Republic of the Philippines

Asian Development Foundation

Tacloban, City

LEARNING INSIGHTS
In
STRATEGIES AND METHODS
OF TEACHING

Submitted By:
JENNEFREN B. PUNDAVELA
MA.ED Social Studies

Submitted To:
DR. OFELIA N. ALCOBER
Professor
PART I: Strategies and Technique in Teaching: Plans for Obtaining
Optimum Results (Zulueta, 2006)

A. Lecture Strategy
Lecture method is most convenient and inexpensive method of
teaching any subject. It hardly requires the use of scientific apparatus,
experiment, and aids materials except for the black board. Lecture
method is teacher controlled and information centered approach in
which teacher works as a role resource in classroom instruction. In
this method, the only teacher does the talking and the student is
passive listens. This creates dullness in the classrooms as the
interaction between the pupil and teacher ceases to occur.

B. Discussion
Discussion methods are a variety of forums for open-ended,
collaborative exchange of ideas among a teacher and students or
among students for the purpose of furthering students thinking,
learning, problem solving, understanding, or literary appreciation.
Participants present multiple points of view, respond to the ideas of
others, and reflect on their own ideas in an effort to build their
knowledge, understanding, or interpretation of the matter at hand.

C. Question and Answer

The question-answer relationship (QAR) strategy helps students
understand the different types of questions. By learning that the
answers to some questions are “Right There” in the text, that some
answers require a reader to “Think and Search,” and that some
answers can only be answered “On My Own,” students recognize that
they must first consider the question before developing an answer.

D. Lecture-Demonstration
It is one of Traditional method. this is also known as Chalk and talk
method. Teacher centered method. In this method Teacher is active
and learners are passive. the essentials qualities in learning science
such as independent thinking power of observation and reasoning can
be developed in this method. The teacher perform the experiment in
the class and goes on explain what he does here the students see the
actual apparatus and operation and help the teacher in demonstrating
the experiment. This method works on the principles of concrete to
abstract, and learning by doing.
E. Problem Solving
Problem solving is the process of identifying an existing problem,
determining the root cause or causes of the problem, deciding the best
course of action in order to solve the problem, and then finally
implementing it to solve the problem. Another problem solving
meaning is that it is simply a methodology for solving everyday issues.

F. Project Method
Project Based Learning is a teaching method in which students gain
knowledge and skills by working for an extended period of time to
investigate and respond to an authentic, engaging, and complex
question, problem, or challenge.
Students work on a project over an extended period of time – from a
week up to a semester – that engages them in solving a real-world
problem or answering a complex question. They demonstrate their
knowledge and skills by creating a public product or presentation for a
real audience.

G. Laboratory
Laboratory methods are based on established scientific principles
involving biology, chemistry, and physics, and encompass all aspects
of the clinical laboratory from testing the amount of cholesterol in your
blood to analyzing your DNA to growing microscopic organisms that
may be causing an infection.
Laboratories use a variety of methodologies to test the countless
analytes that are of interest to the medical community. Understanding
the method used for a test provides a broader context for
understanding your test results.

H. Field Trips
Field trip can be exciting as well as enlightening for students. Field
trip ought to be a part of the school curriculum as it is an effective
teaching strategy that facilitates learning, outside the classroom. A
change in the learning space can spark an interest in learning. Thus,
a field trip is an effective way to improve the pedagogical
methodologies.
Through a field trip, students receive various experiences that are not
possible in a classroom setting. Moreover, mere textbook knowledge
does not ensure the holistic development of students. Hence, a field
trip can be a great way to provide students with hands-on experience.

I. Group or Team Teaching

Team teaching can be defined as a group of two or more teachers
working together to plan, conduct and evaluate the learning activities
for the same group of learners. Quinn and Kanter (1984) define team
teaching as "simply team work between two qualified instructors who,
together, make presentations to an audience." In this case, the
teachers actively share the instruction of content and skills to all
students. For example, one teacher may present the new material to
the students while the other teacher constructs a concept map on the
overhead projector as the students listen to the presenting teacher.

J. Drill Strategy or Practice

Drill and practice is a behaviorist aligned technique in which students
are given the same materials repeatedly until mastery is achieved. In
each iteration, students are given similar questions to answer or
activities to perform, with a certain percentage of correct responses or
actions moving the student to the next level of difficulty

PART II: Teaching Approaches/Strategies and Instructional

(Zulueta, 2012)

A. The Conceptual Approach

Conceptual approaches to learning may fit the different ways students
can function in various settings. These approaches include:
 Learning through experience

 Learning through abstract conceptualization by developing

strategies and theories

 Learning through active experimentation

 Learning through reflective observation

These approaches can be synthesized into four types of learner:

 Convergers: rely on deduction to solve problems
 Divergers: use creative problem solving and view a problem from
many perspectives before acting
 Assimilators: employ an inductive approach with schemes and
algorithms to organize problem solving

 Hands-on: want to obtain experience as a way of learning

The list of teaching methodologies you could use with elementary-aged

students is a long one. An approach effective for one teacher may not
necessarily be useful for another because every method uses different
tools and techniques for achieving common educational goals. That’s
why many teachers try to extract some ideas from different
approaches, mixing and incorporating them into one unique teaching
approach depending on the students’ and school’s needs and other
circumstances.

B. Teacher Centered Instruction

Recognized as the most conventional approach, the teacher-centered
methodology is based on the idea that the teacher has the main
responsibility in the learning environment. Teachers are in charge of
the classroom and direct all activities. Typically, in this approach,
students are seated at individual desks that face the teacher. While
group work may take place, most classroom time is spent with the
teacher explaining concepts and assigning individual work. In other
words, students passively absorb the information while the teacher
actively delivers it.

Advantages:
1. It highlights the importance of the teacher’s role as facilitator.
Although the teacher-centered approach has been criticized for
encouraging passive learning, no one can deny that students need the
assistance of a teacher to develop their skills.
2. Having been built on behavioral theory, this teaching method
facilitates control over changes in student behavior through direct
instruction. It might be helpful to use the core of this approach and
modify it depending on the teacher’s and students’ needs, gradually
shifting the focus from the former to the latter.

Disadvantages:
1. Critics cite lack of stimulation student motivation. Indeed,
the teacher-centered method, used blindly, may not allow students
enough freedom of mind and creativity.
2. It is poor at promoting analytical thinking and problem
solving skills. Not having enough opportunities for students to make
their own choices may result in lack of decision making skills and even
inability to think critically.

C. Small Group Instruction

Small group instruction (SGI) usually follows whole group
instruction and provides students with a reduced student-teacher
ratio, typically in groups of four to six students. SGI allows teachers to
work more closely with each student on a specific learning objective,
reinforce skills learned in whole group instruction, and check for
student understanding. This teaching method is based on constant
activities around workstations: groups working with the teacher and
groups working independently on varied activities, such as using
manipulatives or computer/online resources.

Advantages:
1. Lessons are adapted to each student’s level. This allows
teachers to provide targeted, differentiated instruction to small groups
of students in a natural way. It helps the instructor to more closely
evaluate what each student is capable of and construct strategic plans
around the assessments.
2. It promotes students’ social adaptation skills. Students who
find it difficult to ask questions and participate in a large group setting
may benefit from working in a small group setting, where they feel
more at ease and less overwhelmed.

Disadvantages:
1. It takes more time and effort to prepare materials and
organize workstations for each student group. Teachers need to think
through each type of activity that will be provided at workstations: they
should be equally engaging and effective.
2. Students might feel pressure to always be involved, always
contributing to lessons, and always taking some kind of role in group
work.

D. Student Centered Constructivist

As we consider shifting the focus from teacher to students, the rest of
the approaches from this list are considered to be student-centered or
constructivist. With the development of the educational sphere and
society in general, the idea of a student-centered approach has become
more popular, and there are good reasons for that. Student-centered
classrooms include students in planning, implementation, and
assessments. Involving the learners in these decisions places more
responsibility and ownership on them rather than on the teacher. Also,
teachers must become comfortable with changing their leadership style
from directive to consultative. Meanwhile, students may work in small
groups, access centers, and move about the classroom freely.

Advantages:
1. Students play a more active role in their learning and develop
a sense of responsibility.
2. Thanks to teachers avoiding transmission of knowledge
directly, students have a chance to stimulate their analytical thinking,
by “making sense of what they are learning by relating it to prior
knowledge and by discussing it with others,” according to American
educational psychologist J. Brophy.

Disadvantages:
1. There is a risk of facing some behavioral problems by giving
students independence, especially when it comes to young children. To
avoid such problems, teachers must lay a groundwork by creating a
model of correct behavior: having the freedom to do what you want
means being ready to take responsibility for the process and the
results.
2. This method works best when the instructor makes the
lesson interesting. Without this, students may get bored, their minds
may wander, and they may miss key information.

E. Montessori
The Montessori method also encourages the use of “materials” or
carefully curated objects designed for learning. For example, there are
trays containing different types of triangles or cards with definitions
explaining the parts of a bird. Furthermore, the Montessori method
includes areas of the curriculum that teach social skills and practical
life skills, such as cooking and cleaning.
Advantages:
1. Strong intrinsic motivation and a strong sense of responsibility
are important qualities that the Montessori method strives to instill in
students. Children often work independently and have their choice of
what to work on and where to work in the classroom.
2. It creates a positive learning environment. The multi-age
learning environment is unique and a key factor to this educational
method. Younger children have a great opportunity to develop their
social, communication, leadership, and emotional skills by working
with older children. Older children also benefit from this approach.

Disadvantages:
1. It can be expensive. For Montessori schools, it is very hard to
keep their prices low.
2. Some teachers and students may find it difficult to get used to
the looseness of the curriculum compared to familiar methods of
teaching. It’s important to keep that in mind before deciding to
incorporate some ideas of Montessori or even implement it into
teaching.
 PART III: Approaches to Teaching as Visualized/Enumerated by
(Saladanan 2012)

A. Process Approach
The process approach is a method of thinking applying to understand
and plan the sequence and interactions of processes in the system.
Saying that again, it’s a method to plan the processes and the
interactions of these processes as part of the management system. A
method of thinking and planning makes it one of the reasons it is
difficult for many to understand. We apply this method of thinking and
planning to our processes to see how they interact with each other.

B. Inquiry Approach
Inquiry is an approach to learning that engages our natural curiosity
and desire to make sense of the world. It encourages the asking of
questions and the seeking of answers to those questions through
investigation and exploration. Sometimes those questions come
spontaneously to our own minds, and sometimes those questions
come from the provocation of others, such as educators.

Inquiry is often portrayed as a linear process (think “the scientific

method”) with a specific, prescribed set of steps. In reality, just as
there is no single scientific method, Inquiry is not a linear
progression. Often it is more of an iterative or cyclical series of
events influenced by observations and discoveries.

C. Constructivist Approach
Constructivist classrooms are often very different from normal
classrooms in many ways. Constructivist classrooms focus on student
questions and interests, they build on what students already know,
they focus on interactive learning and are student-centered, teachers
have a dialogue with students to help them construct their own
knowledge, they root in negotiation, and students work primarily in
groups.
Constructivist classrooms often have teachers who do small group
work, collaborative and interactive activities, and open dialogues about
what students need in order to find success.
D. Reflective Approach
Reflective teaching involves examining one’s underlying beliefs about
teaching and learning and one’s alignment with actual classroom
practice before, during and after a course is taught.
When teaching reflectively, instructors think critically about their
teaching and look for evidence of effective teaching.

E. Experiential Learning
Experiential Learning is the process of learning by doing. By engaging
students in hands-on experiences and reflection, they are better able
to connect theories and knowledge learned in the classroom to real-
world situations.
Experiential learning opportunities exist in a variety of course- and
non-course-based forms and may include community service, service-
learning, undergraduate research, study abroad/away, and
culminating experiences such as internships, student teaching, and
capstone projects, to name a few.
F. Integrative Approach
An integrative approach is the idea of integrating or combining aspects
of several different schools of thought to promote wellness. This term is
often used in psychotherapy to describe the way some therapists
perform their work, but it can also be used in medicine, especially as it
relates to combining the best theories from traditional Western
medicine and alternative practices. The former term is more common,
though the latter is gaining ground as people grow interested in
alternative medical treatment.

G. Team Teaching
Team teaching can be defined as a group of two or more teachers
working together to plan, conduct and evaluate the learning activities
for the same group of learners. Quinn and Kanter (1984) define team
teaching as "simply team work between two qualified instructors who,
together, make presentations to an audience." There appear to be two
broad categories of team teaching:
 Category A: Two or more instructors are teaching the same
students at the same time within the same classroom;
 Category B: The instructors work together but do not necessarily
teach the same groups of students nor necessarily teach at the
same time.

H. Cooperative Learning
Cooperative learning, which will be the primary focus of this workshop,
is a specific kind of collaborative learning. In cooperative learning,
students work together in small groups on a structured activity. They
are individually accountable for their work, and the work of the group
 as a whole is also assessed. Cooperative groups work face-to-face and
learn to work as a team.

I. Writing Journal
Writing in journals can be a powerful strategy for students to respond
to literature, gain writing fluency, dialogue in writing with another
student or the teacher, or write in the content areas. While journaling
is a form of writing in its own right, students can also freely generate
ideas for other types of writing as they journal. Teachers can use
literature that takes the form of a journal by reading excerpts and
discussing them with students.

J. Peer Tutoring
Peer tutoring relies on close interaction between two or more students
with learners taking responsibility for aspects of teaching and for
evaluating their success. When implementing peer tutoring
approaches, schools should consider how to ensure high quality
interactions between pupils. This might include:
 Carefully structured tasks so sessions focus on existing knowledge;
 Supporting peer tutors with teaching approaches, such as modelling
knowledge, overcoming common misconceptions, feedback and
evaluating progress;
 Careful consideration of appropriate pairing of tutors and tutees;
 Providing teaching aids and learning frames to guide tutors on how to
structure learning, or the types of questions to ask tutees.

PART IV: Instructional Approaches and Methods

(Acero et.al 2017)

A. Direct Instruction
Direct instruction is a teacher-directed teaching method. This means
that the teacher stands in front of a classroom, and presents the
information. The teachers give explicit, guided instructions to the
students.
The direct instruction method is based on two core principles:

 All students can learn when taught correctly, regardless of history

and background.
 All teachers can be successful, given effective materials and
presentation techniques.
B. Guided Exploratory Approach
A kind of teaching procedure that deals with investigation and
experimentation and which normally involves first hand experiences
concerning materials and facts obtained. This is a step-by-step
acquisition of knowledge and skills.

C. Structure-Oriented Methodologies
Structured vs Object Oriented Methodology
Structured design breaks a system down into functional modules.
Each module can be described as having inputs, processing, and
outputs. Structured de sign is a top-down decomposition of system
functionality, while object oriented design focuses on system behavior.
One can draw analogies between the two methods: a module is now an
object and a program is now a class. However, there is a fundamental
difference in the way that these programming methodologies operate.

PART V: Interactive and Innovative Teaching Strategies for the

21st Century Teaching

1. Agreement Circle
Agreement circles help students think critically about a topic by
unlocking previous knowledge and applying it to a new topic or idea.
Students access their previous knowledge as they determine if they
agree or disagree with a statement.

2. Amazing Notes

Firstly, you do not need to write down everything. This is a mistake

many students make.

Then there’s the issue of not writing enough or as robustly. As much as

we’d like to think we will remember what a teacher or instructor on a
video meant, or what those measly dot points mean, most of us don’t
have a memory that recalls everything.And when it comes to textbooks
and notes prepared by your teacher, it may feel like overkill to make
your own notes, but you really should.
You’ll see it done all sorts of ways but there are a few tried and true
techniques.