CHAPTER 4

Teaching Approach , Strategy and

Method/Technique

Pn Norhayati bt Hj Hashim
 How would you want your
lesson to be delivered?

 What kind of activities would

you want your pupils
to participate?

 How would you arrange

your lesson whereby pupils
curiosity and interest are aroused?
 Principles of
Teaching Approaches
DEFINITION
Systematic arrangement of procedures that
differentiate the teaching
Ascertained by the criteria as how far pupils involve
themselves in the T&L process
Ascertained by the way the contents of a lesson are
delivered
Examples
1. Inductive approach
2. Deductive approach
3. Eclectic approach
4. Integrated approach
5. Thematic approach
Inductive approach

Specific examples based on the same principle

First, identify the learning objectives
Prepare examples related to the T&L objectives
( ?)
Next, pupils make conclusion & generalization
about the concept
Questioning & guiding pupils to further reinforce
the generalization
Thus, teacher gives examples , pupils observe,
interpret, research and then make generalization
Deductive Approach
Starts with formula, principles, laws, theorems
or rules.
Pupils give examples
Teacher explains the concept
Teacher, students will be engaged in Q&A
sessions
This followed by reinforcement activities.
 Could you list down examples of reinforcement activities?
Eclectic approach
Combination of the inductive & deductive approaches
Could be used as T&L strategy
Suitable for pupils of multiple intelligence ,
capabilities & interest (?)
Pupils involved actively in learning
Teachers need to first give input.
Easier for pupils to give examples & make conclusions.
Integrated approach
Usage of strategies combination & infusion of
strategies
Combining of different skills, eg. Language
skills or skills from various subjects
Infusion skills – integration of knowledge
elements & true values. (BM, ENG, SC, MTHS)
Include aspects of
o knowledge
o individual & community affairs
o nationalistic spirit
o Malaysian society values
Thematic approach

Refers to collection of ideas about a specific topic

Break down into smaller components
Involves integration of different skills
 analyzing,
 making generalization
 application
 integrate facts
Mind provocation
Divide into 5 groups. Through discussion, choose any
one approach and give examples of lessons in your
subject major. Present in a form of simulation.
Short quiz
Identify the correct teaching approach for statements below.
1.Students are given a specific utterance or set of utterances (e.g., in a
dialogue or narrative)in the target language. The teacher then has
students repeat the utterances and others similar to them in an
attempt to have the students see the underlying patterns and make
appropriate analogies. (……………………).

2 One using a variety of methods of approaching/tackling/

addressing/‘dealing with' a subject/problem/challenge/task.
(…………………………..)

3. Vast amount of information can be presented to the students in a

concise and comprehensive manner. A lot of effort is required to
process and organise the information. 
( ………………………….)
4. Pupils are given vocabulary "equivalents" in the target
language and then "grammar rules" to put the vocabulary
items into sentences.
………………………..

5. A way of teaching and learning, whereby many areas of

the curriculum are connected together and integrated
within an aspect. It allows learning to be more natural and
less fragmented . It allows literacy to grow progressively,
with vocabulary linked and with spelling and sentence
writing being frequently, yet smoothly, reinforced.
……………………………..
TEACHING STRATEGIES
Define the word strategy .
What skills needed before a teacher can choose an
appropriate teaching strategy?
Several aspects should be considered when
ascertaining strategies used in a lesson. List them
down.
1. Strategy refers to ways(specific actions) in which a
teacher conducts a T&L activity systematically.
2. A teacher needs skills to plan and manage teaching
methodologies & techniques.
3. Aspects considered are
• Teaching objectives
• Teaching process
• Contents
• Preparation & teaching abilities
• Personal teaching styles
• Climate in the classroom
Teaching Strategies
Teaching strategies are the methods you use to
allow learners to access the information you are
teaching.
Eg; - information being read to them;
- you could display it pictorially;
- you could allow them to research the
information themselves;
- you could present it as a powerpoint
presentation.
People learn in 3 main ways - visually, auditory
and kinaesthetically.
Teaching strategies
Teacher Centered Strategy
Pupil Centered Strategy
Material Teaching Strategy
 Task based Strategy
Group discussion
State and explain 6 -8 characteristics of each strategy
from the aspects of teaching and learning process.
Teaching Methods & Techniques
Teaching method comprises the principles and
methods used for instruction.
Commonly used teaching methods may include class
participation, demonstration, recitation,
memorization, or combinations of these.
The choice of an appropriate teaching method
depends largely on the information or skill that is
being taught,
May also be influenced by the aptitude and
enthusiasm of the students.
For effective teaching to take place, a good method
must be adopted by a teacher.
A teacher has many options when choosing a style by
which to teach.
The teacher may write lesson plans of their own,
borrow plans from other teachers, or search online or
within books for lesson plans
When deciding what teaching method to use, a
teacher needs to consider students' background
knowledge, environment, and learning goals.
Teachers are aware that students learn in different
ways, but almost all children will respond well to
praise.
Examples:
1. Brainstorming
2. Story Telling
3. Discussion
4. Demonstration
5. Problem Solving
 Brainstorming

Discussion activity via group work

As many ideas/opinions about a particular topic
All ideas recorded & teacher encourages expansion
Topic is given before breaking into smaller groups
Pupils discuss the topic before making a stand
No criticizing or evaluating allowed
A chairperson is appointed- moderating all the ideas
of the group & summarizing them upon group
agreement
Encourages creative thinking & generates ideas in a
short time
Short drill

Work in triad. Foresee the plus and minus aspects of

this technique in your T&L process.
 Story Telling
Look for suitable stories in line with T&L objectives
Use interesting additional materials : puppets,
stringstoy animals, paper etc
Voice & tone should be varied
Different skills & mastery of language especially in
oral proficiency are enhanced
Discussion session that follows after story telling is
most important
Test the understanding level of pupils regarding the
story
~ comprehension
~ summarizing the main points
Short drill
Work in triad
Story telling can be done in many ways. Give
suggestions .
 Discussion
Topic must be suited to the T&L objectives & interest
Ascertain whether it is to collect facts or solve a
problem
Teacher as facilitator & guidance
Teacher must present divergent Qs & encourage other
pupils to question their friends’ ideas
At the end of the discussion session, teacher together
with pupils must summarize the main points towards
the solving of the problem
Short drill
Should you choose this technique in your teaching,
what consideration must be put beforehand ?
 Demonstration

To train pupils to observe & carry out an activity

according to certain procedures
Usage of the sensory organs of sight & hearing
First, teacher demonstrates in front of the class
While demonstrating, teacher gives clear
explanations, pupils pay full attention
Next, carry out a discussion or pupils write a report
about the procedures that have been demonstrated
Teacher ascertain the topic, objective & prepare
teaching aids
Short drill

Lets put on your thinking cap. What and how can we

help to make this technique done more interestingly?
 Problem Solving
A mental process that needs an individual to think creatively &
critically to look for alternative ideas & steps to solve a problem
The steps are
a. Identifying a problem
b. Understanding a problem
c. Ascertaining the alternatives solution of a problem
d. Trying out new solutions to a problem
e. Concluding & evaluating the solutions
Could also use inquiry, brainstorming , discussion & simulation
Enhances the thinking skills & instills positive social
interaction
Chance to pupils to portray directly their creativity, talents &
potential.
Mind opener
Work in pair. Look at the interesting parts, and threats
that you may encounter in implementing this
technique . How would you overcome the threats?
Discuss it with your partner.

Further reading….
http://www.focusedperformance.com/articles/toctp2.html
(Theory of Constraints)
Conclusion
Teachers need to explore which learning styles work best
with their pupils, using qualitative and quantitative
measures.
Then they  realise that what works well for some children's
learning does not work so well for others.
Thus, there is a long list of techniques that you may choose
from in making your class interesting and constructive.
Nevertheless, the factors that influence the choice are
 T & L objectives
 duration of a teacher’s lesson
 number of pupils that are involved
 the type of room that is used
 the type of subject & the topics that are taught.
"I have told that child eight times and she still does not
understand!" complained one learned and very highly
educated teacher to me. (researcher)
Yes Rosemary" I replied, "but, with
respect, have you told her in eight
different ways?"