Approaches, Methods, and Techniques in Teaching EPP

Approaches, Methods,
and Techniques in
Teaching EPP
 Approach is a set of assumptions that define beliefs
and theories about the nature of the learner and
the process of learning.
 Method is an overall for systematic presentation of
a lesson based upon a selected approach (Brown,
1994). Some authors call it design.
 Techniques are the specific activities manifested in
the classroom that are consistent with a method
and therefore in harmony with an approach as well
(Brown, 1994). Technique is referred to also as a
task or activity.
1. Demonstration Method
The demonstration method is a direct method of

instruction. It is referred as the "show and tell"
method. The teacher simply shows to the students
how a thing is done and explains as he/she
demonstrates. For an effective demonstration, it is
necessary that the teacher mentions the do's and
don'ts of the process for emphasis and clarity, It is
important that as a teacher demonstrates a process,
he/she cautions students on steps of a skill where
students are often mistaken or which are most
often missed.
TWO TYPES OF
DEMONSTRATION
A. Demonstration of a Product
B. Demonstration of a Process
It is expected that after the teacher demonstration of a process, the
students are given the opportunity to demonstrate the process or
the skill themselves. However, students should not be expected to
demonstrate the process or the skill immediately on their own after
the teacher has shown it. This has to be done gradually. The steps
are:
a. Teacher demonstrates.-"Watch me and listen to me".

b. Student demonstrates with scaffolding from teacher. "Let's do it
together".
c. When student can do the process by himself/herself, student
demonstrates the skill or process. "Do it as I watch".
d. Teacher gives more opportunity for practice for skill mastery,
e. Teacher assesses to determine skill mastery by all students It goes
without saying that at all times, while students practice the newly
learned skill, teacher must be visibly supervising students while they
practice for mastery.
2. Hands on Learning
Hands-on learning, more formally known
as experiential education, reflects a
teaching philosophy that promotes
learning by doing. The strategy allows
children to practice guided tactile learning
in which they absorb knowledge not only
by listening, but by experiencing.
3. Cooperative Learning
Cooperative Learning, sometimes called small-
group learning, is an instructional strategy in
which small groups of students work together
on a common task. The task can be as simple as
solving a multi-step math problem together, or
as complex as developing a design for a new
kind of school. In some cases, each group
member is individually accountable for part of
the task; in other cases, group members work
together without formal role assignments.
According to David Johnson and Roger Johnson (1999), there
are five basic elements that allow successful small-group
learning:
 Positive interdependence: Students feel responsible for
their own and the group's effort.
 Face-to-face interaction: Students encourage and support
one another; the environment
 encourages discussion and eye contact. Individual and
group accountability: Each student is responsible for doing
their part; the group is accountable for meeting its goal.
 Group behaviors: Group members gain direct instruction in
the interpersonal, social, and collaborative skills needed to
work with others occurs..
 Group processing: Group members analyze their own and
the group's ability to work together.
4. Project Method/Project-Based Method
This is a strategy where learners acquire knowledge
through planning and execution of practical projects
Types of Project-Based Method
 Individual Project
 Group Project
 Simplex Project
 Complex Project
According to Kilpatrick-Kaun (2014) Project can be
classified into:
a. Constructive Project - practical or physical tasks such
as construction of article making a model and playing
drama are done in this type.
b. Aesthetic Project - appreciation powers of learners
are developed through musical program, beautification
of things and appreciation of poems and so on.
c. Problematic Project - develop the problem solving
the capacity of learners through their experiences.
d. Drill Project - it develops mastery of the skill and
knowledge of the learners.
Steps in preparing a learning activity under the
Project-based learning technique
 Creating Situation - teacher tells the method and procedure
to be done.
 Selecting the Project - apply the six principles project
method (purpose, utility, activity, freedom, reality and prior
planning.)
 Planning - teacher discusses various points to the learners
and take part in the discussion.
 Execution - select relevant facts.
 Evaluation - when finished, project is evaluated by the group
within themselves and reported to the teacher.
 Reporting - learners write each and every step on how they
finished the project.
5. Instructional Module
Modular Teaching is one of the most widespread and recognizes
learning techniques. An Instructional Module is a self-contained and
self-sufficient unit of instruction for the learner to achieve a set of
objectives.
Characteristics:
 Independent
 Self-contained
 Self-instructional
 Clearly defined objectives
 Concerned with individual differences
 Systematically organized learning opportunities
 Utilization of variety of media
 Active participation of learner
Components of Module:
1. Title - the title of the module should be clear

2. Introduction - background of the module
3. Overview - the overview introduces the learner to the theme of the
module, its purpose, organization and uses
4. Instruction - to the Users to provide clear instruction to the learner
as to how he should proceed, and what he has to do after each step
5. Pre-test - a pre-test is given at the beginning
6. Objectives - the instructional objectives of the module should be
clearly stated
7. Learning Activities - enable the learner to develop behavior in
predetermined direction
8. Formative Tests - are given at the end of each learning unit/learning
activity
9. Summative Evaluation - is done with the help of a post test
Advantages:
 Learning becomes very effective.
 It establishes a system of assessment other than
marks or guides.
 Modules can be administered to single use,
small group or large group.
 It is more appropriate to mature students.
Disadvantages:
 Modules are economical in their use.
 Appropriate only for matured students.
 Time Consuming
 Demands smart classrooms
6. Persons and Community Materials
Resource persons are experts who contribute

information and opinions to participants in a
learning situation. They frequently are used
to conduct educational activities, but may
also be helpful to a committee at the
program planning stage.
7. Field Trips, Home Visits and Community Works
Field trips are recognized as important moments in learning; a shared

social experience that provides. the opportunity for students to
encounter and explore novel things in an authentic setting. It is
important to recognize that learning outcomes from field trips can
range from cognitive to affective outcomes Among the many potential
outcomes, research has shown that field trips:
 Expose students to new experiences and can increase interest and
engagement in science regardless of prior interest in a topic (Kisiel,
2005; Bonderup Dohn, 2011)
 Result in affective gains such as more positive feelings toward a
topic (Csikszentmihalyi & Hermanson, 1995; Nadelson & Jordan,
2012).
 Are experiences that can be recalled and useful long after a visit
(Salmi, 2003; Falk & Dierking, 1997; Wolins, Jensen, & Ulzheimer,
1992). An approach gives rise to method (design) while a method
(design) includes techniques (tasks or activities).
Thank you for
listening!!

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Approaches, Methods,

The demonstration method is a direct method of

a. Teacher demonstrates.-"Watch me and listen to me".

Types of Project-Based Method

1. Title - the title of the module should be clear

Resource persons are experts who contribute

Field trips are recognized as important moments in learning; a shared

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