2. INTRODUCTION TO TEACHING
APPROACHES
A teaching approaches comprises the principles
and methods used for instruction.
Commonly used teaching methods may include
class participation, demonstration, recitation,
memorization, or combinations of these.
The choice of teaching methods to be used depends
largely on the information or skill that is being
taught, and it may also be influenced by the
attitude and enthusiasm of the students.
3. Teacher- centered Student-centered
Focus is on instructor. Focus is on both students and
instructor.
Instructor talks; students listen. Instructor models; students interact
with instructor and one another.
Students work alone. Students work in pairs, in groups, or
alone depending on the purpose of
the activity.
Instructor monitors and corrects
every student utterance.
Students talk without constant
instructor monitoring; instructor
provides feedback/ correction when
questions arise.
Instructor chooses topics. Students have some choice of
topics.
Instructor evaluates student learning. Students evaluate their own learning;
instructor also evaluates.
Classroom is quiet. Classroom is often noisy and busy.
4. “ TEACHER-CENTERED” AND
“ STUDENT-CENTERED”
As Thomas Shuell has said, student-centred teaching
is built on the assumption that "what the student does
is actually more important in determining what is
learned than what the teacher does" (T.J. Shuell,
“Cognitive Conception of Learning" (1986), 429 ).
Therefore, as an important part of our learning and
teaching approach, student-centred and active
learning approaches should be emphasised to engage
students in their learning.
5. TEACHING STRATEGIES
Lecture
Active learning
- Strategies that encourage students to think and learnt.
Critical thinking
- Focusing, information gathering, referencing, organizing,
analyzing, integrating, and evaluation.
Discussion
- An important element is the use of inquiry questioning to
stimulate discussion and bring the forum to the highest levels.
Cooperative learning
- encourages small group of students to work together for the
achievement of a common goal.
6. Mid-Course Assessment
- For the purpose of improvement. These range
from very informal to highly formal.
Case-studies
- Providing an opportunity for students to apply
what they learnt in the classroom in real-life
experience.
- It engages students in active discussion about
issues and problems inherit in practical
application.
Questioning
TEACHING STRATEGIES
8. METHOD OF
INSTRUCTIO
N /
TEACHING
Basically have
150 based on
research
•Crossword puzzles
•Cooking foods of places studied
•Construction of vocabulary lists
•Vocabulary drills
•Diaries
•Dances of places or periods studied
•Construction of summaries by students
•Dressing dolls
•Required term paper
•Panel discussion
•Biographical reports given by students
•Reports on published research studies and experiments by students
•Library research on topics or problems
•Written book reports by students
•Flags
•Jigsaw puzzle maps
•Hall of Fame by topic or era (military or political leaders, heroes)
•Flannel boards
•Use of pretest
•Gaming and simulation
•Flash cards
•Flowcharts
•Interviews
•Maps, transparencies, globes
•Mobiles
•Audio-tutorial lessons (individualized instruction)
•Models
•Music
•Field trips
•Drama, role playing
•Open textbook study
•Committee projects--small groups
•Notebook
•Murals and montages
•Class projects
•Individual projects
•Quizdown gaming
9. METHODS OF INSTRUCTIO
Explaining
Explaining, or lecturing, is the process of teaching by giving spoken explanations of the subject that is to be
learned. Lecturing is often accompanied by visual aids to help students visualize an object or problem.
Explaining may meet the needs of auditory or visual learning preferences[clarify] but often fails to meet the
needs of individuals with other learning preferences[clarify], such as kinesthetic or social learners[clarify].
[citation needed]
Demonstrating
Demonstrating is the process of teaching through examples or experiments. For example, a science teacher may
teach an idea by performing an experiment for students. A demonstration may be used to prove a fact through
a combination of visual evidence and associated reasoning.
Collaborating
Collaboration allows students to actively participate in the learning process by talking with each other and
listening to other points of view. Collaboration establishes a personal connection between students and the
topic of study and it helps students think in a less personally biased way. Group projects and discussions are
examples of this teaching method. Teachers may employ collaboration to assess student's abilities to work as
a team, leadership skills, or presentation abilities.[1]
Learning by teaching
In this teaching method, students assume the role of teacher and teach their peers. Students who teach
others as a group or as individuals must study and understand a topic well enough to teach it to their peers.
By having students participate in the teaching process, they gain self-confidence and strengthen their
speaking and communication skills
11. COOPERATIVE LEARNING
Advantages
Helps foster mutual responsibility
Supported by research as an effective technique
Students learn to be patient, less critical and more compassionate
Disadvantages
Some students don't work well this way
Loners find it hard to share answers
Aggressive students try to take over
Bright students tend to act superior
Preparation
Decide what skills or knowledge are to be learned
Requires some time to prepare students to learn how to work in
groups
12. BRAINSTORMING
Advantages
Listening Listening exercise that allows creative thinking for new ideas
Encourages full participation because all ideas are equally recorded
Draws on group's knowledge and experience
Spirit of cooperation is created
One idea can spark off other ideas
Disadvantages
Can be unfocused
Needs to be limited to 5 - 7 minutes
Students may have difficulty getting away from known reality
If not managed well, criticism and negative evaluation may occur
Value to students depends in part on their maturity
Preparation
Teacher selects issue
Teacher must be ready to intervene when the process is hopelessly bogged down
13. DIRECT TEACHING
Advantages
Very specific learning targets
Students are told reasons why content is important - helps to clarify lesson
objective
Relatively easy to measure student gains
Good for teaching specific facts and basic skills
Is a widely accepted instructional method
Disadvantages
Can stifle teacher creativity
Requires well-organized content preparation and good oral communication skills
Steps must be followed in prescribed order
May not be effective for higher-order thinking skills, depending on the knowledge
base and skill of the teacher
Preparation
Content must be organized in advance
Teacher should have information about student prerequisites for the lesson
14. LECTURE
Advantages
Factual material is presented in a direct, logical manner
May provide experiences that inspire - useful for large groups
Most efficient way to convey teacher spoken information
Disadvantages
Proficient oral skills are necessary
Audience is often passive
Learning is difficult to determine as the lecture progresses
Communication is one-way
Not appropriate for children below grade 4
Preparation
There should be a clear introduction and summary
Effectiveness is related to time and scope of content
Is always audience specific; often includes examples, anecdotes
15. LECTURE WITH DISCUSSION
Advantages
Involves students, at least after the lecture
Students can question, clarify and challenge
Lecture can be interspersed with discussion or breaks as the
content and time permit
Disadvantages
Time constraints may affect discussion opportunities
Effectiveness is connected to appropriate questions and
discussion; often requires teacher to "shift gears" quickly
Preparation
Teacher should be prepared to allow questions during lecture, as
appropriate
Teacher should also anticipate difficult questions and prepare
appropriate responses in advance
16. MULTIMEDIA (COMPUTER, INTERNET,
CD, DVD, FILM)
Advantages
Entertaining way of introducing content and raising issues
Internet content easily updated
Usually keeps group's attention
Cost effective way to obtain and disseminate content
May provide opportunities for independent student investigation in a wide range of topics
Disadvantages
Can raise too many issues to have a focused discussion
Distractions happen all too easily
Students working independently can easily lose focus of lesson topic
Most effective when followed by discussion
Discussion may not have full participation
Preparation
Teacher must formulate rules and communicate them to students
Need to obtain and set up equipment
Computing skills required for some applications
Most effective when teacher prepares for discussion after the presentation or activity
17. ROLE PLAYING
Advantages
Introduces problem situation dramatically
Provides opportunity for students to assume roles of others and thus appreciate
another point of view
Allows for exploration of solutions
Provides opportunity to practice skills
Disadvantages
Some students may be too self-conscious
Not appropriate for large groups
Can be time consuming to set up and execute
Preparation
Teacher has to define problem situation and roles clearly
Teacher must give very clear instructions
Teacher must have back up activities in case of problems
18. GAMES
Advantages
Students are usually interested in and challenged by games
Can provide opportunities for team member building skills
Feedback is usually easy to provide and is quick
When used in direct relationship to a lesson objective, can provide a stimulating experience for
all
Disadvantages
Can create in-group/out-group feelings
Can demotivate those who are not competitive by nature
Can create feelings of inadequacy in those not as skilled or forceful
Can discourage creativity if the format is very rigid and the focus is strongly on winning
Preparation
Choose relevant games at an appropriate level that can be reasonably expected to achieve the
learning objectives
Introduce the game and make the objectives clear
Give clear and thorough directions
Create a friendly versus cut-throat mentality; do not put down losers or allow others to do so
Do not take sides or show partiality
Keep a handle on things
19. SMALL GROUP DISCUSSION
Advantages
Allows for participation of everyone
Students often more comfortable in small groups
Groups can reach consensus
Disadvantages
Needs careful thought as to purpose of group
Groups may get side tracked
Preparation
Needs careful thought as to purpose of group
Groups may get side tracked
20. CASE STUDIES
Advantages
Develops analytic and problem solving skills
Allows for exploration of solutions for complex issues
Allows student to apply new knowledge and skills
Disadvantages
Students may not see relevance to own situation
Insufficient information can lead to inappropriate results
Not appropriate for elementary level students
Preparation
Teacher has to define problem situation and roles clearly
Teacher must give very clear instructions
21. DISCUSSION
Advantages
Pools ideas and experiences from group
Effective after a presentation, film or experience that needs to be analyzed
Allows everyone to participate in an active process
Disadvantages
practical Not practicalwith more that 20 students
A few students can dominate
Some students may not participate
Is time consuming
Can get off the track
Preparation
Requires careful planning by the teacher to guide the discussion toward the
lesson objective
Requires preparation of a question outline
22. WORKSHEETS AND SURVEYS
Advantages
Allows students to think for themselves without being
influenced by others
Individual thoughts can then be shared in large group
Disadvantages
Can be used only for short period of time
Preparation
Teacher has to prepare handouts
23. COMPUTER SIMULATIONS
Advantages
Students can work independently
Abundant selection of simulation software in many subjects, especially the
sciences and social studies
Effects of decisions can be readily seen and evaluated
Transfer of learning to different subjects may be facilitated
Disadvantages
Computer software for simulations can be expensive
Some students may be easily distracted by the medium at the expense of the
subject matter
Not suitable for some subject matter areas such as mathematics
Preparation
Teacher must make sure the simulation relates to a lesson or unit objective
Teacher must have "plan B" ready in case the simulation is not as expected
24. INDEPENDENT STUDY
Advantages
Learning skills developed have impressive staying power
Students can learn to increase the rate at which they understand new material
There is a greater opportunity for transfer of learning to other subjects
Increased opportunities for students to problem solve what is needed to learn intended content
(prerequisites)
Students may learn how to pace learning and thereby gain self-confidence
Disadvantages
Distractions are always a possibility -- requires self-discipline
Appropriate materials may not be available or accessible
Not appropriate for certain age groups such as students below grade four, or for highly complex subject
matter such as physics, which require a good deal of explanation
Preparation
Develop plan to monitor and collect feedback about independent study activities for each student
Provide appropriate resources that are connected to the subject matter in question
Provide plan to provide feedback to students during the course of independent study
25. GUEST SPEAKERS
Advantages
Can provide a dynamic and engaging presence
Can personalize a topic to make it more interesting and/or chalenging
Often breaks down an audience's stereotypes
Disadvantages
May not be a good speaker
Can inadvertently present information not appropriate for the age and
maturity of the aduience
Preparation
Contact speakers and coordinate
Interview speakers before making commitment
Inform students about the speaker before the presentation
Make an appropriate introduction
26. ICT AS A TOOL IN TEACHING
ICT defined as information and communication technology
(ICT) the hardware and software that enables data to be
digitally processed, stored and communicated. ICT can be
used to access, process, manage, and present information
model and control events, construct new understanding and
communicate with other.
27. The use of ICT in teaching mathematics
can make the teaching process more
effective as well as enhance the students’
capabilities in understanding basic
concepts.
28. USING ICT IN TEACHING
As a “diverse set of technological tools and
resources, ICT is used to communicate, and to
create, disseminate, store, and manage
information.”
These technologies include computers, the
Internet, broad casting technologies (radio and
television), and telephony.
29. THE BENEFIT OF USING ICT
to help teachers create more 'learner-centric' learning
environments
can be used to support change and to support/extend existing
teaching practice.
for information presentation is of mixed effectiveness
The use of ICTs help improve the quality of education
Motivating to learn.
Facilitating the acquisition of basic skills.
Enhancing teacher training.
31. DISCOVERY APPROACH
Discovery Learning is “International Learning”.
Both the teacher and the learner play active roles
in discovery learning depending upon on the role
that the teacher plays, this can range from
guided discovery (needs strict supervision) to
free or pure discovery (very little supervision
needed)
32. DEMONSTRATION APPROACH
Demonstration Approach is a teaching strategy in
which the teacher engages “in a learning task other
than just talking about it”. The teacher’s role is to
“know and show” while that of the children is to
“listen and follow”. This approach is more effective if
used after a lesson has been presented through
discovery. It is more useful in strengthening
computational skills, but NEVER in presenting a new
concept.
33. MATH-LAB APPROACH
The Mathematics Laboratory Approach is a
method of teaching whereby the learner in small
groups work through an assignment/task card,
learn and discover mathematics for themselves.
The learners work in an informal manner, move
around, discuss and choose their materials and
method of attacking a problem, assignment or
task.
![METHODS OF INSTRUCTIO
Explaining
Explaining, or lecturing, is the process of teaching by giving spoken explanations of the subject that is to be
learned. Lecturing is often accompanied by visual aids to help students visualize an object or problem.
Explaining may meet the needs of auditory or visual learning preferences[clarify] but often fails to meet the
needs of individuals with other learning preferences[clarify], such as kinesthetic or social learners[clarify].
[citation needed]
Demonstrating
Demonstrating is the process of teaching through examples or experiments. For example, a science teacher may
teach an idea by performing an experiment for students. A demonstration may be used to prove a fact through
a combination of visual evidence and associated reasoning.
Collaborating
Collaboration allows students to actively participate in the learning process by talking with each other and
listening to other points of view. Collaboration establishes a personal connection between students and the
topic of study and it helps students think in a less personally biased way. Group projects and discussions are
examples of this teaching method. Teachers may employ collaboration to assess student's abilities to work as
a team, leadership skills, or presentation abilities.[1]
Learning by teaching
In this teaching method, students assume the role of teacher and teach their peers. Students who teach
others as a group or as individuals must study and understand a topic well enough to teach it to their peers.
By having students participate in the teaching process, they gain self-confidence and strengthen their
speaking and communication skills](https://image.slidesharecdn.com/teachingapproaches-141205082118-conversion-gate011-250216104537-2103994b/85/teachingapproaches-141205082118-conversion-gate01-1-ppt-9-320.jpg)
