Edu 3103 Learning and the Learner

Week 10

1. Definition, Types and Principles of teaching approaches - Inductive, Deductive, Integrative, Eclectic - Thematic 2. Definition, Types & Principles of teaching strategies - Teacher-centred - Pupil - centred - Resource-based - Task/Activity-based

Teaching Frame
There

are 4 levels namely models, approaches, strategies, methods and techniques

Methods & techniques

strategies

approach

models

Teaching models
Frames

or guides that can be made as a point to explain the teaching and learning processes that are carried in a classroom

Teaching Approach
A

set of assumptions based on teaching models, theories or principles which are to be implemented for a class lesson with the aim to achieve the predetermined objectives

Teaching strategy
Wisdom

to choose a teaching approach as well as the competency in organizing teaching methods and techniques for the implementation of a lesson based on a predetermined teaching and learning objectives

Teaching methods
An

organization and application of teaching technique, teaching materials, teaching aids and supplementary materials by the teacher with the aim of achieving the teaching and learning objective

Inductive Approach

Normally involves the activity of collecting, analyzing and interpreting information grouped together and then arrives at a certain concept or generalization A teacher usually begins the lesson by introducing a few specific examples that contain common attributes or characteristics. Based on the examples given, students are guided to study, analyze, interpret and to abstract the common characteristics contained in each of the specific examples and then derive a certain concept or generalization

 B.

Seaton (1982): A mental process whereby a student observes certain events to come up with a generalization.
Derive generalization, concept, principles, law

Specific examples

To observe, study, ascertain, interpret

Gold fish, tadpole, shark

Use gills to breathe

Fish and other creatures live in water use Gills to breathe

Principles of Inductive Teaching

Examples

must be relevant and suitable Teacher guides students to draw conclusion. Teacher gives opportunity to students to observe and analyze the examples so that making generalization takes place

Principles of Inductive Teaching

Teacher

plans teaching activities that incorporate specific examples to make generalization or conclusion.

 Application:

In Science (Magnet) Students are given a heap of materials (paper clips, eraser, plastic button, nails, money, pencil, thumb tacks, plastic ruler and metal ruler)

 Students

are given magnet and do experiment which material will be attracted to the magnet. After the activity, students and teacher discuss on characteristics of the materials that are attracted to the magnet. Finally, students are asked to draw conclusion in sentences about their experiment Student will draw conclusion that magnet will attract materials made from metal Teacher finishes the lesson by emphasizing the generalization made in a graphic or visual presentation The graphics and conclusion will help student to focus on the lesson

Deductive Approach
Formation

of concept using deductive approach begins with the concept that are already acquired to produce a new concept by means of logical reasoning This approach is also used to obtain new formula, principle, conclusion or generalization based on formulae, principles, laws, theorems or rules which have been learned In teaching, the DA begins using one or several formulae, principles, laws or theorems to comprehend, interpret or solve certain specific but related problems

 Deductive

method is a complex teaching method because students need to have a profound understanding and sufficient knowledge as well as the ability to select the relevant formulae, principles, laws, theorems or rules which have been learned so as to apply them on the specific examples.

Formulae, principles or rules which have been learned

Application of formulae, principles, theorems or rules

Deductive method To derive new formulae, principles , theorems or rules

Area of rectangle= l x b

Area of half of rectangle = l x b 2

Area of triangle =1/2 x l x b

 Using

the example of magnet, the teacher will tell that magnet can attract certain objects i.e. metal Teacher will explain the concept of attraction and pose the question : Will magnet attract pencil? Discussion will be done with some experiments whereby teacher gives students a magnet and ask them whether objects in the classroom are attracted to the magnet At the end of the discussion, teacher and students draw conclusion that magnet only attracts metal object based on the experiment and examples in the classroom

Eclectic Approach
This

approach is basically an alternative combination of inductive and deductive approaches used for formation of concepts, principles, theorems, laws, formulas or theories Suitable for the classroom with students of mixed abilities where at times, inductive approach works and deductive at other times

 E.g.

Teacher starts with examples followed by generalization. Teacher can end the lesson by giving examples to consolidate laws and generalization (Inductive). Or teacher can start with rules or generalization followed by examples and end by explaining about laws again (deductive)

 This

approach is commonly used in teaching Mathematics and Science where both approaches are used alternatively to form concepts, principles, theorems, laws or formulae which are to be used for application in problem-solvings

 Mathematics

Inductive 2x3=6 3x2=6 4x5=20 10x5=5x10 5x4=20

deductive

application
axb=bxa

 Science

Inductive Fish Cat Bird Animals Dog with backbone (vertebrate)

Deductive Application

duck hen goat cow

Integrated Learning
Phase

Phase
Phase Phase Phase

1: 2: 3: 4: 5:

Describing Comparing Explaining Hypothesis Making generalization

 Integration

means fusion or combination of skills or contents from one or more than one subjects into another subject In the Primary School Integrated Curriculum (KBSR), teaching is done in integration of several skills Example: Students are taught through the integration of 4 skills i.e. reading, writing, speaking and listening; content knowledge from certain topic can be integrated into another subject during the process of learning

Reading skill Read & understand a Mathematical problems

Writing skill Write down the solution steps

Counting skill Calculate the answer

Verbal skill Explain verbally the answer obtained

Language skills

Mathematic skills

Thematic approach
Teaching

using theme Theme is broken into smaller components Enable students to analyze, make generalization and apply knowledge Enable students to combine many facts under one theme Enable students to have different experience from different situation

 1. 2.

3.
4. 5.

Purpose of thematic approach: Strategy is students centered Based on theme Students active involvement in thematic teaching Cohesiveness Skill activities are combined to increase students potential


1.

2.
3. 4. 5. 6.

Principles of thematic approach Theme chosen must be suitable to the interest , ability and experience of students Theme should be related to daily life of students Theme should have wide scope and covers various fields The sequence of theme is in order/systematic Activities based on theme covers different fields in curriculum Development of theme should ignite ideas


1.

2.
3. 4.

Steps in implementation of Thematic approach Choose 1 theme Build plan network Choose materials Plan activities

Teaching & Learning Strategies

Teachers

centered Students centered Resource centered Tasks@ activates centered

Teachers Centered Strategy

Teacher

controls all the teaching and learning activities in the classroom Teaching is based on expository teaching model Methods of teaching: whole-class teaching, demonstration, lecture, story telling Teacher talks a lot; students sit quietly and listen a lot


1.

2.
3.

4.
5.

Characteristics of Teacher-Centered Strategy: Teacher plays primary and active role; students play passive role as listeners or audience One-way interaction and communication between teacher and students Autocratic teaching style Teaching strategies planned according to teaching objectives only Emphasize only on the learning of subject matter and skills rather than to foster noble values or socio-emotional development

6. Emphasize on the pupils achievement in tests and examination 7. Passive interaction with very limited social interaction and communication among pupils 8. Emphasize on the whole class organization, adopt whole class teaching method and ignore individual differences 9 Pupils become less creative and are not encouraged to take their own initiative to learn

Pupil-Centred Strategy
Students

process Pupils are encouraged to take active part in learning; teacher plays a facilitating role and guide the pupils to learn either individually or in small group Most of the learning time will be allotted for pupils activities Methods of teaching are individual learning, group activity, inquiry discovery, discussion, brainstorming, simulation, role play and problem solving

play a primary role in the learning

 1.

2.

3.

4. 5.

Characteristics of Pupil-Centered Strategy Students primary role in the learning process; teacher as facilitator guiding students to learn either individually or in small group Interaction and communication process between teacher and students is two-way i.e. teacher applies facilitating techniques to guide pupils to response Teacher practices democratic reaching style and pupils are encouraged to air their opinion thorough discussion Emphasize on the achievement on the learning objectives of the pupils Emphasize on the overall development of students potentials

6. Emphasize on the formative test to ascertain pupils weaknesses in learning 7. Interaction process among students are many to foster social skills and noble values 8. It places importance in carrying out students activities in small groups 9. Emphasizes on the organization of group activities according to individual difference 10. People tend to be more innovative and creative and take their own initiative to learn

Material-Centered Strategy
Emphasize

the use of teaching and learning materials during the teaching and learning process Teaching materials used as teaching aids are chart, maps, specimens, model, film slides, radio, tape recorder, projector, television, video and computers. Teacher are able to present the lesson effectively and in an intersecting manner

 Learning

materials are material used by students such as text book, work sheets, printed materials, modules, laboratory apparatus and computer Teaching methods: audio-visual method using tape recorder, projector, television and video, programme instructional teaching using computer and software and modular teaching using printed materials; experiential methods using laboratory apparatus; inquiry-discovery using science apparatus, demonstration using charts, diagram

 Applications

of materials-centered strategy involve teacher-centered strategy. E.g. a teacher may use teaching aids to demonstrate or explain a certain teaching activity Some of the applications of material-centered strategy involve students-centered strategy. E.g. when using teaching methods such as inquiry-discovery, problem solving or project methods, pupils need to use learning materials to perform, investigate and study to carry out their learning activities or assignments

 1.

2.

3.

Characteristics of Material-Centered Strategy Teacher and students need teaching and learning materials to optimize teaching and learning inside and outside the classroom Provide opportunity for interaction and communication among the teacher, students and teaching aids The skills of using teaching and learning aids play the primary role to achieve the pre-determined objectives

5. Emphasizes on the overall development of the pupils potentials, especially development of cognitive, physical, emotional and social aspects 6. With teaching aids, teachers will be able to present the lesson clearly, accurately and in an interesting manner 7. With learning aids, pupils will be able to develop their manipulative skills, and foster with positive attitude in group activities 8. This strategy provides opportunity for meaningful teaching and learning experiences, whereby abstract knowledge and skills are acquired through concrete practical expereices

Task-Based Strategy
Based

on learning activities that are planned by the teacher for pupils, to carry a certain task. As these learning activities required teaching and learning materials, it is closely related with material-centered strategy as well as pupilcentered strategy Teaching methods and activities under this taskbased strategy are role play, drama, project such as model making, discussion such as debate and brainstorming, and other assignment activities