Teaching Approaches CCL
Teaching Approaches CCL
Teaching Approaches CCL
An approach is a way of looking at teaching and learning. Underlying any language teaching
approach is a theoretical view of what language is, and of how it can be learnt. An approach gives rise to
methods, the way of teaching something, which use classroom activities or techniques to help learners learn.
LEARNER-CENTERED APPROACH- In which it 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.
SUBJECT MATTER-CENTERED APPROACH- Subject matter gains primacy over that of the
learner.
TEACHER DOMINATED APPROACH- In this approach, only the teacher’s voice is heard. He/she
is the sole dispenser of information.
INTERACTIVE APPROACH- In this approach, an interactive classroom will have more student
talk and less teacher talk. Students are given the opportunity to interact with teacher and with
other students.
CONSTRUCTIVIST APPROACH- The students are expected to construct knowledge and meaning
out for what they are taught by connecting them to prior experience.
BANKING APPROACH- The teacher deposits knowledge into the “empty” minds of students
for students to commit to memory.
INTEGRATED APPROACH- It makes the teacher connects what he/she teaches to other lessons
of the same subject (intradisciplinary) or connects his/her lessons with other subjects thus making
his/her approach interdisciplinary and multidisciplinary.
DISCIPLINAL APPROACH- It limits the teacher to discussing his/her lessons within the boundary
of his/her subject.
COLLABORATIVE APPROACH- It will welcome group work, teamwork, partnerships, and group
discussion.
INDIVIDUALISTIC APPROACH- It wants the individual students to work by themselves.
DIRECT TEACHING APPROACH- The teacher directly tells or shows or demonstrates what is to
be taught.
INDIRECT, GUIDED APPROACH- The 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.
RESEARCH-BASED APPROACH- As the name implies, teaching and learning are anchored on
research findings.
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.
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 of learning.
PROBLEM-BASED APPROACH- As the name implies, the teaching- learning process is focused on
problems. Time is spent on analyzing and solving problems.
TEACHING STRATEGIES
Refer to the structure, system, methods, techniques, procedures and processes that
a teacher uses during instruction. These are strategies the teacher employs to assist student learning.
Visualization- bring dull academic concepts to life with visual and practical learning experiences,
helping your students to understand how their schooling applies in the real-world.
Examples include using the interactive whiteboard to display photos, audio clips and videos, as well as
encouraging your students to get out of their seats with classroom experiments and local field trips.
Cooperative learning- encourage students of mixed abilities to work together by promoting small
group or whole class activities.
Through verbally expressing their ideas and responding to others your students will develop their
self-confidence, as well as enhance their communication and critical thinking skills which are vital
throughout life.
-Solving mathematical puzzles, conducting scientific experiments and acting out short drama
sketches are just a few examples of how cooperative learning can be incorporated into classroom
lessons.
Inquiry-based instruction- pose thought-provoking questions which inspire your students to think
for themselves and become more independent learners. Encouraging students to ask questions and
investigate their own ideas helps improve their problem-solving skills as well as gain a deeper
understanding of academic concepts. Both of which are important life skills.
-Inquiries can be science or math-based such as ‘why does my shadow change size?’ or ‘is the sum
of two odd numbers always an even number?’. However, they can also be subjective and encourage
students to express their unique views, e.g. ‘do poems have to rhyme?’ or ‘should all students wear
uniform?
Differentiation- differentiate your teaching by allocating tasks based on students’ abilities, to
ensure no one gets left behind.
-Assigning classroom activities according to students’ unique learning needs means individuals
with higher academic capabilities are stretched and those who are struggling get the appropriate
support.
-This can involve handing out worksheets that vary in complexity to different groups of students, or
setting up a range of work stations around the classroom which contain an assortment of tasks for
students to choose from.
Technology in the classroom- Incorporating technology into your teaching is a great way to
actively engage your students, especially as digital media surrounds young people in the 21st
century.
-Interactive whiteboards or mobile devices can be used to display images and videos, which helps
students visualize new academic concepts. Learning can become more interactive when technology
is used as students can physically engage during lessons as well as instantly research their ideas,
which develops autonomy.
- Examples include fun and interactive reward charts for younger students, where individuals move
up or down based on behaviour with the top student receiving a prize at the end of the week.
‘Golden time’ can also work for students of all ages, with a choice of various activities such as games
or no homework in reward for their hard work.
-With educational policies constantly changing it is extremely useful to attend events where you can
gain inspiration from other teachers and academics. It’s also a great excuse to get out of the
classroom and work alongside other teachers just like you!
-Sessions can include learning about new educational technologies, online safety training, advice on
how to use your teaching assistant(s) and much more.
1. Alternative assessments 13. Tiered Rubrics
a game
a role-play, or
an activity that acts as a metaphor.
Simulations are characterised by their non-linear nature and by then controlled ambiguity within
which students must make decisions. The inventiveness and commitment of the participants
usually determines the success of a simulation.
Simulations promote the use of critical and evaluative thinking. Because they are ambiguous or
open-ended, they encourage students to contemplate the implications of a scenario. The situation
feels real and thus leads to more engaging interaction by learners.
Simulations promote concept attainment through experiential practice. They help students
understand the nuances of a concept. Students often find them more deeply engaging than other
activities, as they experience the activity first-hand, rather than hearing about it or seeing it.
Simulations help students appreciate more deeply the management of the environment, politics,
community and culture. For example, by participating in a resource distribution activity, students
might gain an understanding of inequity in society. Simulations can reinforce other skills indirectly,
such as Debating, a method associated with some large-scale simulations, and research skills.
Resources and time are required to develop a quality learning experience with simulations.
Assessment of student learning through simulation is often more complex than with other methods.
Simulated experiences are more realistic than some other techniques and they can be so engaging
and absorbing that students forget the educational purpose of the exercise.
If your simulation has an element of competition, it is important to remind the students that the
goal is not to win, but to acquire knowledge and understanding.
Ensure that students understand the procedures before beginning. Frustration can arise
when too many uncertainties exist. Develop a student guide and put the rules in writing.
Try to anticipate questions before they are asked. Some simulations are fast-paced, and the
sense of reality is best maintained with ready responses.
Know what you want to accomplish. Many simulations have more than one instructional
goal. Developing evaluation criteria, and ensure that students are aware of the specific
outcomes expected of them in advance.
Teachers must monitor the simulation process to ensure that students both understand the process
and benefit from it. Ask yourself:
Does this simulation offer an appropriate measure of realism for my group of students?
Are the desired instructional outcomes well defined?
Is the level of ambiguity manageable for this group?
Does the student demonstrate an understanding of his/her role?
Are problem-solving techniques in evidence?
Does the research being generated match the nature of the problem?
Is cooperation between participants in evidence?
Has the student been able to resolve the issue satisfactorily?
Does the student provide meaningful answers to probing questions?
Will follow-up activities be necessary?
You might find it best to use simulations as part of the process of learning rather than as a
summative measure of it. Use follow-up activities to establish a measure of comprehension and as a
de-briefing mechanism when students return to reality (e.g. use reflection on the process as the
assessable component of the activity, rather than participation in the simulation itself).
Simulated teaching is used prior to the classroom teaching practice with the objective of
developing a specific skill of communication. It can be used for pre-service teachers to make
them effective.
In simulated teaching, one pupil-teacher acts as a teacher and other teacher trainers act as students.
The teacher in this situation teaches considering the student as school students.
Basic Assumption
Characteristic
(1) This technique requires very systematic planning in advance that ensures attainment of desired
goals.
(2) This method is effective for the practice of teaching skills by pupil teacher.
(3) The training is provided in artificial situations. Through mock trails learns are fully trained to
face real situations.
(4) Through feedback drawbacks are noted in teaching, they are pointed out along with appropriate
suggestions to rectify them.
Following are the six steps that are usually followed in simulated teaching.
The student teachers are assigned the roles of teachers and observe resp. It is done rotation basis.
At this stage, the skill to be practiced is decided and planning and preparation for it are done. Each
trainee selects the topic according to his interest and intelligence.
At this stage, it is decided who will teach first and who will observe and how everyone would be
teaching /observing one by one.
In this stage, the decision is taken about the type of observation technique to be adopted. It also
includes which type of data is to be collected and how these data are to be intercepted.
The first practice session is started and its observations are recorded for judging the teaching
behavior.
This followed by feedback and suggestions for further improvement.
The whole procedure is changed at this stage. There is a change of teacher, change of observers,
change of teaching skill and change in topic to be taught. Every student is given the opportunity to
play the role of teacher, a student, and a teacher.
CHARACTERISTICS OF SIMULATION
CHARACTERISTICS OF SIMULATION
Provide a safe environment in which learning has priority over patient care or system demands.
USES OF SIMULATION
Simulation technique can be used to achieve many learning objectives. Simulations can help
nursing student gain skill in applying the nursing process. Learn to solve problems efficiently with
minimal wasting of time and resources.
STEPS IN SIMULATION
Ned Flanders has recommended the following procedural steps in simulated teaching. First of all
the teacher must assign letter (A, B, C) designation to all the members of the group and develop a
system of rotating the role assignment by letters so that each individual has the opportunity to
participate and as a chance to be actor and observer.
It includes planning, preparation and deciding the topic of the skill to be practiced through
simulated technique .The teacher should carefully and intelligently select and appropriate
topic according to his knowledge and interest in the subject. The teacher should decide in
advance as regards the name of the member of the group who will start conversation. A
detailed schedule for actors who will start
The teacher should decide the procedure of evaluation and decide on what kind of data the
observes are record. Conduct the first practice session on topic or skills you decide . Provide
the actor with feed back on his performance and be prepared , if necessary , to alter the
procedure for the second in order to improve the training procedure . As soon as the
practice sessions are working smoothly and each person has opportunity to be actor ,
increase the difficulty of the task.
This is the last step in simulation. Now the teacher should be prepared to alert the
procedure, change topic and move on the next skill so as to prevent a significant challenge
to each actor and to keep interest as high as possible. The task should be neither high nor
too easy for the participants.
TYPES OF SIMULATION
WRITTEN SIMULATION- Individual uses either paper and pencil latent image format.
The purpose includes problem solving, decision makings to evaluate the student’s ability to
apply the skill.
TEACHING PRINCIPLES
-A rule for guiding the ship of education so that it
Principles of Teaching
Building a sense of shared ownership is an effective way of achieving high levels of student
interest and engagement. It can be achieved in many ways; many of these involve some
form of formal or informal negotiation about parts or all of the content, tasks or assessment.
Another complementary approach is to ensure that students' questions, comments and
suggestions regularly influence, initiate (or terminate) what is done.
2. Look for occasions when students can work out part (or all) of the content or
instructions.
Learning is almost always better if students work something out for themselves, rather than
reading it or hearing it. This is not always feasible of course, but often it is. It can involve
short, closed tasks: e.g. 'if the units of density are grams per cm work out the formula by
which we calculate the density of a substance from the volume and mass of an object made
of that substance'. It can also involve much longer open-ended tasks
Provide opportunities for choice and independent decision-making.
Students respond very positively to the freedom to make some decisions about what or how
they will work. To be effective, the choices need to be genuine, not situations where there is
really only one possibility. These may include choices about which area of content to
explore, the level of demand (do more routine tasks or fewer more demanding ones), the
form of presentation (poster, powerpoint presentation, role play, model etc.),and how to
manage their time during a day or lesson.
Raising intellectual self-esteem is perhaps the most important aspect of working with low
and moderately achieving students. Success via interactive discussion, question-asking,
role-plays and tasks allowing high levelsof creativity often results in greater confidence and
hence persistence in tackling other written tasks. Publicly recognising and praising good
learning behaviours is useful here.
This sort of talk fosters link-making and, as our research shows, commonly reflects high
levels of intellectual engagement. Teaching approaches such as delayed judgement,
increased wait-time, promotion of 'What If' questions and use of P.O.Es are all helpful. The
classroom becomes more fluid and interactive.
The (student) conception that they can learn from other students ideas, comments and
questions develops more slowly than the conception that discussion is real and useful work.
The classroom dynamics can reach new, very high levels when ideas and debate bounce
around from student to student, rather than student to teacher.
We underestimated the very high levels of perceived risk that accompanies many aspects of
quality learning for most students, even in classes where such learning is widespread. It is
much safer, for example, to wait for the teacher's answer to appear than to suggest one
yourself. Building trusts in the teacher and other students and training students to disagree
without personal put-downs are essential to widespread display of good learning
behaviours.
There are at least two reasons for this, one is that teaching procedures that counter passive
learning and promote quality learning require student energy and effort. Hence they need
to be varied frequently to retain their freshness. The other is that variety is another source
of student interest.
8. Use teaching procedures that are designed to promote specific aspects of quality learning.
One of the origins of PEEL was the belief that students could be taught how to learn, in part
by devising a range of teaching procedures to variously tackle each of a list of poor learning
tendencies, for example failing to link school work to relevant out-of-school experiences.
The variety in (8) is not random and one basis for selecting a particular teaching procedure
is to promote a particular aspect of quality learning.
9. Develop students' awareness of the big picture: how the various activities fit together and link to the
big ideas.
Many, if not most students, do not perceive schooling to be related to learning key ideas and
skills. Rather, they see their role as completing tasks and so they focus on what to do not
why they are doing it. Much teacher talk, particularly in skills based areas such as
Mathematics, Grammar and Technology reinforces this perception. For these reasons,
students (including primary students) commonly do not link activities and do not make
links to unifying, 'big ideas'.
10. Regularly raise students' awareness of the nature of different aspects of quality learning.
This is a key aspect of learning how to learn. Students typically have no vocabulary to
discuss learning. it is very helpful to build a shared vocabulary and shared understandings
by regular, short debriefing about some aspect of the learning that has just occurred. Having
a rotating student monitor of a short list of good learning behaviours can be very helpful.
Building rapport with students is very important. The contact between students and teachers are
vital to the students' success. One of the main reasons students leave school is the feeling of
isolation that they experience. The concern shown will help students get through difficult times
and keep working. Faculty have many avenues to follow to open up the lines of communication.
When students are encouraged to work as a team, more learning takes place. Characteristics of
good learning are collaborative and social, not competitive and isolated. Working together
improves thinking and understanding.
Learning is an active process. Students are not able to learn much by only sitting in classes
listening to teachers, memorizing pre-packaged assignments, and churning out answers. They
must be able to talk about what they are learning, write about it, relate it to past experiences, and
apply it to their daily lives. Students need to make learning a part of themselves.
Ask students to relate what they are learning to something in real life.
Use journaling.
Give students concrete, real-life situations to analyze.
Encourage students to suggest new reading, projects, or course activities.
Ask students to present their work to the class.
Use of simulation software to run "what-if" scenarios allows students to manipulate variables
and circumstances.
Practice role modeling and use web-based case studies to practice new thinking skills.
Encourage students to challenge your ideas, the ideas of other students, or those ideas
presented in readings or other course materials in a respectful matter.
Set up problem solving activities in small groups and have each group discuss their solutions
with the class.
By knowing what you know and do not know gives a focus to learning. In order for students to
benefit from courses, they need appropriate feedback on their performance. When starting out,
students need help in evaluating their current knowledge and capabilities. Within the classroom,
students need frequent opportunities to perform and receive suggestions for improvement.
Throughout their time in college and especially at the end of their college career, students need
chances to reflect on what they have learned, what they still need to know, and how to assess
themselves.
Follow-up presentations with a five minute period for students to write down what they
have learned in class.
Provide informative comments that show the students' errors and give suggestions on
how they can improve.
Discuss the results of class assignments and exams with the class and individual students.
Vary assessment techniques (tests, papers, journaling, quizzes).
Offer on-line testing, software simulations, and web-based programs that provide
instantaneous feedback.
Have question and answer sessions.
Use audio and/or video recordings to assess performances.
Return grades for assignments, projects, and tests within one week.
Learning needs time and energy. Efficient time-management skills are critical for students. By
allowing realistic amounts of time, effective learning for students and effective teaching for
faculty are able to occur. The way the institution defines time expectations for students, faculty,
administrators, and other staff, can create the basis for high performance from everyone.
Expect more and you will get it. The poorly prepared, those unwilling to exert themselves, and
the bright and motivated all need high expectations. Expecting students to perform well becomes
a self-fulfilling prophecy when teachers and institutions hold high standards and make extra
efforts.
Give a detailed syllabus with assignments, due dates, and a grading rubric.
Encourage students to excel at the work they do.
Give students positive reinforcement for doing outstanding work.
Encourage students to work hard in class.
Tell students that everyone works at different levels and they should strive to put forth their
best effort, regardless of what level it is.
Help students set challenging goals for their own learning.
Publicly acknowledge excellent student performance.
Revise courses when needed so students remain challenged.
Work individually with students who are struggling to encourage them to stay motivated.
Encourage students to do their best instead of focusing on grades.
There are many different ways to learn and no two people learn the same way. Students bring
different talents and learning styles to the classroom. Students that excel in the seminar room
may be all thumbs in the lab or art studio and vice versa. Students need the opportunity to show
their talents and learn in ways that work for them. Then, they can be guided into new ways of
learning that are not as easy for them.
For the regular classroom:
Use Web technologies to allow students to pick and choose learning experiences that fits the
way they learn.
Encourage students to speak up when they do not understand.
Use diverse teaching activities and techniques to address a broad range of students.
Select readings and design activities related to the background of students.
Provide extra material or activities for students who lack essential background knowledge or
skills.
Integrate new knowledge about women, minorities, and other under-represented populations
into your courses.
Use learning contracts and other activities to provide students with learning alternatives for
your courses.
Encourage students from different races and cultures to share their viewpoints on topic
discussed in class.
Use collaborative teaching and learning techniques and pair students so they compliment each
others abilities.
Give students a problem to solve that has multiple solutions. Guide them with clues and
examples.
Consider field trips.
Be familiar with Howard Gardner's research on multiple intelligences.