Name of the Resource Teachers observed: Mrs. Candelaria Torrevillas
Mrs. Liezel Caermare
Mrs. Ma. Cristina Galgo
School Address: GCCNHS Gingoog City, Misamis Oriental Date: Aug. 3, 2016
Grade/Year Level: Grade 9 and 7 Subject Area: English, Science and Math
Approach/ Method Description of Teaching Behavior that
Proves Use of Teaching Approach/Method
(What did my Resource Teacher do as she
used this approach/method?)
1. Deductive Method 1. A deductive approach to instruction is
amore teacher centered approach. This
means that the teacher gives the
students a new concept, explains it, and
then lets the student practice the
E.g. - The resource teacher had
explained the subject matter which is
about matter, elements and
compounds also the underlying
principles and ways or steps to
determine and distinguish an element
and compound and after that the
teacher then gave them an activity in
which they will use their knowledge
they had acquired during the discussion
to classify the given material as a
compound or an element.
2. Inductive Method 2. Inductive method makes use of student
“noticing”. Instead of explaining a given
concept, the teacher presents the
students with many examples showing
how the concept is used.
E.g. - The resource teacher let the
students read the poem “When I was
One and Twenty”, after that the teacher
grouped the students to create a drama
presentation as to how did they
understand and perceive the poem.
3. Demonstration Method 3. Demonstration method lets the teacher
show the correct way of doing things to
E.g. - The resource teacher showed to
the students how matter changes its
phase. The teacher used water as an
example, she put an ice to a small metal
container and then she put it at the top
of the alcohol lamp so that it will melt,
boil, and evaporate.
4. Problem Solving 4. Problem-solving is a purposeful activity
which removes difficulty or perplexity in
learning through a process of reasoning
or reflexive thinking.
E.g. – The resource teacher in math
showed how the certain formula would
work, after doing that she then gave
another problem that can be solved
using the formula she had introduced.
5. Discovery Method 5. Students are permitted to find solutions
to problems at their own pace.
E.g. – The resource teacher grouped the
students and she had given each group
a task which is to find out what are the
significant difference between an
element and a compound, at the end of
the activity some group shared
outrageous ideas and some did a good
job noticing the difference between an
element and compound which is
element is composed of atoms of the
same kind while compound s are
composed of two or more elements.
6. Problem Solving Method 6. Problem-solving method is a purposeful
activity which removes difficulty or
perplexity in learning through a process
of reasoning or reflexive thinking.
E.g. – The resource teacher in English
used simulation strategy in which
students are grouped and then they
were given a situation to act upon. The
topic of the lesson was about cause and
effect some groups were given the
cause and they had predicted the effect
while others were given the effect and
they would find out the cause. This
activity is a Real type of Problem
Solving Method because it is based in
real life situations.
7. Project Method 7. Project Method is a medium of
instruction in which students need to
apply the skills and knowledge they had
learned in the course of their studies to
the problems they have to solve in the
course of their project.
E.g. – There were no resource teacher
that used this method but, as what I had
experienced in my high school years,
projects were usually given when each
grading period almost ends.
8. Constructivist Approach 8. Constructivist Approach is based on the
belief that learning occurs as learners
are actively involved in a process of
meaning and knowledge construction
as opposed to passively receiving
information. Learners are the makers of
meaning and knowledge.
E.g. – After the students presented their
drama presentation which they were
trying to interpret the poem “When I
was One and Twenty” The teacher then
asked a question to the students, which
resulted to a conversation between the
student and the teacher, where in the
curiosity and confusions of the students
9. Metacognitive Approach 9. Metacognitive approach refers to
methods used to help students
understand the way they learn; in other
words, it means processes designed for
students to 'think' about their 'thinking'
E.g.- As what I had observed this
approach is used whenever there are
group presentations, because students
first plan as to what they are going to
present, monitor their if it is still
significant to the task given, then they
can direct their own learning with
regards to the tasks given, reflect
towards the learning that they had
10. Integrative Approach 10. The Integrative approach or the “new
learning” is concerned with the
development of well- rounded
personality of learners; psychologically,
sociologically, and intellectually.
E.g. - During the lesson proper the
teacher discussed about matter,
elements and compounds then during
the discussion she had connected the
topic to real life situations , just like the
condiments that they use in their
households are examples of elements
and compounds, the chair that they sit
on is an example of matter. She also
integrated socio political issues
regarding the Scarborough shoal; the
teacher said that China is claiming that
area because it is rich in natural
resources which include rare
compounds and elements. The
integration of that the teacher made
prove that she used the integrative
I will answer the following questions:
1. Which approaches/methods will be grouped together? Why? e.g. direct method and
-The Demonstration and Deductive method, and Metacognitive and Integrative
approach should be in one group while Inductive, Problem Solving, Project and
Discovery method, and Constructivist approach is another group. I come-up with this
group because the first group involves less interaction and it is Teacher centered which
focuses on mental activities of the students. The second one is student centered and
involves more hands on activities and somehow promotes discovery learning
2. Which approaches/methods are more interactive? Less interactive?
- The Demonstration and Deductive method, and Metacognitive and Integrative
approach are not really interactive in the sense that the learners are just waiting to be
fed by information which is termed as “spoon feeding”. While the interactive
methods are Inductive, Problem Solving, Project and Discovery method, and
Constructivist approach. These are the interactive because it focuses on the students
experiences and students engage in hands on experiences these methods and
approaches are commonly used now since the DepEd’s implementation of
UBD(Understanding By Design) and OBE(Outcome Based Education) activities.
3. When should be the direct method be used?
-Direct method is used when the topic to be discussed involves a lot of facts to deal with,
such as steps, characteristics, principles in which the learners still don’t have any idea or
insight about the certain topic. The expertise of the instructor is needed to supplement
the needs of the learners, because certain doubts and clarifications will arise so, mastery
of the subject matter is really needed since it depends on the perspective of the teacher
on how he/she deliver his/her lesson effectively and efficiently.
4. When should be the indirect method be used?
-Indirect method is used when you want your learner to discover and solve problems.
This is an interactive method and usually employed to higher grade levels because it
requires maturity and critical thinking. The teacher will be providing various experiences
for the learners to generate information and learning. This can help adress the students’
needs and enable them gain new information.
5. Which approaches/methods promote “learning to live together”?
-For me, the approaches/methods that promote learning to live together are Inductive,
Problem Solving, Project and Discovery method, and Constructivist approach. In these
methods, learners are usually engaged in group activities, students not only learn/gain
information from each other but also learn how to cooperate and go with their co-
learners. In this way the cognitive, affective and the psychomotor domain as well as the
social aspects of the learner is improved.
If I decide on my teaching approach/method, I will consider, (Continue the sentence.
Begin writing NOW!)
If I decide on my teaching approach/method, I will consider are the ff;
First, the nature of the learners that I have, I will provide activities that will cater their
individual differences as well as their multiple intelligences and learning styles, by
considering this I will be able to transfer the lesson effectively and surely they will retain
Second, is I will consider myself, my teaching style and personality is also a factor in
choosing the method that will suite to me, because if I am not comfortable with my
teaching method then the flow of the learning experience will not be very effective.
Third, is the subject matter, there are certain methods that will not coincide with my
subject matter, that is why I need to know very well my subject matter so that I can
choose the most suitable methods.
Fourth, is the school equipment, My chosen method would surely require me teaching
devices, so I need to make sure that my chosen method and my devices are at hand or
Fifth, is the Educational/Instructional Objectives, The methods that I will choose should
help me in attaining my objectives because if it cannot help me in achieving it then the
teaching process will be useless and all efforts will be futile.
1. By means of a graphic organizer show the characteristics of a constructivist and a
what they already
learner to be
learner to rectify
have a clear
2. Do serious research and complete this Table on Methods. The first is done for you.
Method Advantage/s When to Use
1. Deductive - Direct teaching so I can
accomplish more within a
given period of time.
- Time is limited; subject
matter is very difficult;
learners don’t know
much about the lesson;
teacher is not yet
skilled in the
2. Inductive Method - Learners are more
engage in an active
- Higher-order- of thinking
skill will be developed.
- When the teacher has
mastered the subject
matter to be discussed.
- When students are
mature enough and
have the intelligence
level to develop the
higher order thinking
- It can develop the
learners’ critical thinking.
- When Problems to be
solved are relevant to
4. Project Method
- Creates an opportunity
to let students
something out of the
concept being discussed.
in group and sharing of
- When the teacher
wants students to
apply what they learn.
- The project has
relevance to the
learners’ real life.
- Values like cooperation
and hard work will be
- Learners will have the
chance to gain
knowledge from one
- Gives time for the
learners to be with
- If learners are needed
to be acquainted.
- Demonstration is a well-
- Topic will be discussed in
depth by the
-Teacher should be
-Topic includes procedures
that are needed to be