Instructional

Approaches
and Methods GRE
EN

Jenelyn T. Peña, EdD

TABLE
01 Direct Instruction
OF Guided Exploratory
02 Approach
CONTEN
03 Cognitive – Oriented Method
TS
04 Structure-Oriented Methodologie
Introduction
Learning is enhanced and made effective through
proper selection of instructional approaches and
methods. Teacher selects the best approach which
will work well for her and the students. He employs a
variety of approaches and finds out what best fits his
personal style. Variety of approaches is essential to
successful teaching. Constant use of a particular
approach becomes boring on the part of the students.
Determining appropriate instructional approaches is
anchored on how well the chosen methods will meet
the instructional objectives.
01
Direct
instruction
Direct instruction
Is where teachers use explicit teaching
techniques to teach a specific skill to their
students. This type of instruction is teacher-
directed, where a teacher typically stands at the
front of a room and presents information.
Teachers match their instruction to the task to
enhance students’ understanding of a topic. This
technique depends on strict lesson plans with
little room for variation. It does not include active
learning activities such as discussions, workshops
or case studies.
Direct instruction
1. Expository approach
It is applied a great deal in the lower
grades although it is also used in the
secondary and tertiary levels. In this kind
of approach, teacher explains lessons
which seem difficult.
Expository involves a number of steps:
 Approach
 Presentation
 Application
 Direct instruction
Expository involves a number of steps:
 Approach. Teacher establishes the correct mindset of students. He
may choose to recapitulate past lessons and point out the relations
with the present.
 Presentation. In the process of explaining, teacher applies effective
devices to make the explanation clear and understandable. Example,
diagrams, graphs, flat pictures, and illustrations.
 Application. Teacher tries to find out how well the lesson is
absorbed by the students. It can come in the form of a test, a group
project which is a cooperative endeavor, applying what had been
learned.
Direct instruction
2. Deductive Method
This method makes use of a generalization to
begin with, followed by specific examples and
situations to support the general statement. From
the generalization, a conclusion is arrived at. A
specific statement will not however apply to a
definite set or class of objects or situations.
Steps of the deductive method:
 Introduction  Illustration
 Statement of a general idea  Evaluation
 Explanations of the general idea
 Direct instruction
Steps of the deductive method:
 Introduction – Are you aware of the recent plan to change the Constitution?
 Statement of a general idea – An effective paragraph has four requisites, unity, coherence, organization,
and grammatical correctness.
 Explanations of the general idea – Unity means the paragraph treats of a singular thought or idea.
Coherence. Sentences are closely related to each other and are linked together by
transitional devices.
Organization. Concepts are well organized and they follow an order whether
chronological or spatial.
Grammatically correct means the paragraph is devoid of errors in grammar, particularly on
agreement and tense.
 Illustration – Read the sample paragraph and find out the specific method of development used.
 Evaluation – Analyze the paragraph, the topic sentence and rewrite the sentences that violate unity.
Direct instruction
3. Demonstrative
The demonstrative method provides learners to
understand, learn, and appreciate a particular
subject matter demonstrated by the teacher.
Demonstration entails the use of actual tools,
machines, and materials needed for the
experiment or for the job that has to be done.
Steps of the Demonstration method:
 Purposing  Executing
 Planning  Evaluating
 Demonstration
proper
 3. Demonstrative
Steps of the Demonstration method:
 Purposing. The students decide what particular learning task to accomplish with the
teacher allowing them to decide on their own.
 Planning. This phase includes setting of directions, what objectives to formulate,
whom to deal with, how to accomplish the task and when to finish. A target time and
date for completion are set for the person/ workers involved.
 Demonstration proper. Preparation of the materials needed for the demonstration
lesson which includes physical arrangement of the classroom.
 Executing. This phase will ask the students to repeat what was demonstrated to them
with the guidance of the teacher.
 Evaluating. This is intended to assess students ability in following instructions and in
coming up with a result that will be very close to the one demonstrated.
02
Guided
Exploratory
Approach
Guided Exploratory
Approach
Process-oriented method. This is a step-by-
step acquisition of knowledge and skills.
Students are actively engaged in the activity
designed to develop specific learning
competencies. It was used before for science
instruction only but today even skill-oriented
subjects make use of this approach.
The process approach involves three major
considerations:
 The process emphasizes how to learn and not
what to learn.
 It stresses the need for functional/relevant
transfer of knowledge.
 It is concerned with the development of the
intellect.
Guided Exploratory
Approach
1. Inductive
A method which starts from the specific
before arriving at a generalization. It is
usually known to unknown, concrete to
abstract, simple to complex mode of
delivery of instruction.
Steps of the inductive method:
 Preparation
 Presentation
 Comparison and abstraction.
 Generalization
 Application
 Guided Exploratory
Approach
Steps of the inductive method:
 Preparation. It is a certainty that you are reading the newspapers and
watching even the late news on television. You must be knowledgeable
about the issue of constitutional change.
 Presentation. Class, this is a copy of the 1987 Constitution which provides
for a republican system of government.
 Comparison and abstraction. Analytical questions are raised like, How do
you differentiate the republican system from the parliamentary system.
What are their salient features? In what aspects do they differ?
 Generalization. Why is the republican system more responsive to the
needs of the people?
 Application. State your personal preference for the systems and explain
your choice.
Guided Exploratory
Approach
2. Inquiry Teaching
Also goes by other names such as
discovery teaching and discovery learning. This
is commonly used in higher level thinking.
Unlike other approaches that emphasize
presentation of ideas or demonstration of
concepts, teacher in the inquiry approach
poses a problem, asks questions and facilitates
dialogues. For this reason, the inquiry
approach relies heavily on the ability of both
teachers and students to discuss. This
therefore calls for skill in the use of discussion
techniques and open and clear exchange of
ideas.
Guided Exploratory
Approach
2. Inquiry Teaching
The overall goals of inquiry teaching
include helping students learn how to
ask questions, seek answers or solutions
to problems, explore possibilities and
form their own ideas about the lesson at
hand.
Guided Exploratory
Approach
3. Laboratory Method
A kind of teaching procedure that
deals with investigation and
experimentation and which
Chapter Instructional Approaches
and Methods - normally involves
firsthand experiences concerning
materials and facts obtained.
Guided Exploratory
Approach
Laboratory method may be:
 Experimental. It emphasizes discovery of a solution to a
problem either by problem solving or acquisition of
information.
 Observational. It focuses on the acquisition of facts. Facts
are acquired from visits to museums, art galleries, film
viewing, guided tours, and field trips.
Guided Exploratory
Approach
Steps of the laboratory method:
 Orientation and motivation. Teacher orients the students about the
specific tasks and motivates as well to encourage active participation.
 Work period. Teacher supervises students who are divided into work
groups. It aims to provide the students the opportunity to use tools for
learning and gain new experience from it.
 Culminating activities. A discussion participated in by the members of
the group follows, to organize the findings. This can be done through
reporting, presenting materials through illustration and exhibiting projects
done or accomplished.
Guided Exploratory
Approach
4. Problem Solving
This is a teaching method that uses
the scientific method in searching for
information and for improving the
reasoning process. Problem-solving is
also referred to as reflective thinking
considered to be a model as early as the
1900s up to the 50's. This approach has
been found effective in skills
development where science processes
are employed.
Guided Exploratory
Approach
4. Problem Solving
It is also effective however,
in teaching non-science
subjects. Such method
provides acquisition for
meaningful experiences
and development of higher-
level thinking skills.
Guided Exploratory
Approach
Steps in Problem Solving:
 Sensing and defining problem
 Formulating hypotheses.
 Testing for hypothesis. (This can be done by conducting an
experiment, gathering, and collating data through surveys.)
 Formulating conclusion. How effective is the problem-solving
method?
Guided Exploratory
Approach
Guidelines for an effective problem-solving
include the following:
1. Problem must be clear and concise.
2. Problem is adapted to the age, interest, skills of the students.
3. Use cooperative learning to ensure a more active participation of group
members.
4. Furnish leading questions at every step to monitor progress of the
undertaking.
5. Prepare supplementary materials to substitute for materials that are
not available.
6. See to it that the process or procedure is done correctly and well.
7. Set criteria for evaluation.
Guided Exploratory
Approach
5. Project Method
This is a method that requires
students to construct projects
as a result of the
study/research done. Like other
methods, this involves gathering
and organizing data to be
presented in concepts acquired.
Usually this is presented to the
students as an output for a
particular area of study.
Guided Exploratory
Approach
5. Project Method
The method involves
application of a principle or
concept which results from a
group activity or an individual's
effort. This is also called "self-
directed" study, Students learn
by doing, where they do not only
acquire knowledge but also
skills.
Guided Exploratory
Approach
Effectiveness of the project method are as
follows:
1. Project is reflective of the amount of understanding the
students have for the concept developed.
2. It provides avenues for self-expression and creativity.
3. It develops desirable attitudes like resourcefulness,
cooperation, independent judgment, industry, and responsibility.
4. Group projects enhance cooperation and sharing of ideas.
Guided Exploratory
Approach
Guidelines of the Project Method:
1. Set clear objectives for evaluation.
2. Encourage use of available local materials.
3. Assign projects according to the interest and ability of the
students.
4. Provide minimal supervision to set directions and monitor
progress.
5. Projects must not be duplications of previously done
output of students.
Guided Exploratory
Approach
Steps of the Project Method:
1. Purposing. The teacher must consider the needs, abilities, and interests of
the learners.
2 Planning. When activities are planned by the pupils, they do their parts
willingly and cooperatively.
3. Executing. Carrying out or implementing activities as planned and
envisioned by the class.
4. Evaluating. The finished product must be displayed for assessment by
both teacher and pupils. This is a good opportunity to develop the critical
thinking ability of the pupils. They should be trained however to look for the
positive aspects of the displayed products.
Cognitive-Oriented Method
Method that emphasizes the
development of thinking skills, also
referred to as "thinking operations". The
thinking skills that should be taught
directly are: comparing, criticizing.
Classifying, analyzing, summarizing, and
creating. By giving higher order
questions, students are made to think,
analyze, and evaluate. When students are
trained to think they are able to develop a
framework for acquiring information and
passing on this information.
Cognitive-Oriented Method
1. Metacognitive
A method that requires students not
only to acquire thinking skills but
monitor, control their commitment and
attitude during the learning process. It
offers opportunity for creative thinking
whereby students are able to harness
potentials at their best, push their own
limits, adapt new situations as they focus
on the task intensely. Such method
provides a good training for independent
study.
Cognitive-Oriented Method
2. Constructivism
This method regards the learner as
the core of the learning process. He is
at the center of the educational stage.
Exponents of constructivism aver that
knowledge cannot be passed on from
one person to another, like teacher to
learner. It is constructed by the learner
himself through his interpretation of a
particular information like giving
meaning to an odd noise in a solemn
ceremony.
Cognitive-Oriented Method
2. Constructivism
In constructivism, teacher builds
knowledge, taking into consideration
what prior knowledge the student has
acquired. Slowly, he gives cues,
penetrating questions, and then sets
activities where student insights can be
challenged. Challenges can be in the form
of creating a new way to handle a
problem, discarding previous biases
about the minority and discovering to
what extent the women of today are
liberated.
Cognitive-Oriented Method
3. Reflective Teaching
As the term "reflect" denotes, this
method affords the student to reflect on
their own experiences to give new meaning
to them. The teacher's role is to guide a
student go about analyzing learning
experiences that will lead to new learning
and new concepts that can apply to new
learning situations. Experience is a good
teacher but it is the analysis and evaluation
of the experience that add to an existing
knowledge and make it more meaningful.
Structure-Oriented Methodologies
There is a need to provide
productive learning environments and
which involves motivating learners to
participate in and persist with academic
tasks. For that matter, teachers set
conditions for allocating time, managing
classroom groups, applying varied
teaching strategies like cooperative
learning, peer group, partner learning,
and inductive learning. Such learning
strategies will influence plans and
resource allocation decisions.
Structure-Oriented Methodologies
1. Cooperative Learning
In classrooms using cooperative
learning, students work on activities
in small heterogeneous groups and
based on performance can receive
rewards or recognition. It is a
cooperative learning structure where
students depend on one another and
work together to achieve the shared
goals.
Structure-Oriented Methodologies
1. Cooperative Learning
To meet the desired objectives in
cooperative learning, groups should be
small, heterogeneous and limited to about
two to six members. A circular formation is
encouraged to facilitate an easy face to
face interaction. This method is
characterized by positive interdependence
among group members with shared goal,
shared division of labor, and shared
materials.
Structure-Oriented Methodologies
2. Peer-mediated
A method wherein an
older, brighter, and more
responsible member of the
class is requested to tutor,
coach, instruct, teach other
classmates.
Guided Exploratory
Approach
Peer tutoring may come in the following
arrangements:
a. Instructional peer tutoring. There is an age difference between the tutor and the
tutee. The older helping the younger on a one to one encounter or on one to a group
basis.
b. Same age tutoring. Children are supposed to be interactive, working in pairs with
the more equipped assisting the less abled.
C. Monitorial tutoring. Monitor acts as leader for the class, divided into groups.
Monitor assists the teacher in supervising the work of the groups.
d. Structural peer tutoring. There is a definite procedure to follow, materials are
structured as well and administered by trained tutors.
e. Semi-structured peer tutoring. A combination of structure and unstructured where
tutor teaches according to an established learning guidelines. Possibility of revision or
modification of the learning guide is allowed.
Structure-Oriented Methodologies
3. Partner Learning
There are students who do not feel
comfortable speaking out before a big
audience or even before his classmates. In
this method, students are paired, usually
with whom they are familiar with and
made to share their views/ opinions about
a particular issue or lesson at hand. They
are allowed to write their opinion and
share it with the partner, after which,
volunteers are called to state orally their
answers to the class.
Guided Exploratory
Approach
Inductive Learning. A kind of
learning method that allows learning
to arrive to a generalization after
starting from the specifics.