Lecturer:

RACHEL Q. LACORTE MD,RMT

 Differences Among Approach,
Methods/Strategies, and Techniques
Based on the above diagram, a TECHNIQUE is
part of method and, likewise, a METHOD is a
component of an approach.
This makes APPROACH the broadest of the three.
TECHNIQUE, the most specific, and METHOD,
intermediate between the two.
An enlightened viewpoint of teaching.
Provides sound philosophy and orientation to the
whole process of teaching in which the selection of
an instructional method part and parcel of.
All approaches of teaching are viewpoints of
teaching, but not all viewpoints of teaching are
considered approaches of teaching.
Puts premium on the ability
of the teacher to guide
students “to reflect” on their
own experiences in order to
arrive at a new
understandings and
meanings.
Is a form of classroom organization in which
students work in groups or as teams to help each
other acquire academic information.
Learning environment is characterized by democratic
processes, students assuming active roles and taking
responsibilities of their own learning.
Essentially a way of
acquiring knowledge or
skills through direct and
keen observations
followed by an analysis
of what has been
sensed and understood.
Based on the assumption
that the students learn
best when they are
personally involved in the
learning activity.
Learning by doing is the
intended percept for all.
A teaching model which is
aimed at helping students
master basic skills and
knowledge that can be taught in
a step-by-step fashion.
Described as “straight forward
and can be mastered in a
relatively short time.”
Views learning as a process of constructing
meaning which is greatly influenced by the
learners accumulated experiences and
understandings.
As a social process in which learners construct
meaning through the “interaction of prior
knowledge and new learning events.”
Sometimes termed “
discovery, scientific
thinking, neuristic and
problem solving”.
A teaching method which is
modeled after the
investigative processes of
scientist.
Aims to help students
seek answer to their own
questions, gather pieces
of evidences and draw
own conclusions and
generalizations.
Ultimate goal is to enable
students to categorize ideas,
experiences and objects.
Essentially sorting out and
putting things into a specific
class.
Based on the assumption
that concept formation
begins at an early stage
when children at 9 and 12
months of age start with
object-sorting and object-
preference behavior.
Highlights the interaction among science,
technology and societal concerns.
Area is divided into various academic
learning centers.
Characterized by tapping the expertise of two or
more teachers in planning teaching and evaluating
learning of students.
@ METHODS/STRATEGY –
refers to an organized, orderly,
systematic, well-planned
procedure.
It consists of steps which are
logically arranged aimed at
achieving the specific aims of
instruction, at enhancing
greater teaching and
maximizing learning output.
The use of synectics in
teaching is anchored on
its enormous potential in
enhancing the students
creativity.
Use of analogies ---
important element in
synectics
Synectics as a teaching model requires students to
formulate analogies.
Effective among the young since they are more perceptive
and imaginative.
Involves the application of cybernetic principles.
CYBERNETICS – described as a comparative study of
the human control mechanism and the
electromechanical systems
SIMULATOR – a training device that
represents reality very closely but in which the
complexity of events can be controlled.
Students learn from simulations first as a
direct result of the experience in the
simulations and as result of the activities or
discussions that follow.
•Action-filled and fun-guaranteed
•It consists of an enactment by the students
of a learning situation through which they
depict real life responses and behavior.
Through this model the
student is assisted in resolving
personal problems or
dilemmas
It attempts to help in seeking
personal meaning out of
events occurring everyday and
more importantly the
consequences of their
responses.
A record, chronology or register of events,
memories and daily happenings.
Students should be taught to write journals at an
early age.
Used as a pedagogical tool --- consists of day-to-
day record of learning activities through which the
students can determine their own progress.
Involves familiarization and eventually close link
with all the educational aspects in it—the people
and their expertise, the places with rich
instructional materials and the natural landscape.
All learning activities will necessarily take the
students out of the classroom, although some
materials from outside can be carried to the
classroom or laboratory for further study.
Is anchored on two popular
arguments namely:
a. Facilitates easy
consolidation of information
needed to understand a
concept, story or a literary
piece
b. It is widely accepted as a
powerful tool for instant
recall.
It includes pouring over narrations made by the
authors, inventors, poets, scientists, and historians
with an end in view of discovering some details.
A teaching strategy that employs the scientific
method in searching for information.
Used generously in science and mathematics
classes.
The students are trained to be sensitive to any
puzzling situation or any difficult situation that
needs to be solved.
 Commonly employed when the teacher requests the
older, brighter and more cooperative member of the
class to tutor other classmates.
Peer tutoring arrangement may be in any of the
following:
a. Instructional peer tutoring
b. Same age peer tutoring
c. Monitorial tutoring
d. Structural peer tutoring
Consist of teaching a brief
lesson to a small group of
students in an actual
classroom.
Ultimate aim: To obtain
feedback from the students or
peers.
Is an out-of-the-classroom activity intended to
present concepts in the most realistic manner.
 Referred to as educational excursion, field trip,
study tour, nature trek or exploratory travel.
Offers the best opportunity for them to come in
direct contact with the subject being investigated, ---
insuring the collection of first hand information.
Described as a learning
activity wherein a
student investigates a
problem by manipulating
a variable.
Often resorted to in Science,
Mathematics and technology-
based lessons in other
disciplines.
May be performed by the
teacher, a student, or a group
of 3 to 4 members.
Refers to free communication of ideas between the
teacher and students and among the students as well.
Employed for reasons such as
a. Clarifying some points during a learning activity.
b. As a check at the end to find out if the objective of the
lesson has been achieved.
“ Orderly verbal
interchange”
It encourages students
to express their ideas ---
thereby enhancing their
thinking skills.
It is described as a teaching
procedure wherein groups or
individuals set up situations, in order
to gather information, organize and
analyze the said information and draw
conclusions.
The focus is on the research skills
and processes involved as they
search for information.
Enables a student to undertake an in-depth
investigation of an area of interest.
It works well with topics that can be studied with
minimal guidance from the teacher.
 It takes into consideration the ability of the students
to work independently as well as their strong feeling
of confidence and accountability.
An approach to the teaching-learning process
whose effectiveness is universally recognized and
accepted.
It is sometimes termed “PROGRAMMED
INSTRUCTION” --- if the teaching material follows a
“programmed” style of presentation.
A teaching strategy that requires the students to
present in concrete form the results of an in-depth
study or research done in a particular area.
Involves gathering and organizing data and
presenting the concept learned in the form of a
model, a project or any visual illustration.
Referred to as “ self-directed” study.
It can be accomplished individually or in small
groups.
Involves drafting a plan or a design to show how a
principle works.
It emphasizes “learning by doing”.
Reveal diverse interest and skills
Its potential as a teaching strategy rests on a wide
sample of teaching materials that are guaranteed
to capture the students’ attention and imagination.
May be employed as a teaching
methodology if the information
needed can be found in printed
materials
May be used side by side with
experimentation, group discussion
and other teaching strategies.
Is a kind of oral presentation delivered by an
expert.
The lecturer is regarded as an authority in the
special topic he is requested to speak on.
Recommended for older students who can benefit
from a “one-way” but focused discourse on content.