The document discusses various pedagogical approaches aimed at enhancing learning, defining pedagogy as the method and practice of teaching influenced by educators' beliefs and cultural understanding. It explores specific approaches such as constructivism, collaborative, inquiry-based, reflective, and integrative learning, emphasizing the role of prior knowledge and social interactions in knowledge construction. Additionally, it highlights the importance of reflective teaching for educators to improve their practices and better support student learning.

1. GRACE D. DILAO
SPEAKER
INNOVATIVE PEDAGOGICAL
APPROACHES
TO ENHANCE LEARNER
APPROACHES

2. What Is
Pedagogy?
 Pedagogy is a method of teaching in which teachers teach, both in
theory and in practice. Pedagogy is shaped by educator's teaching
beliefs and involves their understanding of culture and different
learning styles.
 It is essential for students to have meaningful classroom relationships in
order to build on prior learning.
 Pedagogy refers to the way of teaching students, whether it is the
theory or practice of educating. It is a relationship between the
culture and techniques of learning.

3. The main aim of pedagogy is to build on previous
learning of the students and work on the development
of skills and attitudes of the learners. Pedagogy
enables the students to get a thorough understanding
of the subject and helps them in applying those
learning in their daily lives outside of the classroom.

4. Section 5 (e) RA 10533
“The curriculum shall use pedagogical
approaches such as constructivism, inquiry-
based, reflective, collaborative, and
integrative.”

5. DIFFERENT PEDAGOGICAL APPROACHES

6. Pedagogical
Approaches
Constructivism
Collaborative
Inquiry-Based
Integrative
Reflective
5 PEDAGOGICAL
APPROACHES

7. (1) CONSTRUCTIVISM

8. CONSTRUCTIVISM
 Learners communicate with each other, and share their
understandings, feelings, knowledge, and experience, to
come up with new knowledge.
 The teacher becomes the facilitator, and the Learners are
encouraged to interact, exchange views and experience and
co-construct meaning and knowledge that is based on their
needs (still with the teachers’ intervention.)

13. Visual Metaphor for Learning
 Do you agree with this?

14. Definition of Learning
Learning is an active process in
which learners construct their
own meaning based on prior
knowledge and experience.

15. Roots of Constructivism
Piaget
Vygotsky

16. Types of Constructivism
Individual Constructivism
Social Constructivism

17. INDIVIDUAL CONSTRUCTIVISM
 Individual constructivism is a theory of learning that
emphasizes how individuals construct their own
understanding and knowledge of the world through
experiences and reflection on those experiences.
Rooted in the work of Jean Piaget, this perspective
suggests that learners actively create and organize
their knowledge structures, rather than simply
absorbing information from external sources.

18. Key characteristics of individual constructivism
include:
 1. Active Learning: Learners are not passive recipients of
information; they actively engage with new ideas and
experiences to form their understanding.
 2. Cognitive Development: Learning is viewed as a process
that is influenced by the learner's developmental stage,
where new information is integrated into existing cognitive
structures through processes like assimilation and
accommodation.

19.  3. Personal Interpretation: Each learner brings their own
unique set of prior knowledge, experiences, and
perspectives, which shape how they understand and
learn new information.
 4. Discovery Learning: Individual constructivism supports
the idea that learners should explore, ask questions, and
discover principles on their own to develop deeper
understanding.

20. SOCIAL CONSTRUCTIVISM
 Social constructivism is a theory of learning that emphasizes
the importance of social interactions and cultural context in
the process of constructing knowledge. It is rooted in the
work of Lev Vygotsky, who argued that cognitive
development is significantly influenced by social interactions
and the cultural tools provided by the environment.

21. Key characteristics of social
constructivism include:
 1. Social Interaction: Learning is fundamentally a social process.
Learners develop their understanding through interaction with
others, including peers, teachers, and mentors.
 2. Zone of Proximal Development (ZPD): Vygotsky introduced the
concept of ZPD, which refers to the gap between what a learner
can do independently and what they can achieve with guidance
and support. Effective teaching targets this zone to promote
growth.

22.  3. Scaffolding: This is a strategy where more knowledgeable
individuals provide structured support to learners to help
them accomplish tasks they could not do alone. As learners
gain independence, the support is gradually removed.
 4. Language and Thought: Language plays a critical role in
cognitive development. It is not just a means of
communication but also a tool for thought and learning.
Through dialogue and discussion, learners can develop and
internalize new concepts.

23.  5. Cultural Influence: Social constructivism posits
that the culture and the tools of society, such as
language, symbols, and customs, heavily
influence learning. These tools mediate how
individuals understand and interact with the
world.

24. Role of Prior Knowledge

25. Prior Knowledge
Schemas
Draw a house!
Scripts
Personal theories
Interpretations

26. Houses

28. (1) COLLABORATIVE LEARNING

29. •Requires learners to work together
towards a common goal.
•This type of learning has been called in
various names like collective learning,
learning
communities, peer teaching, peer
learning or team learning;
* Learners engage in a common task in
which each individual depends on and is
accountable to each other,
(1) COLLABORATIVE LEARNING

38. (3) INQUIRY-BASED LEARNING

40. Acquiring or obtaining information thru investigation carried out
by the learners who are eager to know the phenomenon in
question.
It is used to engage learners of all ages to learn by exploration
and discovery.
As learners investigate. they build their understanding and
create meaning and new knowledge on a certain content/ topic.
The process of inquiry begins with gathering information and
data through seeing, hearing, touchinq, tasting, and smellinq.

48. (4) INTEGRATIVE LEARNING

49. Describes a movement toward
integrated lessons helping
students make connections
across curricula; making
connections with
a major, between curriculum, co-
curriculum, or between
academic knowledge and
practice
(4) INTEGRATIVE LEARNING

50. Integrative Teaching
THEMATIC TEACHING- THEME HELPS STUDENTS SEE THE MEANINGFUL
CONNECTIONS ACROSS DISCIPLINES OR LEARNING AREAS

54. Teacher and Student Roles in the Integrative Model
Integrative Model
Phases
Teacher Role Student Role
Describe, compare,
and search for
patterns
Teacher asks students to describe,
compare, and search for patterns
in the content examined by
students. Teacher guides students
through this phase by creating (or
co-creating or asking students to
create)graphic organizers to
scaffold students’ understanding
and recording of information.
Students analyze the content by
describing, comparing, and
searching for patterns in the
content studied. They (or the
teacher) enter data/information
into graphic organizers developed
by the teacher or students, or co-
developed by the teacher and
students. (Note: Either the
teacher or students record data in
graphic organizer.)

55. Integrative Model
Phases
Teacher Role Student Role
Explain similarities
and differences
Teacher asks students to explain
similarities and differences.
Students explain similarities and
differences in the content studied
and substantiate their ideas using
data from the graphic organizer.
Hypothesize outcomes
for different
conditions
Teacher asks students to
hypothesize outcomes based on
different conditions.
Students form hypotheses of
possible
outcomes related to the content
studied and based on different
conditions.
Generalize to
form broad
relationships
Teacher asks students to
generalize their conclusions.
Students generalize their
understanding to demonstrate
understanding of the broad
relationship between content
studied.

56. Outline of the Integrative Model Lesson Steps
Integrative Model Steps Integrative Model Lesson
Describe, compare, and search
for patterns
After engaging with a variety of materials to learn about various
topics and recording their learning in a graphic organizer, students
describe, compare, and search for patterns among all of the data
in the graphic organizer that was co-developed by the class and
teacher.
Explain similarities and
differences
The teacher asks students to work with partners and then the
whole class to explain the similarities and differences identified.
Hypothesize outcomes for
different conditions
The teacher asks students to make educated guesses about how
things might have been different under different conditions. Tip:
The teacher should craft questions before the lesson in the event
that students have a tough time formulating hypotheses.
Generalize to form broad
relationships
The teacher asks students to share their big ideas about the topic.
Students share their inferences regarding their research first with
their partners and then with the class as a whole.

57.  Example
 Lesson Context
 Grade level(s): Second
 Content area: Social Studies
 PHYSICAL TEACHING ENVIRONMENT : This lesson will be taught in a
regular classroom.
 Application of revised Bloom’s taxonomy : Students move from the
lower levels of the revised Bloom’s taxonomy (i.e., remember, by
describing the different characteristics of the American Indian tribes
studied) to the higher levels (i.e., evaluate, by forming generalizations
about American Indians).
Integrative Model Lesson Plan

58. Goal(s):
Students will gain an understanding of American
Indian tribes and culture in the United States.
Standard(s) Addressed:
National Curriculum Standards for Social Studies:
Learners will understand the following:
• Culture: “Culture” refers to the behaviors, beliefs, values, traditions, institutions, and ways of living together of a group
of people.
• Culture: Concepts such as: similarities, differences, beliefs, values, cohesion, diversity.
• Time, Continuity, and Change: The study of the past is the story of communities, nations, and the world.
• Time, Continuity, and Change: That historical events occurred in times that differed from our own but often have lasting
consequences for the present and future.
• People, Places, and Environments: The theme of people, places, and environments involves the study of location, place,
and the interactions of people with their surroundings.
• People, Places, and Environments: Factors that contribute to similarities and differences among peoples locally and in
places across the world, including ethnicity, language, and religious beliefs.
• Individuals, Groups, and Institutions: The theme helps us know that people belong to groups and institutions that influence
them and by which they are influenced

59. Objective :
1. Students will describe and compare at least four American Indian tribes from different regions of
the United States by completing a graphic organizer.
2. Students will explain the identified similarities and differences between American
Indians from different regions of the United States.
3. Students will hypothesize and substantiate outcomes about American Indians from
different regions of the United States.
4. Students will make generalizations about American Indians from different regions of
the United States.
Estimated time: Three to five class periods
Materials needed:
• Books about American Indians for research
• Graphic organizer handout (Worksheet 13-1 in Appendix C)
• Computer and projector
Prerequisite skills:
Students should be able to read and comprehend text at the second-grade level as well as understand
major vocabulary, know how to read a basic map, understand directions on a map, and comprehend
how to form hypotheses and generalizations.

60. Lesson Procedures
Anticipatory Set (Introduction)
Motivation: Ask students to draw (individually) what they believe American Indians look like
and the type of home they might live in. Ensure that they do not share their drawings with
anyone until after they are done.
Information: Inform students that for several class periods they will be learning about
American Indians, often also called Native Americans. They will be doing a special lesson that
helps them organize all the information they will learn so that they can compare the different
tribes, explain the similarities and differences, make guesses about how things might have
been different, and, finally, make some conclusions about American Indians.
Connection: Ask students to share and discuss their drawings. Ask them to explain why they
depicted the American Indians as they did. Tell students that they will be studying several
American Indian tribes and learning about how interesting and different they were. Each
student will receive a notebook for keeping track of their learning and reflections on it.

61. A. Phase 1: Describe, compare, and search for patterns
Together with students, the teacher examines a variety of resources—books, websites, videos,
and journal transcriptions—to gather information about different Indian tribes. As students
engage with these materials, the teacher asks them to complete a graphic organizer about
American Indian tribes that he also completes on a computer and simultaneously projects for all
to see.
As a class, the teacher models how to complete the graphic organizer. Some students fill out
sections on their own, and others need help by seeing the teacher model it.
The teacher hands out a sheet with several questions. Students are asked to describe and
compare the information collected in the graphic organizer by answering the following
questions in pairs:
1. What are some of the major American Indian tribes that reside in the United States?
2. Where do or did they live?
3. From which language family did their language originate?
4. What was their lifestyle?
As students discuss their answers, the teacher asks them to refer back to the graphic
organizer they created together. As they answer, he records their ideas under each question
using multimedia presentation slides. On each slide, the teacher types the details of their
answers while also noting who answered the question.

62. Phase 2: Explain similarities and differences
The teacher asks students to examine the matrix and verbalize some comparisons and
patterns between the different American Indian tribes, such as where they lived in the
United States, what type of home they had, and so on. Then, the teacher asks
students to explain the similarities and differences by asking questions like “How can
you explain their lifestyle (e.g., of hunting and gathering)? In what ways are they
different? Alike? Explain.”
Phase 3: Hypothesize outcomes for different conditions
After this discussion, the teacher asks the students to devise hypotheses of what
might have been different if conditions were different. For instance, the teacher
might ask students to think about their way of life: “How would a Chinook’s way of
life be different if he or she lived in the Southeast or the Plains? Explain.” (Ask
students to provide support for their hypotheses by writing them down.) As students
reply, the teacher should type students’
responses on the computer (or overhead).

63. Phase 4: Generalize to form broad relationships
Ask students to form broad generalizations or big ideas that
summarize their learning about American Indians. Be sure to ask them
to substantiate their inferences by referring back to the graphic
organizer they completed together as a class. Examples of possible
student responses are the following: Not all American Indians are the
same, and American Indians’ lives depended on where they lived—if
they lived near the water, they were usually fishermen.
Closure: The teacher asks students to summarize in small groups
what they have learned about American Indians by (1) discussing what
they have learned, (2) writing a short summary of their learning about
American Indians, and (3) sharing with the class the group summary.

64. ASSESSMENT
Formative assessment Teachers could check students’
understanding of the concepts about American Indians as they
study the unit. The creation of a graphic organizer on their
own with certain facts is a low-key way to conduct formative
assessment of students’ comprehension.
Summative assessment Students could create a recorded
podcast educational segment to teach their families (and
possibly also students in other grades) about what they
learned about American Indians.

66. REFLECTIVE LEARNING

67. Looking at what the teacher and learners
do in classroom, thinking about why they
do ii, and analyzing about it if it works.
This is a process of self-evaluation cum
self-observation.
Reflective Approach

78. Reflective Teaching
REMEMBERING, THINKING ABOUT, and
EVALUATING a learning experience.

79. The Reflective Teacher:
•Understands the things that influence the way he (or
she) teaches. Things such as:
1. Practical theories about teaching
2. the teaching context (class size, student
language levels, access to technology,
textbooks, curriculum. . .)
3. knowledge, attitudes, values

80. What does a Reflective Teacher do?
•Solves problems in the classroom
•Is aware of the assumptions he or she brings to teaching
•Understands the institutional and cultural context of his or her teaching
•Participates in curriculum development and school change
•Seeks professional development opportunities

81.  Reflective teachers are knowledgeable about pedagogy (methods and theories of
teaching)
 We can learn a lot about teaching from self-inquiry
 Much of what happens during teaching is unknown to the teacher
 Experience is not enough to grow as a teacher
 Reflection can give us a deeper understanding of the teaching process
Assumptions of Reflective Teaching Theory

82. Results of becoming Reflective Teachers
 Teachers develop a deeper, better “schemata” of teaching.
 Teachers have better pedagogical reasoning skills
 Teachers are better at improvisation in the classroom
 Teachers become better decision makers in the classroom
because they know what can influence learning outcomes.

83. The Process of Reflective Teaching
I. Recollect (remember) or “map” a
teaching event.
1. What do I do when I teach?
2. What do I believe about teaching?
We map a teaching event by observing and collecting
evidence.

84. How to observe and collect evidence
 Peer observation
 Same lesson, four ways:
1. Video recording
2. Keeping a journal
3. Student surveys
4. Student notebooks and tests

85. The Process of Reflective Teaching
II. Inform, question, and evaluate
A. What does my evidence show me?
B. What inconsistencies are there between my
beliefs about good teaching and what I actually do
in the classroom?
C. How might I teach differently?
Analyze the mapping, the collected evidence

86. III. Act
A. Don’t just think about your teaching, do
something to make it better
B. But do not act before reflecting
C. Let your action be informed by
reflection
The Process of Reflective Teaching

87. Action Research
After reflecting (observing/gathering evidence) and
analyzing the evidence, identify one problem or
area of teaching you want to “act” on
For example:
1.Students have problems doing oral presentations
2.Students don’t seem to revise their essays after I correct them.
3.Students only speak Japanese (rather than English) when I ask them to work in
groups.

88. Action Research
I. Identify problem
II. Make the problem more concrete, something that can be changed,
improved
For example:
From: Students have problems doing oral presentations
To: What skills can I give my students to make them more
effective presenters?
From: Students don’t revise their essays after I correct them.
To: Are there teaching techniques that would promote revision strategies in writing?

89. Action Research
III. Research the problem
A. Talk to colleagues
B. Attend conferences
C. Read articles or books
D. Review your mapping again
IV. Prepare an Action Plan
A. Draw conclusions from your research
B. Brainstorm solutions
C. How will you implement your solution?

90. Action Research
V. Action—carry out your plan
VI. Record and observe implementation of
plan
VII. Reflect critically on your Action What
improvements would you make?

92. IMPORTANCE OF
PEDAGOGY IN TEACHERS..

93. What Is Pedagogy In Teaching?
Pedagogy in teaching can be referred to as an educator’s
understanding of how the students learn. The teachers are
focused on presenting the syllabus to the students in such a way
that it is relevant to their needs.
Pedagogy demands classroom interactions between the teacher and
students which create a significant impact on the learner’s mind.
Pedagogy enables teachers to understand the best suitable practices
for a classroom setting. It helps them to know how different
students learn and grasp information so that they can tailor their
lessons to satisfy those needs. It is likely to improve the quality of
teaching and the way it is received by the students.

94. Pedagogy plays an important role to help
teachers understand the best ways to
conduct a classroom. It gives them insights
into how students learn differently in
different topics so that they can conduct
lessons to suit these needs. It aims to
improve the quality of education for students

95. What Is Teacher Pedagogy?
Teacher pedagogy refers to the pedagogy that is centered
towards the teacher, who gives the most meaningful course
information. In this approach, the teacher has a large
responsibility of giving correct information to the students in
the right way, irrespective of their teaching styles. The teacher
can give a clear understanding of how the students are doing
concerning their learning and also be an effective model for the
target language.

96. Importance Of Pedagogy
In Teaching

97. •Improves quality of teaching
If a well-thought pedagogy is implemented in the classrooms, the quality of
education can show a drastic improvement. This will benefit the students by
helping them thoroughly understand the education material, thereby improving
the learning outcomes.
•Encourage cooperative learning environment
The implementation of pedagogy in education encourages the students to work
together towards completing a task and learn together. This increases their
perceptions by understanding and taking views from the other students, thereby
adapting the cooperative learning environments making them better leaders in the
future.

98. •Convenient learning approach for all
Students with special needs require different ways of learning and teaching in the
institutes. Implementation of a suitable pedagogical approach will help them learn better
and encourage them to be a part of the mainstream learning community.
•Improves teacher-student communication
The teacher understands the student in a better way which helps
them to focus on the student’s weaknesses and guide them.

99. •Eliminates monotonous learning
Pedagogy and child development work hand in hand. It helps the student to think in
different ways and move beyond the traditional methods of memorization and
comprehension for learning. It invokes complex processes of learning among the
students such as analyzing, creative thinking, and evaluation. Further, it makes
students more receptive to what the teacher is teaching.
•Student can follow their ways of learning
A well thought pedagogy can help the students to grasp education in various ways. It
caters to the learning abilities of different students. Students can follow their
preferred ways of learning and stick to them. In this way, the students develop a
better understanding of the subject, which eventually improves their skills and
learning outcomes.

101. THE PEDAGOGY CHALLENGE!!!

102. SET UP:
 DIVIDE THE PARTICIPANTS
 USE A SIMPLE POWER POINT TEMPLATE
 QUIZ FORMAT
• INCLUDE MULTIPLE CHOICE, AND SHORT
ANSWER QUESTIONS
• ADD A “LIGHTNING ROUND” WITH RAPID-FIRE
QUESTIONS FOR EXTRA POINTS.

103. RULES:
TURN-BASED PLAY:
 EACH TEAM TAKES TURNS CHOOSING AND ANSWERING A QUESTION
TIME LIMITS:
 TEAMS HAVE 20 SECONDS TO RESPONDS TO EACH QUESTION.
STEALING:
• IF ONE TEAM ANSWERS INCORRECTLY, ANOTHER TEAM CAN ATTEMPT
FOR HALF THE POINTS

104. PRIZES:
THE WINNING TEAM COULD RECEIVE

105. 1. Question: Which pedagogical approach involves students
working together to solve a problem or complete a task?
A) Direct Instruction
B) Collaborative Learning
C) Flipped Classroom
D) Inquiry-Based Learning
Correct Answer: B) Collaborative Learning

106. 2. Question: What is the main feature of the flipped classroom approach?
A) Students learn through games and competitions.
B) The teacher provides all instruction during class time.
C) Students review learning material at home and do practice or discussion
activities in class.
D) Students learn solely through hands-on projects.
Correct Answer: C) Students review learning material at home and do
practice or discussion activities in class.

107. 3. Question: Which approach emphasizes learning through real-life
applications and experiences?
A) Direct Instruction
B) Experiential Learning
C) Game-Based Learning
D) Inquiry-Based Learning
Correct Answer: B) Experiential Learning

108. 4. Question: In differentiated instruction, what does the teacher
primarily aim to do?
A) Teach all students using the same method.
B) Provide individualized content and instruction tailored to different
learning needs.
C) Focus only on high-achieving students.
D) Use only visual aids in teaching.
Correct Answer: B) Provide individualized content and instruction tailored to
different learning needs.

109. 5. Question: Which pedagogical approach is best described
as students asking questions, conducting research, and
finding answers independently?
A) Direct Instruction
B) Game-Based Learning
C) Inquiry-Based Learning
D) Experiential Learning
Correct Answer: C) Inquiry-Based Learning

110. 6. Question: What is one of the main benefits of game-based
learning?
A) It only engages visual learners.
B) It fosters competition but not cooperation.
C) It enhances engagement and learning through fun, interactive
methods.
D) It is limited to teaching math and science subjects.
Correct Answer: C) It enhances engagement and learning through fun, interactive methods.

111. LIGHTNING ROUND

112. "What pedagogical approach uses games
to engage students in learning?"
(Answer: Game-Based Learning)

113. "Name an approach that requires
students to research and ask
questions to guide their learning."
(Answer: Inquiry-Based Learning)

114. Teachers and Learners
Teaching and Learning
21st
Century-Students and Teachers

115.  All children are born and raised in different situations.
 Many children grow up in the confines of multi-storied
apartments with excessive exposure to unguided electronic
media, unlimited screen time and little orientation to the
natural world and society.
 The challenges in the school system have gone beyond poor
learning standards and academic results.

116. This poses a significant challenge for society and families
on how children should be nurtured and prepared.
Lack of trust, insecurity, impulsivity, social
comparisons, over achievements, lack of sense of
identity and low self-esteem can lead to skewed,
imbalanced growth, the repercussions of which could be
dreadful and far-reaching.
This compels us to re-think the purpose of education
more than merely improving the student’s scholastic
performance.

117. We have designed educational & school systems for
children. But how happy are children within these systems?
This question requires us to consider the critical linkage
between happiness and our current education system
(UNESCO, 2016).
The schools in India need to implement a curriculum which
not only promotes development in cognition, language,
literacy, numeracy and the arts but also addresses wellbeing
and happiness of the students.
Pedagogy must be ideal to the needs.

118. Schools are failing learners
Struggling education systems lack one or more of four key school-level ingredients
for learning: prepared learners, effective teaching, learning focused inputs, and
the skilled management and governance that pulls them all together.

119. First, children often arrive in school unprepared to learn.
Malnutrition, illness, low parental investments, and the harsh
environments associated.
Second, teachers often lack the skills or motivation to be effective.
Third, inputs often fail to reach classrooms or to affect learning
when they do. Devoting enough resources to education is crucial.
Similarly, many technological interventions fail before they reach
classrooms, and even when they do make it to classrooms, they often
do not enhance teaching or learning.
Fourth, poor management and governance often undermine
schooling quality. Although effective school leadership does not raise
student learning directly, it does so indirectly by improving teaching
quality and ensuring effective use of resources.

127. What are pedagogical skills?
Pedagogical skills are a teacher's ability to instruct students and
manage their classroom.
Teachers learn the material, understand their students, communicate
with parents, collaborate with colleagues and form their own fair
and consistent guidelines.
Many teachers continually build upon their pedagogical skills
throughout their careers to better connect to students and teach
material.

128. Examples of pedagogical skills
Teachers use many kinds of pedagogical skills to encourage student learning.
Communication: Part of teaching is being able to effectively communicate the information your
students need to know. This can involve skills like writing clearly or knowing how to engage
students in class so they pay better attention.
Adaptability: Every student has different needs and progresses at a different pace. A student
might do better with a different instruction style, or the entire class might learn material faster than
expected.
Collaboration: A student's education is a collaborative effort between the student and teacher, and
it may also extend to their families. Help your students identify and communicate their needs, then
work together on potential solutions.
Inclusivity: Being inclusive helps to create that environment by making students feel that they're
treated equally, no matter their race, gender, ability or background.
Compassion: Students' personal lives can sometimes affect their ability to learn in the classroom.
You might not know the details of their lives, but you can still treat them with compassion.

129. Teaching Methods
The term teaching method refers to the general
principles, pedagogy and management strategies
used for classroom instruction.
Your choice of teaching method depends on what
fits you your educational philosophy, classroom
demographic, subject area(s) and mission
statement.

130. Methods of Teaching:
Way of facilitation of learning.
Teaching methods can be divided into two types
1. Conventional methods:
2. Modern methods:
Conventional methods:
Lecture method
Dialogue mode
Discussion method
activity method.

131. Modern methods:
a) Project method:
John Dewey, American philosopher cum educator. Laid stress on providing different kind of
rich experience to children.
It is characterized by high level student activity, enthusiasm, interest and commitment.
Philosopher Propounded: John Dewey
According to Parker – A project is a unit of activity in which pupils are made responsible for planning
and purposing.
According to W.H. Kilpatrick ‘A project is a whole – hearted purposeful activity proceeding in a social
environment.

132. Principles underlying project Method
Principle of Sociability
Principle of Unity
Principle of Correlation
Principle of Interest
Principle of Freedom
Principle of Reality
Principle of Purpose
Principle of Experience
Steps of Project Method
Providing a situation
Choosing and purposing
Executing
Evaluating
Recording

133. g) Discovery method: problems are given to discover something,
Students be given more opportunities for independent study projects to
arrive generalizations.
b) Problem solving method: Teacher and pupils attempt in
a conscious, planned and purposeful effort to arrive at some
solution. There are two procedures in problem solving.
Inductive and Deductive

134. Inductive –Deductive Method
In inductive method of teaching the pupils are led from
particular instance to general conclusion. In this method the
concrete examples are furnished to students who derive
certain conclusion on its basis.
Deductive Method
It is reverse of inductive method. In this method rules,
principles and generalizations are provided to the students
and then they are asked to verify them with the help of
particular examples.
The students
Rules, Laws,
Principles etc.
Examples
Illustrations
Verifying

135. Based on the size of the group, teaching methods are classified into,
Large group small group
teaching method teaching method
Lecture, Demonstration, Group discussion, Role playing,
Seminar, Panel discussion, Brainstorming, Project method,
Team teaching. Simulation and Tutorials.

136.  Approaches to teaching
 ‘Good teaching and good learning are linked through the student’s
experience of what we do’ (Ramsden, 2003, p. 84).

137.  Approaches to teaching
 Approach, Method, Procedure, and Techniques In
Learning
 Approaches: An approach is a theory about
learning or even a philosophy of how people learn
in general. They can be psychologically focused
such as behaviorism or cognitivism. philosophies
such as idealism or realism.
 a way of dealing with a situation or problem.
 A way of looking at teaching and learning.
 An approach gives rise to methods, the way of
teaching something, which use classroom activities
or techniques to help learners learn.

138.  An approach that leads to a method.
 Method: A method is an application of an approach in the context of teaching.
 Procedures: Procedures are the step-by-step measures to execute a method.
These step-by-step measures are called techniques.
 Techniques: A technique is a single activity that comes from a procedure.
Anyone of the steps of the procedure list above qualifies as a technique.
Naturally, various methods employ various techniques.
 Teaching involves approaches that lead to methods, methods that are broken
down into procedures, and procedures that are a collection of techniques.

139.  TEACHING APPROACHES
 TEACHER-CENTERED APPROACH The teacher is perceived to be the only
reliable source of information in contrast to the learner-centered approach.
 LEARNER-CENTERED APPROACH In which it 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.
 SUBJECT MATTER-CENTERED APPROACH Subject matter gains primacy over
that of the learner.

140.  INTERACTIVE APPROACH In this approach, an
interactive classroom will have more student talk
and less teacher talk. Students are given the
opportunity to interact with teacher and with other
students.
 DISCIPLINAL APPROACH It limits the teacher to
discussing his/her lessons within the boundary of
his/her subject.
 INDIVIDUALISTIC APPROACH It wants the individual
students to work by themselves.

141.  DIRECT TEACHING APPROACH: The teacher directly tells or
shows or demonstrates what is to be taught.
 INDIRECT, GUIDED APPROACH: The 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.
 INQUIRY APPROACH: This approach teaches students to handle
situations they meet in the physical world. To use the inquiry
approach in the teaching, you need to prepare activities that will
allow students to develop Inquiry skills.

142.  CONSTRUCTIVIST APPROACH The students are expected to construct
knowledge and meaning out for what they are taught by connecting them to
prior experience.
 Constructivism emphasizes how individuals actively construct knowledge and
understanding.
 SOCIAL CONSTRUCTIVIST APPROACH
 Social constructivist approaches emphasize the social contexts of
learning, and that knowledge is mutually built and constructed.
 COLLABORATIVE APPROACH It will welcome group work, teamwork,
partnerships, and group discussion.

147. Think/Write, Pair, Share: The think/write, pair, share strategy is a
cooperative learning technique that encourages individual participation
and is applicable across all grade levels and class sizes.
Students think through questions using three distinct
1. Think/Write: Students think independently about a question that has
been posed, forming ideas of their own and write them down.
2. Pair: Students are grouped in pairs to discuss their thoughts. This step
allows students to articulate their ideas and to consider those of others.
3. Share: Student pairs share their ideas with a larger group, such as the
whole class. Often, students are more comfortable presenting ideas to a
group with the support of a partner.

148. Jigsaw: Jigsaw is a co-operative learning technique that
gives students practice in the acquisition and presentation
of new material, in review, and in informed debate.
(VIDEO)
Interdependence and status equalization are developed.
1.Each student on the team becomes an “expert” on one
topic
2.“Experts” group with members from other teams
assigned the corresponding expert topic.
3.Upon returning to their teams, each one, in turn,
teaches the group.
4.Students are all assessed on all aspects of the topic.

149. JIGSAW II
Objective: To increase student’s sense of responsibility by making each one an
expert on one part of a unit then having each student teach the part for which
he/she has become an expert to the other members of his/her team.
Directions:
• Students are assigned to teams to work on content material that has been divided
into sections.
• Students read the entire selection focusing on their assigned part of the
lesson/topic.
• Then students meet with their expert group, which has members of different
teams who have studied the same selection, to discuss questions provided by the
teacher.
• Students return to their original teams and take turns teaching teammates about
the section they have studied.
• The teacher then assesses the mastery of the overall topic.

150. Numbered Heads Together
Objective: To group students and structure the questions/answer period so
that all students engage in discussion about the issues presented.
Directions:
• The teacher arranges students in groups or teams of 4 or 5, assigning a
number to each individual within a group.
• The teacher asks a question of the entire class.
• Students are then directed to “put their heads together” to discuss the
answer and to be sure everyone in their group knows the correct answer.
• Then the teacher calls a number at random and each individual with that
number must be ready with an answer because no one knows which teams
member will be called to answer the question.
• If an incorrect answer is given, the teacher can call on another group or
team.

151.  Cooperative learning strategy where students work
together to learn and are responsible for their
team-mates learning as well as their own and take
individual quizzes to test for learning.
 Procedure:
 1. Teacher presents the material.
 2. Students work in teams of 4-5 to prepare team
members for a quiz.
 3. Students take quiz individually.
 4. Students are assigned individual improvement
scores.
 5. Teams are recognized for highest scores
 Student Teams-Achievement Division-STAD

152.  Students work toward mastery of material
 Cannot help one another out during quizzes
 Score is based on previous score, higher individual
score=higher team score
 Must test every week for it to work, looking for
improvements
 Students like to contribute=work harder, see improvements
 See learning as social instead of isolated
 Students begin help one another out
 Things to remember

153.  Three-Step Interview (VIDEO)
 Overview Three-step interview is an effective way to
encourage students to share their thinking, ask
questions, and take notes. It works best with three
students per group, but it can be modified for groups
of four.
 Steps
 1. Place students into groups of three.
 2. Assign each student a letter and a role.
 Example: A = Interviewer, B = Interviewee, C =
Reporter.
 3. Rotate roles after each interview.
 4. Have students do a Round Robin and share the key
information they recorded when they were person ‘C’.

154.  Hints and Management Ideas
 Questioning. Before students try this strategy, have them explore the types of questions reporters
ask and at what point in the interview they ask them.
 Reinforcing the need to ‘take time’. Talk about the issue of taking time to think or deciding
whether or not to answer a question during an interview.
 Using recording sheets. Consider providing students with recording sheets to use when they are in
the role of 'Reporter'.
 Determining the length of time for each interview. Depending on the age of your students and
their experience with this cooperative learning strategy, you may have to adjust the length of time
for the interviews.
 Benefits of Three-Step Interview
 Three-Step Interview creates simultaneous accountability.
 Students share and apply different questioning strategies.
 Over time, students can be introduced to different taxonomies of thinking to extend their ability to
use different levels of questioning and thinking.

155. Send-A-Problem.
In Send-A-Problem, student teams
participate in a series of problem
solving rounds, and then evaluate
alternative solutions offered by the
different groups.
Groups of two to four students work
on different problems during the same
period of time.

156. New Approaches to Teaching and Learning:
1. A) Background music in mathematics learning.(Bhairavi and Hindola
raga) Developed Mathematical achievement, Interest towards learning
mathematics and Attitude towards Mathematics among secondary School
Students
B)Hip-Hop Education(Subject text as Lyric of music)
 HipHopEd is an approach to teaching and learning that focuses on the
use of hip-hop culture and its elements in teaching and learning both
within and outside of traditional schools.
 HipHopEd involves the use of hip-hop music, art and culture to create
philosophies for teaching.
 In a more complex form, it involves raps created by students as
classroom assignments that are used to measure knowledge.

157.  2. Project Based Learning (PBL)
 Project-based learning is an approach to teaching that focuses primarily on having students engage
in explorations of real-world problems and challenges.
 Through these explorations, they develop their content knowledge, but also develop solutions to
problems.
 This approach to teaching functions to engage students to identify problems in their community
or the world at large that they want to solve.
 It also provides teachers and students with opportunities to be creative.
 In this process, the teacher looks for ways to connect the subject to the project.

158.  3. Flipped Classroom
 This approach involves a process where the typical lecture that happens in the classroom
occurs at home.
 Students watch lectures on video, and then return to school to engage in the exercises they
would traditionally have for homework, and to ask questions based on the lecture they
watched on their own at home.
 When students watch videos at home, they can stop and go and at their own pace, and take
notes a their leisure. When they return to school, they can work in groups to discuss what
they watched, and/or have their questions answered by the teacher.
 In this process, students create, collaborate and learn at their own pace, and apply what
they have learned at home in the classroom.

159.  4.Inter-generational approach
 “Young and Old in School” programme teaches valuable work and life skills
 In 2007 the August-Class-School, a secondary school in Germany, launched
Young and Old in School (Jung und Alt im Unterricht).
 The programme brought ten retired craftsmen and industrial experts to
teach 15-17 year-old pupils skills in engineering and construction. Young,
middle and elder generations co-operated to repair bicycles and build
furniture, playground equipment, and a cottage.
 The project explores intergenerational approaches to helping students
transition into working life and improving professional competence.
 The project workgroups intend to expand their offering to include gardening
and landscaping, metal processing, automobile technology, warehouse
logistics and agriculture.
 More information: www.emil-network.eu/resources/case-studies.

160. 5.Service learning (experiential learning approach)
 It is an experiential learning approach that combines learning
processes in the classroom with community service so that students
learn as they work on addressing the real needs in the community.
 On the one hand, learning and service need to be well integrated.
 Well-planned projects will establish a clear set of learning objectives
and identify the kind of service opportunity that best suits them.
 Structured reflection can come in the form of class discussions,
debates or written assignments in which students connect their
service experience(s) with the specific curriculum goals.
 Service learning has positive effects on academic, personal and social
outcomes

161.  7. PROBLEM BASED LEARNING (PBL)
 Problem based learning (PBL) is characterised by a student-
centered approach, teachers as facilitators rather than
disseminators‘ and open ended problem that serves as initial
stimulus and framework for learning.
 PBL begins with assumptions that the learning is an
active, integrated and constructive process influenced by
the social and contextual factors.
 It is an active way of learning problem solving skills, while
allowing students to acquire basic knowledge.

162.  7-steps plan for a systematic working for all the PBL studies.

 Step 1: Explain unknown wording, statements and concepts
 Step 2: Define the problem(s)
 Step 3: Brainstorm - analyse/try to explain the problem(s)
 Step 4: Make a systematic inventory of explanations
 Step 5: Formulate self-study assignments
 Step 6: Perform self-study assignments
 Step 7: Report and evaluate on self-study

163.  This approach includes….
 1. Relaxation
 2. Creation
 3. Reflection
 4. Review
 8. 3R1C Dramatization Approach

165.  Happy means an enjoyable or satisfied state of being,
it’s a Feeling or showing pleasure or contentment and
Happy is a feeling of joy.
 Aristotle: “Happiness to be the end goal of education
and Happiness is a state of activity.
 Mahatma Gandhi: “Happiness is when what you think,
what you say, and what you do are in harmony”.
 Ben-Shahar:“True happiness is archived when there is a
perfect balance between present pleasure and future
benefits.”

166.  How will be teacher give happiness experiences to the students in the
classroom:
 1. Become a good listener
 2. Be creative
 3. Forgiveness
 4. Patience
 5. Give prioritize emotions to the students
 6. Engage strengths of the students by encouraging, coaching.
 7. Discourage fear towards the students
 8. Make each student to involve in the class.
 9. Make the classes with humour sense
 10. Fair interpretation in evaluation-
 11. Trust the students

167.  15. Give positive feed back
 16. Create curiosity in the lesson
 17. Make the students to explore the new ideas relating to the concept
 18. Collaborative and co-operative learning
 19. Help slow learners
 20. Build good rapport with the students
 21. Give rewards to the students
 22. Neatly dressed
 23. Correct with love
 24. Well preparing before going to the class
 25. Sound in technology
 26. Communicative with students
 27. Reduce students’ stress

168.  In all of these approaches, the most powerful thing to
recognize is that they focus explicitly on engaging both
the student and the teacher.
 When teachers are treated like the intelligent professionals
that they are, and given the flexibility to engage in
approaches to teaching and learning that go beyond archaic
models that they are often bound to, students respond
differently, and education is improved.

169.  This is new environment also involves a change in the roles
of both teachers and students.
 The role of the teacher will change from knowledge
transmitter to that of learning facilitator, knowledge
guide, knowledge navigator and co-learner with the
student.
 ICTs provide powerful effective tools to support the shift
to student centered learning and the new roles of
teachers and students.
 Shifting role of the teachers in present scenario

170.  The success of student depends essentially upon the competence
of the teachers, their sense of dedication and their identification
with the interests of the students committed to their care.
1. Encourage Thinking:
 Teachers are being challenged to utilize new approaches and
methods in an effort to improve learning outcomes: They have to
seek improved ways of teaching by developing new programmes
and instructional strategies such as enquiry approaches,
Simulation games, computer assisted instructions and
programmed learning material.

171.  2. The information Provider
 A traditional responsibility of the teachers is to pass on to students
the information, knowledge and understanding on a topic
appropriate at the stage of their studies.
 3. The Role Model
 The teacher should model or exemplify what should be learned.
Students learn not just from what their teachers say but from what
they see in the practice and the knowledge, Skills and attitudes
they exhibit.
 4. Teachers as a Facilitator
 The key role of teacher is as a facilitator and a support to ensuring,
learning. Teacher is the one who facilitates learners to realize their

172.  5. Teacher as a Participant in the Learners Efforts
 Teacher is a participant in the learner's efforts at evolving
learning experiences and helping to develop programme
for learning.
 6. Teacher to Find his Own Teaching Style
 There is no one method that is effective in causing all
learners to learn in similar ways.
 Each teacher has to find one's style of teaching through
perceptive practice.

173.  7. Recognize Himself as a Professional
 S/He should be endowed with the necessary knowledge,
attitude, competence, and commitment, and enthusiasm,
spirit of seeking new ways and means, capable of reflection
and sensitive. S/He should he perceptive not only to the
learners and the institution but also to the emergent concerns
in the larger social perspective within which one function.
 8. Teacher's Sensitivity to Student's Needs and Problems
 One of the most important characteristics of good teacher is the
ability to identify student's problems and needs.

174. Everybody and anybody can't teach,
Teaching requires passion and it’s a mission

175. Thank
You!!!