Module 1 - Semi Finals - Different Approaches and Methods

Different Approaches and Methods
A thousand teachers, a thousand methods

- Chinese Proverb
Introduction
Different approaches differ in the level of teacher and student
participation. We start describing these approaches from that approach with
the highest to the lowest level of teacher direction or from the lowest to the
highest involvement, these methods are categorized as direct/expository
approach or guided/exploratory level of student participation on the basis of
student and teacher approach.
Direct/Expository Instruction Approach
Direct Instruction
Direct instruction is a way of teaching which is aimed at helping students
acquires some basic skills and procedural knowledge. It is described as
straightforward and is done in a step-by-step manner. The emphasis is on how
to execute the steps of the entire procedure. The procedure may involve a
simple or a complex skill such as solving a problem by using mathematical
equations. Performance-based subjects such as Science, Mathematics, Music
and Physical Education are taught by employing this technique.
To employ this methodology, follow these steps:
a.) provide the rationale
b.) demonstrate the skill
c.) provide guided practice
d.) check for understanding and provide feedback, and
e.) provide extended practice and transfer.
Such a technique requires careful structuring of the entire procedure.
Attention is focused on every detail of the procedure.
Instructional Characteristics
1. The strategy is teacher-directed.
2. The emphasis is on the teaching of skill. Each step must be mastered,
hence the students gain how rather than what. It is termed
procedural knowledge.
3. Taught in a step-by-step fashion, it ensures the learning of the entire
procedure with no step missed.
4. Lesson objectives include easily observed behaviors that can be
measured accurately. If the lesson is to develop skill in performing five
steps of a particular experiment, such skill can be observed and
measured. The level of performance can be assessed from the number of
steps performed correctly.
5. This is a form of learning through imitation, sometimes termed
behavioral modeling.
Deductive Method
The deductive approach is teacher-dominated. It begins with the abstract
rule, generalization, principle and ends with specific examples, and concrete
details.
Inductive Method
The inductive method is less teacher-directed than the deductive method.
It begins with specific details, concrete data and examples and ends with an
abstract generalization rule, or principle.
Demonstration Method
The demonstration method is teacher-dominated. The teacher shows how
to operate, manipulate equipment while the class observes.
Guided/Exploratory Approach
Inquiry Approach
The core of inquiry is a spontaneous and a self-directed exploration.

Textbook-dictated procedures do not allow an active probe into the unknown.
Curiosity, special interests and instant queries among the young demand
immediate answers. Only instant and direct search for evidence would suffice
even momentarily, otherwise frustrations and passivity come in. The inquiry
approach, sometimes termed discovery, heuristic and problem
solvingis defined simply as a teaching method which is modeled after the
investigative processes of scientists. It puts premium on obtaining information
through direct experiences. Some authors use the terms inquiry and
discovery approach interchangeably. Both require the use of investigative
processes.
Instructional Characteristics
The teachers using this approach are aware of the following commonly
observed characteristics:
1. Investigative processes such as inferring, measuring, predicting,
classifying analyzing and experimenting; formulating conclusions and
generalizations are employed.
2. The procedure in gathering information is not prescribed by the teachers.
The students are treated as independent learners. They formulate their
own hypothesis and suggest ways of testing them.
3. The children are highly motivated to search, hence active participation is
the best indicator of inquisitiveness.
4. The answers arrived at are genuine products of their own efforts. Then
they experience the thrill of discovery which is oftentimes missed in
passive reception of information from their teachers. This learning
outcome is the best reward and guarantee of lasting impact on the
young.
5. Focused questions before, during and after are critical ingredients that
provide direction and sustain action.
Problem Solving Method
Problem solving is a teaching strategy that employs the scientific method in
searching for information. The five basic steps of the scientific method are:
1. Sensing and defining the problem

2. Formulating hypothesis
3. Testing the likely hypothesis (by observing, conducting an experiment,
collecting and organizing data through normative surveys)
4. Analysis, interpretation and evaluation of evidence
5. Formulating conclusion
Project Method
Project method is a hands-on, minds-on method. It is a teaching method
that requires the students to present in concrete form the results of
information gathered about a concept, principle or innovation.
Metacognitive Approach
The metacognitive approach is an approach that makes our students
think about their thinking. It has something to do with our students
monitoring their own cognitive processes as they are engaged in their cognitive
task.
Constructivist Approach
Constructivists view learning as an active process that results from selfconstructed meanings. It is anchored on the belief that every individual
constructs and reconstructs meanings depending on past experiences. They
continue reflecting and evaluating accumulated knowledge with an end view of
constructing new meanings.
Reflective Teaching
Reflective teaching is anchored on the ability of the teacher to guide
students to reflect on their own experiences in order to arrive at new
understanding and meanings. According to Dewey, reflective teaching is
behavior which involves active, persistent and careful consideration of any
belief or practice. It involves a thoughtful analysis of a teachers actions,
decisions and results of teaching.
Cooperative Learning Approach

Cooperative learning approach makes use of a classroom organization
where students work in groups or teams to help each other learn. Concepts
from small group theory and group dynamics serve as the basis upon which
skills in democratic procedures and collaborations are developed. This
approach evolved strategies and procedures that can help small groups solve
their own problems and acquired information through collective effort. The
learning environment is characterized by strong motivation and smooth
interpersonal interactions.
It has two important components, namely:
A cooperative incentive structure one where two or more

individuals are interdependent for a reward. They will share if they
are successful as a group and
A cooperative task structure - a situation in which two or more
individuals are allowed, encouraged their efforts to complete the
task
Peer Tutoring/ Peer Teaching

It is said that the best way to learn something is to teach it. Make
students teach each other in a Pair, Think, Share! manner. After we have
taught, we ask each student to get a partner. One
Student will be A and another B. A shares what the learned with B. and B, in
turn, will share what she learned with A. Teacher listens for formative
assessment of learning.
Peer tutoring is commonly employed when the teacher requests the older,
brighter and more cooperative member of the class to tutor (coach, teach,
instruct) other classmates. This is based on the rationale that the former is
better equipped than the others. This is due to their closeness in age, skills,
study habits and even learning styles.
Partner Learning
As the name of this method implies, this is learning with a partner, A
student chooses partner from among his/her classmates. It can be employed
when you get your students rehearse what they have learned and explore their
understanding of content with a partner.
This may also mean assigning study buddy. (The teacher who is after
the learning of every student may assign the study buddy). Study buddies
become responsible for each others learning. However, each student is held
accountable for his/her own learning.

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Different Approaches and Methods

A thousand teachers, a thousand methods

The core of inquiry is a spontaneous and a self-directed exploration.

1. Sensing and defining the problem

Cooperative Learning Approach

A cooperative incentive structure one where two or more

Peer Tutoring/ Peer Teaching

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