Approaches to Teaching

(Chapter 4)
Reporters:
Argawanon, Joymae
Bilan, Bernadette
Guya, Jeciel Ann
Yambao, Abby
 Content
• Process Approach
• Inquiry Approach
• Constructivist Approach
• Reflective Teaching
• Experential Teaching
• Integrative Approach
• Team Teaching
• Cooperative Teaching
• Creative Writing
• Writing Journal
• Peer Tutoring
 Approaches to Teaching
• Is a procedure that employs a variety of
strategies to access better understanding
and effective learning.
CLASSROOM STRATEGY
• a short-ranged way applied in teaching
and is resorted to on a day when the
topic to be studied lends best to a
planned tactic.
 Process Approach
• Involving the young in learning
activities that will develop their
competence in employing the scientfic
process.
• “Children learn by doing”
• Lessons focus on processes before
products
 The Process
Basic skills to develop
• Observing using the five senses
• classifying, ordering and organizing
• measuring and estimating
 The Process
The higher skills are:
• Inferring
• Predicting
• Controlling variables
• Formulating hypothesis
• Analyzing and interpreting data
• Drawing conclusion and generalization
 Inquiry Approach
• Also known as Discovery Approach,
emerged as a teaching methodology which
aims to assist children in finding answers
to their own questions, gathering data, and
other evidences, and formulating
conclusions.
• Highly highlights the awakening of
inquisitive nature of children.
 Teacher's Role
• The changed role is that of a guide,
facilitator and motivation rather than
authority who determines and dictates how
lesson should be carried on throughout.
• The conducive learning enviroment should
be adequate provided in order to enable
the students to perform investigate
activities with case and freedom of
movement.
 Teacher's Role
• Allow them to plan the data-gathering
procedure, the materials and tools to be
used and the report on the finished
product.
• With the whole class, critique the
presentation and accuracy of the data
gathered and conclusions arrived at.
 Constructivism Approach

• Is designed to enable students to learn

by constructing their own meaning.
• “Lighting the fire” signifies that
teaching involves giving opportunities
for learners to explore and discover.
According to Audrey Gray constructivist classroom
should be characterized by the following;

• The learners are actively involved

• The environment is democratic
• The activities are interactive and student-
centered
• The teacher facilitates a process of
learning in which students are encouraged
to be responsible and autonomous
 Characteristics of Constructivist
Approach
According to Eggen adn Kauchak, there are
four characteristics of Constructivism;
• Learners construct understanding
• New learning depends on current understanding
• Learning is facilitated by social interaction
• Meaningful learning occurs within authentic
learning tasks
 REFLECTIVE TEACHING
➢ Enables the students to learn from
his/her own experiences

➢ Experience alone may not result to

lasting learning. It is the evaluation or
analysis of one’s experience that
results in learning. Reflection is
inseparable from experience.
 REFLECTIVE TEACHING
➢ The capacity to reflect differs in
different individuals, hence the ability
to learn from an experience likewise
varies. What may have been an
insightful experience to one could be
overlooked by another due to lack of
the ability to reflect systematically.
 How can reflective teaching be apply
in the classroom?
Teachers are recommended to:

• Use journal writing as a strategy,

• Encourage students to undergo self-analysis,
• Keep a portfolio, and
• Systematic observation
 EXPERIENTIAL TEACHING

• Experiential learning is an engaged

learning process whereby students “learn
by doing” and by reflecting on the
experience.
• It takes work and time and it should be
purposeful and beneficial to student
learning. Educators should base EL
activities on the appropriate and most
meaningful level of involvement for
students (Kolb & Kolb, 2011, p. 58).
 EXPERIENTIAL TEACHING

• Abstract conceptualization (AC): This is the

integration phase. Students are encouraged to integrate
the experience (action and result) into existing
knowledge schemas and with existing theory. As a
result, a new concept is formed and can be applied to
future experience(s).

• Active experimentation (AE): This is the

hypothesizing and trial phase. Students are encouraged
to hypothesize what will happen and try the action out
by making decisions and solving problems.
• Abstract conceptualization (AC): This is the
integration phase. Students are encouraged to integrate
the experience (action and result) into existing
knowledge schemas and with existing theory. As a
result, a new concept is formed and can be applied to
future experience(s).
• Active experimentation (AE): This is the
hypothesizing and trial phase. Students are encouraged
to hypothesize what will happen and try the action out
by making decisions and solving problems.
● Reflective observation (RO): This is the observation
phase. Students are encouraged to intentionally reflect
on their experience from multiple perspectives and the
factors involved (e.g. environment, stakeholder, context,
outcomes)
● Concrete experience (CE): This is the action phase.
Students are encouraged to try-out the action and have a
new experience.
How can experiential teaching be apply in the classroom?
Kolb and Kolb (2011) suggest the following principles as a
guideline:

● respect learning and their experience;

● begin learning with the learner’s experience of the subject
matter;
● create and hold a hospitable space for learning;
● make space for conversational learning;
● make space for acting and reflecting;
● make space for feeling and thinking;
● make space for inside-out learning; and
● make space for development of expertise
 INTEGRATIVE APPROACH
• A teaching method which allow learners to explore,
gather, process, refine, and present information
about topics they want to investigate without the
constrains imposed by traditional subjects barriers.
It is an approach where the learner brings together prior
knowledge and experiences to support new knowledge and
experiences. By doing this, learners draw on their skills and
apply them to new experiences at a more complex level. The
concept behind integrative learning is that students take
ownership of their own learning, becoming critical inquiries
who are able to make meaningful connections between
different disciplines and utilise critical thinking to real-life
problems (Mansilla, 2008).
 How can integrative ap
proach be apply in the
classroom?
● Developing pr
oblem solving and discu
of issues in the real world ssions
● The topics in o .
ne subject must also app
to another subject. licable
Ex.Science to English to
● The lesson be M ath
ing taught to students m
applicable to real life situ ust be
ations.
Team Teaching
 Team teaching is an effective
approach if there is a need for an
authority or an expert on special
topic which is included in the
unit. The team may consist of
nurse, an agriculturist or a
famous short story writer.
The collaboratively plan learning
activities from the objectives
procedures and evaluation techniques
that they may have to undertake.
 This could be described as a
multidisciplinary approach.
Take note of the student's level
of motivation and interest as
they listen to several specialist at
a time
keep a profile of
probable/teacher expertise and
authorities from the community
who maybe tapped for different
topics.
 maximize the utilization of time and
resources by combining two or three
classes taking the same lessons.
 Observe strict professionalism when
working with other professionals.
Cooperative learning approach
Cooperative learning methodology
works well with group's or teams
where in members help one another
to achieve a desire outcomes.
It promotes the development of skills
in democrable procedures as they
solve problems in a collaborative
manner.
It recognize and rewards collective
effort at the same time foster strong
motivation.
Approaches used
1.Student teams achievement
Division (STAD)
•Teams- Games- Tournament
(TGT)
2.Think - Pair - Share
• Thinking phase
• Pairing phase
• Sharing phase
3. Buzz groups
4. Jigsaw
5. Group investigations.
Creative Writing, Peer
Tutoring and Writing
Journal
What is Creative Writing?

As a teaching methodology, creative writing

purposely incorporates the act of writing as part of
the instruction process. It provides students with
the opportunity to express their own
understanding and interpretation by inserting them
where they feel appropriate
What is Creative Writing?

This could be done Writing facilitates

generation of writing short notes ideas or
abstracts. own ideas. It is recognized as an
integral part of learning.
Writings could be done in the following format:

a) journals and narratives

b) personal ideas,
c) brief summary or precis
d) free writing or brainstorming,
e) written dialogue, and
f) a full-blown paper.
Instructional Characteristics:

• The responses me written in a form that they

can easily understand and remember
• Recall of new and important ideas become
easy for them since they know where and the
manner they were written
Instructional Characteristics:
3. It enables them to master their own way of recording their
responses, especially when reading long discussions
4. Skill in communicating ideas is developed
5. Journals and narratives are good sources of information
regarding both teaching and learning styles. If collected
periodically, they can form part of the assessment
procedure.
Instructional Characteristics:
6. Through exchanges of written responses and comments, they
develop the value of sharing and freedom to suggest without
being criticized.
7. 7. Brainstorming encourages free expression of ideas which
could turn valuable in the ensuing discussion
8. Writing a term paper develops an analytic mind that is capable
of putting together ideas into a cohesive whole, originating a
writing style and accomplishing a piece that is worthy of
documentation
 Limitation:

• Jotting down instant responses may cause a delay in

proceeding with the text.
• They might be distracted by the format of the
writings rather than the ideas being generated.
• Evaluation of their responses might be unreliable.
Suggestions/Recommendations:

• Instruct them to be brief and specific in writing their

reactions for ease in reading and deciphering.
• Consistently develop the skill in communicating through
writing by providing sufficient practice whenever possible.
• Encourage them to originate their own way of writing notes
and in places that could easily be noticed.
Suggestions/Recommendations:

4.Journals may be collected periodically for purposes

of assessing their modes of thinking and behaving.
5. Remind them that written summaries must be
concise and easy to recapitulate
6.If needed, provide the prescribed format for a long
paper
Suggestions/Recommendations:

7.Require a short draft or outline in advance before writing a

long paper, in order to be guided as to the way the ideas will
be presented
8.Encourage them to be receptive when instructed to
exchange written ideas rather than responding negatively.
9.Positive and constructive comments will foster the values of
cooperation, friendliness and trustworthiness.
Suggested Format:
• Use short notes or codes
• letter combinations with meanings
• daily logs that are recorded
• written conversations and dialogues 5.
• free listing of ideas
• short diary, journals
• precis or summary
• brief narratives
• readings
• abstracts of researches
• synopsis
Writing Journals

A journal is a daily record, chronology

or a register of events. It is sometimes
called a diary. As used in teaching, it is a
record of what transpires during a
learning activity.
Writing Journals

 Students could write, at the completion of the day's task an

account of significant information which may be used in
determining a number of future plans, such as effectiveness of
the strategy used, problems or difficulties met and personal
feelings about the activities undertaken.
 Teachers should likewise write journals. It will complement her
student's reactions about the lesson.
Instructional Characteristics:

• The journal serves as an “unadulterated” feedback of

important happenings during a learning activity, since the
writer does it voluntarily without fear of being taken
negatively.
• The students learn to express their own feelings and
reactions in a most sincere manner, including the fun,
satisfaction and surprises during the days activities.
Instructional Characteristics:
3.Through their journals students can monitor their own progress in
learning, eventually reinforcing good study habits and improving the
weak.
4.Journals are expressions of their self-actualization, the levels of which
can be further enhanced or improved.
5.Both journals (students' and teacher's) if read together on the same
activity would look like a "dialogue in writing“.
Instructional Characteristics:
6.It could serve as a "bridge” between the teacher and her
students. What they cannot express orally, they can put in
writing.
7.Students' attitudes and values could be inferred accurately
from regularly written journals.
8.Undoubtedly, their statements could serve as an evaluation
of the strategy used and the learning that it achieved.
 Suggestions/ Recommendations:

• The students should be allowed to keep their journals to

themselves and not to be divulged without their permission.
• In order to encourage free expression, journals should not
be graded, nor taken against the student if very negative.
• Journals must be read consecutively for ease in determining
progress in gaining knowledge and developing skills and
attitudes.
Suggestions/ Recommendations:
4.Care in interpreting students' reflections must be done in
the most objective and unbiased manner.
5.Positive feedback may be mentioned within the unit being
studied to serve as confirmation of how they assess their
own progress.
6.Journal entries may be classified into the three lesson
objectives cognitive, affective and psychomotor.
Suggestions/ Recommendations:
7.Encourage them to write about interesting and insightful
experiences that could develop ones self-awareness and
confidence.
8.Journals could be filed in their portfolios for additional
assessment information
9.To enhance self-acceptance, try writing 10 “I am". Then
classify them into mental, social and emotional qualities.
Contents:
About the daily lesson • new things learned
activities and
depending on the • most interesting
grade level, the most activity • fun and satisfying episodes
common contents of
• part difficult to
their entries are the
understand • dull moments and why
following:
• distractions from the lesson
• feelings, positive or
negative • what they remember most for the day
• topics enjoyed • resolutions made.
• knowledge gained • instant feeling of joy
• humor enjoyed
• fruitful thoughts
• disappointments
Contents:
Journals not Frustration,
necessarily Travel excited about
connected with the impatience New books read
lesson may contain
the following: New friends
Weekend activities
Anecdotes
Favorite song
Favorite
quotations Funny stories
Short Gifts enjoyed
poems, Letters received
Contents:
Teachers’ journal • Motivation and • Frustrations, disappointment's and
may contain the interesting causes
following: reactions of
• On-the-spot students • Need for additional readings
observations • New technique • Plans for more student involvement
• Positive classroom learned
atmosphere • Creative ideas tried
• Remarks of students, positive and
negative.
• Expression of
satisfaction for the • Adequate time for each activity
strategy employed
• Innovations attempted
• Strategy revised,
modified, • Gratitude for student’s assistance
reinforced
• Occasional frustrations for a missed
stop.
Peer Tutoring:
When used in teaching-learning situations, to tutor means
to coach, teach or instruct another or do so among
themselves. The tutor is more knowledge- able, skilled and
has the ability to influence others. The group must be close
in age, skills and learning styles.
Types of Tutoring:
• Instructional peer tutoring- Older, brighter students coach the younger ones. This
could be done on a one-to-one or one-to-a group arrangement. They may agree
on how the assistance will be provided. This is practiced when there is a big
difference between tutor and tutee.
• Monitorial tutoring- The class is divided into groups of 4 and 5 members.
Monitors are assigned to lead each group. The teacher has more time to attend
to the rest while the tutors monitor and help the rest.
Types of Tutoring:
3.Pair tutoring- Children of the same age, one better skilled
than the other, interact and help one another to pursue the
learning activity. They can read and discuss together.
4. Structural peer tutoring- The assistance of trained tutors is
required in following instructions or definite procedures that
are provided in models and guides.
 Instructional Characteristics:

• The tutees receive individualized instruction, as through their own

teacher. Immediately, errors are corrected and rewards for good
performance is awarded.
• Careful selection of tutors afford better interactions that facilitate
learning since they are older, skilled and knowledgeable.
• Interests, tastes and nonverbal clues are easily ascertained by
tutors. Then monitoring is more enjoyable and fulfilling.
Instructional Characteristics:
4. Values of cooperation, respect for one another and reciprocal attitudes
are inculcated.
5.Working in smaller groups with monitors around minimizes discipline
problems or indifference to get actively involved.
6.Since tutors are ready to share assistance, they are afforded
7.Since tutors are a little older and better equipped, the tutees feel more
secure in their presence be it in a social or academic setting
Limitations:
• If left to themselves "over tutoring” might create a negative
situation instead.
• Unclear roles can lead to questions on credibility of tutors.
• Favoritism in choice of tutors must be avoided. This could
result in over-domineering and all-knowing reactions of the
tutors.
 Suggestions/Recommendations:
• Care in choosing the tutor is the key to a successful peer tutoring
methodology. Domineering and all knowing tutors make the members.
feel inferior.
• The teacher should be around to observe how the tutoring is progressing.
Immediate feedback could be shared with the tutors to improve or
undertake instant revision of procedures when necessary.
• Assign students who passes leaderships qualities in addition to being
knowledgeable and older
Suggestions/Recommendations:
4.The development of positive values such as a sharing attitude,
cooperation and respect for one another should be carefully observed
and given due recognition
5.The nature and extent of assistance requested must be clear among
tutees and tutor in order to avoid negative interactions,
6.Request peers who have been earlier notified to discuss the topics
included in the day's lesson. Confer with the teacher regarding the nature
and extent of assistance they are expected to provide.
Suggestions/Recommendations:
7.Individual or group tutoring may be considered depending
on the level of difficulty of the lesson.
8.Creative tutors are more able to try effective strategies
according to their interests, skills and work habits.
9.After a tutoring activity, an evaluation of both parties'
performance should be undertaken in order to guide future
tutoring events.
Thank you for listening :)