3. A set of principles,
beliefs or ideas about the
nature of learning which is
translated into the
classroom.
Teaching Approaches
4. It springs from a
teacher’s own philosophy
of education, the nature of
education, the role of the
teacher and that of the
student.
Teaching Approaches
5. A long-term plan of action
designed to achieve a particular
goal. Strategy applies to many
disparate fields such as a military
strategy, economic strategy,
teaching strategy and the like.
Teaching Strategy
6. – is a systematic way of doing
something. It implies an
orderly logical arrangement
of steps. It is more
procedural.
Teaching Methods
7. – is a well-defined procedure used
to accomplish a specific activity or
task. It is a teacher’s particular style
or trick used to accomplish an
immediate objective. Techniques are
consistent with a given approach,
strategy and method.
Teaching Techniques
8. An approach gives rise to a strategy which may
use more than one method of teaching. One
teaching method may be employed differently by
two different teachers whose teaching style may
lead to the use of different techniques. Techniques
has something to do with teacher’s personal style
of teaching.
SUMMARY
10. Teacher-centered Approach
– the teacher is perceived to be the only reliable
source of information in contrast to the learner-
centered approach which is premised on the belief
that the learner is also an important resource
because he/she too knows something and is
therefore capable of sharing something.
12. Banking Approach
- teacher deposits knowledge into the
“empty” minds of students for students to
commit to memory.
❑The students are perceived to be
“empty receptacles” willing to be filled.
13. Banking Approach
❑ These facts that are deposited are withdrawn
gradually every time quizzes/tests are given
until at the end of the term everything is
withdrawn in the final examinations thus
students’ minds are once more empty ready to
filled in the next school year.
14. Subject-mattered Approach
- subject matter gains primacy over that
of the learner. By all means teacher
finishes teaching subject matter as
scheduled even if the learners have not
learned it.
15. Subject-mattered Approach
❑ Sticking to course syllabus or lesson plan is priority
of the subject- centered teachers. It is also teacher-
dominated.
❑ In contrast in the learner-centered classroom the
teacher makes adjustments in his/her lesson plans
to accommodate learner’s interest and concerns.
16. Disciplinal Approach
– limits the teacher in discussing his/her
lessons within the boundary of his/her
subject matter.
20. Constructivist Approach
– students are expected to construct
knowledge and meaning out of what they
are taught by connecting them to prior
experience.
21. Integrated Teaching Approach
– makes the teacher connects what he/she
teaches to the other lessons of the same
subject (intra disciplinary) or connects his/her
lessons with other subjects thus making
his/her approach inter disciplinary and
multidisciplinary.
23. Guided Approach
– teacher guides the learner to discover
things for himself/herself. The teacher
facilitates the learning process by
allowing the learner to be engaged in the
learning process with his/her guidance.
25. OTHER TEACHING APPROCAHES
❑Whole Child Approach – the learning
process itself takes into account not only
the academic needs of the learners, but also
their emotional, creative, psychological,
spiritual and developmental needs.
26. OTHER TEACHING APPROCAHES
❑Metacognitive Approach – the
teaching process brings the learner to
the process of thinking about thinking.
The learner reflects on what he learned
and on his/her ways of learning.
32. Demonstration Method
❑The rest of the class becomes focused
on the activity and concentration on
the subject is assured.
33. The demonstration method in
teaching can be defined as giving a
demo or performing a specific activity or
concept.
In other words, the demonstration
method is a teaching-learning process
carried out in a very systematic manner.
34. Demonstration often occurs when
students have a difficult time connecting
theories to actual practice or when students
are unable to understand the application of
theories.
35. In order to ensure, the demonstration method is a
success, three things needed to be followed-
(a) The object being displayed during the
demonstration method should not be very small.
(b) During the demonstration method, clear and
simple language should be used so that pupils may
understand concepts easily.
(c) The pupils should be able to question teachers in
order to remove their difficulties.
36. ❑ The demonstration method is a great way to call
for active participation from the students.
❑ A lot of time teachers can ask the students to
participate while presenting to the class.
❑ This keeps them interested throughout rather than
getting bored as compared to lectures where they
have to sit quietly for hours and listen.
❑ It is a practical way of teaching where a complex
or difficult topic can be easily explained with the
help of charts, and many other props.
37. Characteristics of Demonstration
Method
1.The demonstration should be carried out
in a simple and easy manner or way.
2.In this strategy, full attention should be
paid to all the students in the class.
3.Goals and objectives of the
demonstration should be very clear.
38. Characteristics of Demonstration
Method
3. It should be carried out with a well-
planned strategy.
4. A set Time should be dedicated to the
rehearsal before the demonstration.
39. Steps of Demonstration Method
1. Planning and preparation
2.Introduction of the lesson
3.Presentation of the subject
4.Demonstration method
5.Teaching Aids
6.Evaluation
40. 1. Planning and preparation
• Thorough detailed preparation of the
subject matter.
• Well structured lesson planning
• Complete collection of material for
demonstration.
• Rehearsal of demonstration.
41. 2. Introduction of the lesson
•The teacher should always try to motivate
students and prepare them mentally for the
demonstration method.
•The lesson can also be started with some
simple and interesting experiments, some
fascinating stories, or a common event that
everyone can relate to.
42. 2. Introduction of the lesson
•The teacher should introduce the lesson to
students keeping in mind the following things.
✓ Individual differences
✓ Environmental setup
✓ Differentiated Experiences
43. 3. Presentation of the subject
In the demonstration method of teaching, the
presentation of subject matter is very important. The
principle of reflecting thinking should be kept in
mind. The teacher should attempt to teach the
student in such a way that their previous knowledge
can be attached to their new knowledge, thereby
further enhancing it.
44. 4. Demonstration method
The performance in the
demonstration table should be ideal for
the student. The demonstration should
be neat and clean.
45. 5. Teaching Aids
The teacher can use various
teaching aids like models, blackboard,
graphs, etc. during the demonstration.
46. 6. Evaluation
In this last step, evaluation of the
whole demonstration should be done,
so that it can be made more effective
and efficient for the future.
48. How to Assess Students' Learning and
Performance
1.Creating assignments.
2.Creating exams.
3.Using classroom assessment techniques.
4.Using concept maps.
5.Using concept tests.
6.Assessing group work.
7.Creating and using rubrics.
49.
50. Hands-On Learning
-is another way to
learn.
- Some children learn
best by looking at
visuals. Some children
learn best by listening
to a parent or teacher
speak.
51. Project Method
- learners solved a
practical problem
over a period of
several days or
weeks.
The projects may be
suggested by the
teacher, but they are
planned and executed
as far as possible by
the students
themselves,
individually or in
groups.
52.
53.
54. Parts of Detailed Lesson Plan
A typical DLP contains the following parts:
I. Objectives
II. Content
III. Procedures
IV. Evaluation
V. Assignment
55. Parts of Detailed Lesson Log
A typical DLP contains the following parts:
I. Objectives
II. Content
III. Learning Resources
IV. Procedures
V. Remarks
VI. Reflection
57. How to write/formulate learning
objectives?
1.Know your audience. Understanding your audience is a key
part of establishing learning objectives.
2.Identify what you expect others to learn.
3.Establish a specific objective.
4.Indicate how the learned skill or knowledge will be used.
5.Outline how the learned knowledge will be measured.
58. Using Bloom’s Taxonomy to Write
Effective Learning Outcomes
•Bloom’s Taxonomy is a classification of
the different objectives and skills that
educators set for their students (learning
outcomes).
59. Using Bloom’s Taxonomy to Write
Effective Learning Outcomes
• The taxonomy was proposed in 1956 by Benjamin
Bloom, an educational psychologist at the University of
Chicago.
• The terminology has been recently updated to include
the following six levels of learning. These 6 levels can be
used to structure the learning outcomes, lessons, and
assessments of your course.
60.
61. How Bloom’s can aid in course design?
• Bloom’s taxonomy is a powerful tool to help develop learning
outcomes because it explains the process of learning:
• Before you can understand a concept, you must remember it.
• To apply a concept you must first understand it.
• In order to evaluate a process, you must have analyzed it.
• To create an accurate conclusion, you must have completed a
thorough evaluation.
62.
63.
64.
65.
66. Formulate learning objectives
•Topics-
1. Planting Trees and Fruit Trees
2. Planting Ornamental Plants
3. Basic mensuration
4. Preparing Healthy foods
5. The ideal entrepreneur
