CHAPTER 2 Teaching Approaches and Methods

CHAPTER 2

Teaching Approaches and Methods

Mark Jones  M. Delgado                                                                              BSEd II - English

 

“A thousand teachers, a thousand methods”

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. While Method/Design is an overall plan for systematic presentation of a lesson based upon a selected approach. Moreover, Techniques are the specific activities manifested in the classroom that are consistent with a method and therefore in a harmony with an approach as well.

Teaching Approaches to the K to 12 Curriculum

The Curriculum shall be:

1.    Learner – Centred

-       Choice of teaching method and technique has the learner as the primary consideration.

2.    Inclusive

-       No student is excluded from the circle of learners.

3.    Developmentally Appropriate

-       The tasks required of students are within their developmental stage.

4.    Responsive and Relevant

-       Make a meaningful learning by relating or connecting the lessons to the students’ daily experiences and making it relevant when what you teach answers their questions and their concerns.

5.    Research – Based

-       It is more interesting, updated, more convincing, and persuasive if the learning is integrated with research findings to keep the teaching fresh.

6.    Culture – Sensitive

-       Employ a teaching approach that is anchored on respect for cultural diversity.

7.    Contextualized and Global

-       It is meaningful if the lesson is put in a context. It may be local, national and global.

8.    Constructivist

-       Students learn by their prior knowledge. Students learn if the lesson is connected to their prior knowledge.

9.    Inquiry – Based and Reflective

-       The core of the learning process is to elicit student – generate questions. They begin by formulating questions, risking answers, probing reflecting, acting as researchers and writers of research reports.

10. Collaborative

-       It involves groups of students or teachers working together to learn together.

11. Integrative

-       This can be intradisciplinary, interdisciplinary or transdisciplinary. Intrdisciplinary when the integration is within one discipline. Interdisciplinary integration happens when traditionally separate subjects are brought together. Transdisciplinary integration is integrating your lesson with real life.

12. Spiral Progression

-       It is revisiting concepts at each grade level with increasing depth.

13. Mother Tongue Based – Multilingual Education

-       It is done in more than one language beginning with the Mother Tongue. It is used as a medium of instruction from K to 3.

14. Flexible, Indigenized and Localized

Different Methods of Teaching

           

Direct Method

-       Teacher – dominated. You lecture immediately on what you want the students to learn without necessarily involving them in the process.

Indirect Method

-       You synthesized what you have been shared to connect loose ends and give a whole picture of the past class proceedings and ideas shared before you lead them into the drawing of generalizations and conclusions.

Deductive Method

-       You begin your lesson with a generalization, a rule, a definition and end with examples and illustrations or with what is concrete.

Inductive Method

-       You begin your lesson with examples, with what is known, with the concrete and with details. You end with the students giving the generalization abstraction or conclusion.

Effectiveness of the method depends on teacher’s readiness, learner’s readiness, nature of the subject matter and time allotment for a subject.

There is no better or best method. The best method is the method that works, is effective and will enable you to realize your intended outcome.

Reflection

            “A thousand teachers, a thousand methods”. It is true, every teacher has their own style of teaching but, only great teachers can show all of these characteristics and truly connect with all of their students. It only conveys individualism differences or diversity among us humanity.

            In Chapter 2, Teaching Approaches and Methods unveiled different terminologies and approaches in the Teaching Learning Process which are stated above. I gained a lot of knowledge from this chapter which will help me in my future references. First, in teaching, I shouldn’t just focus on myself or in my instructional materials either. But, I should give significance to my method or approach that I will utilize to cope with students, meet their needs and how to deal with them. Second, I should consider individual differences in teaching to avoid uncertainties during learning process. I should also respect their cultures, beliefs and even their life background to have a harmonious relationship. Next, I should make my learning authentic by engaging them into real world scenarios and problems. Then, I have to be more considerate when it comes to their intellectual capacities that I should not employ learnings that are inappropriate or does not suit in their capabilities of their developmental stages. In short, I should consider their age and the complexity of problems I’ll be imparting to them. Lastly, I’ll not let any student feel different from others – inclusiveness.

            I will utilize my knowledge in performing different methods that best suit to my desired learning process. I will make a self evaluation or assessment of my students for me to weigh what should be the good method that I will use so that everyone can participate.

            In Teaching – Learning process, we should be vigilant enough in using different methods that we do not violate someone’s privacy or even someone’s life.