Marikina Polytechnic College

Marikina, 1801 Metro Manila

Teaching
Techniques, Methods and
Approaches
● Time-Tested Methods
● Innovative and Improved
Instructional Practices

Submitted by: Submitted to:

Leader: Mrs. Remedios Capuno
Ma. Jane Gwen K. Besas Professor

Members: Principles and Methods

Ronnel Mirasol of Teaching
Ramilo Perez
Jason Ella
Jenie Maesa Jr.
Rosanna Pulido
Arlene Mae Vidal
(Group Six)
INTRODUCTION

Education has been one of the oldest institutions that has ever thrived the test of
time. It is certainly an indispensable component of the society since time immemorial.
Throughout the years, the world has kept on evolving because of education. More
knowledge and specifications are added to a certain course. Indeed, the future can be
considered unpredictable because of the endless possibilities the world of education
offers us.
However, while it is true that learning is the key for interminable innovations, a
certain issue still argues that Educational system itself has stopped improving. In some
parts of the world, the same curriculum is used for decades or even longer. Generations
have passed and the school system is still the same, which we consider a paradoxical
situation.
This report presents both worlds of the old-aged procedures of teaching, which
has been proven to be effective, as well as the enhanced techniques in carrying out
different lessons and handling variety of students. The reporters are challenged to
present the Time-Tested Methods of Teaching and the Innovative and Improved
Instructional Practices as an eye-opener to professional teachers, who aim to upgrade
their teaching style, as well as to the future teachers, who will soon join the army of
teaching force.

DEFINITION OF TERMS
• Device - is a “little method”, it is a teaching aid or a tool to facilitate instruction.

• Methods - the teacher’s procedure; an approach to instruction that has been

systematically described and that can be applicable to a number of subject
areas and teachers. (Webster Dictionary)

• Technique - refers to the art or skill of performance. (Lardizabal)

• Strategies - a planned means to achieve change; way of giving access (Dictionary

of Education)
 • Innovative- (of a product, idea, etc.) featuring new methods; advanced and
original. "innovative designs"

(of a person) introducing new ideas; original and creative in thinking

• Improved- make or become better.

• Instructional- Intended or used for teaching; educational; giving detailed

information about how something should be done or operated. "an

instructional manual"

• Practices- the actual application or use of an idea, belief, or method as opposed

to theories about such application or use.

METHODOLOGY/ METHODS

A technique is basically the method of doing something; hence a good and

effective teaching is shaped by a properly planned methodology. A teacher is always a
planner and future teachers should learn the proper way of planning out for the
appropriate styles. This section outlines the basic points a teacher should keep in mind
when preparing for an old-style or a modern type of teaching.

A. Importance
– A key to success in teaching
– It guides learning
B. Methods of Teaching & Methods of Learning
– Teaching and Learning are just two sides of the same coin
– Methods facilitate learning; there are different ways of learning, hence,
there should be different methods of teaching.
– Methods bridge the gap between the child and subject matter.
C. Factors that Determine Methods
1. The educational objective and the aim of the lesson.
2. Nature of the subject matter or the lesson
 3. The nature of the learners
4. School equipment and facilities
5. The teacher
D. Characteristics of a Good Method
– There is no single best method
1. It makes use of the principles of learning and permits the
operation of these principles.
2. It utilizes the principles of “learning of doing’.
3. It provides for individual differences.
4. It stimulates thinking and reasoning.
5. It provides for growth and development.

TIME-TESTED METHODS
The older generations have always shared that their classics will never be
outdated. They have stood foursquare on their arguments that things will surely stand
the test of time in all areas of a person’s life. In Education, some procedures are already
decades old, yet there are valid reasons why these methodologies are still being
practiced to date.

● Inductive Method
– A discovering method
Steps
• Preparation
• Presentation
• Comparison and abstraction
• Generalization
• Application
● Deductive Method
– From a generalization to specifics
Steps
 • Statement of the problem
• Generalization
• Inference
• Verification
●Type – Study Method
– An inductive procedure that examines one case only.
Steps
• Selection of the topic
• Appreciation and motivation
• Statement of typical case/model
• Study of details
• Comparison of details with the model
• Generalization

●The Problem Method

– It is the purposeful activity that will remove a difficulty or perplexity through
a process of reasoning.
Steps
• Recognition and statements of the problem
• Statement of hypothesis
• Critical evaluation of suggested solution
• Verification of accepted solution
●Laboratory
- Is a teaching procedure dealing with firsthand experiences regarding materials
or facts obtained from investigating or experimentation

- a set of first hand learning activities wherein the individual investigates a

problem, conducts experiments, observes, process or applies theories and
principles in simulated setting.

Steps

 Introductory Step – determination of the work to be done.

  Work Period – determine the length of the work period.
 Culminating Activities – Explaining the nature and importance of the
problem the group had worked on.
- Reporting data gathered or other findings.
- Presenting illustrative material or special contributions.
- Exhibiting various projects and explanation by their sponsors.

Advantages of laboratory method

o Learning by doing.
o Undergoing actual experience.
o It is a direct preparation for life.

Disadvantage of laboratory method

o Uneconomical way of learning

o Expensive apparatus.
o Loss of time occurs.

●Demonstration or Showing Method

- Demonstration is a learning activity which is performed by a teacher or students

while the rest become observers.

- A teacher does the experiment before the class

- Widely used to teach students on how to use equipment, materials (ex. Musical
instruments, laboratory apparatus, and others)

Steps (are the same as laboratory)

Introductory step, work period, and culminating activities.

● Morrizon Technique

- Often uses in the teaching of geography, history, government, economics.

 - It is considered the beginning of different kind of units and integrative
techniques.

Steps

 Explanation – The teacher, through questions or test or

discussions, may discover what previous knowledge or
experience the pupils have about the lesson.
 Presentation – The essential features are presented and
important points are emphasized.
o Teacher may use all available devices.
 Assimilation – The students learn and absorb what has
been presented by the teacher.
o On this step, the students should be taught how to
express answers in their own words.
o How to make use of maps, graphs, almanacs, etc.
 Organization - This step must be done without any reference
or other aids.
o The chance for students to develop logical thinking.
 Recitation – Different from daily recitation
o It may be done written, showing the students’ mastery
of the lesson.

●Lecture Method

- It is more of exposition

- It is a teaching method where the instructor acts as the primary information

giver.

- designed to help students learn organized bodies of knowledge.

Steps
  Plan an introduction to catch the students’ interest. (Ex. Raise
a question to be answered by the end of the lecture.
 Provide a brief general overview of the lecture’s content.
 Tell the students how you expect them to use the lecture
material.
 Define or explain unfamiliar terminology.

● Discussion Method

-To engage in an orderly verbal interchange and to express thoughts on a

particular subject

Goals of conducting discussion:

• Help students increase their confidence on sharing their own ideas

• Help students become more mature, self-guided, and interdependent

individual.

• Able to live and work with others in a cooperative, productive and

responsible way.

Types of Discussion:

• Panel Forum – is a specific format used in a meeting, conference or

convention. It is a live or virtual discussion about a specific topic amongst a
selected group of panelists who share differing perspectives in front of a
large audience.

• Symposium - is a public meeting about a topic in which people give

presentations. If your knitting club holds a symposium, various knitters will
give presentations about anything having to do with knitting.

• Debate - formal speeches made by two opposing teams.

• Round table conference

● Special Techniques
 Role-play - refers to activities where students simulate a scenario by assuming
specific roles.

Introducing the exercise:

- Provide them with the information you have already prepared about their
characters: the goals and background information

- Determine how many of your students have done role-playing before and
explain how it will work for the exercise.

- Outline your expectations of them as you would for any assignment and
stress what you expect them to learn in the lesson.

- If there is an inquiry element, suggest a general strategy for

research/problem solving.

- Why they are doing this in character? Why did you decide to make this a
role-playing exercise?

● Project Method

• It is a significant, practical unit of activity of a problematic nature planned and

carried to completion by the students in a natural manner and involving the use of
physical materials to complete the unit of experience.

• This teaching strategy should not be used as an independent teaching strategy

but as a supplementary teaching technique.

There are four basic elements of this teaching strategy which make it purposeful.
Spontaneity, Purpose, Significance and Interest or Motivation.

Types of Project Method

• Constructive – When learners have to construct some things related to

social life
 • Artistic – These projects are generally alloted in the aesthetic fields of life.
(Music, painting, drawing and art and culture.

• Problem-Solving – These projects are given to solve the problems related

to any life-situation or related to any subject.

• Group-Work – A team of students is assigned a work to be performed. (To

develop a garden in school)

●Case Study

-Presents specific situations or problems to stimulate discussion.

“What would you do in this situation?”

• A major advantage of teaching with case studies is that the students are actively
engaged in figuring out the principles by abstracting from the examples. This
develops their skills in:

- Problem solving

- Analytical tools, quantitative and/or qualitative, depending on the case.

- Decision making in complex situations.

- Coping with ambiguities.

• What is the issue?

• What is the goal of the analysis?

• What is the context of the problem?

• What key facts should be considered?

• What alternatives are available to the decision – maker?

• What would you recommend – and why?

●Buzz Sessions

– are activities in which learners are divided into small discussion groups. The
groups talk about assigned topics and then share their ideas with the others.

-when using the buzz session instructional strategy, the presenter should be
aware of the following advantages, disadvantages, and limitations of this
technique.

Advantages of the Buzz Session

1. It allows everyone’s ideas to be expressed.

2. Participants learn to work in real life situations where others’ opinions

are considered.

3. Because members are expressing opinions, it is good for dealing with

controversial subjects.

Disadvantages of the Buzz Session

1. It may not be effective for younger groups or groups that know each
other too well to take each other’s opinions seriously.

2. It can be time consuming when dealing with very large groups

Limitations of the Buzz Session

The group must be well prepared by the teacher in order to keep the group
on topic.

● Workshop

- opportunity to teach-learn from each other

- takes place in small groups

- combination of presentations, demonstrations

 - provides an opportunity to practice skills and receive feedback

Steps

Phase I : Pre Workshop

 Decide the objectives & purpose of workshop

 Select participants (availability, prior skills etc)

 Select venue (learning aids, seating, accessibility)

 Prepare the agenda

Phase II : Workshop

 Welcome everyone and have introductions

 Create opportunity for interaction

* Ice breakers

* Energizers

 Use different methods to demonstrate during the workshop

* Presentations

* Discussions

* Group Activity

Ice breakers

 Fun exercises to help participants interact

 Participants get to know each other

 Get to know the facilitator

 Participants become engaged in the workshop

 Should be time limited (recommended 10 minutes)

 Should be simple and easy to understand

 Energizers

 To be done to refresh energy of participants (post lunch or

before the start of a session)

 Brief activity to maintain the interest of participants

 Should be time limited (recommended 10 minutes)

Phase III : Post Workshop

 Obtain feedback from the participants

 Present certificates to the participants

 Prepare a report of the workshop

●Seminar

- are used by organizations and individuals as development and training

opportunities. The focus of a seminar typically center on a lecturer's presentation,
but a number of learning through discussion activities can be used to enhance the
learning experience. 

In organizing a seminar the following roles are performed:-

• Organizer

• President or Chairman

• Participant

• Observers

• Role of Organizer

Responsibilities of an organizer:
 • Plan and prepare the whole program of the seminar.

• Assign the parts of theme to different person

• He decides that who will be the speaker

Role of president

• Direct the whole program and keeps the discussion on the theme of
seminar

Role of speaker

• They prepare the topic thoroughly and Xerox copies of papers are
prepared and distributed among the participants before the
commencement of the topic so the participants should also prepare
themselves for the topic.

• The speaker should be ready to define the questions

Role of participants

• They should appreciate the performance of the speaker.

• They should be able to put questions and seek clarification

• There are 25 -30 participants in seminar.

Role of observer

• Some guest and observers are also invited to observe the activity.

Mini seminar: A seminar organized to discuss a topic in class is known as mini

seminar.

Main seminar: such seminars are organized in departmental level or institutional

level.

National seminar: it is organized by an association at national level.

 International seminar: such seminars are organized by UNESCO and other
international organizations.

Limitations of Seminar

• Seminar cannot be organized on all the content of subject matter.

• Technique cannot be used in all levels of education

INNOVATIVE AND IMPROVED INSTRUCTIONAL PRACTICES

After the thorough discussion on the time-tested methods of teaching, the

reporters aim to present some practices which have become a result of continuous
innovations of educators. Some of these practices are already adapted in some schools
both locally and abroad. However, to some educational institutions, particularly in the
Philippines, these practices are still needed to be introduced.

● Integrative Approach

- Integrative learning is a learning theory describing a movement toward

integrated lessons helping students make connections across curricula. This
higher education concept is distinct from the elementary and high school
"integrated curriculum" movement.
Integrative Learning comes in many varieties: connecting skills and knowledge
from multiple sources and experiences; applying skills and practices in various
 settings; utilizing diverse and even contradictory points of view; and,
understanding issues and positions contextually."
- An integrative teaching strategy is one in which an educator presents
interdisciplinary lessons that highlight connections between disciplines rather than
isolated facts and lectures.

- The integrative approach also refers to the infusion of a person's personality

and needs - integrating the affective, behavioural, cognitive, and physiological
systems within one person, as well as addressing social and spiritual aspects.

● Discovery Approach
-Discovery Learning was introduced by Jerome Bruner, and is a method of
Inquiry-Based Instruction. This popular theory encourages learners to build on
past experiences and knowledge, use their intuition, imagination and creativity,
and search for new information to discover facts, correlations and new truths.

-Discovery learning is a kind of teaching that is based on the student finding

things out for themselves, looking into problems, and asking questions.
Essentially, it's all about students coming to their own conclusions and asking
about things in their course that might not make particular sense. Obviously, as
soon as enquiries are made, they can learn new things.

The 5 Principles of Discovery Learning Model

 Principle 1: Problem Solving.

Instructors should guide and motivate learners to seek for solutions by
combining existing and newly acquired information and simplifying
knowledge. This way, learners are the driving force behind learning, take
an active role and establish broader applications for skills through
activities that encourage risks, problem-solving and probing.
 Principle 2: Learner Management.
Instructors should allow participants to work either alone or with others,
and learn at their own pace. This flexibility makes learning the exact
 opposite of a static sequencing of lessons and activities, relieves learners
from unnecessary stress, and makes them feel they own learning.
 Principle 3: Integrating and Connecting.
Instructors should teach learners how to combine prior knowledge with
new, and encourage them to connect to the real world. Familiar scenarios
become the basis of new information, encouraging learners to extend
what they know and invent something new.
 Principle 4: Information Analysis and Interpretation.
Discovery learning is process-oriented and not content-oriented, and is
based on the assumption that learning is not a mere set of facts. Learners
in fact learn to analyze and interpret the acquired information, rather than
memorize the correct answer.
 Principle 5: Failure and Feedback.
Learning doesn’t only occur when we find the right answers. It also occurs
through failure. Discovery learning does not focus on finding the right end
result, but the new things we discover in the process. And it’s the
instructor’s responsibility to provide feedback, since without it learning is
incomplete.

The Discovery Learning Model Key Advantages

 It encourages motivation, active involvement, and creativity
 It can be adjusted to the learner’s pace
 It promotes autonomy and independence
 It ensures higher levels of retention
The Discovery Learning Model Key Disadvantages
 It needs a solid framework, because the endless wandering and seeking
for answers might be confusing.
 It shouldn’t be used as a main instruction method, because it has
limitations in practice and might produce inadequate education.
 Instructors need to be well prepared and anticipate the questions they
may receive, and be able to provide the right answers or guidelines.
  At a certain level, it rejects the idea that there are significant skills and
knowledge that all learners should need to learn.

● Process Approach
- The process approach is a management strategy. When managers use
a process approach, it means that they manage and control the processes that make
up their organizations, the interactions between these processes, and. the inputs and
outputs that tie these processes together.
- a "set of interrelated or interacting activities, which transforms inputs into
outputs". These activities require allocation of resources such as people and
materials.

● Mastery Learning Approach

- Mastery learning is a set of group-based, individualized, teaching and learning

strategies based on the premise that students will achieve a high level of
understanding in a given domain if they are given enough time.

-Mastery learning (or, as it was initially called, "learning for mastery") is an

instructional strategy and educational philosophy, first formally proposed
by Benjamin Bloom in 1968. Mastery learning maintains that students must
achieve a level of mastery (e.g., 90% on a knowledge test) in prerequisite
knowledge before moving forward to learn subsequent information.

-In mastery learning, there is a shift in responsibilities, so that student's failure is

more due to the instruction and not necessarily lack of ability on his or her part.
Therefore, in a mastery learning environment, the challenge becomes providing
enough time and employing instructional strategies so that all students can
achieve the same level of learning.

How Mastery Learning Affects Education

  Curriculum–Mastery learning does not focus on content, but on the
process of mastering it. This type of learning works best with the
traditional content-focused curriculum, one based on well-defined
learning objectives organized into smaller, sequentially organized
units.

 Instruction–This strategy captures many of the elements of

successful tutoring and the independent functionality seen in high-
end students. In a mastery learning environment, the teacher directs
a variety of group-based instructional techniques. The teacher also
provides frequent and specific feedback by using diagnostic,
formative tests, as well as regularly correcting mistakes students
make along their learning path.

 Assessment–Teachers evaluate students with criterion-referenced

tests rather than norm-referenced tests. Mastery learning ensures
numerous feedback loops, based on small units of well-defined,
appropriately sequenced outcomes.

● Team Teaching

-Team teaching involves a group of instructors working purposefully, regularly,

and cooperatively to help a group of students of any age learn. Teachers together
set goals for a course, design a syllabus, prepare individual lesson plans, teach
students, and evaluate the results. They share insights, argue with one another,
and perhaps even challenge students to decide which approach is better.

- Teams can be single-discipline, interdisciplinary, or school-within-a-school teams

that meet with a common set of students over an extended period of time. New
teachers may be paired with veteran teachers. Innovations are encouraged, and
modifications in class size, location, and time are permitted. Different
personalities, voices, values, and approaches spark interest, keep attention, and
prevent boredom.
Different types of Team/Group Teaching

 Supportive Co-teaching - where the one member of the team takes the

lead role and the other member rotates among students to provide support.

Supportive co-teaching is when one teacher takes the lead instructional role
and the other(s) rotates among the students providing support. The co-
teacher(s) taking the supportive role watches or listens as students work
together, stepping in to provide one-to-one tutorial assistance when
necessary while the other co-teacher continues to direct the lesson.
Teachers new to co-teaching or who are short of planning time often begin
with this approach.

 Parallel Co-teaching - where support personnel and the classroom teacher

instruct different heterogeneous groups of students.

Parallel co-teaching is when two or more people work with different groups
of students in different sections of the classroom. Co-teachers may rotate
among the groups; and, sometimes there may be one group of students that
works without a co-teacher for at least part of the time. Teachers new to co-
teaching often begin with this approach. Key to parallel co-teaching is that
each co-teacher eventually works with every student in the class.

 Complementary Co-teaching - where a member of the co-teaching team

does something to supplement or complement the instruction provided by
the other member of the team (e.g., models note taking on a transparency,
paraphrases the other co-teacher’s statements).

Complementary co-teaching is when co-teachers do something to enhance

the instruction provided by the other co-teacher(s). For example one co-
 teacher might paraphrase the other co-teacher’s statements or model note-
taking skills on a transparency. Sometimes, one of the complementary co-
teaching partners pre-teaches the small group social skill roles required for
successful cooperative group learning and then monitors as students
practice the roles during the lesson taught by the other co-teacher. As co-
teachers gain in their confidence and acquire knowledge and skills from one
another, complementary co-teaching become a preferred approach.

 Team Teaching - where the members of the team co-teach alongside one
another and share responsibility for planning, teaching, and assessing the
progress of all students in the class.

Team co-teaching is when two or more people do what the traditional

teacher has always done – plan, teach, assess, and assume responsibility
for all of the students in the classroom. Team co-teachers share leadership
and responsibility.

Team co-teachers share lessons in ways that allow students to experience

each teacher’s expertise. For example, for a lesson on inventions in
science, one co-teacher with interests is history explains the impact on
society. The other, whose strengths are with the mechanisms involved,
explains how inventions work.

In team co-teaching, co-teachers simultaneously deliver lessons. The test of

a successful team teaching partnership is that the students view each
teacher as equally knowledgeable and credible.

 Station Teaching- is the process of teaching several lessons at one time.

Student's move from one station to the next, within a specific time frame, to
engage in all activities.
CONCLUSION

Every child has his or her own unique learning styles. In all the years of planning
out an effective curriculum and/or methodologies, every educator aims at one thing: to
provide and assure learning. All these practices are product of continuous planning of
educators. These approaches aim to meet the different learning curves of every student.

Since they are called innovative and improved, it means that these practices will
keep on changing and can still be bettered in the course of time alongside with all the
other changes in our technology.

As teachers, we should always introduce our students to the endless possibilities

of learning. There are no hard and fast rules on when and where to use a specific type of
practice, which gives us even better reasons to learn each type of practice so we can
apply it anytime we deem it necessary.

So, while we remain fully aware that in reality, when all the gadgets are constantly
improving, most educational institutions specially in the Philippines still suffer from poor
facilities and lack of educational materials. We now ask the question: with this kind of
facilities, how can we provide the students the best learning possibilities and assure the
next generations that they are still not left behind in terms of education?

Having presented the different time-tested methods and the innovative and
improved instructional practices, our answer is: when we cannot yet improve our
facilities, let us innovate and improve our teaching practices/approaches.