Approaches,

Methods and

Techniques

in Teaching EPP
Teaching Approach, Strategy, Method and Technique

 Teaching Approach – is a set of principles, beliefs or

ideas about the nature of learning which is
translated into the classroom. It springs from a teacher’s
own philosophy of education, the
nature of education, the role of the teacher and that of
the student
 Teaching Strategy – is a long term plan of action
 g
designed to achieve a particular goal. Strategy
applies to many disparate fields such as a military
strategy, economic strategy, teaching strategy
and the like.
 Teaching method – is a systematic way of doing something. It implies
an orderly logical
arrangement o steps. It is more procedural.
 Teaching technique – is a well defined procedure used to
accomplish a specific activity or task.
It is a teacher’s particular style or trick used to accomplish an
immediate objective. Techniques
are consistent with a given approach, strategy and method
The relationship among the four is shown below:

Approach Strategy Method Technique

 An approach gives rise to a strategy
which may use more than one method of
teaching.
One teaching method may be employed
differently by two different teachers whose
teaching style may lead to the use of different
techniques.
Techniques has something to do with
teacher’s personal style of teaching
 Teaching Approaches
1. Teacher-centered approach
The teacher is perceived to be the only reliable
source of information in contrast to the learner-centered
approach which is premised on the belief that the
learner is also an important resource because he/she too
knows something and is therefore capable of sharing
something.
Teaching consists of teacher telling and prescribing
what learners should do. The teacher –centered
approach is teacher dominated.
2. Subject-Mattered Approach
subject matter gains primacy over that of the
learner. By all means teacher finishes teaching subject
matter as scheduled even if the learners have not
learned it.
Sticking to course syllabus or lesson plan is priority of
the subject-centered teachers. It is also teacher-
dominated. In contrast in the learner-centered classroom
the teacher makes adjustments in his/her lesson plans to
accommodate learner’s interest and concerns.
3. Interactive Classroom

More student talk and less teacher talk.

Students are given the opportunity to interact
with teacher and with other students.
4. Constructivist Approach

Students are expected to construct

knowledge and meaning out of what they are
taught by connecting them to prior knowledge.
5. Banking approach
Teacher deposits knowledge into the “empty”
minds of students for students to commit to memory.
The students are perceived to be “empty receptacles”
willing to be filled.
These facts that are deposited are withdrawn gradually
every time quizzes/tests are given until at the end of the
term everything is withdrawn in the final examinations
thus students’ minds are once more empty ready to
filled in the next shool year.
6. Integrated teaching approach

Makes the teacher connects what

he/she teaches to the other lessons of the
same subject (intra disciplinary) or connects
his/her lessons with other subjects thus
making his/her approach inter disciplinary
and multidisciplinary.
7. Disciplinal approach

Limits the teacher in discussing his/her

lessons within the boundary of his her subject
matter.

8. Collaborative approach
Welcome group work, team work,
partnership, group discussion .
9. Individualistic approach
Want individual students working by themselves.
10. Direct teaching approach
Teacher directly tells or shows or demonstrates
what is to be taught.
11. Guided approach
Teacher guides the learner to discover things for
himself/herself. The teacher facilitates the learning
process by allowing the learner to be engaged in the
learning process with his/her guidance.
 OTHER TEACHING APPROACHES

1. Research-based approach
Teaching and learning are anchored on
research findings.
2. Whole child approach
The learning process itself takes into account
not only the academic needs of the learners, but
also their emotional, creative, psychological,
spiritual and developmental needs.
3. Metacognitive approach
The teaching process brings the learner to the
process of thinking about thinking. The learner reflects
on what he learned and on his/her ways oflearning.

4. Problem-based approach
the teaching-learning process is focused on
problems. Time is spent on analyzing and solving
problems.
 TEACHING METHODS

1.Demonstration Method
The teacher or an assigned student or group shows
how a process is done while the students become observers.
This method is employed in presenting lesson that use
sophisticated equipment and technical know-how. The
demonstrator is knowledgeable in preparing the materials
needed according to the steps to be followed. The rest of the
class becomes focused on the activity and concentration on the
subject is assured.
 Guidelines for its Effective Use
Before
The demonstrator/s must be well selected.
He/she/they must be skilled in opening modern
equipment and proficient in undertaking
scientific investigations.
When planning the activities make sure that the
materials are easily available. Likewise get
prepared with possible substitute
Get ready with the equipment and tools to be used.
Demonstration should be scheduled
as to day and class period
The demonstrator must try the activity several times
before the real demonstration for a
smooth sequencing of the steps as well as accuracy of the
results
The observers must be prepared and motivated to ensure
concentration throughout the
activity
The demonstrators must be ready with on the spot
revisions such as alternative steps or
substitute materials when needed
Arrange the observers around the demonstration area
or at a distance where they will be able to observe fully
what is going on
Depending on the kind of demonstration to be
undertaken.
Pointers or questions may be
given to focus students’ attention and avoid irrelevant
observations
During
The place must be quiet in order to sustain the observers’
attention and interest during the activity
Extreme care must be taken in performing some delicate
steps. Précising, timing for every step, and measuring
accurately using the standard instrument must be
observed
The activity must not interrupted by unnecessary
announcements or noise in the surroundings
 They are allowed to take down notes or record some
data which may be analysed after