Module 5;

Approaches and
Methods
Activity; Picture me out
Activity: Picture me out

“ A THOUSAND
TEACHERS, A
THOUSAND METHODS
“ -Chinese
Proverb
Activity: Picture me
out

“ There’s no such
thing as best
teaching method? “
Lesson 1: Different
Approaches and
Methods
Objectives
At the end of the lesson we are
expected to:
• distinguish among approach, method and
technique;
• classify the approaches and methods according to
their similarities;
• compare direct and indirect instruction with
deductive and inductive methods of teaching; and
• describe the teaching approaches of the K to 12
Curriculum.
 Abstraction
Approach

Strategies

Method

Techniques
Teaching Approaches of
the Subjects in the K -
12 Cirriculum
• Learner-Centered
• nature, innate abilities,
learning skills and
styles, developmental
stage, multiple
intelligences, needs,
concerns, interest,
feelings, and family
background.
2. Inclusive
• Teaching is for all
students regardless
of their diversity, this
means no student is
excluded from the
circle of learners.
3. Developmentally
Appropriate
• Ensuring that goals and
experiences are suited to
their learning and
development and
challenging enough to
promote their progress and
interest.
 4. Responsive
and Relevant
• Connect the lesson to the
student’s daily experience.
• Making your teaching
meaningful
• No to meaningless “mile-
wide-inch-deep teaching” 
• No teaching-to-the-test
5. Research-
Based
• Integrate research
findings in your lesson.
• Make your lesson more
interesting, updated,
more convincing and
persuasive.
6. Culture-Sensitive
• View all learners as
unique individuals,
have varied cultural
experiences, beliefs,
values, and language
7. Contextualized
and Global
• Put your lesson in a context.
• Contextualized teaching
• Indigenize and localize the
lessons
Examples of Teaching
Approaches
 Learner-Centered
8. Constructivist
• facilitates a process of
learning in which students
are encouraged to be
responsible and autonomous.
• Student’s learn by building
upon their prior knowledge
(schema).
 Learner-Centered
9. Inquiry-Based
and Reflective
• encourages students to engage
in problem-solving and
experiential learning.
• The core of this learning process
is to elicit student generated
questions.
 Learner-Centered
10. Collaborative
• Involves pupils working together on
activities or learning tasks in a
group small enough to ensure that
everyone participates.
• Working together to learn
together
• Solving a problem , Completing a
task , and Creating a product.
 Learner-Centered
11. Integrative
• Subjects are brought together so that
students can grasp a more authentic
understanding of a subject matter
• under study
students . determine the standards
help
for assessing their work and take
major responsibility for their learning.
 Learner-Centered
12. Spiral
• Progression
expose the learners into a wide variety of
concepts/topics and disciplines, until they
mastered it by studying it over and over again
• but with
After thedifferent
mastery deepening oftopic,
of the initial complexity.
the student
“spirals upwards” as the new knowledge is
introduced in the next lesson, enabling him/her to
reinforce what is already learned.
 Learner-Centered

13. MTB-MLE-Based
• Mother Tongue-Based Multilingual
• Education
Teaching is done in more than one language
beginning with the Mother Tongue.
• It eliminates the problem on language
barrier in the early barriers.
Teacher-Dominated
• only the teacher's
voice is heard
• Teacher is the sole Learner-Centered
dispenser of • the teacher makes
information
adjustments in
his/her lesson plans
to accommodate
learners' interests
and concerns.
Subject Matter-Centered
• Subject-matter gains
primacy over that of Learner-Centered
the learner. • the teacher makes
• By all means teacher
adjustments in
finishes teaching
his/her lesson plans
subject matter as
to accommodate
scheduled even if
learners' interests
learners have not
• Is also teacher- and concerns.
learned it.
dominated.
nteractive “Banking” Approach
More student talk and • Teacher deposits
less teacher talk knowledge into the
Students are given the "empty" minds of
opportunity to interact with students for students to
teacher and with other commit to memory.
students.
Constructivist
• students are expected
to construct knowledge
and meaning out of Integrated
what they are taught by
• the teacher connects what
connecting them to
he/she teaches to the other
prior experience.
Disciplinal lessons of the same subject
• limits the teacher to (intradisciplinary) or
discussing his/her connects his/her lessons with
lessons within the other subjects thus making
boundary of his/her his/her approach
Individualistic
• Want individual
students working by Direct
themselves.
Collaborative • Teacher directly tells
or shows or
• welcome group work,
demonstrates what is
team partnerships,
to be taught.
group discussion.
Indirect, Guided
• Teacher guides the
learner to discover
things for
himself/herself.
• Teacher facilitates the
learning process by
allowing the learner to be
engaged in the learning
process with his/her.
 Other teaching approaches
cited in education literature
are:
• Research-Based Approach
• Whole Child Approach

• Metacognitive Approach
-Thinking about
thinking
 Direct/Expository
Approach/Procedural
Approach
• DIRECT-DEDUCTIVE/ LECTURE
METHODDirect method
• A teacher-dominated method
where students are passively
lectured without active
involvement in the learning
Deductive
process.
method
• Start with a generalization, rule, or
definition and conclude with concrete
examples and illustrations.
2.DEMONSTRATION
METHOD
• The teacher or an
assigned student or
group shows how a
process is done while
the students
becomes observers.
 Indirect/Guided /
Exploratory/ Inductive
1.INDIRECT-INDUCTIVE

Indirect Method
• it is a learner dominated
method. Engage students in an
active role learning process.
Inductive Method
• Lessons given by teacher are with
samples and is detailed which
lead to students giving the
Advantages of Indirect-
Inductive methods:
• Learners are more engaged in
teaching-learning process.
• Learning becomes more
interesting as teacher begins
• with students'
It develops experience.
learners' higher
order thinking skills which
enhances analytical thingking.
Disadvantages of Indirect-
Inductive methods:
• Teacher needs to provide
generalizations when learners
struggle with drawing
• Requires more time and so less
conclusions.
matter will be covered.
• Guiding questions is not
recommendable when subject
matter is difficult as students only
2.INQUIRY METHOD
• When children learn by
interacting with their
environment, they are said to
be inquiring.
3.PROBLEM-SOLVING METHOD
• A teaching strategy that
employs the scientific
method in searching for
information.
4.PROJECT METHOD
• The learners solve a practical
problem over a period of several
days or weeks.
There is no such thing as better or best method. The best
method is the method that work, the method that is
effective, the method that will enable you to realize your
intended outcome.
Factors of effectiveness of a
method:
• Teacher’s readiness
• Learner’s readiness
• Nature of the subject matter
• Time allotment for a subject
Thank You!