Subjects : EE-209

Subject code : MA039

Course : MAED
Course discretion tittle : Advanced Teaching Strategies III
Professor : Ruperto N. Torrechiva
Academic Term and school year : 1st Semester S.Y.2023
Topic : Instructional Approaches and Methods in Science Teaching
1. Direct Instruction
1.1 Expository
1.2 Project Method
1.3 Deductive
1.4 Inductive
Discussant : Rochelle B. Racab
Reference : https://ddceutkal.ac.in/Syllabus/M
https://www.edsys.in/innovative-ideas-make-teaching-methods-
effective/
https://emjpru.in/Files/1454_82231ApproachesandMethodsofTeaching.pd
https://www.scribbr.com/methodology/inductive-deductive-
reasoning.
Reporter No. : 09

INRODUCTION

There are a variety of science teaching methods you can draw upon when helping students
understand their world. While there are several approaches to try, the most important thing to
keep in mind is that our role as science educators is to help students understand how the
scientific method actually works and why science impacts upon their own lives.

Student Engagement and understanding of materials is given more emphasis i today's

education over spoon-feeding the facts, therefore using chalkboard or the typical lecture
methods are not adequate to teach science and other related subjects. How do the best
teachers teach science? The real question is how does one teach students to think like
scientist? The teachers mind set and their feedback are crucial to instruction in the science
classroom, many scholars and researchers have proposed advance ideas and they claim that
virtual teaching scenarios or simulations can help to build a better understanding of subjects
among students, more than just conveying the facts or findings in science, students will love to
explore the world of science, this innovative teaching methods in science can substitute the
typical teaching techniques to achieve the goal.

Things to keep in mind when considering a science teaching method

 Group dynamics.
Who works well with who? Who can handle cooperative group situations and who needs time
to work by themselves?
 Student ability.
This is not simply about science understanding, this also about their ability to undertake the
work with the materials at hand.
 Timeframe.
Is the teaching method likely to be successful given how long it takes to get students on task
and the anticipated outcomes?
 Context.
How does the scientific concept relate to their lives?
 Content.
Which teaching method will help the students best understand the lesson material?

THREE STAGES OF

THE INQUIRY APPROACH IN TEACHING

SCIENCE
THE 5 E’S
DIRECT INSTRUCTION
Direct instruction is where teachers use explicit teaching techniques to teach a specific skill to
their students. This type of instruction is teacher-directed, where a teacher typically stands at the
front of a room and presents information. Teachers match their instruction to the task to enhance
students' understanding of a topic. This technique depends on strict lesson plans with little room
for variation. It does not include active learning activities such as discussions, workshops or case
studies.

Direct instruction has a number of critics, who believe that it has little room for personalization
adaptability. The six steps in direct instruction are:
1. Introducing material, that is used to activate students' prior knowledge.

2. Presenting new material, where students begin to learn with step-by-step guides.

3. Guiding students, where teachers can correct mistakes early on and reteach material if needed.

4. Providing feedback, where teachers give students an indicator of their performance.

5. Practicing independently, where students individually apply the skills that they've gained.

6. Evaluating, where students are tested on what they've learned.

1. Direct Instruction Mirrors Home Life - Direct instruction is important because it mirrors the
environment that many of our students will return to when they leave School. They will be in a
class full of other students, they will have to listen to lectures, they will need to be able work in
groups, they will have deadlines, they will have a work load, and they will not always be able to
work at their own pace. By using direct instruction, we are able to teach our students coping
skills in dealing with a school environment; we are able to prepare them for what they will
encounter they leave school. Once

2. Direct Instruction Provides More Detailed & Varied Instruction - By using direct instruction
instead of independent study, I am able to provide more detailed and varied instruction.
Instead of waiting for my students to turn in their work, I am able to assess how well they
grasp a concept while I am teaching it. This then enables me to modify the lesson as needed.
As a result, I am able to accommodate more learning styles and better help students with
learning disabilities. It also lets me monitor their progress and adjust y instruction o ill in the
gaps they might have in their learning. Using direct instruction also allows students to ask
more questions and have me reteach the concepts that they are having difficulty with. I am
able to be far more flexible than if I had my students do independent study

3. Direct Instruction Allows for More Interaction - Students are able to ask more questions
and request assistance. They are also able to discuss their interests enabling me to add those
to my lessons. At School, we emphasize the building of appropriate relationships. Direct
instruction helps facilitate this by encouraging more communication in the classroom.
Students have a better opportunity to discuss th eir ideas and feelings in a group. They are
able to get to know one another as well as their teachers. Moving to direct instruction has been
very successful. We have been able to better prepare our students for their academic future
while addressing their individual needs. This change has allowed us to give our students the
means to be more successful in the future.

According to the National Institute for Direct Instruction, Direct Instruction operates on five key
philosophical principles:

 All children can be taught.

 All children can improve academically and in terms of self-image.

 All teachers can succeed if provided with adequate training and materials.

 Low performers and disadvantaged learners must be taught at a faster rate than
typically occurs if they are to catch up to their higher performance peers.

 All details of instruction must be controlled to minimized the chance of students

misinterpreting the information being taught and to minimize the reinforcing effect
of instruction.

A teaching method that assumes all students can be taught, all students can improve both
academically and in terms of self-image, and that teachers succeed when they are supported
with adequate training and materials is one that most people could get behind.

EXPOSITORY LEARNING METHOD

Is a way of teaching which is aimed at helping students acquire some basic skills and
"procedural knowledge”? It is straightforward and is done in a "step-by-step manner. The
expository learning method is a way of teaching in which the teacher or the instructor is the
one who provides information to the students up front, without much interaction from
student’s side, except for something answering question.

It is an approach to teaching and training that encourages the learner to explore and
experiment to uncover relationships, with much less of focus on didactic training (teaching
students by lecturing them).

Expository teaching methods are useful to introduce a new topic and to demonstrate methods
to solve mathematical problems. It is a form of whole group instruction that in elementary
school should be combined with small group instruction.

A teacher should consider expository teaching to be working if the students are engaged
enough to ask relevant questions. The disadvantage of expository teaching is that students
often become bored and inattentive. An effective teacher will intersperse photos, videos and
class activities with expository teaching to enhance its effectiveness.

Also known as transmission approach. In this approach, the teacher is communicating

maximum information to the students in minimum of time. This approach helps the teacher to
cover the content to be taught to the students. This approach is widely used across all the
subjects and different levels of education by the teacher.

The teacher is completely in charge and guides the lesson. He/she is also in charge of the
discussion and asks questions by calling on students for answers

Activities that can be used in expository teaching method

1. Teacher talk (lecturing)

2. Demonstration

3. Assignments and homework

4. Memorizing

5. Reviewing

6. Questioning discussion

Disadvantages of Expository Method?

The disadvantage of expository teaching is that students often become bored and effective
teacher will intersperse photos, videos and class activities with inattentive. An expository
teaching to enhance its effectiveness.

Advantages of Expository Method

1. Information presented is well organized. overview, introduction, examples, transition from
one law to the other and summaries are presented at the right time to make the concepts
crystal clear.

2. It is more disciplined form of teaching and the idea behind expository method of teaching is
lesser distractions as teacher takes up the charge in the class and guides the lesson. They
tend to use language and examples that are relatable for the students of that age group. age of
as

3. As the teacher is thought of as an expert in this form of teaching so there are less chances
of students misinterpreting the information. They know how to take the learners from concrete
to the abstract level. If a learner has good listening skills, he can gasp more information in a
lesser time.

Role of a Teacher in an Expository Strategy

"Expository is an approach to teaching knowledge the students for what is expected to be
learned. The teacher They are tells students which both the teacher uses generalizations to
that impart or expose and specifics which are further defined strategies explanation and the
presenting declarative information in a step to step way through lecture, are particularly
effective provision of guided practice through oral which fall under these are lecture,
storytelling narratives, drills. Examples of methods reading, recitation, note-dictating. audio-
visual presentations etc." teacher demonstration, text ".
 PROJECT BASED METHOD

This method was propounded by W.H Kilpatrick. This method was perfected by J.A Sternson.
The base of this method lies in the philosophy of pragmatism. This method emphasizes on
building a comprehensive unit around an activity which may be carried out in school or outside.
The essence of this method lies in the fact that a group of students do a purposeful task. This
implies the students undertake the activity in a group or individually over a period of time. It
may include a number of activities and the end product is in the form of written report or a
display.

“A project is a whole-hearted purposeful activity proceeding in a social environment”- Dr.

William Kilpatrick.

“A project is a problematic act carried to completion in its natural setting”. – Stevenson.

“A project is a bit of real life that has been imported into school. – Ballard.

Thus, project is a purposeful activity and planned activity which is achieved in social, natural
situations created in schools.

Project Based learning (student-centered)

This teaching method draws on the hands-on nature of the activities above and extends this to
involve students in a deep dive into a given topic. Time is the key here, as students will be
engaged over an extended period of time in researching their topic, designing their experiment
or model, writing a scientific report or creating a poster and presenting their findings in a short
talk. When planning this in your scope and sequence, consider access to resources both within
and beyond your school and how the students might be able to involve the community in their
research or as an audience for the final presentation at a school science fair.

Often part of inquiry-based instruction, the outputs of Project Based Learning (PBL) can
include several of the following as a major work;

 Field journal
 Student Podcast
 Working model
 Science poster
 Research paper
 Video diaries
 Augmented reality or Virtual reality
 App creation

Advantages:
 It gives the students a hands on experience.
 Enhances manipulative skills of the students
 Shows their creativeness and imagination

Disadvantages:
 It can be very time-consuming.
 It will isolate the student to a long period of time doing one activity only one
 May only enhance the same and repeated skills in the side of the student.

DEDUCTIVE APPROACH

A deductive approach to teaching language starts by giving learners rules, then examples, then
practice. It is a teacher-centers approach to presenting new content. This is compared with an
inductive approach, which starts with examples and asks learners to find rules, and hence is
more learner-centered.

Example:
The form and use of the third conditional is explained to learners, then they have a gap-fill
exercise to complete, then prepare their own examples in the classroom.

The deductive approach may be suitable with lower level learners who need a clear base from
which to begin with a new language item, or with learners who are accustomed to a more
traditional approach and so who lack the training to find rules themselves.

Deductive learning is the process of applying general principles to use. In a classroom, a

deductive approach means teaching learners rules and then giving them opportunities to apply
them through practice. The role of the teacher is to present the rules and organize the practice.

INDUCTIVE APPROACH

Inductive learning is the process of 'discovering' general principles from facts. In a language
classroom, an inductive approach involves getting learners to discover rules and how they are
applied by looking at examples. The role of the teacher is to provide language the learners
needs to discover the rules, to guide them in discovery if necessary, and then to provide more
opportunities to practice.

The inductive approach is often taught of as a more modern way of teaching: it involves
discovery techniques; it seeks in some ways to duplicate the acquisition process; it often
exploits authentic material; it has learners at the center of the lesson; and the focus is on
usage rather than rules.

Combining inductive and deductive research

Many scientists conducting a larger research project begin with an inductive study. This helps
them develop a relevant research topic and construct a strong working theory. The inductive
study is followed up with deductive research to confirm or invalidate the conclusion. This can
help you formulate a more structured project, and better mitigate the risk of research
bias creeping into your work.

Remember that both inductive and deductive approaches are at risk for research biases,
particularly confirmation bias and cognitive bias.

Which is more effective teaching method deductive or inductive?

Inductive tends to be more efficient in the long run, but deductive is less time consuming.
Much depends on the teacher and the students. You might try and compare both of these
approaches at certain points in your teaching to see which is more effective for your students.

CONCLUSION:

There is no "best" method of teaching. However, many researchers today agree that
including more student-centered learning approaches in the classroom can improve
learning, using only a teacher-centered approach leaves out many skills and learning
opportunities for students. And the best method to use is the one that suits the need of
the learners based on multiple factors.

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