1. The document discusses different teaching approaches and methods, categorizing them as either direct/expository or guided/exploratory based on teacher and student involvement. 2. It outlines two main teaching approaches - the direct approach which has the highest level of teacher direction and lowest student participation, and the indirect/guided approach which has the lowest teacher direction and highest student participation. 3. Specific methods are described under each approach, including deductive, inductive, demonstration, and direct instruction methods under the direct approach, and exploratory, inquiry-based, problem-solving and constructivist methods under the guided approach.

1. PRINCIPLES OF
TEACHING
TOPIC:
DIFFERENT APPROACHES AND
METHODS

2. Different approaches differ 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.
INTRODUCTION

3. Approach - one’s viewpoint toward teaching
or refers to what one believes in, regarding
teaching, upon which teaching behaviors are
based.
Method - a series of related and
progressive acts performed by a teacher and
students to achieve the objective of the
lesson.
BASIC CONCEPTS:

4. TWO TYPES OF TEACHING
APPROACHES
Direct
Approach
Indirect/
Guided
Approach
Expository Method Deductive
Directive
Exploratory Method
Inductive
Exploratory
Inquiry
Laboratory
Problem Solving
Metacognition
Reflective
Constructivism
Demonstrative

5. When to use :
Direct Instruction/
Expository
• Content oriented
• Factual Information
• Similar information
directly available –
no effort to look for it
Guided Instruction/
Exploratory
• Experience oriented
• Developmental /
formulation of
concept, principles,
skills, attitudes, and
values
• Information not
available – needs to
be discovered yet

6. Direct instruction is a way of teaching
which is aimed at helping students
acquire some basic skills and “procedural
knowledge.”
DIRECT/EXPOSITORY
INSTRUCTION APPROACH
It is straight forward and is done in “a step-by-
step manner.” The emphasis is on how to
execute the steps of the entire procedure.
This may involve a simple or a complex skill
such as solving a problem by using
mathematical equations.

7. Attention is focused on every detail of the
procedure.
It includes presentation and recitation, as
well as teacher-student interactions.
Content mastery and overlearning of
fundamental facts.
Teachers need to arouse of heighten the
interest of the students.

8. Performance-based subjects such as
Science, Mathematics, Music and Physical
Education are taught by this technique.
Strategies use in Direct Instruction:
1.Lecture and Student Recitation
2.Deduction
3.Expository/didactic method
4.Demonstration method

9. -Provide the rationale
TO EMPLOY THIS METHODOLOGY,
FOLLOW THESE STEPS:
-Demonstrate the skill
-Provide guided practice
-Check for understanding and provide
feedback
-Provide extended practice and transfer

10.  Teacher-directed and teacher dominated
 Teaching of skill. The students gain “how” rather than
“what” (procedural knowledge). Each step must be
mastered
 Step by step procedure with no step missed
 Lesson objectives easily observed behaviours that can
be measured accurately. The level of performance can
be assess from the number of steps performed correctly
 Form of learning through imitation ( behavioral
modeling)
CHARACTERISTIC OF A DIRECT
INSTRUCTION:

11.  Sample Lessons with Step-By-Step Tasks
 Executing steps of a folkdance
 Steps in preparing a meal
 Writing a letter
 Solving Math problems
Examples:

12. Teacher-dominated approach
It begins with the abstract rule,
generalization, principle and ends with
specific examples and concrete details
Cover a wider scope of subject matter
Learning is passive process, the learners do
not take part in the generation of conclusion
or generalization
Drill or exercises come after the explanation
of the rule or principle
DEDUCTIVE METHOD

13. The teacher begins her lesson with a
generalization that geographical location
influences peoples’ way of life.
She will present a map of the Philippines.
Then study the map with them.
Those who live in wide plains like Central
Plain of Luzon, Cagayan Valley have rice
as main product and farming as main
occupation. Those who live near the sea
are fishermen. Their main product is fish.
EXAMPLE: GEOGRAPHY

14. Teacher define: All animals with backbone
are classified as vertebrates.
Teacher give examples: dog is vertebrate
because it possesses backbone. Fish, frog
and cow are vertebrates, they possess
backbone
EXAMPLE: SCIENCE

15. Teacher Explain the rule first: To add similar
fractions just add the numerators then copy
the denominator.
Then teacher begin will gives examples.
After which she will give written exercises
for her pupils.
EXAMPLE: MATH

16. Wider scope of subject matter because the
instruction is direct by stating at once the
rule or the principle at the beginning of the
class.
Teacher do not have to worry on what
questions to ask for learners to
generalization or conclusion.
ADVANTAGES OF DEDUCTIVE
METHOD:

17. Passive learning. Less involvement on part
of the learners
The learners do not take part in the
generation of conclusion or generalization.
Learners’ involvement will be drill or
exercises that come after the explanation of
the rule or principle
Lesson appears uninteresting at first.
Teacher begin the lesson with the abstract
with what the learners do not know
DISADVANTAGES OF DEDUCTIVE
METHOD

18. It begins with specific details, concrete data
and examples and ends with an abstract
Learners are more engaged in the teaching-
learning process
Learning becomes more interesting at the
outset because we begin with the experiences
of our students. Begin with what they know.
It helps the development of our learners’ higher
order thinking skills. To see patterns and
analyze the same in order to arrive at
generalizations requires analytical thinking.
INDUCTIVE METHOD

19. It requires more time and so less subject
matter will be covered
Need much time to lead students to
formulate generalizations
Teachers got to ask the right questions,
organize answers and comments to pave the
way to the derivation of generalizations or
principles
INDUCTIVE METHOD

20. The teacher will shows to the class the map
of the Philippines then ask the class to
study it with special attention on
geographical features and economic
products.
To guide them in their analysis she will ask
them questions like what is the occupation
of people who live by the sea? What is their
main livelihood? What generalization can
you draw about the relationship between
geographical features of a place and
peoples’ means of livelihood?
EXAMPLE: GEOGRAPHY

21. To Find out the body parts of animal that if it
has a backbone.
Teacher will say: the dog has a backbone.
The fish, frog and cow also have backbones.
Then the students will conclude that: the
dog, fish, cow and frog are vertebrates.
EXAMPLE: SCIENCE

22. The learners are more engaged in teaching-
learning process. The learners formulate
the generalization or rule.
Learning becomes more interesting at the
outset because teachers begin with the
experiences of the students. Teachers
begin with what they know.
It helps the development of the learners’
higher order thinking skills. To see patterns
and analyze the same in order to arrive at
generalizations requires analytical thinking.
ADVANTAGES OF INDUCTIVE
METHODS

23. It requires more time and so less subject
matter will be covered. Teacher needs much
time to lead students to the formulation of
generalizations.
It demands expert facilitating skills on part of
the teacher. Teacher got to ask the right
questions, organize answers and comments
to pave the way to the derivation of
generalizations/principles.
DISADVANTAGES OF INDUCTIVE
METHOD

24. Deductive Method Inductive Method
1. It does not give any new
knowledge.
1. It gives new knowledge
2. It is a method of verification. 2. It is a method of discovery.
3. It is the method of instruction. 3. It is a method of teaching.
4. Child gets ready made
information and makes use of it.
4.Child acquires first hand
knowledge and information by
actual observation.
5. It is quick process. 5. It is a slow process.
6. It encourages dependence on
other sources.
6. It trains the mind and gives
self confidence and initiative.
7. There is less scope of activity
in it.
7. It is full of activity.
8. It is a downward process of
thought and leads to useful
results.
8. It is an upward process of
thought and leads to principles.

25. Between the deductive and the induction
method,
- which method is more teacher-directed?
- which one engages more the learners in
conceptual understanding?
- which demands more teacher’s skillful
questioning?
LET’S REVIEW OUR
UNDERSTANDING:

26. Between the deductive and the induction
method,
- which tend to depth retention of learning?
- which learning method is more predictable?
- which engage to learn faster for large
number of facts and concrete concepts?
LET’S REVIEW OUR
UNDERSTANDING:

27. Demonstration is a learning activity which is
performed by a student, a group of 3 to 4
members or a teacher while the rest
become observers.
Teacher-dominated
Teachers show how to operate, manipulate
an equipment while the class observes
DEMONSTRATION METHOD

28. Teacher should be knowledgeable in
preparing the apparatus needed according
to the steps to be followed
The rest of the class becomes focused on
the activity and concentration on the
subject is assured
DEMONSTRATION METHOD

29. It follows a systematic procedure,
students will be able to learn from a well-
tired procedure since the demonstrators
are selected and adjudged to be skilled
The use of expensive equipment and
machines will be maximized
Possible wastage of time, effort and
resources will be avoided since the
demonstration is supposed to be well-
planned in advance
ADVANTAGES OF DEMONSTRATION
METHOD

30. It will not result to trial-and-error learning as
what happens with unplanned learning
activities
Findings are reliable and accurate since the
procedures has been tried before
The value of confidence is developed
among the demonstrators for such hands-on
demonstrators for such hands-on
demonstration
Curiosity and keen observing ability are
instilled among the observers
ADVANTAGES OF DEMONSTRATION
METHOD

31. How to focus a microscope
Preserving flowers and other
specimens
Performing First-Aid
How to mix ingredients for a menu
EXAMPLES:

32. 1. Modeling…
a. is a direct teaching activity.
b. is seldom used by effective teachers.
c. allows students to imitate from
demonstration or infer from observation the
behavior to be learned.
d. both a and c.
LET’S REVIEW:

33. 2. Direct Instruction is more appropriate
when…
a. cooperative learning is not an option.
b. the teacher needs to arouse or
heighten student interest.
c. attempting to achieve content mastery
and overlearning of fundamental facts.
d. both b and c.

34. 3. This method of teaching presents a
general concept by first defining it and
then providing examples or illustrations
that demonstrate the idea until it
achieve the concept mastery.
a. Inductive
b. Deductive
c. Directive
d. Demonstrative

35. 4. Mr. Cruz is very careful in his classroom about using
his class time efficiently and having active student
practice. To do this, Mr. Cruz uses an instructional
sequence of review, presenting new content,
practice, feedback, and reteaching. He is attempting
to achieve the goals of…
a. mastery learning
b. indirect instruction
c. lecturing
d. cooperative learning

36. 5. Among the methods/approaches
discussed, which teaching method/s is
use in Guided/Exploratory Approach?
a. Direct Instruction
b. Deductive Method
c. Inductive Method
d. both b & c

37. Thank you!
Prepared by:
Ian N. Valencia