Rosalie V.

Parambita BSEd- Math 4A

Topic: Different Methods and Approaches in Teaching

1. DIRECT DEMONSTRATION METHOD

Direct instruction is the use of straightforward, explicit teaching techniques,
usually to teach a specific skill. It is a teacher-directed method, meaning that the
teacher stands in front of a classroom and presents the information.
Direct teaching strategies are instructional approaches in which the teacher
structures lessons in a straightforward, sequential manner. The teacher is clearly in
control of the content or skill to be learned and the pace and rhythm of the lesson.

Direct demonstration Methods:

Guided Exploratory/ Discovery Approach

Exploratory learning is based on constructivist theories of learning and
teaching.
Discovery learning is where there is student interaction in the world
through the exploration and manipulation of objects, wresting with questions
and controversies, or performance experiments. Discovery learning is a powerful
instructional approach that guides and motivates learners to explore information
and concepts in order to construct new ideas, identify new relationships, and
create new models of thinking and behavior.

Inquiry Method
The inquiry method sometimes termed discovery, heuristic and a
problem solving is defined simply as a teaching method which is modeled
after the investigative processes of scientists. It puts premium in obtaining
information through direct experiences. Some authors use the terms inquiry and
discovery approach interchangeably. Both require the use of investigative
processes.
The core of inquiry method is a spontaneous and self- directed
exploration. 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. There are three steps in the
inquiry method, first define the topic or introduce the question, second guide
students plan where and how to gather data, information. They may research on
 the topic or question by viewing, constructing, reading, designing an experiment,
recording observation and interviewing experts. Third, students present findings
through graph, charts, power point presentation, models and writing

Problem- based Learning

It is the learning that results from the process of working toward the
understanding of the resolution of a problem. This is also known a project- based
learning or placed- based learning. In problem based learning, students tackle a
local problem. According to Chard (1998), planning project- based curriculum
involves three steps:
1. Teachers and students select a topic of study based on student interests,
curriculum standards, and local resources.
2. The teacher finds out what the students already know and helps them
generate questions to explore. The teacher also provides resources for
students and opportunities to work in the field.
3. Students share their work with others in culminating activity. Students
display the results of their exploration and review and evaluate the
project.

Project Method
In the project method learners solve a practical problem over a period of
several days or weeks. It may involve organizing a fund raising campaign for the
flood victims, doing an advocacy for breastfeeding or publishing a class
newspaper. The projects may be suggested by the teacher, but they are planned
and executed as far as possible by the students themselves, individually or in
groups. Project work focuses on applying, not imparting, specific knowledge or
skills, and on improving student involvement and motivation in order to foster
independent thinking, self-confidence, and social responsibility.
The project method is a teaching that requires the students to present in
concrete form the results of information gathered about a concept, principle or
innovation. The data can be presented in a form of model, a dramatization or
any visual illustration. The design will show an application of how the principle
works. It is sometimes referred to as self- directed study. It can be assignment
agreed upon by both teacher and students. The project maybe a task or a
product. There are some advantages of project method; it is a teaching method
that emphasizes learning by doing, constructing projects develops the
students manipulative skills, it instills the values of initiative, industry and
creative, it develops the spirit of cooperation and sharing of ideas if it is a group
project, it can be employed among students who are weak in oral
 communications. The finished product can serve as evidence of learning
achieved and may more.

2. COOPERATIVE LEARNING
Cooperative learning 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 basic upon which skills in democratic procedures and
collaborations developed. 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.

Cooperative learning Approaches:

Peer Tutoring
Peer tutoring is commonly employed when the teacher requite the older,
brighter and more cooperative member of the class to tutor (coach, tech,
instruct) other classmates. This is based on the rationale that the former is
better equipped than others. This is due to their closeness in age, skills, study
habits and even learning styles. Tutoring arrangement may be in any of the
following:
a) Instructional tutoring. Older students help younger ones on one-to-one
or one-to- a group basis. They choose the way the lessons are presented.
This is practiced when there is a big difference between the tutor and the
tutee.
b) Same age tutoring. This arrangement works well with children who can
act as an interactive pairs, i.e., more able ones to assist the less able.
They can read to each other and discuss.
c) Monitorial tutoring. The class may be divided into groups and monitors
are assigned to lead each group. This frees the teacher from whole class
monitoring to attend to others while the assigned tutor monitors and
supervised the rest.
d) Structural tutoring. Here a definite procedure is followed. Highly
structured tutoring is administered by trained tutors.
e) Semi- structured tutoring. This is a combination of unstructured and
structured where the tutors guide her/his tutee through a carefully-
planned learning guide but is free to modify it according to the tutees
own interest and skills.
 Learning Action cells
Learning Action Cell is a group of teachers who engage in collaborative
learning sessions to solve shared challenges encountered in the school
facilitated by the school head or a designated LAC Leader.

Think Pair Share

Think-pair-share (TPS) is a collaborative learning strategy in which
students work together to solve a problem or answer a question about an
assigned reading. This technique requires students to (1) think individually about
a topic or answer to a question; and (2) share ideas with classmates. Discussing
an answer with a partner serves to maximize participation, focus attention and
engage students in comprehending the reading material.

3. DEDUCTIVE VERSUS INDUCTIVE METHOD

Deductive Method
In deductive method, the teacher tells or shows directly what he/she wants to
teach. This is also referred to us as direct instruction. The direct method and
demonstration method are fall in here. The deductive approach is a teacher- dominated.
Teacher begin with abstract rule, generalization, principle and ends with specific
examples and concrete details.

Inductive Method
This is the opposite of deductive method. This is also called indirect instruction.
The inquiry method, problem solving method, and project method are falls in here. In
the inductive method, teachers begin with giving specific examples and concrete details
and end up with generalization. The learners are more engaged I the teaching-learning
process.

Deductive or Inductive Approaches:

Project Teaching
The Project Approach refers to a set of teaching strategies that enable
teachers to guide students through in-depth studies of real-world topics.
Projects have a complex but flexible framework within which teaching and
learning are seen as interactive processes. When teachers implement the
Approach successfully, students feel highly motivated and actively involved in
their own learning, leading them to produce high-quality work and to grow as
individuals and collaborators.
 A project, by definition, is an in-depth investigation of a real-world topic
worthy of a students attention and effort. The study may be carried out with an
entire class or with small groups of studentsmost often at the preschool,
elementary, and middle school levels. Projects typically do not constitute the
whole educational program; instead, teachers use them alongside systematic
instruction and as a means of achieving curricular goals.

Inquiry-based Learning
Inquiry-based learning is an approach to teaching and learning that
places students questions, ideas and observations at the centre of the learning
experience. Educators play an active role throughout the process by establishing
a culture where ideas are respectfully challenged, tested, redefined and viewed
as improvable, moving children from a position of wondering to a position of
enacted understanding and further questioning (Scardamalia, 2002). Underlying
this approach is the idea that both educators and students share responsibility
for learning
For students, the process often involves open-ended investigations into a
question or a problem, requiring them to engage in evidence-based reasoning
and creative problem-solving, as well as problem finding. For educators, the
process is about being responsive to the students learning needs, and most
importantly, knowing when and how to introduce students to ideas that will
move them forward in their inquiry. Together, educators and students co-author
the learning experience, accepting mutual responsibility for planning,
assessment for learning and the advancement of individual as well as class-wide
understanding of personally meaningful content and ideas (Fielding, 2012).
Although inquiry-based learning is a pedagogical mindset that can
pervade school and classroom life (Natural Curiosity, p. 7, 2011), and can be seen
across a variety of contexts, an inquiry stance does not stand in the way of other
forms of effective teaching and learning. Inquiry-based learning concerns itself
with the creative approach of combining the best approaches to instruction,
including explicit instruction and small-group and guided learning, in an attempt
to build on students interests and ideas, ultimately moving students forward in
their paths of intellectual curiosity and understanding.

4. OTHER APPROACHES:

Blended Learning
Blended learning is learning that is facilitated by the effective
combination of different modes of delivery, models of teaching and styles of
 learning, and is based on transparent communication amongst all parties
involved with a course.
This is also described as integrative learning hybrid learning, multi-
method learning it combines classroom learning, mobile learning, an on-line
learning.
Reflective Teaching
Students/teachers learn through an analysis and evaluation of past
experiences. Without analysis, no new learning and ideas can be constructed.
Through reflection, the students/ teachers experience acquire meaning, hence
she/he is able to formulate his/her own concepts that can be applied to new
learning situations. The following are the strategies of reflective teaching:

1. Self-analysis
A reflective student/,teacher is able to keep a record of his/ her
success or failure in employing a strategy, problems and issues
confronted, and significance of learning events that occurred. Writing
them can help in analyzing and clarifying important aspects that are
contributory to future decisions towards effective learning.
2. Writing journals
A journal entry includes: a) a description of a teaching/learning
events b) outcomes of the events, c) value or worthiness of the
outcomes, and d) causes of success of failures. A journal reveals feelings
about the days activities including what could have enhanced or
inhibited their learning.
For a student, she/he asked to enter into his/her daily journals his
own self-analysis
3. Keeping a portfolio
A portfolio is very personal documents which includes frank,
honest and on-the spot account of experiences. It includes a students
first hand observations and personal knowledge that will be needed in
analyzing changes in values being developed. Instant thought and
reactions can be recorded in a log book for future recall and study.
Integrated Learning
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.
The integrated approach is intradisciplinary, interdisciplinary, and
transdisciplinary. In an integrated approach, there are no walls that clearly
separate one subject from the rest.
 An intradisciplinary approach is observed when teachers integrate the
subdisciplines within a subject areas. Integrating listening, reading, writing,
speaking and viewing in language arts is a common example. Math teaching
integrates number and number sense, patterns and algebra, geometry and
probability in the same way that Araling Panlipunan teachers integrate history,
geography, sociology, economics and government. Science in k-12 curriculum
integrates biology, chemistry, physics, and earth science.
Interdisciplinary teaching is done when I teach science concepts in
teaching reading skills in language and when I teach concept in Araling
Panlipunan in teaching reading and writing skills in Filipino. This is what we call
content-based instruction (CBI). Interdisciplinary teaching takes place when in
Araling Panlipunan you also teach research skills, critical thinking skills and all
other scientific skills such hypothesizing, data gathering, data analysis and
interpretation, drawing conclusion.
Outcomes-based Approach
Outcome-based approach is simply an approach to programme and
course design, teaching and learning that is focused on what the students are
expected to learn and do (rather than on what the teacher expects to teach). The
focus is on explicit statements of what students will be able to do at the end of a
programme or course with clear statements of learning Outcomes, Teaching and
Learning Activities (how students will learn) and Assessment Procedures and
Standards (how we will know the students have achieved the desired outcome).
OBA courses and Programmes are designed to better inform the students of
what and how they will learn; this has been shown to lead to higher quality
learning outcomes.
Cone of learning