Teaching
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This document discusses different approaches and methods to teaching. It defines teaching approach, strategy, method, and technique, with approach being the broadest, informing strategies, and techniques being specific practices. Example approaches discussed include teacher-centered, learner-centered, and constructivist. Direct/expository approaches include lecture and demonstration, while indirect/guided approaches involve inquiry-based learning through methods like problem-solving and projects. Cooperative learning is also covered.
Teaching
- 1. Unit III-Chapter 4 Different Approaches and Methods “A thousand teachers, a thousand methods.” - Chinese Proverb - Teaching approach, Strategy, Method and Technique Teaching Approach is a set of principles, beliefs or ideas about the nature of learning which is translated into the classroom. Teaching Strategy is a long term plan of action designed to achieve a particular goal. Teaching Method is a systematic way of doing something. Teaching Technique is a well-defined procedure used to accomplish a specific activity or task. The relationship among these four: Approach Strategy Method Technique An approach gives rise to a strategy which may use more than one method of teaching. One teaching method maybe employed differently by two different teachers whose teaching style may lead to the use of different techniques. Technique has something to do with teacher’s personal style of teaching. Examples of teaching Approaches Teacher-centered Learner-centered Subject matter-centered Learner-centered Teacher-dominated Interactive “Banking” approach Disciplinal Constructivist Integrated Individualistic Indirect, guided Collaborative Direct
- 2. Examples of Teaching Approaches Teacher-centered- the teacher perceived to be the only reliable source of information. Learner-centered- premised on the belief that the learner is also an important resource. Subject-matter- gains primacy over the learner. Teacher-dominated- the teacher does what he/she planned without necessarily considering learner’s interest, concern and situation. Interactive- more student talk and less teacher talk. Constructivist- students are expected to construct knowledge and meaning out of what they are taught by connecting them to prior experience. Banking- teacher deposits knowledge into the empty minds of students for students to commit to memory. Disciplinal- limits the teacher to discussing his/her lessons within the boundary of his/her subject. Integrated- makes the teacher connects what he/she teaches to the other lessons of the same subject or connects lessons with other subjects thus making his/her approach interdisciplinary and multidisciplinary. Collaborative- welcomes group work, teamwork, partnerships and group discussion. Individualistic- wants individual students working by themselves. Direct-teacher directly tells or shows or demonstrates what is to taught while in the guided approach. Indirect/guided- the teacher facilitates the learning process by allowing the learner to be engaged in the learning process with his/her guidance. Other teaching Approaches cited in education literature are: 1. Research-based-teaching and learning are anchored on research findings. 2. Whole-child-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. 3. Metacognitive-the teaching process brings the learner to the process of thinking about thinking. 4. Problem-based-time is spent on analyzing and solving problems. Approaches vary in the degree of teacher and learner engagement, focus, number of learners involved in the teaching-learning process. Engagement Teacher Subject Matter Learner Focus Learner Number Individual Group
- 3. On the basis of student and teacher involvement, these approaches are categorized as DIRECT/EXPOSITORY and GUIDED/EXPLORATORY. Direct/Expository Approach 1. Direct Instruction/Lecture Method Direct instruction is aimed at helping students acquire procedural knowledge which is knowledge exercised in the performance of some task. 2. Demonstration Method The teacher or an assigned student or group shows how a process is done while the students become observers. Indirect/Guided/Exploratory Approach Indirect instruction 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: INQUIRY/DISCOVERY METHOD, PROBLEM-SOLVING and PROJECT METHOD. 1. Inquiry Method-sometimes termed “discovery,” “heuristic” and “problemsolving” is defined simply as a teaching method which is “modeled after the processes of scientists.” 2. Problem Solving Method Problem solving is a teaching strategy that employs the scientific method in searching for information. The five basic steps of the 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. 3. Project Method Learners solve a practical problem over a period of several days or weeks. 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. 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 basis upon which skills in democratic procedures and collaborations are developed. This evolved strategies and procedures that can help small groups solve their own problems. The learning environment is characterized by strong motivation and smooth interpersonal interactions.