PED 106.

1
Different
Approaches
and Method
WMSU Legaspi, Liona M.
Lubaton, Marylou J.
Luna, Arjay P.
Magbanua, Ruthel M.
Manicap, Jeneirose G.
Moranta, Disza A. 1
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 level student participation. On the basis
of student and teacher involvement, these
methods are categorized as direct/expository
approach or guided/exploratory approach. 2
BASIS CONCEPTS:
APPROACH
One's viewpoint toward teaching or referring
to what one believes in, regarding teaching, upon
which teaching behaviors are based.
METHOD
A series of related and progressive acts
performed by a teacher and students to achieve
the objectives of the lesson.

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 DIRECT/EXPOSITIVE
INSTRUCTION APPROACH

Direct instruction is teacher-

directed and teacher dominated. It
is meant for the teaching of skills.

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Characteristics of a direct instruction :
 Teacher-directed and teacher dominated.
 Teaching of skill. The students gain "how" rather than
"what" (procedural knowledge). Each step must be
mastered.
 Step by step procedure with no step missed.
 Lesson objectives easily observed behaviors that can
be measured accurately. The level of performance
can be assess from the number of steps performed
correctly.
 Form of learning through imitation(behavioral
modelling) 5
 DEDUCTIVE METHOD

Teacher-dominated approach. It
begins with the abstract rule,
generalization, principle and ends
with specific examples and
concrete details.
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Advantages of deductive method

Coverage of a wider scope of subject

matter

No bother on the part of the teacher

to lead learners to the formulation of
the generalization or rule.
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 Disadvantages of deductive method

It is not supportive of the principle

that learning is an active process.

Lesson appears uninteresting at first

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 INDUCTIVE METHOD
Learners are more engaged in the
teaching Learning process.

Learning becomes more interesting at

the outset because we begin with the
experiences of our students.
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 ADVANTAGES OF INDUCTIVE
METHOD
The Learners are more engaged in the
teaching-learning process.

It helps the development of the Learner's

higher order thinking skills. To see patterns
and analyze the same in order to arrive at
generalizations requires analytical thinking.

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 DISADVANTAGES OF INDUCTIVE
METHOD
It requires more time and so less subject
matter will be covered.

It demands expert facilitating skills on part of

the teacher.

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 DEMONSTRATION METHOD

Demonstration is a learning activity which is

performed by a student, a group of 3 to 4
members or a Teacher while the rest become
observer.

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EXAMPLES OF DEMONSTRATION METHOD
1. How to focus a microscope
2. Performing fist aid
3. Preserving flowers and other specimen.

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 GUIDELINES FOR ITS EFFECTIVE USE
BEFORE
1. The demonstrator must be well selected
2. Make sure that the materials are easily available.
3. The demonstrator must try several times before
the activity.
4. Arrange the observers around the demonstration
area.
DURING
1. The place must be quite
2. Extreme care must be taken in performing.
3. The activity must not be interrupted
4. Observer are allowed to take down notes.
AFTER
2. Allow some questions which bothered them
during the demonstration.
2. Have an analysis of trends, patterns or uniform
occurrences.
3. Assess the learning. 15
 ADVANTAGES OF DEMONSTRATION METHOD
1. It follows a systematic procedure.
2. Possible wastage of time, effort and
resources will be avoided
3. It will not result into a trial-and-error
learning.
4. The findings are reliable and accurate.
5. Curiosity and keen observing ability are
instilled among the observer. 16
 INDIRECT/GUIDED /
EXPLORATORY APPROACH
Indirect instruction method is best used when
the learning process is inquiry-based, the result
is discovery and the learning context is a
problem. This can come as;

1. Inquiry method/discovery method

2. Problem solving method
3. Project method 17
 INQUIRY METHOD
We will never be able to help
children learn if we tell them
everything they need to know. Rather,
we must provide them with
opportunities to explore, inquire and
discover new learning. The core of
inquiry is a spontaneous and a self-
directed exploration 18
 STEPS IN THE INQUIRY METHOD
1. Define the topic or introduce the question.

2. Guide students plan where and how to

gather data and information.

3. Students present findings through graph,

charts, PowerPoint presentation, models, and
writing.
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INSTRUCTIONAL CHARACTERISTIC
The following are commonly observed characteristics of the
discovery/inquiry method:

1. Investigative processes such as inferring, hypothesizing,

measuring, predicting, classifying, analyzing, and experimenting,
formulating conclusions and generalizations are employed.
2. The procedure in gathering information is not prescribed by the
teachers.
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.
5. Focused questions before, during and after are critical
ingredients that provide direction and sustain action. 20
 OUTCOMES OF INQUIRY TEACHING
1. Its emphasis is on the processes of gathering and processing of
information.
2. Its dependence on firsthand experience with objects and phenomena
occurring in the environment is certainly in agreement with the most often
cited theory of Piaget on intellectual development.
3. The inquiry approach which predominantly allows some degree of freedom
develops initiative and divergent thinking.
4. A deep sense of responsibility is developed when learners are left to
manage their own learning, be it in pursuit of answers, mastery of content
or simply solving a problem that confronts them instantly.
5. Educators strongly believes that facts and concepts that learners discover
by themselves become stored as part of their permanent learning.
6. Experiencing success in inquiry- based/discovery lessons builds up the
learners' feeling of confidence.
7. Participation in inquiry activities strengthens learners' intellectual
capabilities. 21
 HOW TO FACILITATE INQUIRY TEACHING
1. Arrange for an ideal room setting.
2. Choose tools and equipment that can easily be manipulated.
3. The materials to be used or examine must lend themselves easily to
the processes to be employed and the end product desired.
4. The questions/problems to be answered should originate from the
learners, followed by the formulation of hypothesis.
5. The procedure should likewise be planned by them.
6. At the completion of the activity, require an evaluation of the steps
undertaken as to its effectiveness and the clarity of the results.
7. Above all, the teacher himself/herself should internalize his/her
changed role to that of a guide, facilitator, and counselor rather than
the traditional authority who not only determines the material to be
learned but also dictates how it should be learned.
 PROBLEM SOLVING METHOD
Problem solving is a teaching strategy that
employs the scientific method in searching for
information. The five basic steps of scientific method
or investigatory process are:

1. Sensing and defining the problem

2. Formulating hypothesis
3.Testing the likely hypothesis
4. Analysis, interpretation and evaluation of evidence
5. Formulating conclusion 23
 ADVANTAGES
1. This method is most effective in developing skill in employing the science
processes.
2. The scientific method can likewise be used effectively in other non-science
objects.
3. The student's active involvement resulting in meaningful experiences
serves as a strong motivation to follow the scientific procedure in future
undertakings.
4. Problem solving develops higher level thinking skills.
5. A keen sense of responsibility, originality and resourcefulness are
developed, which are much needed ingredients for independent study.
6. The students become appreciative and grateful for the achievement of
scientists.
7. Critical thinking, open-mindedness and wise judgment are among scientific
attitudes and values inculcated through competence in the scientific method.
8. The student learn to accept the opinions and evidence shared by others.
 GUIDELINES FOR ITS EFFECTIVE USE
1. Provide sufficient training in defining and stating the problem in a clear
and concise manner.
2. Make sure that the problem to be solved fits the age, interests and the
skills of the students.
3. Group the students and allow each one to share in the tasks to be
performed.
4. Guide them at every step by asking leading questions in case of snags.
5. Get ready with substitutions for materials which may not be available.
6. The emphasis is on the procedure and the processes employed rather
than on the products.
7. The development of skills and attitudes takes priority over knowledge.
8. Involve the students in determining the criteria with which they will be
evaluated.
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 PROJECT METHOD
 The project method is a teaching method
that requires the students to present in
concrete form the results of information
gathered about a concept, principle or
innovation. The data can be organized and
presented in the form of a model, a
dramatization or any visual illustration.
 Project Method is a “ hands-on, minds-
on” method. It requires student to present in
concrete form a learned concept or principle
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 ADVANTAGES OF PROJECT METHOD
1. It is a teaching strategy that emphasizes “ learning by doing.”
2. Constructing project develops the students’ manipulative skill.
3. The planned design of the project tests the student’s originality in
choosing the materials to be used. They become resourceful and
innovative.
4. It can be employed among students who are weak in oral communications
. The finished product can serve as evidence of learning achieved.
5. The completed project add to one’s feeling of accomplishment and
satisfaction, thus motivating students to continue constructing new
projects in schools and at home.
6. It instills the values of initiative, industry and creativity.
7. Working on ta project in groups develop the spirit of cooperation and
sharing of ideas.
8. In addition to learning a concept, students become productive and
enterprising.
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 GUIDELINES FOR ITS EFFECTIVE USE
1. Assign the project to a student who is capable and interested.
2. The student must be clear about the objectives of the project
including the criteria that must be used in evaluating the finished
product.
3. The design of the project must be carefully checked before the student
starts.
4. The materials must be carefully selected as to suitability and durability
to avoid wastage.
5. There should ne minimal supervision as soon as the construction is
going on.
6. Give recognition and simple awards for well-constructed projects to
add to student’s feeling of confidence and accomplishment.
7. Outstanding projects could be displayed to serve as models.
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 METACOGNITIVE APPROACH
 The prefix “ meta” means beyond. Therefore, a metacognitive
approach is an approach that goes beyond cognition. It 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.
 Research indicates that “ effective problem-solvers subvocalize; that
is they talk to themselves frequently.” (Orlich,1994) subvocalizing
includes constantly re-stating the situation, rechecking progress,
and evaluating whether one’s thinking is moving in an appropriate
discussion.
 Still another approach is to have our students identity what is
known in a situation or problem. From this they can suggest what
needs to be known and finally what steps are required to obtain the
information
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STRATEGIES
• Use your syllabus as a roadmap
• Summon your prior knowledge
• Think aloud
• Ask yourself questions
• Use writing
• Organize your thoughts
• Take notes from memory
• Review your exams
• Take a timeout
• Test yourself
• Figure out how you learn
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 CONSTRUCTIVIST APPROACH
Constructivists view learning as an active
process that results from self-constructed
meaning. A meaningful connection is
established between prior knowledge and
present learning activity.
The constructive approach is anchored on
the belief that every individual constructs
and reconstructs meanings depending on
past experiences. 32
 INSTRUCTIONAL CHARACTERISTICS
1. Teaching is not considered as merely transmitting knowledge and
information such as facts, concepts and principles but rather as providing
students with relevant experiences from which they can constructs their
own meaning.
2. Constructivism is anchored on the assumption that “ the absorption or
assimilation of knowledge is somewhat personal and therefore no two
learners can build up the same meaning out of one situation.”
3. The teacher’s role is to facilitate learning by providing opportunities for a
stimulating dialogue so that meanings could evolve and be constructed.
4. The instructional materials include learning activities and event rather
than fixed documents( laws, principle)that almost always are learned
unquestioned and simply recalled.
5. Lesson are activity-centered in order for them to experience or gain
personal knowledge through active involvement. Participation with
understanding enables them to “live through” a learning episode. 33
 GUIDELINES FOR ITS EFFECTIVE USE
1. Encourage students to take their own
initiative in undertaking a learning
activity.
2. Respect and accept the student’s own
ideas.
3. Ask the students to recall past
experiences , analyze and see a
connection with the new learning event.
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 REFLECTIVE TEACHING
Reflective teaching is anchored on the
ability of the teacher to guide students to
reflect their own experiences in order to
arrive at new understandings and
meanings.
According to Dewey, reflective teaching is
“ behavior which involves active, persistent
and careful consideration of any belief or
practice.” 35
 KEY CHARACTERISTICS OF
REFLECTIVE TEACHING
1. An ethic of caring
2. A constructivist approach
3. Tactful problem solving.

Guided by three effective ways:

4. Confirmation
5. Dialogue
6. Cooperative practice
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 GUIDELINES FOR ITS EFFECTIVE USE
1. Allocate sufficient time for reflection. It must be
considered in planning the learning activity
2. Schedule a short briefing activity so as to recapture the
experience and think about it.
3. The teacher serves as the facilitator and guide in
developing the skill in analyzing a past learning
experience.
4. Encourage the students to recount the experience to
others, thereby strengthening the insights gained.
5. Attend to feeling especially the positive and pleasant
ones.
6. Evaluate the experience in the light of the learner’s intent.
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STRATEGIES
1. Self-analysis
2. Writing Journals
3. Keeping a portfolio
4. Observation of student’s responses
5. Questions at the end of every lesson
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 COOPERATIVE LEARNING APPROACH
Cooperative learning approach makes use of a
classroom organization where students work in
groups or teams to help each other learn.

This approach evolved strategies and procedures

that can help small groups solve their own
problems and acquire information through
collective effort. The learning environment is
characterized by strong motivation and smooth
interpersonal interactions. 39
CHARACTERISTIC FEATURES
1. It has two important components, namely;
A cooperative incentive structure- one where
two or more individuals are interdependent for a
reward.
A cooperative task structure – a situation in
which two or more individual are allowed,
encouraged or required to work together on
some task, coordinating their efforts to complete
the task. 40
2. Students work in teams to tackle academic tasks.
3. Reward systems are group-oriented rather than
individually-oriented
4. The interactions within the group is controlled by
the members themselves.
5. Teams are made up of mixed abilities- high,
average and low abilities.
6. Each individual learner is accountable for his/her
learning.
7. The group reflects on and evaluates the group
process they underwent. 41
 GUIDELINES FOR ITS EFFECTIVE USE
1. Heterogeneous grouping wherein high, average and low achievers are
mixed in a group. It has been found out to affect the performance of
the group since the high achievers can tutor other member of the
group, thus raising the groups achievement level.
2. Make sure that the students exhibit the necessary social skills to work
cooperatively in group situations.
3. Arrange the furniture so that groups of students can sit facing each
other during sessions. Provide adequate space for ease and speed in
movement.
4. Provide adequate learning tools so as not to make others to wait at a
time they are needed.
5. Encourage students to assume responsibility for individual and group
learning by offering rewards for achievement.
6. Make sure each group understands the goals, procedures, tasks and
method of evaluation. 42
 ADVANTAGES OF COOPERATIVE LEARNING
1. Interdependent relationship is strengthened and
reinforced when group cooperation is rewarded.
2. Group work develops friendliness, willingness to assist
and the more worthwhile value of sharing and caring.
3. Cooperation in groups promotes maximum generation
and exchange of ideas, tolerance, and respect for other
people’s point of view.
4. Cooperative learning groups exhibit less competitive
behavior compared to whole-class teaching classrooms.
5. The group members gain skills of cooperation and
collaboration through experience.
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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.
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. 44
Tutoring arrangement may be in any of the
following:
A. Instructional tutoring
B. Same age tutoring
C. Monitorial tutoring
D. Structural tutoring
E. Semi-structured tutoring

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 INSTRUCTIONAL CHARACTERISTICS
1. The tutees receive individualized instruction. The tutees provide with their own
teacher. As such they are checked immediately for errors and misconception.
Likewise they are rewarded instantly for correct responses.
2. The tutees receive more instruction. They are afforded more contact hours by a
tutor.
3. Rapport between tutor and tutee may be readily established considering that
they belong more or less to the same age group.
4. The teacher is free at the same time to do other classroom chores while the
member are being handled by the tutors. They have more time to attend to
higher concerns such as the curriculum, lesson planning and etc.
5. This kind of arrangement reduces a large class into smaller working groups.
6. Discipline problem are lessened because there are more assistants looking after
small groups.
7. The spirit of cooperation, camaraderie and reciprocity are high-lightened.
8. The tutors to gain more since teaching is an excellent learning situation.
9. The tutors can likewise improve their own self-concept.
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 GUIDELINES FO ITS EFFECTIVE USE
1. Care in selecting the tutors to assist the rest must ne strictly
exercised. A domineering , all-knowing tutor might make the
members feel very inferior and less able.
2. The teacher must go around and observe how the members
of the groups are interacting with one another. She should
provide the necessary feedback that can further assist the
tutors.
3. Tap students who possess leadership qualities in addition to
being knowledgeable and older.
4. Explain well the benefits of this form of arrangement in order
to avoid possible resentment since both tutor and tutees are
classmates.
5. The tutor must confer with the teacher regarding the nature
and extent all assistance they are expected to provide. 47
6. Prepare both tutors and the tutees regarding the
role each will play in the teaching-learning situation in
order to avoid confusion.
7. Make sure the tutors exhibits teaching competence
as to the depth and breath of the subject.
8. The tutors must employ a variety of techniques un
“ reaching” the tutees since they are more alike in
taste, skills, and habits.
9. Instant evaluation by way of performance and oral
responses serve as feedback that can indicate
progress in the tutorial situation.
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 PARTNER LEARNING
 As the name of this method m implies,
this is learning with a partner. A students
chooses partner from among hi/her
classmates.
This may also mean assigning “ study
buddy”.( The teacher who is after the
learning of every students may assign the
“ study buddy”). Study buddies become
responsible for each other’s learning. 49
 GUIDELINES FOR ITS EFFECTIVE USE
1. To prevent your students from socializing
about unrelated topics, give them specific
amount of time ( say two minutes) ad a
specific prompt for discussion. n
2. Give your students less time than you think
they actually need. You may add more
seconds if necessary. It is better than to let
the let minutes drag on with your students
getting off task.
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APPRORIATE LEARNING ACTIVITIES IN THE
DIFFERENT PHASES OF THE LESSON

Introductory/ opening/ initiatory activities

The opening activities are supposed to
serve as starters, as unfreezing activities to
make the students feel at ease, to motivate
the students to participate and to set the
tone for the day. They are liken to “ preparing
the ground” before sowing or planting.
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 SOME EFFECTIVE OPENING ACTIVITIES
• KWL ( Know, want to Know, Learned)- what do your students
Know about the lesson? What do they Want to know?
• Video clip from a news story that relates to content
• Editorial from a current newspaper related to a lesson
posing a scientific problem and require students to
formulate a hypothesis or predict what’s going to happen
next
• Cartoon or iconic strip related to the topic
• Game
• Stimulation
• Puzzle, brain teaser
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• Mysterious scenario • Diagnostic test
• Skit, role playing
• Song followed by its
• Voting
analysis
• Rank ordering
• Picture without a caption
• Values continuum
• Quotable quote • Devil’s advocate
• Anecdote • Conflict story
• Compelling stories from • Brainstorming
history, literature related • Buzz session
to course content • Interactive computer
• Current events to games
introduce curricular topic • Question and answer
• Anticipation guide
 DEVELOPMENTAL ACTIVITIES
If you wish to reduce, if not wipe
out, clock-watchers in your classroom,
then don’t do the same things
everyday. Definitely, you want
engaged learners who are eager to
participate in your lesson. Then
observe variety in your activities.
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 Here are some activities in the
development of a lesson
For Data- Gathering
• Interview • Inviting resource
• Library research speakers
• Internet research • Field trip
• Experiment
• Reading
• Panel discussion
• Lecture- but don’t • Hands-on learning
abuse it • Case study
 For Organizing and Summarizing

• Using graphic organizers

• Jingles, rap and song
• Verses
• Acrostic
• Power point presentation
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For Application/ Creative activities
• Solving real-word problems (using skills and
information related to curriculum)
• Performance and demonstration of skill mastery
• Authentic projects ( created for a real purpose-
such as a model of a students store to be housed in
the cafeteria and run by student council)
• Portfolio’s of student’s best work and work in
progress
• Letters to the editor( school newspaper or local
newspaper)
• Power point presentation 57
• Brochures
• Writing and performing a song, rap or musical
• New report for a local news program
• Television talk shows
• Mock debates and mock trials
• Mock job interview
• Personal narratives
• Cartoons, comic strips
• Organizing a symposium
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 For concluding activities

The concluding part of the lesson is as

important as the opening and the central
parts. In fact, the last things that are said
and done are usually what are etched in
the minds and hearts of our students .

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 Here some activities that can help us end significantly
• Finish and review the KWL chart( L means I learned) make students
complete: I learned
• “Passport to leave”
• Journal writing at the end of the period
• Preview coming attractions: introduce a portion of the next day’s
lesson in the form of a preview or teaser
• Using analogies
• Synthesize or summarize the lesson
• Completing unfinished sentence- from this lesson, I learned that
• 3/2/1 countdown students finish the statements:
– 3 facts I learned today…….
– 2 ways I will use the information/skills I learned today
– 1 question I have…… 60
Thank you
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