ON TEACHING APPROACHES AND METHODS
Name of FS Student _Deliman, Jundel L.__________________________________________
Course _Bachelor of Secondary Education________________________ Year & Section _II__
Resource Teacher _Mary Juliet Doño __________ Signature ___________ Date _02-01-16__
Cooperating School _JH Cerilles State College______________________________________
My Performance (How I Will Be Rated)
Field Study 2 Episode 5 - On Teaching Approaches and Methods
Focused on: Determining the teaching approach or method used by the Resource Teacher
Tasks
Exemplary
4
Superior
3
Satisfactory
2
Unsatisfactory
1
Observation/Documentation 4 3 2 1
My Analysis 4 3 2 1
My Reflection 4 3 2 1
My Portfolio 4 3 2 1
Submission 4 3 2 1
Sub Totals
{
Over-all Score
Rating: (Based on
transmutation)
_______________________
Signature of FS Teacher
above Printed Name
_______________________
Date
Transmutation of score to grade/rating
Score Grade Score Grade
20 - 1.0 - 99 12-13 - 2.50 - 81
18-19 - 1.25 - 96 11 - 2.75 - 78
17 - 1.5 - 93 10 - 3.00 - 75
16 - 1.75 - 90 8-9 - 3.5 - 72 and
15 - 2.00 - 87 7-below - 5.00 - below
14 - 2.25 - 84

My Tools
OBSERVATION SHEET
Name of the Resource Teachers Observed: Mary Juliet Doño
School Address: Caridad, Dumingag, Zamboanga del Sur Date: February 01, 2016
Grade/Year Level: Grade 9 Subject Area: Mathematics
Approach/Method Description of Teaching Behavior that
Proves Use of the Teaching
Approach/Method (What did my
Resource Teacher do as she used this
approach/method?)
1. Deductive Method My resource teacher taught her
learners ratio and proportion by directly
stating its definitions and how the process is
done. She then gave examples afterwards. A
quiz followed after the discussion. This is a
deductive way of teaching.
2. Inductive Method On the contrary, on her follow-up
discussion which is all about quadrilateral
similarities, my resource teacher gave her
students a drawing of two quadrilaterals and
allow them to examine it using the concept of
ratio and proportion. Then they listed the
characteristics of similar quadrilaterals and
make a generalization.
3. Demonstration Method From the word itself, demonstration
is teaching learners how to perform a thing.
Yesterday, my resource teacher taught the
students how to deal proportions and finding
the missing variable. In her follow-up lesson,
she taught the learners on how to prove
similar quadrilaterals through the use of ratio
and proportion.
4. Problem Solving Problem solving is best employed
and shown when my resource teacher
selected learners to find the value of x in the
given ratio and proportion.

5. Discovery Method Given the concept in ratio and
proportion and an illustration of similar
quadrilaterals, my resource teacher let the
students find the connection in it. They found
out that quadrilaterals are similar if their
corresponding side are in proportion to each
other. This is a discovery method of teaching.
6. Problem Solving Method Same with number 4, “Problem
Solving Method” is best shown by the
teacher when she let the students generate
answer on the given questions related to
similar quadrilaterals. She asked the students
what property to be used and what steps are
needed. This is an example of problem
solving method.
7. Project Method Although my resource teacher did not
gave a project yesterday, I’m sure that the
Grade 9 students have Math projects because
it is a perquisite in their studies. It could be
in a form of illustration or a product. On the
other hand, she gave them assignment or
home task to practice on their lesson.
8. Constructivist Approach Knowing that her students had prior
knowledge on ratio and proportion, my
resource teacher presented a sample of it and
let the students form insights. Then, she
discussed geometric means which could be
obtained from ratio and proportion. In this
way, learners construct new learning from
their prior knowledge. This is the focused of
constructivist approach.
9. Metacognitive Approach Metacognitive approach is thinking
about thinking. It is beyond cognition. An
example of this is that my resource teacher
let the students reflect on the properties of
similar quadrilaterals and how would it be
applicable in the new situation she presented
on the board.a
10. Integrative Approach From the word itself, integrated
approach means teaching more subject
matter at once. It is relating other subjects to
Math. Although it is not greatly shown by my
resource teacher, I can say that she can teach
interactively through touching History,
Science, etc. while teaching Mathematics.

My Analysis
1. Which approaches/ methods will be grouped together? Why?
For me, Direct, Demonstration and Deductive Method should be in one group. Indirect,
Inquiry, Problem-Solving, project and Inductive Method is another group. Cooperative, Peer
and Partner learning is another group. And Blended, Reflective, Metacognitive,
Constructivist and Integrative approach would be the last group.
I group it this way in the sense that the first group is less interactive, passive and
teacher-centered. The second group is student-centered and more on hands-on activities. The
third one is more focused on group teaching while the last are more advance approaches and
are most suited and applicable in the 21st century.
2. Which approaches/ methods are more interactive? Less interactive?
The Deductive and Direct methodare less interactive in the sense that learners are just
waiting to be fed by information. On the other hand, Inductive, Problem-Solving, etc. are
more interactive because they focused on the students’ experiences. Thus, they need hands-
on exercises.
3. When should the direct method be used?
Direct method is best used when the topic at hand is procedural, factual and non-
controversial in which the learners still don’t have insights about it. The expertise of the
instructor is needed to supplement the needs of the learners.

4. When should the indirect method be used?
Indirect method is best used when you want your learner to infer, discover and solve
problems. This is an interactive method; thus, the teacher is tasked to provide various
experiences for the learners to generate information and learning.
5. Which approaches/ methods promote “learning to live together”?
For me, the approaches/methods that promote “learning to live together” are
Cooperative Learning, Peer Tutoring and Partner Learning. In these methods, learners are
engaged in groups or in partner. They not only learn or gain information from each other but
also learn how to cooperate and go with their fellow learners. In this way, both the cognitive
and the social part of the learner is improved.

My Reflections
If I decide on my teaching approach/method, I will consider .
If I decide on my teaching approach/method, I will consider many things. First
is my instructional objectives. My aims should define what method to be used or what
approach needed to be performed in order that my aims will be achieved. Also, I will
consider my subject matter.Some teaching methodsare applicable in Mathand Science
like Problem-Solving method and other. Some also are more suited to English and
other subjects. I will also consider my learners. My learners’ age is very crucial. Say
for example, some methods especially for those that require Higher-Order-Thinking-
Skills (HOTS) are more suited to older learners. Also, the interest of my learners should
not be forgotten. Learners learn best if their interests are met. And the teacher should
choose appropriate teaching method to do this. Another factor is the ability of the
teacher himself/herself. A teacher should be knowledgeable on the topic. Also always
consider time. Some teaching approaches/methods require plenty of time.
These are some of the things I’ll consider in deciding my teaching
approach/method. But as teachers, we should always bear in mind that there is no
perfect method. The best method is the one that works; the one that yields results.

My Portfolio
1. By means of a graphic organizer show the characteristics of a constructivist and a
metacognitive approach.
CONSTRUCTIVIST
APPROACH
Active process of
learning
Prior learning
plus new
experiences.
Construction of learning
from one’s prior knowledge
Student-
centered
Constructing own
meaning from
experiences.
METACOGNITIVE
APPROACH
Thinking about
thinking.
Reflecting on how
one think and learn.
Beyond cognition.
Awareness of
one’s thought.
Includes
subvocalizing or
talking to
oneself.

2. Do serious research and complete this Table on Methods. The first is done for you.
Method Advantage/s When to Use
1. Deductive Method 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 about the
lesson; teacher is not
yet skilled in
facilitating skills
2. Inductive Method  Learners are more engage
in an active teaching-
learning process
 Higher-order-thinking-
skills (HOTS) will be
developed among learners
 Time is plenty
 Teacher is an
expert about the
topic
 Learners are older
so that their
HOTS are more
developed, thus
they are able to
generate
generalization
3. Problem-Solving Method  Help learners develop
critical thinking, open-
mindedness and wise
judgment
 Develop HOTS
 Best suited in
Math and Science
 Students’ age is
appropriate to the
level of question
 Problems’ answer
has something to
do with the
students’ life
4. Project Method  Let students have a tangible
product of the concept
discussed
 Enable them to develop
manipulative skills and
creativity
 Includes cooperation in
group and sharing of ideas
 Time is sufficient
like a period of
several days or
weeks
 When the teacher
wants students to
apply what they
learn
 The project has
application or
connection to
learners’ real life

5. Cooperative Method  Learners’ social health is
nourished
 Employs friendliness and
openness among learners
 Values like cooperation and
hard work will surely
develop
 Learners gain knowledge
from each other
 If learners are
needed to be
acquainted
 If the teacher
considers her
students as a great
resources of
learning about a
certain topic
 If time is ample to
give learners time
to be with each
other
6. Demonstration Method  Value of confidence will be
developed among
demonstrators
 Curiosity and keen
observation will be
developed among observers
 The demonstration is a
well-planned activity
 Topic will be discussed in
depth by the demonstrator
 Demonstrators are
knowledgeable
about the topic
 Topic includes
procedures that
are needed to be
demonstrated
 Time is sufficient
to allow
demonstrators to
prepare his/her
lesson