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Different Teaching Approaches and Methods
- 1. Guided / Exploratory Approach Group 2 EDUC 112 F
- 3. 1. Inquiry Approach • Sometimes termed as “discovery,” “heuristic” and “problem solving” • Obtaining information through direct experiences • The teacher guides the students as they explore and discover. • This allows some degree of freedom, thus the children develop initiative and divergent thinking. • This approach affords them a good chance to pursue their own learning methodologies and in the long run build on their own learning styles. • A deep sense of responsibility is developed • Facts and concepts that children discover by themselves become stored as part of their permanent learning. • Builds up children’s feeling of confidence • Strengthens one’s intellectual capabilities
- 5. 2. Problem Solving Method • A teaching strategy that employs the scientific method in searching for information • (1) sensing and defining the problem, (2) formulating hypothesis, (3) testing the likely hypothesis by observing, conducting an experiment, collecting and organizing data • Used most often in science and mathematics classes • Students are trained to be sensitive to any puzzling situation or to any difficult situation that needs to be solved. • Serves as a strong motivation • Develops higher level thinking skills, responsibility, originality and resourcefulness, critical thinking, open-mindedness, and wise judgment (much-needed ingredients for independent study) • Students become appreciative and grateful for the achievement of scientists. • The students learn to accept the opinions and evidence shared by others.
- 7. 3. Project Method • A teaching method that requires the students to present in concrete form the results of information gathered about a concept, principle or innovation • Data can be organized and presented in the form of a model, a dramatization or any visual illustration • The project may be a task or a product. • Emphasizes “learning by doing” • Students become resourceful and innovative. • Adds to one’s feeling of accomplishment and satisfaction • Develop the spirit of cooperation and sharing of ideas in group projects • Students become productive and enterprising.
- 9. 4. Metacognitive Approach • “meta” means beyond • An approach that goes beyond cognition; makes students think about their thinking • Making students conscious of their thought processes while they are thinking • Effective problem-solvers subvocalize; that is they talk to themselves frequently • Another example is to have our students describe what is going on in their mind. • THINKING ALOUD SIMPLY MEANS SAYING ALOUD WHAT YOU ARE THINKING. THAT’S ALL!
- 11. 5. The Constructivist Approach • Views learning as an active process that results from self-constructed meanings • A meaningful connection is established between prior knowledge and the present learning activity • Every individual constructs and reconstructs meanings depending on past experiences. They continue reflecting and evaluating accumulated knowledge with an end view of constructing new meanings. • The absorption or assimilation of knowledge is somewhat personal and therefore no two learners can build up the same meaning out of one situation. • Reflection is an important activity wherein the learner recaptures an experience, thinks about it and evaluates it.
- 13. 6. Reflective Teaching • Anchored on the ability of the teacher to guide students to reflect on their own experiences in order to arrive at new understandings and meanings • According to Dewey, reflective teaching is “behavior which involves active, persistent and careful consideration of any belief or practice.” • Involves a thoughtful analysis of a teacher’s actions, decisions and results of teaching • Teacher’s ethic of caring – ethically bound to understand one’s students • (1) confirmation, (2) dialogue, and (3) cooperative practice
- 15. 7. Cooperative Learning Approach • Makes use of a classroom organization where students work in groups or teams to help each other learn • Two important components, namely: • A cooperative incentive structure – one where two or more individuals are interdependent for a reward • A cooperative task structure – a situation in which two or more individuals are allowed, encouraged or required to work together on some tasks, coordinating their efforts to complete the task • Teams are made up of mixed abilities – high, average and low achievers. • Develops skills of cooperation and collaboration, friendliness, willingness to assist and the more worthwhile value of caring and sharing • Promotes maximum generation and exchange of ideas, tolerance and respect for other people’s points of view
- 16. 8. Peer tutoring / Peer teaching
- 17. 8. Peer tutoring / Peer teaching • It is said that “the best way to learn something is to teach it.” • Learning with the help of a classmate tutor who belongs more or less to the same age group • Make students teach other in a “Pair, Think, Share!” manner. • Commonly employed when the teacher requests the older, brighter and more cooperative member of the class to tutor other classmates • Tutoring arrangement may be in any of the following: • Instructional tutoring – older students help younger ones • Same age tutoring • Monitorial tutoring – the class is divided into groups and monitors are assigned to lead each group • Structural tutoring – administered by trained tutors • Semi-structured tutoring
- 19. 9. Partner learning • Learning with a partner • Assigning “study buddy”
- 20. Guided / Exploratory Approach 1. Inquiry Approach 2. Problem Solving Method 3. Project Method 4. Metacognitive Approach 5. The Constructivist Approach 6. Reflective Teaching 7. Cooperative Learning Approach 8. Peer tutoring / Peer teaching 9. Partner learning
Editor's Notes
- When children are learning by interacting with their environment, they are said to be inquiring. They asking about something, doing something to obtain information and processing that information. As more and more substantiations unravel, they compare, classify, analyze and evaluate collected observations. They formulate their own conclusions. The answers arrived at are genuine products of their own efforts. Then they experience the “thrill of discovery” which is oftentimes missed in passive reception of information from their teachers. This learning outcome is the best reward and guarantee of lasting impact on the young. Participation in inquiry activities strengthens one’s intellectual capabilities. One who learns how to investigate and discover new information would definitely be in a better position to reason compared to those who miss the chance of even attempting to learn things by themselves, through no fault of their own but due to the teacher’s insistence on more passive and rote learning styles.
- Having defined the problem clearly, a tentative solution is solicited. The closest scientific guess is then pursued by undertaking an appropriate investigative technique such as performing an experiment or gathering data through directed observations. Finally, they are lead to formulate conclusions. The student’s active involvement resulting in meaningful experiences serves as a strong motivation to follow the scientific procedure.
- Constructing projects develops the students’ manipulative skill. The planned design of the project tests the student’s originality in choosing the materials to be used. They become resourceful and innovative. It can be employed among the students who are weak in oral communications. The finished product can serve as evidence of learning achieved. The completed project adds to one’s feeling of accomplishment and satisfaction, thus motivating students to continue constructing new projects in school and at home.
- Subvocalizing includes constantly re-stating the situation, rechecking progress, and evaluating whether one’s thinking is moving in an appropriate discussion. Thinking aloud helps you understand better.
- Teaching is not considered as merely transmitting knowledge and information such as facts, concepts and principles but rather as providing students with relevant experiences from which they can construct their own meaning. The teacher’s role is to facilitate learning by providing opportunities for a stimulating dialogue so that meanings could evolve and be constructed. She guides the students through skillful questioning and appropriate cognition processing.
- Confirmation – a caring teacher takes time to help students discover their individual inclinations and capitalize on them Dialogue – to talk honestly and openly about one’s innermost concerns. The goal is to understand and in the long run, to care. This highlights the role played by values, beliefs and attitudes. Cooperative practice – facilitates learning through counseling and guiding rather than just imparting knowledge.
- Reward systems are group-oriented rather than individually-oriented.
- This is based on the rationale that the former is better equipped than the others. This is due to their closeness in age, skills, study habits and even learning styles.