TEACHING

APPROACHES
& METHODS

Presented by:
KIRK JOHN TONIDO
What is
Do they differ
in each other?
 APPROACH
 Is a set of assumptions that define beliefs
and theories about the nature of the learner
and the process of learning.
 Is a set of principles, beliefs, or ideas about
the nature of learning which is translated
into the classroom.
METHOD
 Is an overall plan for systematic
presentation of a lesson based
upon a selected approach.
(Design)
 It implies an orderly logical
arrangement of steps.
 It is more procedural.
TECHNIQUE
Are the specific activities
manifested in the classroom that
are consistent with a method and
therefore in harmony with an
approach as well. (Activity or Task)
It is a well-defined procedure used
to accomplish a specific activity or
task.
STRATEGIES
 Is a long term plan of action
designed to achieve a particular
goal.
 A method or plan chosen to bring
about a desired future, such as
achievement of goal or solution to
a problem.
THE TEACHING APPROACHES OF THE
SUBJECTS IN THE K TO 12 CURRICULUM

 Section 5 of the Enhanced Basic Education

Act of 2013, states, to wit:
The DepEd shall adhere to the following
standards and principles in developing the
enhanced basic education curriculum:
1. The curriculum shall be learner-centered,
inclusive and developmentally appropriate;
2. The curriculum shall be relevant, responsive
and research-based;
3. The curriculum shall be culture-sensitive;
 The curriculum shall be contextualized and
global;
 The curriculum shall use pedagogical
approaches that are constructivist, inquiry-based,
reflective, collaborative and integrative;
 The curriculum shall adhere to the principles and
framework of Mother Tongue-Based Multilingual
Education (MTB-MLE)
 The curriculum shall use the spiral progression
approach to ensure mastery of knowledge and
skills after each level; and
 The curriculum shall be flexible enough to enable
and allow schools and to localize, indigenize and
enhance the based on their respective
educational and social contexts.
Different teaching approaches to the
K-12 based on the principles cited:
 Learner-centered
 Inclusive
 Developmentally appropriate
 Relevant and responsive
 Research-based
 Culture-sensitive
 Contextualized and global
 Constructivist
 Inquiry-based
 Reflective
 Collaborative
 Integrative
 Mother tongue-based
 Spiral progression
 Flexible, indigenized and localized
LEARNER-CENTERED
 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.
INCLUSIVE
 Means that no student is excluded from the circle
of learners “everyone is in”.
 Teaching is for all students regardless of origin, no
outcast, no promdi.
 In inclusive classroom, everyone feels he/she
belongs.
DEVELOPMENTALLY
APPROPRIATE
 Tasks required of students are within their
developmental stages.
 You will not expect formal operations thinking of
kindergarten children who are only on their pre-
operational developmental stage.
RESPONSIVE &
RELEVANT
 Using a relevant and responsive teaching
approach means making your teaching
“meaningful”
 Relate your teaching or connect lessons to the
students’ daily experiences. (No Mile-wide-inch-
deep teaching)
 Make your teaching relevant when what you
can teach answers their questions and their
concerns.( No teaching-to-the –test)
RESEARCH-BASED
 Ismore interesting, updated, more convincing
and persuasive if it is informed by research.
 You apply methods of teaching which have
been proven to be effective.
CULTURE-SENSTITIVE
 Mindful of the diversity of cultures in your
classroom.
 Employ a teaching approach that is anchored
on respect for cultural diversity.
 Will not judge one culture as superior to that of
another for indeed no culture is perfect and that
every culture has its own strengths and
weaknesses.
CONTEXTUALIZED &
GLOBAL
 Putting your lessons in a context.
 Exerting effort to extend learning beyond the
classroom into relevant contexts in the real world.
 Is realized also when you indigenize and localize
your lessons.
CONSTRUCTIVIST
 You believe that students learn by building upon
their schema.
 It is the students who construct knowledge and
meaning for themselves with teacher’s
scaffolding not teachers constructing
knowledge and meaning for the students.
INQUIRY-BASED AND
REFLECTIVE
 (for Inquiry)A test of your effectiveness in the use
of the inquiry-based approach is when the
students begin formulating questions, risking
answers, probing for relationships, making their
own discoveries, etc.
 (for Reflective) is making students reflect in what
they learned and on how they learned and how
to improve on their learning process.
COLLABORATIVE
 Groups of students or teachers and students
working together to learn together.
 It will welcome group work, teamwork,
partnerships, and group discussion.
INTEGRATIVE
Can integrate skills such as
macroskills of listening,
speaking, reading and writing.
It can be:
 Intradisciplinary,
 interdisciplinary,
 and tansdisciplinary.
INTERDISCIPLINAR
Y
 Involvescombining two or more topics, disciplines
or subject matter that historically has been taught
separately into one class.
INTRADISCIPLINARY
 Integrationis within one discipline.
 Knowledge and skills are connected within one
subject area.
TRANSDISCIPLINARY
 Integrating your lessons with real life situations.
 You can also do this by localizing and
indigenize your lesson.
SPIRAL PROGRESSION
APPROACH
 You develop the same concepts from one grade
level to the next in increasing complexity.
 It is revising concepts at each grade level with
increasing depth.
MTB-MLE BASED
 Teachingis done in more than one language
beginning with the Mother Tongue.
Other
Approaches
 TEACHER-CENTERED APPROACH
- Is perceived to be the only reliable source of
information in contrast to the learner-centered
approach.
 TEACHER DOMINATED APPROACH
- Only the teacher’s voice is heard. He/she is the sole
dispenser of information.
 TEACHER-CENTERED APPROACH
- Is perceived to be the only reliable source of
information in contrast to the learner-centered
approach.
 BANKING APPROACH
- the teacher deposits knowledge into the
“empty” minds of students for students to commit
to memory.
 DIRECT TEACHING APPROACH
- The teacher directly tells or shows or
demonstrates what is to be taught.
 WHOLE CHILD APPROACH
- The learning process itself takes into
account not only the academic needs of the
learners, but also their emotional, creative,
psychological, spiritual, and developmental
needs.
 METACOGNITIVE APPROACH
- The teaching process brings the learner to
the process of thinking about thinking. The
learner reflects on what he learned and on
his/her ways of learning.
 METACOGNITIVE APPROACH
- The teaching process brings the learner to the
process of thinking about thinking. The learner
reflects on what he learned and on his/her
ways of learning.
Anapproach can gives rise
to method(design) while a
method includes
techniques(tasks or
activities).
 DIFFERENT METHODS OF
TEACHING
1. DIRECT AND INDIRECT
METHOD
2. DEDUCTIVE AND INDUCTIVE
METHOD
3. OTHER TYPES OF TEACHING
METHODS
DIRECT AND INDIRECT
METHOD
 DIRECTMETHOD- is teacher-dominated.
- You lecture immediately on what
you want the students to learn without
necessarily involving them in
the process.

 INDIRECT METHOD- is a learner-dominated.

-You give the student an active role in
the learning process.
DEDUCTIVE AND
INDUCTIVE METHOD
 DEDUCTIVE METHOD- you begin your lesson
with generalization, a rule, a definition and
end with examples and illustrations or with
what is concrete.

 INDUCTIVE METHOD- you begin your lesson

with the examples, with what is known, with
the concrete and with details. You end with
the students giving the generalization,
abstraction or conclusion.
COMMON BROAD TEACHING
METHODS
 INSTRUCTOR/TEACHER CENTERED METHODS-
teacher casts himself/herself in the role of being
a master of the subject matter, teacher is
looked upon by the learners as an expert or an
authority.
Ex. Expository or lecture methods
 LEARNER-CENTERED METHODS- teacher is a both
a teacher and a learner at the same time. The
teacher, “ becomes a resource rather than an
authority”.
Ex. Discussion method, discovery or inquiry
based and LTD.
COMMON BROAD TEACHING
METHODS
 CONTENT-FOCUSED METHODS- both the teacher
and the learners have to fit into the content that is
taught. Both the teacher and the learners cannot
alter or become critical of anything to do with the
content.
Ex. Programmed learning
 INTERACTIVE/PARTICIPATIVE METHODS- driven by
the situational analysis of what is the most
appropriate thing for us to learn/do now given the
situation of learners and the teacher.
SPECIFIC TEACHING
METHODS
 LECTURE METHOD- the instructor is very active,
doing all the talking.
 QUALITIES OF A GOOD LECTURE:
 Should not be too long
 Should address a single theme
 In a good lecture technical terms are carefully
explained
 Familiar examples and analogies are given
 Uses illustrations and examples
 Builds on existing knowledge
 Employs a variety of approaches
 DISCUSSION METHOD- involves two-way
communication between participants. Instructor
spends some time listening while the trainees
spend sometimes talking. Therefore, a more
active learning experience for the trainees than
the lecture.
 Discussion as (lesson development, application,
feedback).
 Goal of discussion is allowing the trainees to:
 Relate relevant personal experiences
 Contribute ideas or personal opinions
 Apply what has been learn to familiar situations
 Express what had been learned
DEMONSTRATION LESSON- any
planned performance of an
occupation skill, scientific principle or
experiment.

HOW TO CONDUCT GOOD

DEMONSTRATION?
TEACHER
PREPARATION
1. Rehearse your presentation in advance of the
lesson
2. Anticipate any difficult steps, possible
interruptions
3. Obtain all materials, tools equipment, V.A in
advance and check their useful condition
4. Have all materials within reach and conveniently
arranged.
5. Time the demonstration NOT to exceed 15
minutes
6. Plan to use a skill or method to advantage; work
from simple to complex, one step at a time
PRESENTATION
1. Make sure all students can see and hear the
lesson
2. Be enthusiastic, professional, effective but not
dramatic.
3. Relax; use any mishaps or humor to YOUR
advantage.
4. Observe all safety rules and procedures
5. Keep eye-contact with the class; ask and
encourage class questions
6. Explain WHY and HOW: use the techniques of
SHOW and TELL
7. Use a medial summary to strengthen your
explanation
PRECAUTIONS
1. Avoid interruptions; keep
demonstration smooth and
continuous
2. Never demonstrate on a student’s
material
3. Work towards one aim
4. Allow time for possible student
participation
CARRYING OUT A DEMONSTRATION
1. Give a good performance. Remember that the
trainees learn by your good example
2. Follow your Lesson plan
3. Make sure the trainees see the demonstration
from the angle they will perform it themselves.
4. Be sure everyone can see and hear. Maintain
eye contact
5. Emphasize key points
6. Use proper instructions
7. Provide for trainees participation where possible
during and after
8. Demonstrate the correct way only.
9. Always summarize the steps and emphasize key
points again.
BUZZ GROUPS
 Provide a good opportunity for trainees to
reflect in the content of a lecture. Generate
many ideas, comments and option, the most
important which will be reported back.

 Disadvantages:
 Unfamiliarity with their use, the time required,
need for leaders or facilitators within each sub-
group and need to have tables and chairs
arrange for easy discussion
BRAINSTORMING
 To discover new ideas and responses very
quickly. All ideas are given equal
credence.
 It is useful to collect answers to questions
when you expect much repetition in the
responses.
 Ideas must be discussed further and
evaluated
 It is best to limit time for plenary
brainstorms, as you lose the attention of
some participants
ROLE PLAYS
 Participants use their own experiences to
play a real life.
 Useful for exploring and improving
interviewing techniques and examining the
complexities and potential conflicts of
group meetings.
 Disadvantages:
 Time-consuming
 Takes willingness
 Exposing or embarrassing
 Programmed Instruction Method- A
method of self-instruction
 Study Assignment method- In which the
instructor assigns reading to books,
periodicals, projects or research paper or
exercises
 Tutorial method- A method of instruction in
which an instructor works directly with an
individual student.
 Seminar Method- Tutorial arrangement
involving the instructor and groups, rather
than instructor and individual.
 Is there a BEST METHOD?
 THEREIS NO SUCH THING AS BETTER OR BEST
METHOD!
 THE BEST METHOD IS THE METHOD THAT
WORKS, THE METHOD THAT IS EFFECTIVE, THE
METHOD THAT WILL ENABLE YOU TO REALIZE
YOUR INTENDED OUTCOME.
 The effectiveness of a method
is dependent on many factors
such as:
1. Teacher’s readiness
2. Learners’ readiness
3. Nature of the subject matter
4. Time allotment for a subject
SUMMARY
 The teaching methods can be grouped into direct
and deductive methods and indirect and
inductive methods. Direct and deductive
teaching proceed from the abstract to the
concrete while indirect and inductive methods
proceed from the abstract to the concrete while
indirect and inductive methods proceed from the
concrete to the abstract. The direct and
deductive method are more fit for the teaching of
manipulative skill and processes and subject
matter that does not lend itself to open discussion
given their fixed nature.
 The indirect and inductive methods are more
interactive and more constructivists.