This document discusses different teaching approaches including cooperative learning, contextual learning, mastery learning, self-access learning, future studies, and constructivism. It provides definitions and examples of how each approach is implemented in the classroom with a focus on student and teacher roles. The approaches are categorized based on the level of teacher direction and student participation, ranging from direct instruction to exploratory learning.

1. NAME NO MATRIC
ATINA HASANAH BINTI MOHD GHAZALI D20121058406
FATIN AMIRA YUNUS
NOR SHUHADA SURIA SHA’ARI

2.  Different approaches different in the level
of teacher and student participation. We
start describing these approaches from that
approach with the highest to the lowest
level of teacher direction or from the lowest
to the highest level of student participation.
On the basis of student and teacher
involvement, these methods are
categorized as direct/expository approach
or guided/exploratory approach

3. COOPERATIVE
LEARNING
Approaches
CONSTRUCTIVISM
MASTERY
LEARNING
SELF ACCESS
LEARNING
FUTURE STUDIES
CONTEXTUAL
LEARNING

4. Definition
 Cooperative learning is a successful teaching strategy in
which small teams, each with students of different levels of
ability, use a variety of learning activities to improve their
understanding of a subject. and complete it.
5 elemen of cooperative
1. Positive independence
2. Face to face interaction
3. Individual & group accountability
4. Interpersonal & small-group skills
5. Group processing

6.  Divide students into 4 or 5 people per
group and make sure students discuss
the questions given with friends and
make presentation in front of the class
after they complete answer the
question.

7. Definition
 Contextual learning is based on a constructivist
theory of teaching and learning. Learing takes place
when teachers are able to present information in a
way that students are able to construct meaning
based on their own experiences.
5 Elements of contextual
1. Relating
2. Experiencing
3. Applying
4. Cooperating
5. Transferring

9.  By relating common experiences to new
problems, students gain an appreciation
for the power of mathematics and its
ability to model the real world.

10.  The whole curriculum content is broken down into
small units so that they can be easily mastered.
 Teacher makes sure that all students have mastered
a unit taught before proceed to the next unit.
 Teacher should be clear with the expected learning
outcome of each unit and have an assessment at
the end of each unit to determine whether the
learning outcome is achieved.
 Teacher carries out enrichment or remedial activities
based on pupils’ achievement before proceeding to
the next unit.

11.  Differentiation
Teacher show the solution to the
student.Student are given the similar
question to test their understanding.

12.  Pupils construct their own knowledge by
testing ideas and approaches based on
their prior knowledge and experience .
 Teacher should engage pupils’ curiosity
and create interest in gaining new
knowledge .
 Teacher should lead pupils to explore and
investigate by using systematic inquiry.
 Teacher should help to explain the concept
involved and make connection to their
previous experiences.

13.  Application of Integration
 Area under the curve
Find the volume if the area bounded by the curve y=x3+1, the x-axis
and the limits of x=0 and x=3 is rotated around the x-axis.

14.  Pupils access learning materials and
acquire knowledge and skills
independently.
 Learning materials are created based on
the pupils’ needs, interests, level of
achievement and learning style.
 Teacher should provide pupils with learning
skills and train them to self access learning.
 Teacher should guide the pupils when
needed.

15.  Formulating algebraic expression
Nimal bought sugar and tea powder
from a boutique. The price of sugar is
Rs. X and that of tea powder is Rs. Y.
write an expression for the remainder,
if the gave Rs. 500 to the vendor.

16.  Teacher leads pupils to understand the
most important issues, problems and
opportunities they may face and teach
them the skills they need to continue to
look ahead on their own .
 In future studies approach, teacher
provides pupils with the necessary
techniques for becoming independent
thinkers and lifelong learners

17.  Matrices
A nut distributor wants to know the nutritional content of various
mixtures of almonds, cashews, and pecans. Her supplier has
provided the following nutrition information:
Her first mixture, a protein blend, consists of 6 cups of almonds, 3
cups of cashews, and 1 cup of pecans. Her second mixture, a low
fat mix, consists of 3 cups of almonds, 6 cups of cashews, and 1 cup
of pecans. Her third mixture, a low carb mix consists of 3 cups of
almonds, 1 cup of cashews, and 6 cups of pecans. Determine the
amount of protein, carbohidrite, and fats in a 1 cup serving of each
of the mixtures.

18.  As a conclusion, teachers must be very
concerned when planning for the
teaching process, particularly when
choosing the teaching approaches.
Teaching and learning process will be
more suitable if teachers combined the
learning process with technology. It is
important because the world is
changing a lot due to the discovery of
new technologies.