CHAPTER 2 TEACHING APPROACHES AND METHOD

CHAPTER 2

TEACHING APPROACHES AND METHOD

This chapter is all about the teaching approaches and method used in the classroom. So, approach is a set of assumptions that define beliefs and theories about the nature of the learner and the process of learning which is translated into the classroom. Techniques are the specific activities manifested in the classroom that are consistent with a method and therefore in harmony with an approach as well. It is a well-defined procedure used to accomplish a specific activity or task.

The DepEd has Teaching Approaches that shall adhere to the standards and principles in developing the enhanced basic education curriculum and these are:

1.   Learner-centered

2.   Inclusive

3.   Developmentally appropriate

4.   Relevant and responsive

5.   Research-based

6.   Culture-sensitive

7.   Contextualized and global

8.   Constructivist

9.   Inquiry-based

10. Reflective

Collaborative

Integrative

Mother tongue-based

Spiral progression

Flexible, indigenized and localized

An approach gives rise to method (design) while a method (design) includes techniques (tasks or activities). The K to 12 Curriculum

Next is the Method (design) that is an overall plan for systematic presentation of a lesson based upon a selected approach. It implies an orderly logical arrangement of steps. It is more procedural.

Different Methods of Teaching

1. Direct and Indirect Method

The direct method - is teacher-dominated. You lecture immediately on what you want the students to learn without necessarily involving them in the process. In the indirect method, you synthesize what have been shared to connect loose ends and give a whole picture of the past class proceedings and ideas shared before you lead them to the drawing of generalizations or conclusions.

2. Deductive and inductive methods

In the deductive method, you begin your lesson with a generalization, a rule, a definition and end with examples and illustrations or with what is concrete.

Deductive and Direct Instruction:

          Begins with the abstract, rule, definition, generalization, unknown and ends with experience, examples, details, known

Inductive and Indirect Instruction:

          Begins with the concrete, experience, examples, details, known and ends with rule, definition, generalization or conclusion

There is no such thing as the best method.

          The best method is the method that works, is effective and will enable you to realize your intended outcome.

“There is NO better or best method.”

The inductive-indirect method is superior in terms of learners’ engagement. However, in cases when learners are not yet capable of drawing abstractions or generalizations, the deductive-direct method is a better choice

This chapter comprises the principles and methods used for instruction to be implemented by teachers to achieve the desired learning by students. These strategies are determined partly on subject matter to be taught and partly by the nature of the learner. For a particular teaching method to be appropriate and efficient it has to be in relation with the characteristic of the learner and the type of learning it is supposed to bring about. It is the primary role of teachers to pass knowledge and information onto their students. In this model, teaching and assessment are viewed as two separate entities. Student learning is measured through objectively scored tests and assessments. An approach gives rise to methods, the way of teaching something, which use classroom activities or techniques to help learners learn.

Deductive and direct method works from the more general to the more specific. It might begin with thinking up a theory about our topic of interest. Then narrow that down into more specific that we can test .Inductive and indirect method works the other way, moving from specific observations to broader generalizations and theories. Begin with specific observations and measures, begin to detect patterns and regularities, formulate some tentative hypotheses that we can explore, and finally end up developing some general conclusions or theories.

These learnings can be applied by utilizing those and found the best approach and method that can be applied in a classroom which is the effective to the students that will help them to boost their capability.