Approaches in Teaching
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Transcript of Approaches in Teaching
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A general plan or scheme toachieve an objective
provides an enlightened andobjective viewpoint
a sound philosophy and orientationto the total process of teaching
selection of an instructional method
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yAn activities of educating or instructing
yActivities that impart knowledge andskills
yA deliberate intervention involving theplanning and implementation ofinstructional activities and experiences
to meet the intended learner outcomesbased on the teaching plan
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yAcquiring new or modifying existing knowledge,skills, values and preference and may involvesynthesizing different types of information
yA change in behavior (knowledge, skills and
attitude) that occur at any time or in any place asa result of exposure to environmental stimuli
y It is also an action by which KSA are consciouslyor unconsciously acquired and behavior is
altered which can be seen or observed
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major goal of teaching
nature of the subject matter
teaching-learning process
roles and responsibilities of the teacher
expectations from students
kinds of evaluation techniques
suitable teaching methods and strategies to beemployed
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1. Inductive Approach/learning
2. Deductive Approach/learning
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y Also known as Discovery method
y begins with a particular statement moving
on to a general statement( specific to more general rules)
y Process of rationalization (reasoning or
explaining) from a simple to specific
situation to a complex or general one
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y Begins with general statements to specific
statements
y Solving a problem or difficulty is done by
applying to it a generalization that has
already been formed
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y 1. Reflective teachingy 2. Cooperative Learning Approach
y 3. Experiential Learning
y
4.D
irect Instructiony 5. The Constructivist Approach
y 6. Inquiry teaching
y 7. Concept teaching
y 8. The Science-Technology-Society Approach
y 9. Interest Learning Centersy 10. Team Teaching
y 11. Synectics
y 12. Simulations
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y 13. Role Playing
y 14. Journal Writing
y 15. Narratives
y 16. Community Resourcesy 17. Problem Solving
y 18. Peer Tutoring
y 19. Microteaching
y 20 Field Studies
y 21. Experimenting
y 22. Classroom Demonstration
y 23.Discussion
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y24. Student Research
y25. Independent Study
y26. Individualized Instructiony27. Projects
y28. Collections
y29. Reading
y 30. Lecture
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y Behavior which involves active, persistent and
careful consideration of any belief or practice
y Through reflection, the students experience
acquire meaning which serve as basis for newideas and behavior
y To benefit from an experience the learner
necessarily analyzes and evaluates, thus
enabling her to formulate own concepts that can
be applied to new learning situations.
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y 1. Students work in teams to tackle academic tasks.
y 2. Reward Systems are group oriented rather than
individually-oriented
y The interactions within the group is controlled by themembers themselves.
y Teams are made up of mixed abilities high, average
and low achievers
y Teams are composed of both sexes.
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y Views learning as a process of constructing meaningwhich is greatly influenced by the learnersaccumulated experiences and understandings.
y As an active process the learner continuously revisepast learning's and reconstruct concepts as theirinteract daily with the environment
y Anchored on the assumption that the absorption orsimulation of knowledge is somewhat personal and
therefore is the result of the learners can build up thesame meaning out of the situation.
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yA teaching model that requires students to
formulate analogies.
y Effective among the young since they are
more perceptive and imaginative.
y Provides opportunities for them to invent
new ways of seeing things and
constructing meanings, expressing at thesame time their own feelings.
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y 1.Personal Analogy
this kind of comparison shows how the
students empathize with the ideas or
objects. They identify with an object, plant,
animal or with other persons. The element
should be watched in the analysis is the
emphatic involvement.Ex: I am a cloud drifting by. My life is like a
book. I move like an elephant. I am a rose.
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y 2. Direct Analogy
this kind of comparison is made between
two objects or concepts. The objects being
compared need not be identical.
Ex: The house is like carnival. The answers
are in buffet style. The classroom is like a
beehive.
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y 3. Symbolic Analogy orCompressed
conflict
the metaphoric comparison consists of a
2-word description of a situation, object or
feeling which appear to be opposites or
contradictions.
Ex: Shy and aggressive, smile and a frown,war and peace, helpless and powerful.
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y Free communication of ideas between the teacher
and students and among the students as well
y Clarifying some points during a learning activity
y To check at the end to find out if the objective of thelesson has been achieved
y Also called orderly verbal interchange, thinking out
aloud ,or discourse
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y A kind of oral presentation delivered by an expert.
y The lecturer is regarded as an authority in the
special topic he is requested to speak on.
y Because it is very specific in nature, the audienceare usually belongs to the same discipline, is
prepared to listen with a high degree of expectation
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y Held for the purpose of solving or attempting to solve
a problem from evidence readings, experiences and
minds of participants
y Usually there is a speaker to discuss the theme ortopic of seminar
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y Journal, a record, chronology or register of events,
memories and daily happenings
y In teaching, it is best to keep the record of what
transpires during a learning activityy Provide a channel through which the teachers and
students could get to know each other better
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y Used as pedagogical tool, it consists of a day-to-day
record of learning activities through which the
students can determine their own progress.
y An activity intended to help them reflect about theirexperience in order to learn better and better
y A good way to receive a feedback regarding
problems met and situations they undertook during
the learning activity
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Prepared by: Irish Joy V. Mandigma