TEACHING STRATEGIES /MEtHODS/TECHNIQUES & APPROACHES

1. INDUCTIVE METHOD
2. a. motivation b. presentation c. comparison &abstraction d. generalization
e. application

2. DEDUCTIVE METHOD
a. motivation b. generalization c. exploration d. application e. evaluation

3. EXPERIMENTAL METHOD
a. motivation b. reorganizing and stating the problem c. formulating
the hypothesis d. designing the experimental activity ( identifying the
controlled and manipulative variables)formulating procedures and constructing
set-ups e. gathering ,recording, organizing and reporting the
findings/observation f. interpreting the data(abstraction) g. verifying the
hypothesis h. making conclusions i. generalization j. applying
the concepts

4. INTEGRATION METHOD
a. Introduction of the unit b. point of experiencing c. culminating activity
d. evaluating the unit

5. DRAMATIZATION METHOD
a. purposing b. planning c. executing d. planning

6. DEVELOPMENTAL METHOD
a. Motivation (preparing the learner) b. developmental phase( directing the
learner) c. application(evaluating the learning outcome)

7. UNIT METHOD OF TEACHING

a. Orienting the pupils b. formulating questions and suggesting activities
c. organizing the unit for study d. collecting , presenting ,discussing ,and
recording data e. summarizing the unit

8. STEPS IN PROBLEM METHOD (involving the deductive process)

a. Stating and defining the problem b. formulating the hypothesis c.
collecting, tabulating the data, organizing the data d. drawing tentative
conclusion e. verification f. generalization g. application

9. STEPS IN PROBLEM METHOD ( involving the deductive process)

a. Realizing the presence of the principle ,rule , law, or generalization b.inspection
b. Inference d. verification

10. PROJECT METHOD

a. Purposing b. planning c. executing d. evaluating

11. INQUIRY APPROACH

a. Inquiry – representing an inquiry problem
b. Exploration – discusses discrepant events by generating theories ,gathering
c. Discovery – freely testing theories or hypothesis
d. Investigation- engaging in active inquiry and investigation or problem
e. Laboratory – using the laboratory for investigating the problem

12. THE DISCOVERY APPROACH

1. Free Inquiry ( unstructured )
a. Present question or problem
b. Show materials
c. allow time and opportunity to explore materials
 2. Free Expression
a. Have pupils pursue a problem
b. Guide children to get through the inquiry process
c. Trial and error

3.Free discovery
a. Have pupils share findings from the exploration
b. Give opportunity for the children to theorize, argue or pursue
further study
d. Generalization
13. THE PROCESS APPROACH OR GUIDED DISCOVERY
1. Guided Inquiry
a. Motivation
b. Show or demonstrate materials for learning
c. Ask questions that may lead to the problem
2. Guided Exploration
a. Perform series of activities using concrete materials
b. Follow step by step basis of performing the activities for the
process or processes involved
3. Guided Discovery
a. Guide pupils to generalize from observation made

14. DRILL MASTERY PLAN IN TEACHING MATHEMATICS

a. drill mastery b. check – up of homework c. providing mental problem
d. review (initial activity for the main lesson )
e. lesson proper ( main lesson)
a) presentation
b.) exploration and discovery (use inductive method or logical steps in
learning mathematical concepts )
c. ) abstraction and generalization
d. ) fixing skills
e.) application
f.) assignment

15. LOGICAL PROCEDURE OR STEPS IN THE TEACHING OFMATHEMATICAL CONCEPTS

1.Socializing experiences - a practical situation commonly encountered by the
Children in their daily activities is presented in the form of a problem to be
Solved
2. concrete manipulation – the necessary materials are utilized by the children to
Facilitate the understanding of the problem
3. visualization (semi – abstract stage ) – instead of manipulation of concrete
Objects , the children make use of geometric figures , diagrams, sketches ,
Chart to represent the concrete objects
4. abstract stage – concrete objects and geometric figures are removed ,children
Begin to make abstraction and generalization

16. DISCOVERY – INDUCTIVE STRATEGY

a. observe and discuss items or data to be used in developing the concept
b. identify common features for use in grouping them
c. decide on the basis for grouping the items or data
d. label name or define each group
e. have the children use the term and find new examples

17. DISCOVERY – INDUCTIVE METHOD

a. review to teach rule or main attribute used by students
b. have the children apply the rule
c. review the rule
d. have the students provide and complete other examples
18. DIRECTED – INDUCTIVE STRATEGY
a. identify example or critical attribute of the concept to be developed
b. identify non – example of the concept
c. have students give examples an of the concept
d. state the general meaning of the concept
e. have students use the term and find other examples and non – examples of the
concepts

19. DIRECTED – DEDUCTIVE STRATEGY

a. state the concept to be learned
b. identify critical attributes of the concept
c. provide non –examples to clarify the concept
d. provide examples to clarify concept
e. have students state or write a definition and give examples of things related to
the concept

20. DISCOVERY – TRANSDUCTIVE STRATEGY

a. arrange materials or provide data for students to use
b. stimulate creative thinking by question or comments
c. provide time for children to use the materials or process the data
d. provide opportunities for children to share ,enjoy and discuss the different
outcomes of the activity

21. DIRECTED – TRANSDUCTIVE STRATEGY

a. direct children’s attention to the item to be associated or related
b. provide opportunities for practice
c. provide assistance to children who need it
d. provide for application in other situation

22 . ROLE – PLAYING STRATEGY

a. warming up the group (problem confrontation)
b. selecting the participants in the role – playing
c. preparing others to participate as observers
d. setting the stage
e. having the role- playing or enactment of the situation
f. discussing and evaluating the enactment
g. having further enactment to play revised role
h. providing for further discussion and evaluation

23. SIMULATION GAMES

a. introduction
b. performing the game or any situation
c. summary
d. evaluation

24. FIELD TRIP

a. planning the field trip
b. directing the trip
c. evaluating the trip

25. DRILL LESSON

a. motivation
b. focalization
c. repetition
d. application
26. APPRECIATION LESSON (teaching a poem)
 a. presentation or motivation
b. unlocking of difficulties and giving of motive question
c. first reading of the poem
d. aesthetic discussion
e. second reading of the poem
f. intellectual discussion
g. follow – up activities(memorizing the poem)

27. TEACHING READING (SILENT READING ACTIVITY)

a. introduction
b. unlocking of difficulties
c. setting – up standards for silent reading
d. recall of motive
e. distribution of reading materials
f. silent reading activity
g. check – up ,answering the motive question /discussion
h. follow – up activity (oral reading )
l. seat/assignment (optional)
28. GENERAL STEPS IN FORMAL THEME WRITING
a. purposing
b. choosing the subject
c. discussing the subject chosen
d. writing the outline
e. writing a rough draft
f. correcting the rough draft
g. writing the composition in final form

29. STEPS IN DICTATION LESSON

a. preparation
1. review of expressions
2. discussion of grammar involved in the material presentation
3. motivation
b. lesson proper
1. dictation (read twice)
2. re – reading
c. comprehension and correction

30.STEPS IN THE PRESENTATION OF SPELLING WORDS FOR THE FIRST TIME

a. pronounce the word correctly and distinctly
b. emphasize the syllables of the word in oral and written word
c. have the pupils/ students see the word as a whole during the period of
presentation
d. group related words
e. call particular attention of the pupils to hard spots of the word
f. develop the meaning of the word at initial presentation
g. place the word to be studied in context or in sentence rather than in color form

31. PRESENTING LANGUAGE STRUCTURE THROUGH A DIALOG

a. identification exercises
b. presentation of the basic dialog using visual aids (lower grades)and printed
symbols should not accompany this stage
c. comprehension check - up bringing out the content of the dialog and structure to
be taught
d. repetition of the dialog usually after the teacher
e. reading the dialog on a chart or on the board
f. dialog adaptation – this is relating the dialog to the children ‘s own experience
g. dialog variation – other situations and vocabulary are used ,let the grammar
points stay
 h. pattern drill
i. using the pattern in more realistic situations
j. writing practice of the pattern

32. TEACHING STRUCTURE THROUGH DIRECT METHOD

a. motivation
b. direct presentation of the structure as the teacher says
c. comprehension check- up likewise direct
d. reading the grammar items on the board
e. pattern drill on the area of concentration
f. using the patterns in various situations
g. writing to reinforce the grammar points learned

33. TEACHING GRAMMAR STUCTURE THROUGH THE USE OF A LETTER

a. identification exercises
b. presenting the letter
c. comprehension check- up
d. reading the letter
e. concentrating on the grammar structures presented
f. pattern drill
g. using the pattern in free communication
h. discussing the mechanics letter writing
i. copying the letter as a model or making a similar one

34. TEACHING LANGUAGE STRUCTURE THROUGH A NEWS STORY

a. identification exercises
b. presentation of the news story
c. comprehension check- up
d. reading the news story
e. drawing out the structure from the news story
f. pattern drill on the structure
g. using the structure in various situations
h. writing practice concentrating on the grammar items
i. writing original news stories ( an enrichment activity for bright pupils)

35. STEPS IN STORY TELLING

a. preparation
1. introduction
2. motivation
3. unlocking of difficulties
b. story telling proper
c. comprehension check- up
d. reproduction
1. dramatization
2. retelling the story orally

Thank you …….happy sharing

By: MYRLA S. ORTILE