This document discusses various approaches to teaching and learning processes. It begins with definitions of key terms and principles of effective teaching and learning. It then covers principles of learning, aspects of the teaching-learning process, and information processing. Various teaching approaches are examined, including teacher-centered vs learner-centered and examples like subject-matter centered and interactive. Principles of teaching, selection and use of strategies, and the teaching process of planning, implementing, and evaluating are also outlined. Specific strategies like cooperative learning techniques, case methods, problem-solving methods, and discovery learning are then defined and discussed.

1. Current approaches to
Teaching and Learning
Process

2. 1-Introduction.
2- Definitions of terms related to teaching learning process.
3-Principles of Effective Teaching& learning process.
4-Principles of learning.
5-Aspects of the teaching-learning process.
6-Information Processing
Outline

3. What is Teaching
3
 a process of interacting
 The process of engaging students in
activities that will enable them to acquire
the knowledge, skills, as well as worthwhile
values and attitudes.
TEACHING APPROACH - It is a set of principles,
beliefs, or ideas about the nature of learning which is
translated into the classroom.

4. EXAMPLES OF TEACHING
APPROACHES
TEACHER-CENTERED LEARNER-CENTERED
SUBJECT-MATTER CENTER
TEACHER DOMINATED
INTERACTIVE
CONSTRUCTIVIST
DISCIPLINAL
INTEGRATED
INDIVIDUALISTIC
COLLABORATIVE
INDIRECT, GUIDED DIRECT

5. Teacher centered vs Learner Centered

6. PRINCIPLES OF TEACHING
• using previous knowledge
• providing for individual difference
• readiness
• meaningfulness
• defining specific objectives of the lesson
• proceeding from simple to complex
• proceeding from concrete to abstract
• proceeding from general to specific
• proceeding from known to unknown

7. Selection and Use of Teaching Strategies:
Learning is an active process.
We have to actively engage the learners in learning
activities if we want them to learn what we intend to
teach.
Research shows
75% retention rates in learning by doing
90% retention rates learning by teaching others

8. Selection and Use of Teaching Strategies:

9. Teaching Process
9
IMPLEMENT
PLAN
EVALUATE
Feedbacks and Reflection

10. Planning Phase:
• The needs of the learner
• The achievable goals & objectives to meet the needs
• Selection of the content to be taught
• Motivation to carry out the goal,
• Approach most fit to carry out the goals
• Evaluation process to measure learning outcome

11. Implementation phase
• Based on the objective, implementation means to put into
action the different activities in order to achieve the
objectives through the subject matter.
• Interaction of the teacher and learner is important in the
accomplishment of the plan
• Use of different teaching style and strategy are included in
this phase

12. Evaluation phase
• A match of the objective with the learning outcome will be
made
• Answers the question if the plans and implementation have
been successfully achieved
• Feedback

13. Some teaching approaches
• Teacher centred Vs Student centred
• Whole class Vs Groups / Cooperative Learning
Technique
• Case Method
• Discovery learning method
• Problem Solving method

14. At the end of the lesson students will be able to
• develop positive interdepence
• contribute each others’ learning
• take responsibilities in group Works
Cooperative Learning Technique:

15. COOPERATIVE LEARNING
TECHNIQUE
• Coopeartive learning is asuccesful teaching strategy
in which small teams, each with students of
different levels of ability,use variety of learning
activities to improve their understanding of a
subject.Each member of a team is responsible not
only for learning what is taught but also for helping
teammates learning,thus creating and atmosphere of
achivement.Student work trough the assignment
until all the members succesfuly understand and
complete it.Cooperative efforts result in
participants striving for mutual benefit so that all
group members ;

16. CASE:
Mr. Tutumlu first used cooperative learning technique. He
wanted students to turn to their friends, who were sitting
behind them to make groups of four. After that he only said
the subject on which we were going to study. Also, he said
that he rewarded the most succesful group. He did not do
responsibility disribution. We did not know what we do.
Furthermore, we only had ten minutes. Then he sat his table
and started to read his newspaper. After two minutes passed,
for all hell to break loose. Everything was so unsystematic.
Nobody listened to each other and everybody wanted to
speak. There was an awfulnoisy in the class so Mr. Tutumlu
got angry, dispelled the groups and he said that ‘ I put forth
an effort for you uselessly.’

17. PROBLEMS
1.noisy
2.insufficient time
3.inappropriate classroom setting for the cooperative
learning activity
4.lack of instinct motivation
5.uncertanities of responsibilities
6.lack of communication
7.undetermined, unclearly stated task
8.there is no encouragement and direction from the teacher
9.competition between the groups

18. 1.gain confidence from each other’s effort (yuor success benefits
me and my success benefits you.)
2.recognize that all group members share a commen fate ( we all
sin kor swim togetherhere.)
3. know that one’s performance is mutually caudes by oneself and
one’s team members(we can not do it without you.)
4.feel proud and jointly celebrate when a group member is
recognized for achievement.(we all congratulate you on your
accoplishment.)

19. Case Method:

20. WHAT IS THE CASE METHOD ?
• A case is an account of an actual problem or
situation which has been experienced by an
individual or a group.
• It includes facts available to those facing the
problem, along with a description of perceptions
and attitudes of those who are confronted with the
problem

21. CASE
He was said that 5/C is the most problem class in the school. When the bell
rang , some teachers looked at him pityingly.
When he entered the class he saw that the students did not realize him.
Everybody was laughing , joking with each other and shouting .He
remembered what other teachers had said and how they had looked at
him. He got angry . He would not permit of teachers’ making joke with
him.He would deal with these naughty students.He catched the student
who was the nearest to him and shouted at and told them to sit down
.When he saw that the students didn’t listened to him , he took the ruler
and hit on the desk angrily.
The students stopped making noise in the class and sat down.They were
anxious about what the teacher would do.The teacher told them not to
talk with each other.İf it weren’t , he would do everything to make them
be silent.
After the lesson , he met a colleague and told what he had done in the class.
He said that the students listened to him during the lesson , they didn’t
talk with each other.
And then they walked to the teachers’ room by going on their talking.

22. PROBLEMS
• Classroom Management
• lack of communication
• discipline problem in the class

23. SOLUTIONS
• determining some rules with students in the class
• empathy in students

24. CASE:
Mrs. Yıldız has a very passive character, she reflects it
to the class and it affects her classroom management
in a negative way. Her students also have realized this
situation and it leads her to come across with some
problems in the class.
• What are the possible problems and solutions for this
case?

25. PROBLEMS:
• Lack of student involvement
• Noise
• The students may not attend the class
• The students may not listen to the teacher
• The students may not do their homeworks or tasks
• The students do different kinds of things in the class
such as sleeping or drawing pictures etc.

26. WHAT IS PROBLEM SOLVING
METHOD?
• Problem solving is a process to choose and use the
effective and benefical tool and behaviours among the
different potentialities to reach the target.
• It contains scientific method,critical thinking,taking
decision,examining and reflective thinking.
• This method is used in the process of solving a
problem to generalize or to make synthesis.

27. Discovery learning
• States that the individual learns from his own discovery
of the environment
• Learners are inherently curious, thus they can be self
motivated until they find answers to the problem
• Gave rise to the emerging theory of constructivism and
self-learning
• Learning is flexible, exploratory, and independent

28. If I can not
learn the
way you
teach, will
you teach
me the way
I can learn?

29. Thank you