TYPES OF DISCOVERY APPROACH

1. GUIDED DISCOVERY - the teacher tries to

CHAPTER 6
(IMPROVED INSTRUCTIONAL PRACTICES) draw out from his pupils a certain bit of
information through properly organize
questions leading them to the eventual
A. DISCOVERY APPROACH
discovery of particular concepts or
principles.
- Inductive Method of guiding pupils to
2. PURE DISCOVERY - the pupils are
discuss and organize ideas and processes
expected to arrive at certain concepts and
by themselves.
principles completely by themselves.
- Helping them use ideas already acquired
as a means of discovering new ideas.
GUIDELINES IN THE USE OF DISCOVERY
- The process by which the children under
APPROACH
subtle direction go through the logical
1. Well Planned Structured Instructional
process of observation, comparison, and
Strategy
abstraction, generalization, and application
2. Teacher give clues and hints but should
(Lardizabal et al.).
not answer questions
3. The Teacher should not expect pupils to
Other information: Discovery Approach
find out for themselves.
encourages pupils to build on past
experiences and knowledge, use their
intuition, imagination, and creativity, and
B. CONCEPTUAL APPROACH
search for new information to discover facts,
correlations, and new truths.
- choosing and defining the concept of a
certain discipline to be taught through the
DEFINITION GIVEN BY OTHER AUTHORS
use of big or pervasive ideas as against the
1. It stresses the learning of concepts,
traditional practice of determining content
theories, principles, and content through
by isolated topics (Dr. Liceea Soriano).
discovery rather than rote memorization
- the emphasis is not on the content per se
(Anderson, 1969)
but on the big ideas that pervade the
subject.
2. It is not only the act of finding out
- It is more of a viewpoint of how facts and
something unknown before mankind but
topics of a discipline should be dealt with us
also includes all forms of obtaining
(Garcia, 1989)
knowledge for oneself by the use of one’s
- categorizing from simple to complex level
own mind (Rowe, 1973)
- It involves more data collection usually
through research while the discovery
approach actively involves students to
undertake experimental and investigative
work.

HIERARCHY OF COGNITION

notice that the flow of ideas from the facts

up to the conceptual scheme is from simple
to complex, allowing students to organize
their thoughts from bits of information to a
larger cognitive level. Students should be IV. MATHEMATICS
given lots of information to read, listen and A. Basic Skills
write to expose them as possible and let B. Complex Skills - solving the problem
them categorize information.
V. PHYSICAL EDUCATION
A. Gymnastics
B. Organized Games and Relay Skills
C. Rhythmic Skills
D. Body Mechanics
E. Locomotor Skills

D. INQUIRY APPROACH

- The search of truth, information, or

knowledge. It pertains to research and
investigation and to seeking for information
by asking questions (Kilnkmann, 1970).
- It is also a search for the solution to a
C. PROCESS APPROACH problem through an exploration and
evaluation of alternatives (Suchman, 1964).
- Knowledge is used as a means to develop - This approach can either be inductive or
student’s learning skills. deductive.
- Students are actively engaged in the
INDUCTIVE DEDUCTIVE
activities so the competencies needed in
the subject could eventually be acquired by if the teacher when through a set
them. provides the of questions
students with presented, the
3 MAJOR POINTS IN PROCESS APPROACH background students are able to
1. A corresponding de-emphasis on the information at the come up with
subject content. beginning. certain ideas of
2. What is taught to the students must be their own which are
functional and not theoretical also, be done after open for further
3. It must consider human intellectual through discovery investigation.
development.

LEARNING SKILLS IN SELECTED SUBJECTS

I. SOCIAL STUDIES E. UNIFIED APPROACH
A. Thinking Skills
B. Academic Skills - defined as means of treating relationships
C. Social Skills that exist among the significant components
making up a given body of knowledge.
II. SCIENCE - simply means that the teacher does not
A. Basic Skills - observing, classifying, treat each concept as “an isolated island
measuring, using numbers by itself,” but rather he relates the previously
B. Integrated Skills - interpreting data, learned concept with the new concept until
experimenting finally, the students are able to see the
interrelationships among the various
III. LANGUAGE (English and Filipino) concepts that serve as the “mainstays” or
A. Speaking the “cognitive pillars” of an academic
B. Listening subject
C. Reading
D. Writing

FEATURES OF UNIFIED APPROACH

1. It is highly cognitive. Two kinds of response
2. It leads students towards insightful and a. Linear- require the student to think or
meaningful learning. recall his/her response.
3. It is holistic in treatment. b. Branching- It is a multiple-choice
4. It requires a teacher to prevent its subject question requiring only recognition of
matter in an entirely different manner. the correct response

GUIDELINES IN THE USE OF THE UNIFIED 2. Programmed materials are

APPROACH self-instructional
1. Restructure the presentation of the Student direct their learning activity by
subject matter to show the needed themselves with the least interference from
interrelationship their teacher
2. Recall the previous lesson and link it up
with the present one. 3. This type of instruction is highly
3. Include relevant points only. individualized
4. Start with the most fundamental concepts Fast, bright students are expected to cover
in presenting the relationship. much more than low students.

4. It requires the so-called

criterion-referenced type of evaluation and
not the norm-referenced type
This mode of instruction has set a minimum
requirement.

5. . It requires the teacher to play three

distinct rules in today’s school (Director,
analyst, and tutor)
another vital role of the teacher here is
being Consultant
F. PROGRAMMED INSTRUCTION
6. It is not complete instruction by itself
- self-pacing method has a rightful place Discussion may occur between the
- is an instruction in which the self-pacing instructor and the student.
method has a rightful place. A system of
teaching and learning within which the 7. Programmed instruction requires a lot of
subject matter is broken down into small materials
discrete steps and carefully organized into a Programmed textbook
logical sequence that can be learned Audio and videotapes
readily by the students (Morris Bigge, 1982). Live television films
- auto-instructional approach to teaching Selected reference reading from the school
which is changing the role of the classroom library should be at the disposal of the
teacher. teacher

Specifically described the method as

follows: G. MODULAR INSTRUCTION
1. Programming itself is the writing of
sequential steps structured so as to bring - Modules as instructional materials have
about a learning experience. concretized pretty well the principle of
Each programmed lesson consists of frames individual differences, allowing each
Since the correct response accompanies student to proceed at his own pace.
each frame, the student is provided with - a module is a self-contained and
reinforcement when he answers correctly by independent unit of instruction with a
the reward of knowing he is right. Remedial primary focus on a few well-defined
reinforcement provided when the response objectives. The substance of a module
is incorrect. consists of materials and instructions needed
to accomplish these objectives (Darrel on how to guide students successfully
Murray) through studying
- A module is a set of learning opportunities
systematically organized around a
well-defined topic, which contains the H. TEAM TEACHING
elements of instructions.
According to the LArdizabel, et. al., team
COMPONENTS OF A MODULE teaching is an approach that involves two
1. TITLE. should be briefly, comprehensively, or more teachers who work cooperatively
and interestingly stated. with the same group of students for some
2. TARGET POPULATION. this specifies the period of time. Another term is team
level and the kind of students to which the teaching can be defined as a group of two
module is directed or more teachers working together to plan,
3. OVERVIEW. It gives the students a conduct and evaluate the learning
bird’s-eye view of the topic being covered activities for the same group of learners.
by the module.
4. OBJECTIVES. The students should know Examples: Teacher have been allowed to
exactly what is expected of them in going exchange classes or to exchange teaching
through the module in terms of learning tasks; Teachers also combined their classes
objectives. with those of other in specific subjects such
5. INSTRUCTIONS TO THE LEARNERS. since the as music, dramatic performances, athletics,
module is self-contained, students are and allied activities; the older teachers in a
expected to carry out the suggested school voluntarily assist a new teacher or the
activities, answer specific questions, assistance of the latter request from the
accomplish sheet assignments, and other other.
related activities by themselves. To enable
them to do so, they are to be given The rationale for Adopting a team teaching
instructions that should be worded following 1. It allows the more competent teachers to
qualities like clarity, brevity, simplicity, and assume leadership in the team.
specificity. 2. Teachers are stimulated to do better
6. ENTRY BEHAVIOR AND PREREQUISITE SKILLS. teaching through close association with
Specifies what entry behavior includes the other members of the team, through
prerequisite knowledge, attitudes, or skills discussion, and working out problems with
that are needed to enable the learner to their colleagues
use it successfully. 3. Students benefit from exposure to a
7. PRE-TEST. a test given to determine if variety of points of view and teacher
students are sufficiently prepared to begin a personalities.
new course of study. 4. Teaching techniques that require more
8. PRE-TEST FEEDBACK AND EVALUATION. to elaborate preparation and administration
determine whether his answer to every item like films and transparencies can be utilized
in the pretest is correct or not better because more time is given to the
9. LEARNING ACTIVITIES (heart of the teachers in advance for preparation and
module). Specifying the different activities planning
that the student must undertake in order to 5. The teacher is freed from routine tasks,
achieve the specific learning objectives. especially when non-professional assistants
10. POST-TEST. posttest is conducted just are employed to take care of the teacher’s
after completion of the course to determine duties like roll call, correction of papers,
what the students have learned grading, etc.
11. POST-TEST FEEDBACK AND EVALUATION. 6. Team teaching is applicable to every
just like the pre-test feedback, it serves as discipline.
the key to correction and provides the 7. It is suitable for almost any kind of
grade equivalents of the different scores situation.
obtained by the students
12. TEACHER’S MANUAL OR GUIDE. contains There are several limitations of team
the step by step instructions and lesson plans teaching, includes:
 1. Time - planning, recording, and
evaluation need time, and teachers
have to put in extra time for projects
2. Space and Facilities - the program
needs a lecture room, overhead
projectors, sound system, larger
space for projects
3. The young and inexperienced
teacher may be given enough time
to learn from his mistakes, to try out
his own ideas

GLOSSARY OF TEACHING METHODOLOGIES