Teaching Approaches

Presented by:
1. Sim Wei Na
D20121058475
2. Siva Shangary Balasubramaniam D20121058479

Lecturer: Dr. Faizal Nizam Lee Bin Abdullah

Teaching approach
Approach

Method

Technique
The How Dimensions of Teaching
(Garcia, 1989)

Some Leading Teaching Approaches

Discovery Approach
Inquiry Approach
Conceptual Approach
Process Approach
Unified Approach

1. Discovery Approach
Largely unstructured, situational method or philosophy of
teaching whereby students are permitted to find solutions to
problems on their own or at their own pace, often jointly in
group activities, either independent of or under the guidance of
a teacher.
Student-centered / self-directed learning
active student involvement

Methods
Experiment
Data interpretation
Interview
Dissection

Role of Teacher
Patience is needed by the
teacher in this approach.
The teacher should not answer
for the students; he can give
clues and hints.

Characteristic
It is inductive, proceeding from
the specific to general ones.
Freedom is necessary in the
discovery approach.
The teacher helps the learners
acquire knowledge, which is
uniquely his own because he
discovers it for himself.
The end of teaching, using this
approach, is the acquisition of
knowledge.

Example

Chapter Statistics
Ask students to collect data from the other class about food
expenses per day. Based on the data, comes out with the
complete frequency table and pie chart/bar chart that interpret
the situation. Ask the student to present the output.
Students will collect and interpret the data. Then, they will
comes out with pie chart/bar chart as the conclusion.

2. Inquiry Approach

more focused on using and learning content as a means to develop

information-processing and problem-solving skills.
Student centered
From the point of view of teaching and learning, the concept of
inquiry gives premium to the process of discovering what may be
of help in motivating and in facilitating proper accumulation of
knowledge.

Role of Teacher
teacher should be an active
participant in bringing about working
relationship among learners.
teacher should be open-minded, and
to be gracious in accepting criticisms
and challenges.

Characteristic
It is the search for truth,
information or knowledge. It
pertains to research and
investigation and to seeking for
information by asking questions.
the questions should proceed
from the very factual to thoughtprovoking questions that is
from the what questions to the
how and why questions.
systematic method of studying a
problem so that solutions
therefore be equally prepared
and implemented.

Example
Chapter Measurement
Gretchen is going to Best Buy to get a new TV. She already has a cabinet
and she wants to be sure that the new TV will fit. Her cabinet is 24 inches
wide by 24 inches high by 12 inches deep. She wants to have 1 inches on
each side, 1 inch on top, and 1 inch behind so the TV will slide in easily.
Which of these would be her best choice?
A. Volume of 5280 cu.in. w=22, h=20
B. Volume of 5290 cu.in. d= 10, base and height the same
C. Volume of 5566 cu.in. w=22, d=11
Student will start to wonder on how to solve this question. Here comes the
question how which make the students to find the ways or steps to solve by
their own.

3. Conceptual Approach
requires the categorization of content from simple to complex
level.
A simple act of recalling facts will suffice like asking students to
state certain phenomena that they observe.
Conceptual scheme- The main pervasive theme underlying a
major field
Principle - Statement of fundamental processes
Generalization - General statement relating two concepts
Concept- Synthesis of facts
Fact- A simple statement of truth

Role of Teacher
Should be able to categorize all
knowledge; from facts to concepts;
from concepts to generalizations;
from generalizations to principles.
The teacher should help students to
gather sufficient data to enable them
form the expected generalization.
The teacher should not conceptualize
for his students. The students should
conceptualize for themselves.

Characteristic
Students need to collect data
through researches.
Allowing students to organize
their thoughts from bits of
information to larger cognitive
level.
Involves an active use of mind,
certain intellectual processes
are being developed like
classification, discrimination,
synthesis, and judgment. While
knowledge is being processed,
students have to think logically
and holistically

Example

Chapter Angles and Lines

Ask pupils to draw a number of triangles. Ask them to measure
the three angles of all triangles and find their sum.
They will find that the sum of the three angles of all triangles is
180:
Students is given the fact to understand and generate the
concept. Finally, they will comes out with a solution.

4. Unified Approach
Treating relationships that exist among the significant
components making up a given body of knowledge.
Process of weaving and integrating topics into a general
framework.
Means that the teacher does not treat each concept as an
island by itself but rather he relates the previously
learned concept with the new concept, until finally the
students are able to see the interrelationships among the
various concepts.

Characteristic
it is highly cognitive (subject content is viewed as a system of
interrelated and interdependent elements)
it leads students toward insightful and meaningful learning
(concepts on comparison, linking up, ascertaining the cause
and effect, determining prerequisites, predicting results,
synthesis).

Example

Chapter Whole Numbers + Number sequence

and patterns
Ask pupils to find the sum of two odd numbers like
11+13=24,
101+27= 128
Student will integrate the two chapters and they will
understand the relationships among the concepts. Finally, they
will find that the sum of two odd numbers is an even number.

5. Process Approach
Defined as teaching in which knowledge is used as a
means to develop students learning skills.
Students are actively engaged in the activities so the
competencies needed in the subject could eventually be
acquired by them.

The Essence of the Process Approach

Lies on Three Major Points:
emphasis on process implies a corresponding de-emphasis on
the subject content ( the concern is how to learn and not what
to learn).
it centers upon the idea that what is taught to students should
be functional and not theoretical (e.g. if you learn mathematics
do what mathematicians do; if you learn science, do what
scientists do; and if you learn music, do what musicians do)
it introduces the consideration of human intellectual
development (produces the consideration of human intellectual
development processes may refer to intellectual skills).

Conclusion
Always remember, a good teacher needs as well
good strategies of handling and presenting the
lessons.
There are various approaches that can guide
effective teaching-learning process. Recognizing the
importance of these approaches surely put teacher
to better planning, implementing and evaluating his
instruction.