method which is modeled after the investigative processes of scientist.

What are the steps in the inquiry method?

1. Define the topic or introduce the question.2. Guide students plan where and how to gather data, information3. Students present findings through graphs. Charts, powerpoint presentation, models, and writing.

Instructional CharacteristicsThe following are commonly observed characteristics of the discovery/inquiry method:.1. Investigate processes such as inferring, hypothesizing, measuring, predicting, classifying, analyzing and experiment, formulating conclusions and generalizations are employed.2. The procedure in gathering information is not prescribed by the teachers. The students are treated as independent learners. The formulate their own hypothesis and suggest ways of testing them.

Outcomes of Inquiry Teaching

1. Its emphasis is on the processes of gathering and processing of information.2. Its dependence on first-hand 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 and initiative and divergent thinking.

How to Facilitate Inquiry Teaching

1. Arranged for an ideal room setting. After planning the learning activity for the day, structure the room in such a way that will allow freedom of movement.

2. Choose tools and equipment that can easily be manipulated.

3. The materials to be used are examined must lend themselves easily to the processes to be employed and the end product desired.

2. Problem Solving Method.Problem solving is a teaching strategy that employs the scientific method in searching for information.The five basic steps of the scientific method or investigatory process are :

1. Sensing and defining the problem2. Formulating hypothesis3. Testing the likely hypothesis (by observing, conducting an experiment, collecting and organizing data trough normative surveys).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 subject.3. Problem solving develops higher level thinking skills.4. The students become appreciative and grateful for the achievement of scientists.5. The students 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, interest and skills of the students.3. Group the students and allow each one to share in the tasks to be performed. In this way the cooperative learning strategy would work well.4. The development of skills and attitudes takes priority over knowledge.5. Involve the students in determining the criteria with which they will be evaluated.

3. Project MethodThe project method is a teaching method that requires the students to present in concrete form the results of information gathered about a concept, principle or innovation.

Advantages

1. It is a teaching method that emphasizes learning by doing. 2. Constructing projects develops the students manipulative skill. 3. The planned design of the project tests the students originality in choosing the materials to be used. 4. It can be employed among students who are weak in oral communications. 5. It instills the values of initiative, industry and creativity.

Guidelines for Its Effective Use

1. Assign the project to a student/group of students who is capable and interested. 2. The student/group must be clear about the objectives of the project including the criteria that must be used in evaluating the finished project. 3. The design of the project must be carefully checked before the student/group starts. 4. The materials must be carefully selected as to suitability and durability to avoid wastage. 5. There should be minimal supervision as soon as the construction is going on.

Cooperative Learning

Cooperative learning makes use of a classroom organization where students work in groups or teams to help each other learn.

Characteristic Features

1. It has two important components, namely:a cooperative incentives structure - one where two or more individuals are interdependent for a reward. They will share if they are successful as a group and,a cooperative task structure a situation in which two or more individuals are allowed, encouraged or required to work together on some task, coordinating their efforts to complete the task.

Guidelines for its Effective UseIn order to implement cooperative learning successfully, here are some general guidelines to follow :

1. Heterogeneous grouping wherein high, average and low achievers are mixed in a group. 2. Make sure that the students exhibit the necessary social skills to work cooperatively in group situations. 3. Arrange the furniture so that groups of students can sit facing each other during sessions. 4. Provide adequate learning tools so as not to make others wait at a time they are needed. 5. Make sure each group understand the goals, procedures, task and methods of evaluation.

Overview of Selected Structures in Cooperative Learning

StructureBrief DescriptionAcademic & Social FunctionsRound robinTeambuilding

Each student in turn shares something with his or her teammatesExpressing ideas and opinions, creation of stories. Equal participation, getting acquainted with teammates.CornersClass building

Each students moves to a corner of the room representing a teacher-determined alternative. Students discuss within corners, then listen to and paraphrase ideas from other cornersSeeing alternative hypothesis, values, problem-solving, approaches. Knowing and respecting different points of view, meeting classmates.

StructureMatch MineNumbered Head TogetherColor-coded Co-op-CardsPraise CheckThree-Step interviewThink-Pair ShareTeam Word-WebbingRoundtableInside-Outside CirclePartnersJigsawCo-op Co-op

Advantages

1. Interdependent relationship is strengthened and reinforced when group cooperation is rewarded. 2. Group work develops friendliness, willingness to assist and the more worthwhile value of caring and sharing. 3. Cooperation in groups promotes maximum generation and exchange of ideas, tolerance and respect for other peoples points of view. 4. Cooperative learning groups exhibit less competitive behavior compared to whole-class teaching classrooms. 5. The group members gain skills of cooperation and collaboration through experience.

Peer tutoring / Peer teaching.It is said that The best way to learn something is to teach it.

Tutoring arrangement may be in any of the following :

a. Instructional tutoring. Older students help younger ones on a one-on-one or one-to-a group basis. They choose the way the lessons are presented. This is practiced when there is a big difference between tutor and tutee. b. Same age tutoring. This arrangement works well with children who can act as interactive pairs, i.e., More able ones to assist the less able. They can read to each other and discuss.

c. Monitorial tutoring . The class may be divided into groups and monitors are assigned to lead each group.

d. Structural tutoring. Here a definite procedure is followed. Highly structured tutoring is administered by trained tutors. e. Semi-structured tutoring. This is a combination of unstructured and structured where the tutor guides his/her tutee through a carefully-planned learning guide but is free to modify it according to the tutees own interests and skills.

Instructional Characteristics1. The tutees receive individual instruction. The tutees are provided with their own teacher. 2. The tutees receive more instruction. They are afforded more contact hours by a tutor. 3. Rapport between tutor and tutee may be readily established considering that they belong more or less to the same age group. 4. The teacher is free at the same time to do other classroom chores while the members are being handled by the tutors. 5. This kind of arrangement reduces a large into smaller working groups. 6. Discipline problem are lessened there are more assistants looking after small group. 7. The spirit of cooperation, camaraderie and reciprocity are highlighted.

Guidelines for Its Effective Use 1.

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