1. The document discusses various teaching approaches and methods, including teacher-centered vs learner-centered approaches, and direct teaching vs indirect teaching. 2. It also covers specific teaching methods like direct instruction/lecture method, demonstration method, inquiry method, and the scientific method. 3. For each approach and method, it provides details on how to implement them effectively in the classroom, the advantages and disadvantages, and how they differ from each other.

1. APPROACHES
AND METHODS
thousand teachers,

2. ACHING APPROACH
It is a set of principles, beliefs, or ideas about the nature of
arning which is translated into the classroom.

3. EACHING METHOD
It is a systematic way of doingsomething.
implies an orderly logical arrangementof steps. It is more procedural.
CHING TECHNIQUE

4. TEACHER-CENTERED LEARNER-CENTER
BJECT-MATTERED CENTER LEARNER-CENTER
TEAHER DOMINATED INTERACTIVE
"BANKING" APPROACH CONSTRUCTIVIS
APPROACHES

5. The teacher is perceived to be the
nly reliable source of information in
ontrastto the learner-centered
pproach.
LEARNER-CENTERED APPROA
In which it is premised on the belief

6. BJECT MATTER-CENTERED
PROACH
Subject matter gains primacy over that
ner.
ACHER DOMINATED APPROAC

7. In thisapproach, an interactive class
will have more student talk and less tea
alk. Students aregiven the opportunity
nteract with teacher and with other
tudents.
CONSTRUCTIVIST APPROACH
The students are expected to constru

8. The teacher deposits knowledge into
empty'' minds of students for students
commit to memory.
NTEGRATED APPROACH
It makes the teacher connects what
he/she teaches to other lessons of the s
subject (intradisciplinary) or connectsh

9. DISCIPLINAL APPROACH
It limits the teacher to discussinghis
essons within the boundary of his/her
subject.
COLLABORATIVE APPROACH

10. NDIVIDUALISTIC APPROACH
It wants the individual students to w
y themselves.
DIRECT TEACHING APPROACH
The teacher directly tells or showsor

11. NDIRECT,GUIDED APPROACH
The teacher guides the learner to di
hings for himself/herself. The teacher
acilitates the learning process by allow
he learner to be engaged in the learnin
process with his/her guidance.

12. RESEARCH-BASED APPROAC
As the name implies, teaching and
earning are anchored onresearch findin
WHOLE CHILD APPROACH
The learning process itself takes into

13. The teaching process brings
he learner to the process of
hinking about thinking. The
earner reflects on what he
earned and on his/her ways of
earning.
PROBLEM-BASED APPROACH
As the name implies, the teaching-

14. ,
ers involved in the teaching-learning p
hown in the diagram below:
cher - - - - L
Engagement
- - - - - - -
Focus

15. DIRECT INSTRUCTION/
LECTURE METHOD
Direct instruction is aimed at helping
students acquire procedural knowledge
exercised in the performance of some ta

16. To employ the methodology inteachi
ill/s, follow these steps:
Provide the rationale,
Demonstrate the skill,
Provide guided practice until mastery,
Check for understanding and provide fee

17. evaluate student learning at the end
structional unit by comparing it agains
andard or benchmark.
Summative assessments are often hig
akes, which means that they have a hig
oint value.
Examples of summative assessments
clude:

18. ps are similar with those of teaching a
ive a short introduction by providing th
ationale,
resent your lesson,
evelop the lesson by explaining, illustra
ith diagrams if appropriate and/or givi
oncrete examples,

19. The goal of formative assessment is
monitor student learning to provide on
edback that can be used by instructors
prove their teaching and by students
prove their learning. More specifically
rmative assessments:
elp students id
.entify their strengths and

20. ta es, w 1c means t at t ey ave ow
no point value.
Examples of formative assessments
nclude asking students to:
draw a concept map in class to represen
heir understanding of a topic
submit one or two sentences identifying

21. The strategy is teacher-directed.
The emphasis is on the teaching of ski
Each step must be mastered, hence th
students gain ''how'' rather than ''what
termed procedural knowledge.
Taught in a step-by-step fashion, it ensu

22. Lesson objectives include easily obser
behaviors that can be measured accur
This is a form of learning through imit
sometimes termed ''behavioral mode
This can also beused to teach facts,
orincioles. and laws.

23. EACHING SKILL
The students must be given ample time
practice.
They must be included in the planning
since this technique is highly task-orie
and aimed at mastery of every step. Th

24. subskills or into its component steps so
can be taught easily and with precision
Design own strategy in teaching eachs
which will eventually contribute to the
learning of the entire skill.
Before the demonstration, carefully

25. Assignpractice for short periods of
time, then continue learning by imitati
others.
Provide feedback and encouragement
through praises. Positively motivated,
students will never get tired practicing.

26. and Laws
Be sure the facts, pr1nc1ples, and laws
correctly, clearly, and adequately expla
Use visual aids to concretize abstract
principles and laws.
Illustrate laws and principles with conc
examoles.

27. As the name implies, in the demonstra
method the teacher or an assigned stude
group shows how a process is done while
students become observers.
The demonstrator is knowledgeable in
preparingthe apparatus needed accordin
the steps to be followed. The rest of the c

28. EFORE
The demonstrator/s must be well-sele
He/she/they must be skilled in operat
modern equipment and proficient in
undertaking scientific investigations.
When planning the activities make sur

29. be used. Demonstration should be
scheduled as to day and class period.
The demonstrator must try the activity
several times before the real
demonstrationsfor a smooth sequenci
the steps as well as accuracy of the res
The observers must be preparedand

30. the-spot revision/s such as alternative
or substitute materials when needed.
Arrange the observers around the
demonstration area or at a distance wh
they will be able to observe fully what
go•
ing on.
Depending on the kind of demonstratio
be undertaken, pointers or questions m

31. The place must be quiet in order to sus
the observers' attention and interest d
the activity.
Extreme care must be taken in perform
some delicate steps.
The activity must not be interrupted b
unnecessary announcements or noise
surroundings.

32. during the demonstration.
An examination of the observed data a
nformation recorded follows.
Have an analysis of trends, patterns or
uniform occurrences that can help in ar
at a conclusion.

33. The demonstration method followsa
systematic procedure.
The use of expensive equipment and
machines will bemaximized.
Possible wastage of time, effort and
resources will be avoided since the

34. what happens with unplanned
learning activities.
The findings are reliable andaccurate s
the procedure has bee tried before.
The value of confidence is developeda
the demonstrators for such hands-on

35. l
n
d
i
r !:f cQeto 1s est u
when the learning process is inquiry-bas
he result is discovery and the learning
ontext is a problem. This can come as

36. ) INQUIRY METHOD
We will never be able to help childr
earn if we tell them everything they ne
know. Rather, we must provide them w
opportunities to explore, inquire and
discover new learning. The core of inqui

37. METHOD
Define the topic or introduce theques
Guide students plan where and how to
gather data and information.
Students present findings through grap
charts, PowerPoint presentation, mode
• • •

38. The following are commonly observe
haracteristics of the discovery/inquiry
method:
Investigative processes such as inferrin
hypothesizing, measuring, predicting,
classifying, analyzing, and experiment
formulating conclusions andgeneraliza

39. The children are highly motivated to se
hence active participation is the best
indicator of inquisitiveness.
The answers arrived at are genuine pro
of their own efforts.
Focused questions before, during and
are critical ingredients that provide dir

40. Its emphasis is on the processes of gath
and processing of information
Its dependence on firsthand experienc
objects and phenomena occurring in th
environment is certainly in agreement
the most often cited theory of Piaget

41. earning, e 1tin pursuit o answers, ma
ontent or simply solving a problem tha
onfronts them instantly.
Educators strongly believes that facts an
oncepts that learners discover bythem
ecome stored as part of their permane
earning.
Experiencing success in inquiry-

42. Arrange for an ideal room setting.
Choose tools and equipment that can
be manipulated.
The materials to be used or examine m
lend themselves easily to the processe
be employed and the end product desi

43. by them.
At the completion of the activity, requi
evaluation of the steps undertaken as
effectiveness and the clarity of the res
Above all, the teacher himself/herself
should internalize his/her changed role
that of a guide, facilitator, and counse
rather than the traditional authority w

44. employs the scientific method in search
nformation. The five basic steps of scie
method or investigatory process are:
Sensing and defining the problem
Formulating hypothesis
Testing the likely hypothesis

45. This method is most effective in develo
skillin employing the science processe
The scientific method can likewise be u
effectively in other non-science objects
The student's active involvement resu
in meaningful experiences serves as as
motivation to follow the scientific proc

46. are much needed ingredients for
independent study.
The students become appreciative and
grateful for the achievement of scientis
Critical thinking, open-mindedness and
judgment are among scientific attitude
values inculcated through competence

47. Provide sufficient training in defining a
stating the problem in a clear and conc
manner.
Make sure that the problem to be solv
the age, interests and the skills of the
students.
Group the students and allow each one

48. Get ready with substitutions formateri
which may not beavailable.
The emphasis is on the procedure and
processes employed rather than on th
products.
The development of skills and attitude
takes priority over knowledge.