Teaching Approaches and Methods

A teaching method comprises the principles and methods used for instruction to be implemented
by teachers to achieve the desired learning in students. These strategies are determined partly on
subject matter to be taught and partly by the nature of the learner.

Davis (1997) suggests that the design and selection of teaching methods must take into account
not only the nature of the subject matter but also how students learn.

Methods of instruction
I. Lecturing
The lecture method is convenient and usually makes the most sense, especially with larger
classroom sizes. Lecture method gives the instructor or teacher chances to expose students
to unpublished or not readily available material, the students plays a passive role which
may hinder learning.

II. Demonstrating
Demonstrating is the process of teaching through examples or experiments. A
demonstration may be used to prove a fact through a combination of visual evidence and
associated reasoning.

III. Collaborating
Collaboration allows students to actively participate in the learning process by talking with
each other and listening to other points of view. Collaboration establishes a personal
connection between students and the topic of study and it helps students think in a less
personally biased way. Teachers may employ collaboration to assess student's abilities to
work as a team, leadership skills, or presentation abilities.

IV. Classroom discussion

It is the also a democratic way of handling a class, where each student is given equal
opportunity to interact and put forth their views. A discussion taking place in a classroom
can be either facilitated by a teacher or by a student.

V. Debriefing
The term “debriefing” refers to conversational sessions that revolve around the sharing and
examining of information after a specific event has taken place. Debriefing may involve
feedback to the students or among the students, but this is not the intent. The intent is to
allow the students to "thaw" and to judge their experience and progress toward change or
transformation.

VI. Classroom Action Research

Classroom Action Research is a method of finding out what works best in your own
classroom so that you can improve student learning. To maximize student learning, a
teacher must find out what works best in a particular situation.
Major Approaches in Teaching
 In Teacher-Centered Approach to Learning, Teachers are the main authority figure in
this model. Students are viewed as “empty vessels” whose primary role is to passively
receive information (via lectures and direct instruction) with an end goal of testing and
assessment. It is the primary role of teachers to pass knowledge and information onto their
students.
 In Student-Centered Approach to Learning, while teachers are an authority figure in this
model, teachers and students play an equally active role in the learning process. The
teacher’s primary role is to coach and facilitate student learning and overall comprehension
of material. Student learning is measured through both formal and informal forms of
assessment, including group projects, student portfolios, and class participation.

Teaching Approaches of the Subjects in the K to 12 Curriculum

Reference: Section 5 of the Enhance Basic Education Act of 2013

 Learner Centered
Choice of teaching and method hast the learner as the primary consideration his or her
nature, innate abilities, how he or she learns, his or her developmental stage, learning
styles, needs, concerns, feelings, interests, home and educational background.

 Inclusive
This means that no student is excluded regardless of origin, ability, socio economic
background, gender, ability and nationality. No teacher Favorites, no outcast, and no
Promdi.

 Developmentally Appropriate
The tasks are within their developmental stages.

 Responsive and Relevant

If you connect your lessons to student’s daily experiences.

 Research Based
The teaching is more effective if you update your lessons and it will be up to date.
  Culture Sensitive
Employing a teaching approach that is anchored on respect on cultural diversity.

 Contextualized and Global

Means exerting effort to extend learning beyond the classroom into relevant context in the
real world.

 Constructivist
Believed that student learn through building their prior knowledge.

 Inquiry Based and Reflective

Students begin formulating questions, risking answers, probing relationships, making their
own discoveries, reflecting on their findings, acting as researchers and writers of research
reports.

 Collaborative
Involves group of students or teachers and student working together to learn together by
solving a problem, completing a task or creating a product.

 Integrative
Intradisciplinary is within one discipline. And Interdisciplinary if two or more
traditionally separate subjects are mixed together for better understanding of both subject.
Transdisciplinary is integrating your lessons with real life.

 Spiral Progression Approach

Develop one concept from one grade level to the next increasing complexity.

 MTB-MLB Based or Mother Tongue Based – Multilingual Based Education

Teaching is done in more than one languages beginning in Mother Tongue.

Different Methods of Teaching

1. Direct and Indirect Method
The Direct Method is teacher dominated while Indirect Method is learner dominated.

2. Deductive and Inductive Methods

In the Deductive Method you begin your lessons with generalization, a rule, a definition and
end with an examples and illustrations or with what is concrete. And in contrary the
Inductive method begins with examples, with what is known, with the concrete and details
and you end up giving the generalization, abstraction or conclusion.

Problem Based Learning

Uses inquiry or Problem Solving Model.

Project Based Learning

Involves a complex tasks and some form of student presentation or creating an actual product.