Approaches and

Methods of Teaching
Prof. Jovar G. Pantao
Faculty, Mindanao State University
Fatima, General Santos City
What teaching methods have
you been exposed to?

 …in elementary?
 …in secondary?
 …in non-formal settings?
 Teaching is like fishing…
 You use different lures for different fish
 You use different methods for different
learners.
 Toolbox…
 What is in your “toolbox”?
 Meaning of OBE

• It is an education that is anchored and

focused on outcomes.
• It is an education that uses student-
centered approach focused on
intended learning outcomes (Nicholson,
2011).
 Meaning of Outcomes

• Clear learning results that learners have to demonstrate,

what learners can actually do with what they know and have
learned (Butler, 2004)

• Actions, products, performances that embody and reflect a

learner’s competence in using content, information, ideas
and tools successfully (Geyser, 1999)
 Meaning of Outcomes

• Culminating demonstration of learning, not curriculum cntent

(Spady, 1994)
Meaning of Approach, Methods and
Techniques

Approach is a set of assumptions that

define beliefs and theories about the
nature of the learner and the process
of learning.
Meaning of Approach, Methods and
Techniques

Method is an overall plan for

systematic presentation of a lesson
based upon a selected approach.
Meaning of Approach, Methods and
Techniques

Techniques are the specific activities

manifested in the classroom that are consistent
with the method and therefore in harmony
with an approach as well.
The DepEd shall adhere to the following standards
and principles in developing enhanced basic
education curriculum:

a) The curriculum shall be learner-centered,

inclusive, and developmentally appropriate;

b) The curriculum shall be relevant, responsive

and research-based;

c) The curriculum shall be culture-sensitive;

The DepEd shall adhere to the following standards
and principles in developing enhanced basic
education curriculum:

d) The curriculum shall be contextualized and

global;

e) The curriculum shall use pedagogical

approaches that are constructivist, inquiry-
based, reflective, collaborative and
integrative;
The DepEd shall adhere to the following standards
and principles in developing enhanced basic
education curriculum:

f) The curriculum shall adhere to the principles

and framework of Mother Tongue-Based
Multilingual Education (MTB-MLE) which starts
from where the learners are and from what
they already knew proceeding from the known
to the unknown; instructional materials and
capable teachers to implement the MTB-MLE
curriculum shall be available;
The DepEd shall adhere to the following standards
and principles in developing enhanced basic
education curriculum:

g) The curriculum shall use the spiral

progression approach to ensure mastery of
knowledge and skills after each level;

h) The curriculum shall be flexible enough to

enable and allow schools to localize, indigenize
and enhance the same based on their
respective educational and social contexts..
Learner-centered

• The learner is the primary consideration in

choosing the teaching method and technique.
Inclusive
• Teaching is for all students regardless of
origin, socio-economic background, gender,
ability and nationality.

• In the inclusive classroom, everyone feels

he/she belongs.
Developmentally Appropriate

• The tasks required of students are within their

developmental stages.
Responsive and relevant

• Making teaching meaningful

• Connect the lesson to the students daily

experiences.

• What you teach answers the questions and

concerns of the students.
Culture-sensitive

• Employ teaching approach that is anchored

on the respect for cultural diversity.

• Be mindful of the diversity of cultures in the

classroom.
Contextualized and global

• Make teaching more meaningful by putting

the lesson in context.

• Exert effort to extend learning beyond the

classroom into relevant contexts in the real
world.
Constructivist

• Teach by building upon the prior knowledge

of the students.

• In constructivist teaching, it is the students

who construct knowledge and meaning for
themselves with teacher’s scaffolding not
teachers constructing knowledge and
meaning for the students.
Inquiry-based

• The core of the learning process is to elicit

student-generated questions.

• Provide opportunities for the students to

formulate questions, risk answers, probe for
relationship, make their own discoveries,
reflect on their findings, act as researchers
and writers of research reports.
Reflective

• Make the students reflect on what they

learned and on how they learned and how to
improve on their learning process.
Collaborative

• An approach that involves groups of students

working together to learn together by solving
a problem, completing a task or creating a
product.
Integrative

• Interdisicplinary- traditionally separate subjects are

brought together so that students can grasp a more
authentic understanding of a subject under study.

• Intradisciplinary- integration is within one discipline.

• Transdiciplinary- integrating your lessons with real-

life.
ROLE OF METHODS
Role of Methods

 a guide in preparing the

materials

 basis for the determination of

the activities and learning tasks

 a tool to lead the learners in the

right the direction
Role of Methods

 a guide in observing
performance indicators

 a big help in planning the

assessment instruments

 a help in ensuring smooth and

enjoyable lesson
Method Selection Map

Subject
Matter

Teacher’s Student
Competence Abilities

CRITERIA
FOR
METHOD
SELECTION
Access to
Objective
Technology

Conducive
Learning
Environment
What Factors do we consider
when selecting a method?
 The intended specific outcome
or purpose
 Size of group
 Learners’ preference for
learning
 The content sometimes dictates
the method
 Required preparation
 General Classification
Areas Traditional Methods Progressive Methods

Objectives subject-centered goal student-centered goal

Teachers They are subject matter experts. Facilitates, guides and

They also dominate lesson encourages more student
activities participation

Content teacher-organized content Content is flexible

sequencing is strictly followed

integrated teaching

Implementation Step-by-step procedure is strictly Alternative steps are

followed and is teacher-directed. undertaken to avoid
misdirection or delay.
Evaluation Uses objective tests and other Uses qualitative and
quantitative measures authentic assessment
DEDUCTIVE VERSUS
INDUCTIVE
DEDUCTIVE

 a more teacher-centered
approach
 from general to specific
“The deductive method is often
criticized because: a) it teaches
grammar in an isolated way; b )
little attention is paid to meaning;
c) practice is often mechanical.”

-Bob Adamson-
INDUCTIVE

 makes use of student “noticing”

 from specific to general

FOUNDATIONS OF INDUCTIVE TEACHING
AND LEARNING
LEARNING METHODS
 COMMON METHODOLOGIES FOR
INDIVIDUALIZED TEACHING
 INDEPENDENT STUDY
 WRITING JOURNALS
 NARRATIVES
 INDIVIDUALIZED INSTRUCTION
 PREPARING PROJECTS
 DISCOVERY APPROACH
 CONSTRUCTIVIST APPROACH
 EXPERIENTIAL LEARNING
 SPECIAL RREPORTS
 STUDENT RESEARCH
 PROBLEM SOLVING
 CREATIVE WRITING
INDEPENDENT STUDY

It is a technique resorted to by
a teacher in recognition of
individual differences among
the students.
WRITING JOURNAL

A journal is a daily record,

chronology or a register of
events. It is sometimes called
a diary.
NARRATIVES

Famous narrations made by

scientists, investors, authors,
novelists and historians are
sources of significant
information that can be used
as part of a teaching
methodology.
PREPARING PROJECTS
AND COLLECTIONS

A project could be in the form

of finished product that is
constructed for the purpose of
demonstrating how a principle
usually works.
DISCOVERY APPROACH

It is a teaching strategy which

aims to assist the student in
finding solutions or answers to
a problem or attaining a
learning objective through
self-discovery.
CONSTRUCTIVIST
APPROACH

The constructivist approach

views learning as a process of
constructing meaning which is
greatly influenced by the
learners accumulated
experiences and
understandings.
EXPERIENTIAL
LEARNING

Experiential learning is
essentially a way of acquiring
knowledge of skills through
direct and keen observations
followed by an analysis of
what has been sensed or
understood.
SPECIAL REPORTS

Reports of activities, be it
experimentations in the
laboratory, interviews or field
studies are presented by the a
pupil to the class.
STUDENT RESEARCH

Student research is a teaching

methodology that is employed
as a special task in connection
with lessons planned for the
unit.
PROBLEM SOLVING

This is also termed as a

scientific methodology.
CREATIVE WRITING

Creative writing purposely

incorporates the act of writing
as part of the instruction
process. It provides
opportunity for the students
express their own
understanding and
interpretations.
COMMON METHODOLOGIES FOR SMALL
GROUPS

 COOPERATIVE LEARNING APPROACH

 ROLE PLAYING
 SOCIODRAMA
 PEER TUTORING
 MICROTEACHING
 DIRECT INSTRUCTION
 INQUIRY APPROACH
 EXPERIMENTING
 USING INSTRUCTIONAL DEVICES
 INTEGRATIVE APPROCH
COOPERATIVE
LEARNING
Cooperative learning works
well with groups or teams
wherein members help one
another to achieve a desired
outcome.
COOPERATIVE
LEARNING
Student Teams Achievement
Division (STAD)
Think-Pair-Share
Buzz Groups
Jigsaw
Group Investigations
ROLE PLAYING

Role playing consists of an

enactment of learning
situation through which they
depict the real life responses
and behavior.
SOCIODRAMA
Sociodrama is an excellent
device to make students “gain
emphatic awareness” of
situations involving conflict. It
refers to a “group problem
solving of real life situations
through spontaneous
enactment followed by guided
discussions.
PEER TUTORING
When used in teaching
learning situations, to tutor
means to coach, teach or
instruct another or do so
among themselves.
MICROTEACHING
Microteaching consists of
teaching a brief lesson to a
small group of students in an
actual classroom.
DIRECT INSTRUCTION
Direct instruction is a way of
teaching which helps students
master basic knowledge and
skills in a step-by-step
procedure.
INQUIRY APPROACH
Inquiry approach is one of the
most effective and success-
guaranteed methods in
teaching science and
mathematics.
READING
Reading as a teaching
methodology requires the
students to search for
information from printed and
illustrated learning materials.
INTEGRATED
APPROACH
The integrated approach aims
to teach “organized bodies of
knowledge”. In this method,
the teacher assists the
learners to analyze,
synthesize and evaluate
information.
USING INSTRUCTIONAL
DEVICES
In this methodology, the
teaching aids are used to
provide concrete experience
about the lesson for the
children since they are seen
or heard or both.
EXPERIMENTING
An experiment is described as
learning activity wherein a
student investigates a problem
by manipulating a variable.
COMMON METHODOLOGIES FOR A CLASS

 DISCUSSION
 REFLECTIVE TEACHING
 CONCEPT TEACHING
 INTEREST LEARNING CENTERS
 TEAM TEACHING
 DEMONSTRATION
 FIELD STUDIES
 LECTURE
 SIMULATION
 INVITING SPECIALISTS
 FIELD TRIP
DISCUSSION
Discussion refers to a free
communication of ideas
between the teacher and the
pupils and among the pupils
as well.
REFLECTIVE TEACHING
Reflective teaching puts
premium on the ability of the
teacher to guide students to
“reflect” on their own
experiences in order to arrive
at new understandings and
meanings.
CONCEPT TEACHING
Concept teaching refers to the
way knowledge and
experiences are sorted out to
form specific class.
INTEREST LEARNING
CENTERS
The entire area is divided into
several academic learning
centers such as math center,
language arts, sciance and
social science centers.
TEAM TEACHING
This consists of tapping the
expertise of two or more
teachers in planning and
evaluating the students’
learning.
DEMONSTRATION
A lesson could be presented
through a brief demonstration
performed by a student,
teacher or an invited
specialist.
FIELD STUDIES
Field studies as a teaching
methodology is an out-of-the
classroom activity intended to
present concepts in the most
realistic manner.
LECTURE
Delivering a lecture is a
teaching mode which consists
of an oral presentation by an
expert.
SIMULATION
A simulation is an imitation of
a real process or concept.
INVITING SPECIALIST
This method enables the
students to meet, listen or
interview a specialist on a
particular topic.
FIELD TRIP
A filed trip is an out-of-the
classroom activity whereby
children study things in their
natural setting.