The document discusses various instructional approaches and methods, including direct/expositive instruction, deductive and inductive methods, demonstration method, inquiry/problem-solving method, project method, metacognitive approach, constructivist approach, cooperative learning approach, reflective teaching, peer tutoring/peer teaching, and partner learning. It provides details on the characteristics and strategies for each approach.

1. Different Approaches and
Methods

2. Direct/Expositive Instruction Approach
• Direct Instruction
 is teacher-direct and teacher dominated. It is
meant for the teaching of skills.

3. Instructional Characteristics
1. The strategy is teacher-direct.
2. The emphasis is on the teaching of skills.
3. Taught in a step by step fashion.
4. Lesson objectives include easily observed
behaviors that an be measured accurately.
5. This is a form of learning through imitation.

4. Deductive Method
 is teacher-dominated. It begins with
the abstract rule, generalization,
principle and ends with specific
examples, and concrete detail.

5. Advantages of the Deductive Method
1. Coverage of a wider scope of subject matter.
2. No bother on the part of the teacher to lead
learners to the formulation of the
generalization or rule.
Disadvantages of the Deductive
Method
1. It is not supportive of the principle that
learning is active process.
2.Lessons Appears uninteresting at first.

6. Inductive Method
 is less teacher-directed than the
deductive method. It begins with specific
details, concrete data and examples and
ends with an abstract generalization rule,
or principle.

7. Advantages of Inductive Method
1. The learners are more engage in the teaching-
learning process.
2. Learning becomes more interesting at the
outset because we begin with the experiences
of our students.
3.It helps the development of our learners.

8. Disadvantages of the Inductive
Method
1. It requires more time and so less subject
matter will be covered.
2. It demands expert facilitating skills on
the part of the teacher.

9. Demonstration Method
 is teacher-dominated. The
teacher shows how to operate
manipulate an equipment while
the lass observes.

10. Advantages of Demonstration Method
1.It follows a systematic procedure.
2.Possible wastage of time, effort and resources
will be avoided.
3.The findings are reliable and accurate.
4. The value of confidence is developed.

11. Inquiry Method
Is also called discovery, or problem
solving method. The teacher
guides the students as they explore
discover.

12. Problem Solving
is a teaching strategy that employs the
scientific method in searching for
information.
Advantages:
1. It developed skills in employing the science
processes.
2. The scientific method can likewise be use
effectively in other non-science subjects.

13. 3. Problem-solving develops higher level
thinking skills.
4. The students become appreciative and
grateful for the achievement of scientists.
5. The students learned to accept the opinions
and evidence shared by others.

14. Project Method
A “hands-on, minds-on” method. It require
students to present concrete form learned
concept or principle.
Advantages:
1. It is a teaching strategy that emphasizes
“learning by doing”
2. It ca employed among students who are
weak in oral communications.

15. 3. It instills the values of initiative,
industry and creativity.
4. Working a projects groups
developed develop the spirit of
cooperation and sharing of ideas.

16. Metacognitive Approach
Makes students think about their
thinking. Thinking aloud is an act of
metacognition.
Constructivist Approach
Demand students to construct their
own meaning out of their own learning
experiences.

17. Metacognitive Approach
Makes students think about their
thinking. Thinking aloud is an act of
metacognition.
Constructivist Approach
Demand students to construct their
own meaning out of their own learning
experiences.

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I will never return to the world .

20. Reflective teaching
 is anchored on the ability of the teacher
to guide students to reflect on their own
experiences in order to arrive at new
undertaking & meaning.

21. Instructional Characteristics
Schulman (1990) cites three key
characteristics of reflective teaching
1. An ethic of caring
2. A constructivist approach
3. Tactful problem solving

22. Practice the ethics of caring a teacher is guided
by 3 effective ways :
1. Confirmation
2. Dialogue
3. Cooperative practice

23. Strategies
1. Self-analysis
 reflective teacher able to keep record of her
success or failure in employing a strategy.
2. Writing journals
3. Keeping a portfolio
4. Observation of students
5. Questions

24. Cooperative Learning Approach
 Learning is a group helping each other learn but
keeping each individual member accountable for
his/her learning.
Characteristic Features
1. It has two important components, namely :
• A cooperative incentive structure
• A cooperative task structure

25. 2.Students work in team to tackle academic
tasks.
3.Reward system
4.Interaction w/in the group
5.Teams are made up mixed abilities
6.Each individual learner is accountable

26. Overview of Selected Structure in Cooperative
Learning
STRUCTURE Brief Description Academic & Social Function
Round robin
Teambuilding
•Each student shares something with
his/her teammates
•Expressing ideas & opinions
Comers
Class building
•Each students move to a corner of the
room representing a teacher-
determined alternative.
•Seeing alternative
hypotheses, values, problem
solving approach.

27. Match Mine
Communication Building
•Students attempt to match the
arrangement of object using oral
communication only.
•Vocabulary dev.
Communication skills
Numbered Heads
Together
Mastery
•Teacher asks question, students
consult to make sure everyone knows
the answer.
•Review, checking for
knowledge, comprehension &
tutoring.
Praise Check •Students work in pairs w/in groups of
four.
•Practicing skills.
•Helping, praising

28. Three-steps interview
Concept Development
•Students interview each other in
pairs, first one way, then the other.
•Sharing personal information
Think-Pair Share •Students think to themselves on a
topic provided by the teacher.
•Generating & revising
hypotheses, inductive &
deductive reasoning.
Team Word-Webbing •Write simultaneously on a piece of
chart paper, drawing main concept
•Analysis of concept into
components, differentiating
concepts.

29. Roundtable
Multifunctional
•Each students in turn writes one
answer as a paper & pencil are passed
around table.
•Assessing prior knowledge,
recalling information
Inside-Outside Circle •Students stand in pairs in two
concentric circle.
•Checking for understanding,
review
Partners •Work in pairs to create or master
content.
•Mastery & presentation of
new material
Jigsaw •Each student on the team becomes
an “expert” on the topic
•Acquisition & presentation of
new material, review
Co-op Co-op •Students work in groups to produce
a particular group
•Learning & sharing complex
material, evaluation,
application, analysis.

30. Peer tutoring/ Peer teaching
Is a teaching with the help of a classmate
tutor who belongs more or less to the same
age group.

31. Tutoring arrangement may be in any of
the following :
a. Instructional tutoring.
b. Same age tutoring.
c. Monitorial tutoring.
d. Structural tutoring.
e. Semi-structural tutoring.

32. Partner Learning
Is teaming up with a classmate as a partner for
learning.

33. Developmental Activities
1. For Data-gathering
– Interview
– Library research
– Internet research
– reading
– Field trip

34. 2. For Organization & summarizing
– Using graphic organizers
– Jingles, rap, song
– Verses
– Power point presentation
3.For Application/Creative activities
– Solving real-word
– Performances & demonstration of skill mastery

35. –Authentic project
–Power point presentation
–Television talk show
4. For concluding activities
–Review the KWL
–Journals writing at the end of the
period

36. END.....