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 learner’s 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
When to use:
1. When process is significant but apparatus needed is limited
2. When school lacks facilities for every student
3. When equipment is too sophisticated, expensive, dangerous
4. 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 student’s 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 student’s 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 bird’s 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 day’s 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