Module in Principles and Methods of Teaching

LORETA R. CINCO, MAED

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Module in Principles and Methods of Teaching

This module may not be reproduced in any form

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Copyright 2020

EASTERN VISAYAS STATE UNIVERSITY

TANAUAN CAMPUS
HAVANA ST., SAN MIGUEL, TANAUAN, LEYTE

ALL RIGHTS RESERVED

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Module in Principles and Methods of Teaching

Introduction:

Teaching methodologies that work well with a whole group

such as in a classroom setting instantly capture the attention and
interests of everyone. Listening to an invited specialist on a topic
related to the lesson awakens their curiosity and eagerness to hear
new information every minute, a reaction which may be different when
the source is the same face they see every day.

With the advantage surely to be gained from each mode of

lesson presentation, the teacher is encouraged to decide on the most
appropriate procedure to be undertaken. The experiences to be gained
from a variety of suitable learning activities dictates the right choice of
methodology to employ.

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Module in Principles and Methods of Teaching

In this module you are expected to:

 Distinguish among approach, method and
technique;
 Determine when to use direct and indirect method
of instruction;
 State the advantages of indirect method.

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Module in Principles and Methods of Teaching

Teaching Approach, Strategy, Method and

Technique

Teaching Approach is a set of principles, beliefs or ideas about

the nature of learning which is translated into the classroom. It
springs from a teacher’s 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
which a particular goal.
Teaching technique is a well-designed procedure used to
accomplish a specific activity or task. It is a teacher’s particular
style or trick used to accomplish an immediate objective.

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Module in Principles and Methods of Teaching

Examples of Teaching Approaches

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

In the teacher-centered approach, the teacher is

perceived to be the only reliable source of information.
The learner-centered approach which is premised on
the belief that the learner is also an important resource because
he/she too knows something and is therefore capable of sharing
something. Teaching consists in teaching telling and prescribing
what learners should do. The learner is passive recipient of
instruction. The teacher-centered approach is also teacher-
dominated.
In the subject-centered approach, the subject matter
gains primary over the learner. By all means teacher finishes
teaching subject matter as scheduled even if the learners have
not learned it. Sticking to course syllabus or lesson plan is
priority of subject matter-centered teacher. The subject matter-
centered approach is also teacher-dominated.
An interactive classroom will have more student talk and
less teacher talk. Students are given the opportunity to interact
with teacher and with other students.
In constructivist approach, students are expected to
construct knowledge and meaning out of what they are taught
by connecting them to prior experiences.
In “banking” approach, teacher deposits knowledge
into the “empty” minds of students for students to commit to
memory. The students are perceived to be “empty receptacles”
waiting to be filled.

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Module in Principles and Methods of Teaching

The use of an integrated approach makes the teacher

connect what he/she teaches to the other lessons of the same
subject (intradisciplinary) or connects his/her lessons with other
subjects thus making the approach interdisciplinary and
multidisciplinary.
The use of disciplinal approach limits the teach to
discussing his/her lessons within the boundary of his/her subject.
A collaborative approach will welcome group-work
teamwork, partnerships, group discussion individual.
In direct teaching approach, teacher directly tells or
shows or demonstrates what is to be taught.
In the guided approach, teacher guides the learner to
discover things for himself/herself. The learner facilitates the
learning process by allowing the learner to be engaged in the
learning process with his/her guidance.

Teaching approaches are categorized into:

A. Direct/Expository Approach

1. Direct Instruction / Lecture Method

Direct instruction is aimed at helping students acquire
procedure knowledge which is knowledge exercised in the
performance of some tasks. Procedural knowledge refers
to the skills needed in the performance of a task.
Examples are focusing the microscope, doing powerpoint
presentation, playing basketball, sewing a pair of pajamas.

2. Demonstration Method
In the demonstration method, the teacher on an assigned
student or group shows how a process is done while
students become observers. This approach is employed in
presenting lessons that we sophisticated equipment and
technical know-how. Materials that are not easily available
or expensive are used sparingly in a demonstration. The
demonstrator is knowledgeable in preparing the apparatus
needed according to the steps to be followed. The rest of
the class becomes focused on the activity and
concentration on the subject is assured.

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Module in Principles and Methods of Teaching

B. Indirect / Guided / Exploratory Approach

1. Inquiry Method
We will never be able to help children learn if we tell
them everything they need to know. Rather, we must
provide them with opportunities to explore, inquire and
discover new learnings. The core of inquiry is a
spontaneous and self-directed exploration. Curiosity,
special interests and instant queries among the young
demand immediate answers. The inquiry approach,
sometimes termed “discovery, heuristic and problem
solving”. It puts premium on obtaining information
through direct experiences when children learn by
interacting with their environment, they are said to be
inquiring.

What are the steps in inquiry method?

1. Define the topics or introduce the question.

 Introduce and discuss the topic briefly;
 Be sure it is linked to familiar experiences of
the students;
 Ensure that the topic is one that can be
investigated through a variety of experiences;
 Let the students propose questions about the
topic.
2. Guide the students to plan where and how to gather
data, information. They may research on the
topic/question by viewing, constructing, reading,
designing an experiment, recording, observations
and interviewing experts.
3. Make students present findings through graph,
charts, powerpoint presentation, models and writing.

2. Problem Solving Method

Problem solving is a teaching strategy that employs the
scientific method in reaching for information. The five
basic steps of the scientific method or investigatory
process are:
 Sensing and defining the problem
 Formulating hypothesis
 Testing the likely hypothesis (by observing,
conducting and experiment, collecting and
organizing data through normative surveys)

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Module in Principles and Methods of Teaching

 Analyzing , interpreting and evaluating evidence

 Formulating conclusion
This method is used most often in science and
mathematics classes. Having defined the problem clearly a
tentative solution is solicited.

The closest scientific guess is then pursued by

undertaking an appropriate investigative technique such as
performing an experiment or gathering data through directed
observations. Finally, they are led to formulate conclusions.

Do this activity:

Identify the teaching approach in each of the following

statements:

1. It welcomes group work, team work partnerships and

group discussions.
2. Students construct knowledge by connecting them to their
prior experiences.
3. The teacher is perceived to be the only reliable source of
information.
4. The teacher directly tells or shows or demonstrates what
is to be taught.
5. The teacher deposits knowledge into the “empty” minds of
students.

Just to tickle your thinking, answer the following:

1. Distinguish among approach, method and technique.
2. Why is direct instruction often used in lessons that are
implemented through a step-by-step procedure?
3. While the demonstration is going on, is it advisable to
allow questions or clarifications from the observers?
4. Is the inquiry method only for the teaching of the natural
sciences? Is it also appropriate for the teaching of social
sciences?
5. Is there a best teaching method?

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