Approaches, Methods and Techniques in Teaching EPP

classroom practice.

What’s New
Meaning of Approach, Methods and Techniques

Approach is a set of assumptions that define beliefs and theories about the nature of
the learner and the process of learning.

Method is an overall for systematic presentation of a lesson based upon a selected

approach (Brown, 1994). Some authors call it design.

Techniques are the specific activities manifested in the classroom that are consistent
with a method and therefore in harmony with an approach as well (Brown, 1994).
Technique is referred to also as a task or activity.

What is

APPROACHES, METHODS AND TECHNIQUES IN TEACHING EPP

1. Demonstration Method
The demonstration method is a direct method of instruction. It is referred as the “show
and tell” method. The teacher simply shows to the students how a thing is done and
explains as he/she demonstrates. For an effective demonstration, it is necessary that the
teacher mentions the do’s and don’ts of the process for emphasis and clarity. It is
important that as a teacher demonstrates a process, he/she cautions students on steps
of a skill where students are often mistaken or which are most often missed.
 TWO TYPES OF DEMONSTRATION
A. Demonstration of a Product
B. Demonstration of a Process

It is expected that after the teacher demonstration of a process, the students are given
the opportunity to demonstrate the process or the skill themselves. However, students
should not be expected to demonstrate the process or the skill immediately on their
own after the teacher has shown it. This has to be done gradually. The steps are:

a. Teacher demonstrates. – “Watch me and listen to me”.

b. Student demonstrates with scaffolding from teacher. – “Let’s do it together”. c.
When student can do the process by himself/herself, student demonstrates the skill or
process. – “Do it as I watch”.
d. Teacher gives more opportunity for practice for skill mastery.
e. Teacher assesses to determine skill mastery by all students

It goes without saying that at all times, while students practice the newly learned skill,
teacher must be visibly supervising students while they practice for mastery.

2. Hands on Learning
Hands-on learning, more formally known as experiential education, reflects a teaching
philosophy that promotes learning by doing. The strategy allows children to practice guided
tactile learning in which they absorb knowledge not only by listening, but by experiencing.

Generally speaking, hands-on learning is learning through experience. Students handle the
materials, equipment, and instruments in real time and manipulate it. It is obtaining the
skills, knowledge, and competencies that are necessary. Working in hands-on way is
presumed to extend a more thrilling and realistic experience of the content. The most
verifiable researches bear evidence for the speculation that employing hands-on activities
steers to positive motivational result. Although there are also evidences that adults may be
over-challenged when independent problem-solving is involved during these kinds of
activities, especially those who are not used to open laboratory work were found to be low
in confidence regarding aspects of practical and hands-on work that require analysis and
critical thinking.
 One of the benefits of hands-on learning environment is that students will get a feel for
materials and equipment that is commonly used in the workplace after the course. This is
particularly good if the student is working with equipment and tools. One of the main
reasons for accidents in the workplace comes from equipment and tools misuse; knowing
how to properly handle equipment increases safety.

By definition, hands-on learning requires students to engage in the education process using
multiple senses including sight, hearing and touch known as multisensory learning; the
hands-on teaching strategy engages the senses in a way that promotes learning
comprehension on multiple levels. This practice allows students to understand information
and also use it. For example, a young child may verbally acknowledge understanding basic
math facts, but is unable to solve problems on an addition worksheet. Manipulating tactile
math blocks allows that student to better comprehend the concepts by actively utilizing
acquired knowledge.

3. Cooperative Learning
Cooperative Learning, sometimes called small-group learning, is an instructional strategy in
which small groups of students work together on a common task. The task can be as simple
as solving a multi-step math problem together, or as complex as developing a design for a
new kind of school. In some cases, each group member is individually accountable for part of
the task; in other cases, group members work together without formal role assignments.

According to David Johnson and Roger Johnson (1999), there are five basic elements that
allow successful small-group learning:

• Positive interdependence: Students feel responsible for their own and the group's effort. •
Face-to-face interaction: Students encourage and support one another; the environment
encourages discussion and eye contact.
• Individual and group accountability: Each student is responsible for doing their part; the
group is accountable for meeting its goal.
• Group behaviors: Group members gain direct instruction in the interpersonal, social,
and collaborative skills needed to work with others occurs.
• Group processing: Group members analyze their own and the group's ability to
work together.
 Cooperative learning changes students' and teachers' roles in classrooms. The ownership of
teaching and learning is shared by groups of students, and is no longer the sole responsibility
of the teacher. The authority of setting goals, assessing learning, and facilitating learning is
shared by all. Students have more opportunities to actively participate in their learning,
question and challenge each other, share and discuss their ideas, and internalize their
learning. Along with improving academic learning, cooperative learning helps students
engage in thoughtful discourse and examine different perspectives, and it has been proven
to increase students' self esteem, motivation, and empathy.
Some challenges of using cooperative learning include releasing the control of learning,
managing noise levels, resolving conflicts, and assessing student learning. Carefully
structured activities can help students learn the skills to work together successfully, and
structured discussion and reflection on group process can help avoid some problems.

4. Project Method/Project-Based Method

This is a strategy where learners acquire knowledge through planning and execution of
practical projects

Types of Project-Based Method

• Individual Project
• Group Project
• Simplex Project
• Complex Project

According to Kilpatrick-Kaun (2014) Project can be classified into:

a. Constructive Project – practical or physical tasks such as construction of article making a

model and playing drama are done in this type.

b. Aesthetic Project – appreciation powers of learners are developed through musical

program, beautification of things and appreciation of poems and so on.

c. Problematic Project – develop the problem solving the capacity of learners through their
experiences.
 d. Drill Project – it develops mastery of the skill and knowledge of the

learners. Steps in preparing a learning activity under the Project-based

learning technique

• Creating Situation – teacher tells the method and procedure to be done. • Selecting
the Project – apply the six principles project method (purpose, utility, activity, freedom,
reality and prior planning.)
• Planning – teacher discusses various points to the learners and take part in the
discussion.
• Execution – select relevant facts.
• Evaluation – when finished, project is evaluated by the group within themselves and
reported to the teacher.
• Reporting – learners write each and every step on how they finished the project.

5. Instructional Module
Modular Teaching is one of the most widespread and recognizes learning techniques. An
Instructional Module is a self-contained and self-sufficient unit of instruction for the learner
to achieve a set of objectives.

Characteristics:
• Independent
• Self-contained
• Self-instructional
• Clearly defined objectives
• Concerned with individual differences
• Systematically organized learning opportunities
• Utilization of variety of media
• Active participation of learner

Components of Module:

1. Title – the title of the module should be clear

2. Introduction – background of the module
3. Overview-the overview introduces the learner to the theme of the module, its
purpose, organization and uses
 4. Instruction to the Users – to provide clear instruction to the learner as to how he
should proceed, and what he has to do after each step
5. Pre-test – a pre-test is given at the beginning
6. Objectives – the instructional objectives of the module should be clearly stated

7. Learning Activities – enable the learner to develop behavior in predetermined

direction 8. Formative Tests – are given at the end of each learning unit/learning
activity 9. Summative Evaluation – is done with the help of a post test

Advantages:

➢ Learning becomes very effective.

➢ It establishes a system of assessment other than marks or guides.
➢ Modules can be administered to single use, small group or large group.
➢ It is more appropriate to mature students.

Disadvantages:

➢ Modules are economical in their use.

➢ Appropriate only for matured students.
➢ Time Consuming
➢ Demands smart classrooms
6. Utilization of Resource Persons and Community Materials
Resource persons are experts who contribute information and opinions to participants in a
learning situation. They frequently are used to conduct educational activities, but may also
be helpful to a committee at the program planning stage.

If the teacher is not an expert in a given content, you will need resource persons to
ensure a good training where participants gain well-presented knowledge. Resource
persons do not just
add expertise but also make the learning more interesting and attractive for the
students, as they can integrate their own experiences.

Using the local community and environment as resources

One important resource at your fingertips is that of the local community and environment.
In your local community you have people who have expertise in a wide range. In your local
environment you also have access to a range of natural resources.
 Figure 2 explains the benefits of using these resources.

Figure 2 The advantages of using local community and environmental

resources. Using local experts in your classroom

The local community is an often-overlooked teaching resource. Maybe you are doing some work on
transportation with Class X. How could you introduce this topic to your students in a way that will
capture their interest? One way would be to invite in a local doctor or a nurse to talk about the heart
and how they measure the blood pressure of their patients. For the topic of excretion, you could ask
someone who has had a kidney transplant to talk about their kidney disease and operation. This
could be a relative or a family friend of the students or staff. For respiration you could ask a local
athlete to come in and explain the how lactic acid affects their performance.

Your students will be interested to hear about what these visitors do and will want to ask questions,
so this needs to be carefully planned. If you choose to do this you need to be clear what you would
like your students to gain and learn from the experience, and then follow the steps in Activity 3 to
prepare for the visit.

Case Study 1: Mrs Kumar invites a visitor

Mrs Kumar invites an expert into her classroom.
One evening, I was out with a friend in the city. She is a nurse and had just started a new job in a
health clinic for people with heart disease. I had just started ‘life processes’ with Class X, and while
we were talking I had a brainwave! I decided to ask my friend to come into the school and talk to my
students.
 We arranged that she would bring a machine for measuring blood pressure. She measured my blood
pressure and then talked to my students for about 15 minutes about the importance of measuring
blood pressure, what causes it to be too high and the treatments available. I had a poster with a
diagram of the heart which she used in her explanation.

My students had prepared some questions in advance, which they were able to ask, but the
discussion soon moved on as they thought of more and more questions. Quite a few students stayed
behind after the lesson to find out more about training to be a nurse.

Using local environmental resources

The local environment can support your teaching. In your local environment you also have access to
a range of natural resources. The outside environment can be seen as a place to collect resources
but it can also be used as an extension of your classroom.

7. Field Trips, Home Visits and Community Works

Field trips are recognized as important moments in learning; a shared social experience that
provides the opportunity for students to encounter and explore novel things in an authentic
setting.

It is important to recognize that learning outcomes from field trips can range from cognitive to
affective outcomes

Among the many potential outcomes, research has shown that field trips:
• Expose students to new experiences and can increase interest and engagement in science
regardless of prior interest in a topic (Kisiel, 2005; Bonderup Dohn, 2011),
• Result in affective gains such as more positive feelings toward a topic (Csikszentmihalyi &
Hermanson, 1995; Nadelson & Jordan, 2012).
• Are experiences that can be recalled and useful long after a visit (Salmi, 2003; Falk & Dierking, 1997;
Wolins, Jensen, & Ulzheimer, 1992).