ith the sant hy ne way + of the in this g lack? vurely in ming? ng more ‘S), what ng styles he seven. ols to the ‘Compose aciples splain this ates who tics of an ver use? Is could have Different Approaches and Methods “A thousand teachers, @ thousand methods” — Chinese Proverb Focus Questions: , * How do teaching approach, method and technique "+ Which apmachesinstads are mere dies What a their characteristic features? Coe « Which approaches are more indirect and exploratory in. ‘nature? What are their distinguishing features? — ; How should each method be used to ensure its effectiveness? ‘ What pedagogical advantage do the exploratory hhave over those of the direct approaches? Introduction ‘Teaching Approach, Strategy, Method and Technique about the nature of leaming which is translated into the classroom. It springs trom @ teacher's own philosophy of education, the nature of education, the role of the teacher and that of the student, Tx: approach is a set of principles, beliefs or ideas Teaching strategy is a long term plan of action designed to achieve a particular goal. Strategy applies to many disparate fields such as military strategy, economic strategy, teaching strategy and the like. Teaching method is a systematic way of doing something. It implies an orderly logical arrangement of steps. It is more procedural. Teaching technique is a well-defined procedure used to accomplish a specific activity or task. It is a teacher’s particular style or trick used to accomplish an immediate objective. More than one technique may be available for accomplishing a specific activity or task. 89 Unit 111 Cuore 4Princes of Teehing 1 90 Approach In the teacher- centered approach, the teacher is ‘perceived 0 be the only reliable source of information in contrast tothe leamer-centered approach which is premised on the belle that the leamer is ‘also an important resource In the subject matter-centered approach, subject-matter gains primacy Techniques are consistent with a given approach, strategy and method. The relationship among the three is shown below: oe > Strategy p> Methaet Technique An approach gives rise to a strategy which may use more than one method of teaching. One teaching method may be ‘employed differently by two different teachers whose teaching style may lead to the use of different techniques. Technique has something to do with teacher’s personal style of teaching, Many times, however, many interchange strategy and method. Below are examples of teaching approaches. Some are paired for purposes of contrast. TABLE 2 Examples of Teaching Approaches Teacher-centered Learner-centered ‘Subject matter-centered Leamer-centered Teacher-dominated Interactive “Banking” approach Constructivist Disciplinal Integrated Individualistic Collaborative Indirect, guided Direct In the teacher-centered approach, the teacher is perceived to be the only reliable source of information in contrast to the learner centered approach which 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. Teaching consists in teacher telling and prescribing what learners should do. The leamer is passive recipient of instruction. The teacher-centered approach is also teacher-dominated. In the subject matter-centered approach, subject-matter gains primacy over that of the learner. By all means teacher finishes teaching subject matter as scheduled even if learners have not Jeamed it. Sticking to course syllabus or lesson plan is priority of ver that of the leamer. subject matter-centered teachers, tei te in} a3 ® FERSUnit I Chater 4 Difleent Approaches and Methods strategy and fechnique y use more od may be se teaching chnique has ing. ‘and method. fare paired thes LT ‘ceived to be the learner- t the leamer ‘s.something consists in ‘The leamer approach is matter gains her finishes ‘rs have not is priority of The subject matter- centered approach is also teacher- dominated. The teacher does what he/she planned without necessarily considering leamers’ interests, concems and situation. In contrast, in the learner-centered classroom the teacher makes adjustments in his/her lesson plans to accommodate learners’ imerests and concerns. An interactive classroom will have more student talk and less teacher talk, Students are given the opportunity to interact with teacher and with other students. In a teacher-dominated classroom, only the teacher’s voice is heard. Helshe is the sole dispenser of information. In the constructivist approach, students are expected to construct knowledge and meaning out of what they are taught by connecting them to prior experience. In the “banking” approach, teacher deposits knowledge into the “empty” minds of students for students to commit to memory. The students are perceived to be “empty receptacles” waiting to be filled. These facts that are deposited are withdrawn gradually every time quizzes/ tests are given until at the end of the term everything is withdrawn in the final examinations thus students’ minds are once more empty ready to be filled in the next school year. (There is a more lengthy discussion on constructivist approach in the latter part of the Chapter). The use of an integrated teaching approach makes the teacher connects what he/she teaches to the other lessons of the Same subject (intradisciplinary) or connects his/her lessons with other subjects thus making his/her approach interdisciplinary and multidisciplinary. The use of the disciplinal approach limits the teacher 10 discussing his/her lessons within the boundary of his/ her subject. (This is discussed in detail in the latter part of this Chapter), A collaborative approach will welcome group work, team work, partnerships, group discussion while an individualistic approach will want individual students working by themselves. In a direct teaching approach, teacher directly tells or shows or demonstrates what is to be taught while in the guided approach, teacher guides the leamer to discover things for himself/herself. In the guided approach, the teacher facilitates the learning process by allowing the learer to be engaged in the learning process with hisher guidance. Other teaching approaches cited in education literature are: 1) research-based approach - As the name implies teaching and leaming are anchored on research findings. ” The use of an integrated teaching approach ‘makes the teacher ‘connects what he/ she teaches fo the ‘ther lessons of the same subject (intradscipinary) ‘or connects his/ ter lessons with ‘other subjects thus making his! ‘her approach interdlisciplinary and ‘mutilscplinary.Princes of Teactng 1 2)'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. A highly cerebral approach is far from wholistic, neither that approach which. emphasizes ‘only the physical development of the child. 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. He reflects on why he/she succeeded one time but failed the other time. (More on this before this Chapter ends) problem-based approach - As the name implies, the teaching-learning process is focused on problems. Time is spent on analyzing and solving problems. When I was enrolled in the Graduate School, the descriptive titles of my subjects began with “Problems in” whether my subject was Curriculum Development, Higher Education, School Management, etc. (Let’s talk about problem-based learning (PBL) before this Chapter ends). In summary, approaches vary in the degree of teacher and learner engagement, focus, number of learners involved in the teaching-learning process as shown in the diagram below: Engagement +> Focus Subject Matter 4 p beamer Number Individual <> Group Let us learn more about these approaches as we discuss teaching methods that fall under these approaches We start describing these approaches from that approach with the highest to the lowest level of teacher direction or from the lowest to the highest level of student participation. On the basis of student and’Uni I Chapter 4 ~ Diteret Approaches and Metheds itself takes the learmers, cal, spiritual approach is fh emphasizes ss brings the sinking, The his/her ways ceeded one is before this implies, the sblems. Time When I was ptive titles of ex my subject tation, School based learning f teacher and volved in the ‘slow: , Learmer Learner > > Group as we discuss ches We start ith the highest lowest to the of student and teacher involvement, these are categorized as direct/expository and guided/exploratory. Direct/Expository Approach 1) Direct Instruction /Lecture Method Direct instruction is aimed at helping students acquire procedural knowledge which is knowledge exercised in the performance of some task. Procedural knowledge refers to skills needed in the performance of a task. Examples are focusing the microscope, doing powerpoint presentation, playing basketball, sewing a pair of pajamas. Direct instruction is also used for lessons that are factual and non-controversial, In the College of Law, for example, professors use direct instruction or the lecture method. They are there to help the students understand and master the laws of the land, Steps of the Direct Method or Lecture Method To employ this methodology in teaching skill/s, follow these steps: a) provide the rationale, b) demonstrate the skill, ¢) provide guided practice until mastery, d), check for understanding and provide feedback, e) provide extended practice and transfer, and (f) assess learning at the end. (This is what we call summative assessment), The lesson objective has something to do with skill and therefore the ‘accacoment tool must be a performance test (what you wood to call practical test). Such a technique requires careful structuring of the entire procedure. Attention is focused on every detail of the procedure. If you teach facts, principles or laws, your steps are similar with those of teaching a skill. a.) give a short introduction by providing the rationale, b.) present your lesson, c.) develop the lesson by explaining, illustrating it with diagrams if appropriate and/or by giving concrete examples, d) give application of the lesson and e) check for understanding and provide feedback. (You may also check for understanding while you are in the process of teaching. This is what we call formative assessment). You can check understanding again at the end of your lesson. This is summative assessment. Direct instruction is aimed at helping students acquire knowledge which fs knowledge ‘exercised in tho performance of some task Direct instruction is also used for lessons that are factual and non- controversialPines of Teasing 1 Neath 9 cd ts So Instructional Characteristics 1. The strategy is teacher-directed. 2, The emphasis is on the teaching of skill. Each step must be mastered, hence the students gain “how” rather than “what”. It is termed procedural knowledge. Taught in a step-by-step fashion, it ensures the leaming of the entire procedure with no step missed. |. Lesson objectives include easily observed behaviors that can be measured accurately. If the lesson is to develop skill in performing five steps of a particular experiment, such skill can be observed and measured. The level of performance can be assessed from the number of steps performed correctly. . This is a form of learning through imitation, sometimes termed “behavioral modeling”. . This can also be used to teach facts, principles and laws. Guidelines for Its Effective Use Teaching skill 1. The students must be given ample time for practice, 2, They must be included in the planning stage since this technique is highly task-oriented and aimed at mastery of every step. The lesson objectives are student-based. Describe the testing situation and specify the level of performance expected. |. Divide complex skills and understanding into subskills or into its component steps so they can be taught easily and with precision. Design own strategy in teaching each skill which will eventually contribute to the leaming of the entire skill . Before the demonstration, carefully rehearse all steps. The steps should be observed and followed. |. Assign practice for short periods of time, then continue learning by imitating others. |. Provide feedback and encouragement through praises. Positively motivated, the students will never get tired practicing. Be able to construct good performance-based tests.p must er than ‘ning of ors that develop eriment, level of of steps metimes ind laws. atice. since this nastery of sed. e level of ‘ubskills or easily and which will tire skill, | steps. Th en continue igh praises. er get ti tests, Unit II Chapter 4 Diferent Approaches and Matads Teaching declarative knowledge - facts. principles and laws 1. Be sure the facts, principles and laws are correctly, clearly and adequately explained. 2. Use visual aids to concretize abstract principles and laws. 3, Illustrate laws and principles with concrete examples. 4. Present facts meaningfully by citing their significance and by connecting them with everyday life. Douce ‘Questions for Discussion 1, Since this methodology is “teacher-directed” justify its use in teaching science, a subject which, by nature, does lends itself more to the exploratory, discovery and inquiry approach. 2. Why is direct instruction often used in lessons that are implemented through a step-by-step procedure? 3. Give three lessons that can be taught effectively by the use of this methodology. Discuss your procedure for each. . Explain the meaning of “behavioral modeling”. Give an example, 2) Demonstration Method [As the name implies, in the demonstration method | 2" the teacher or an assigned student or group shows how | hemnod the a process is done while the students become observers. | feacher or an This approach is employed in presenting lessons that use | gesned student sophisticated equipment and technical know-how. Materials shows that are not easly available or expensive are used sparingly | Pyne proces is in a demonstration, The demonstrator is knowledgeable in | "om (nn pe preparing the apparatus needed according to the steps to be followed. The rest of the class becomes focused on the | SaZeis become activity and concentration on the subject is assured.Principles of Teacting 1 Guidelines for Its Effective Use Before 1. The demonstrator/s must be well-selected. He/she/they must be skilled in operating modem equipment and proficient in undertaking scientific investigations. When planning the activities make sure that the materials are easily available. Likewise get prepared with possible substitutes. . Get ready with the equipment and tools to be used. Demonstration should be scheduled as to day and class period. The inquty| ‘The demonstrator must try the activity several times before method is eso the real demonstration for a smooth sequencing of the caled discovery, steps as well as accuracy of the results. cor problem-solving] . The observers must be prepared and motivated to ensure ‘method. The| concentration throughout the activity. teacher uides| The demonstrators must be ready with on-the-spot the students es revision/s such as altemative steps or substitute materials thoy explore and when needed. discover, Arrange the observers around the demonstration area or at a distance where they will be able to observe fully what is going on. . Depending on the kind of demonstration to be undertaken, pointers or questions may be given to focus students’ attention and avoid irrelevant observations. During 1. The place must be quiet in order to sustain the observers’ attention and interest during the activity. . Extreme care must be taken in performing some delicate steps. Precision, timing for every step, and measuring accurately using the standard instrument must be observed. The avtivily must mut be iuterupled by unnecessary announcements or noise in the surroundings. }. They are allowed to take down short notes or record some data which may be analyzed after. After 1, Allow some questions which bothered them during the demonstration. The post-demo discussion may necessitate clarifying a step that was not performed well or a set data missed,Unit Chap 4 Dilerent Approaches and Meads 2. An examination of the observed data and all information recorded follows. 3. Have an analysis of trends, pattems or uniform occurrences hevthey must that can help in arriving at a conclusion. proficient in 4. The conclusion or summary must be cooperatively unidertakenby die whole class, the materials 5. Assess learning by way of a short test, an oral evaluation ‘ith possible or a performance test. to be used. Advantages ay and class 1. The demonstration method follows a systematic procedure, hence students will be able to learn from a well-tried times before procedure since the demonstrators are selected and neing of the adjudged to be skilled. The use of expensive equipment and machines will be maximized. Possible wastage of time, effort and resources will be avoided since the demonstration is supposed to be well- planned in advance. | It will not result to trial-and-error learning as what happens with unplanned learning activities. The findings are reliable and accurate since the procedure has been tried before. pe beaten . The value of confidence is developed among the tae demonstrators for such hands-on demonstration, . Curiosity and keen observing ability are instilled among the observers. ted to ensure on-the-spot tute materials jon area or at ‘ve fully what the observers? ‘on era BB smo croup discussion ind measuring: 1. What are some disadvantages of the demonstration method? tent must be 2. What is the best thing to do in an incomplete demonstration due to y one lack of time? & record 3. How can the passive observers be helped after the demonstration? 4. Have you observed this methodology used before? Was it successful? rem during. Why? If not, why did it not work well? may necessit well or a setPinciles of Teaching 1 5, While the demonstration is going on, is it advisable to allow questions or clarifications from the observers? 6. Is the direct method in teaching a skill also called the demonstration method? WB 01 small Group Activiy 1, Go over your K to 12 Curriculum Guide. Choose a lesson which is appropriate to the demonstration method. Plan and do microteaching before the class. Evaluate the microteaching on the demonstration method afterwards. Was it a success or a failure? Why? Indirect/Guided / Exploratory Approach Incirec | instruction ‘method is best used when the leaming process is inquiry-based! the result is discovery and Indirect instruction method is best used when the learning process is inquiry-based, the result is discovery and the learning: context is a problem. This can come as 1) inquiry method! discovery method 2) problem-solving method and 3) project method. These three methods are not mutually exclusive. inquiry method may become a problem-solving method when the focus of inquiry 1s a problem to be solved. In the process the leaming| inquiry, the students are led to discover something they have ‘coniert sg} known before. These inquiry and problem-solving may be made fprotlem | ® Student project or if given a project, the student will employ lot of inquiry and may end up with a lot of discovery 1) Inquiry Method We will never be able to help children learn if we tell everything they need to know. Rather, we must provi them with opportunities to explore, inquire and discov new learnings. The core of inquiry is a spontaneous a self-directed exploration. Textbook-dictated proced do not allow an active probe into the unknown. Curi special interests and instant queries among the yorUnit Chaper 4 Diflerert Approaches and Mathods demand immediate answers. Only instant and direct search to allow for evidence would suffice even momentarily, otherwise frustrationsand passivity come in. The inquiry approach, sometimes termed”discovery,” “heuristic” and “problem solving” is defined simply as a teaching method which is ‘led the: “madeled after the investigative processes of scientists.” It puts premium on obtaining information through direct experiences. Some authors use the terms inquiry and discovery approach interchangeably. Both require the use of investigative processes. When children learn by interacting with their environment, they are said to be inquiring. They are asking about a lesson something, doing something to obtain information and mand do processing, that information. As more and more substantiations ng on the unravel they compare, classify, analyze and evaluate collected a failure? observations. Depending on the weight and relevance of the evidence, they formulate their own conclusions. are the steps in the inquiry method? . Define the topic or introduce the question. Introduce and discuss the topic briefly. Making a concept web about topic may help. ‘the learnim Be sure it is linked to familiar experiences of the y henl students. ‘metho Ai at Ensure that the topic is one that can be investigated xelusive. through a variety experiences. hhod when # Teacher/ students propose questions about the topic (if he process teacher did not pose a question) the answers of which the they have students will look for. ay be made Guide students plan where and how to gather data, will emplo: information. They may research on the topic/question by very viewing, constructing, reading, designing an experiment, recording observations and interviewing experts. Students present findings through graph, charts, powerpoint presentation, models, and writing. if we tell th See tional Characteristics yontaneous The following are commonly observed characteristics of the ery/inquiry method: 1. Investigative processes such as inferring, hypothesizing, measuring, predicting, classifying, analyzing andPnciples of Teacing 1 experimenting, formulating conclusions and generalizations are employed. . The procedure in gathering information is not prescribed by the teachers. The students are treated as independent learners. They formulate their own hypothesis and suggest ways of testing them. The children are highly motivated to search, hence active participation is the best indicator of inquisitiveness. . The answers arrived at are genuine products of their own efforts, Then they experience the “thrill of discovery” which is oftentimes missed in passive reception of information from their teachers. This learning outcome is the best reward and guarantee of lasting impact on the young Focused questions before, during and after are critical ingre-dients that provide direction and sustain action. Outcomes of Inquiry Teaching 1, Its emphasis is on the processes of gathering and processing of information. Teachers must keep in mind that their act, of facilitating satisfies innate curiosity which can serve as the initial step towards a more consistent employment of the basic inquiry methods of gathering information, . Its dependence on first-hand experience with objects and phenomena occurring in the environment is certainly in agreement with the most often cited theory of Piaget on intellectual development. At the concrete stage, children learn best bymanipulating and closely examining objects.” Hence,instructional materials must be carefully selected and planned for a meaningful quest and not hit-or-miss routine, . The inquiry approach which predominantly allows sot degree of freedom develops initiative and diverge thinking. Leamers resent being restricted both in mov and in forming their own ideas. They tove to try thei ‘own ways of doing things. This approach affords them good chance to "pursue their own learning methodologi and in the long run build on their own learning styles. 4. A deep sense of responsibility is developed when |‘Uni 11 Chapter 4—Difteren Approaches and Methods sralizations are left to manage their own learning, be pursuit of answers, mastery of content or simply solving a problem vcecnbed that confronts them instantly. Experience gained from Siopendeal independent inquiry make them realize the benefits derived ‘ed sugeeat from self-managed learning. . Educators strongly believe that facts aud concepts that ence active learners discover by themselves become stored as part Ree of their permanent learning. Such facts are organized and associated with big generalizations or prevailing ideas and s arises. This easy retrieval of past learning is different from memorized bits of subject matter in that they spend their time and effort to learn the former and, more important, it is their own. It is most likely to be remembered for a long time. f their own’ discovery” ception of outcome is act on the . Experiencing success in inquiry-based/discovery lessons builds up the leamers’ feeling of confidence. As a result, learners would want to do more and to discover more. This is the kind of drive needed to keep the wheels of the learning process turning. This kind of push is inner- directed are critical action, . Participation in inquiry activities strengthens learners” intellectual capabilities. They who leam how to investigate and discover new information would definitely be in a better position to reason, either by deduction, conducting similar investigations or by extending inquiries to all possible resources, compared to those who miss the chance of even attempting to learn things by themselves, through objects and’ no fault of their own but due to the teacher’s insistence certainly in ‘on more passive and rote learning styles of Piaget on age, children imining real How to Facilitate Inquiry Teaching be carefully st and not @ hering and ‘ep in mind ‘iosity which consistent of gathering 1, Arrange for an ideal room setting. After planning the leaming activity for the day, structure the room in such a way dat will allow fiveduu of movement. Chaits lined in a semi-circular manner is conducive to clear viewing and easy transfers around the area. Choose tools and equipment that can easily be manipalated. allows some 1d divergent in movement + to try their ffords them @ ‘nethodologies . The materials to be used or examined must lend ning. styles. themselves easily to the processes to be employed and the end product desired. ‘The questions/problems to be answered should originate when learnersfrom the learners, followed by the formulation of hypothesis. The procedure should likewise be planned by them. They may be given a choice of a variety of data- gathering measures such as actual observations, setting up experiments, taking @ ficld wip vr cullecting specimens, and not a monopoly of the usual rigid indoor tryouts and cook book procedure. . At the completion of the activity, require an evaluation of the steps undertaken as to its effectiveness and the clarity of the results. A feeling of confidence is enhanced from the realization of the day’s accomplishments. ‘The evaluation record can serve as feedback for future investigations. . Above all, the teacher himself/herself should internalize her/his changed role to that of a guide, facilitator and ‘counselor rather than the traditional authority who not only determines the material to be leamed but also dictates how. it should be leamed. So Individual Activity Select a content standard and a performance standard. How will you teach it through an inquiry methodology? 2. Observe a science teacher during a 40-minute teaching period. Could her questioning style be described as “inquiry-oriented”? You may tally her “what” and “why” questions. Share your observations. with your small. group. mR ‘Small Group Discussion 1, Would you recommend the inquiry approach to other science teachers? Justify your recommendation. 2. How can a science teacher who has accepted memorizing and factual learning in the past switch to inquiry teaching? Consider the psychological and pedagogical constraints he/she will have to contend with. Describe the ensuing learning experiences he/she may. undergo.‘Unit 1 Chapor 4 Oferent Appreaches and Methods 103 ormulation of 3. “Inquiry is desirable because it encourages divergent thinking, freedom to explore and originality and creativity.” Do these outcomes jibe with the way our children are brought up at home? Do our cultural practices favor such an approach in our schools? aned by them. ‘riety of data- tions, setting up ting specimens, Joor tryouts and an evaluation weness and the nee is enhanced ‘ idl aio coe mplishments. 4, Is the inquiry method only for the teaching of the natural sciences? Is ee it also appropriate for the teaching of social sciences? \ould internalize . facilitator and ity who not only also dictates how 2) Problem Solving Method Problem solving is a teaching strategy that employs the scientific method in searching for information. The five basic steps of the scientific method or investigatory ard. How will process are: 1. Sensing and defining the problem aching period. 2. Formulating hypothesis et a 3. Testing the likely hypothesis (by observing, conducting an experiment, collecting and organizing data through normative surveys) Analysis, interpretation and evaluation of evidence 5. Formulating conclusion This method is used most often in science and mathematics classes. The students are trained to be sensitive to any puzzling situation or to any difficult situation that needs to be colved. Having defined the problem clearly, a tentative solution is solicited, The closest scientific guess is then pursued by undertaking an appropriate investigative technique such as performing an experiment or gathering data through directed observations. Finally they are led to formulate conclusions. other science | temorizing and thing? Consider fe will have to sees he/she may Advantages 1, This method is most effective in developing skill in employing the science processes.Pini of Teacirg 1 2. The scientific method can likewise be used effectively in other non-science subjects. It is more comprehensively known as investigatory processes. It is a general procedure in finding solutions to daily occurrences that urgently need to be addressed. A The student's active involvement resulting in meaningful experiences serves as a strong motivation to follow the scientific procedure in future undertakings. |. Problem-solving develops higher level thinking skills. A keen sense of responsibility, originality and resourcefulness are developed, which are much-needed ingredients for independent study. The students become appreciative and grateful for the achievement of scientists. . Critical thinking, open-mindedness and wise judgment are among scientific attitudes and values inculcated through competence in the scientific method. The students learn to accept the opinions and evidence shared by others. Guidelines for Its Effective Use 1, Provide sufficient training in defining and stating the problem in a clear and concise manner. 2. Make sure that the problem to be solved fits the age, interests and skills of the students. . Group the students and allow each one to share in the: tasks to be performed. In this way the cooperative leaming strategy would work well. Guide them at every step by asking leading questions i case of snags. Encourage suggestions of altemative proces or solutions, if necessary. . Get ready with substitutions for materials which may n be available. This strategy needs a wide variety of mat and resources . The emphasis is on the procedure and the process employed rather than on the products. The development of skills and attitudes takes priority o knowledge. . Involve the students in determining the criteria with they will be evaluatedUnit Chapters ~ Dien Approches and Methods effectively in : nprehensively Compare the steps of the inquiry method and the problem- eral procedure solving method given in this Chapter. Can you say that urgently need the problem-solving method and the inquiry method are the : same? in meaningful to follow the & For Elaborative Learning - Get a Leaming Partner 1, Discuss your comments on the followin Does problem identification come before observation or does ‘observation come before problem identification? It is said that most science lessons make use of the “cook book” method. The students simply follow prescribed steps in a book when they conduct an experiment. Any comment? Share your comments with the class. judgment are What is common to the inquiry and problem-solving method? cated through and Sven Sep Individual and Group Activity 1, Observe a science class then answer the following questions: Was the lesson taught by way of the problem solving method or science approach? If yes, were the steps of the scientific method / investigatory process demonstrated. Describe how. If not, could the lesson have been taught with the science approach? How? skills. resourcefulness igredients for ateful for the fg the problem _ fits the age, ) share in the rrative leaming questions in lative processes 3) Project Method In the project method learners solve a practical : problem over a period of several days or weeks. It may Gr ae involve organizing a fund raising campaign for the flood victims, daing an advocacy far breastfeeding or publishing a class newspaper. The projects may be suggested by the teacher, but they are planned and executed as far as ate possible by the students themselves, individually or in 's priority over groups. Project work focuses on applying, not imparting, specific knowledge or skills, and on improving student ria with which involvement and motivation in order to foster independent thinking, self-confidence, and social responsibility. the processesThe project method is @ teachin method thal requires the students to present in concrete form the results of information gathered about a concept, principle or innovation. Pinciles of Teaching 1 The project method is a teaching method that requires the students to present in concrete form the results of information gathered about a concept, principle or innovation. The data can be organized and presented in the form of a model, a dramatization or any visual illustration. The design will show an application af haw the principle works. It is sometimes referred to as “self-directed study.” It can be an assignment agreed upon by both teacher and’ student. The project may be a task or a product. Advantages 1. It is a teaching method that emphasizes “learning by doing.’ . Constructing projects develops the students’ manipulative skill, . The planned design of the’ project tests the student’ originality in choosing the materials to be used. They become resourceful and innovative, . It can be employed among students who are weak in oral communications The finished product can serve as evidence of learning achieved. . The completed project adds to one’s s feeling accomplishment and satisfaction, thus motivating stu to continue constructing new projects in school and af home. . It instills the values of initiative, industry and creativity . Working on a project in groups develop the spirit cooperation and sharing of ideas, In addition to learning a concept, students heco! productive and enterprising. Guidelines for Its Effective Use 1. Assign the project to a student/group of students who eapahle and interested 2. The student/group must be clear about the objectives the project including the criteria that must be used # evaluating the finished project. The design of the project must be carefully checks before the student/group starts. The materials must be carefully selected as to suitabil and durability to avoid wastage. . There should be minimal supervision as soon as construction is going on.Unit IT Chapter &—Diferent Approaches and Methods that requires 6. Give recognition and simple awards for well-constructed the results projects to add to students’/group’s feeling of confidence principle or and accomplishment. Outstanding projects can be sented in the displayed to serve as models. Biro Elaborative Leaming-For Reflection and Discussion 1. Cite @ project you have constructed / were involved in as to: -objectives, materials used concept presented -how it was evaluated 2. How did you feel after the completion of the project? 3. Share your reflections with your small group. 4, What are some constraints in requiring students to construct projects as a culminating activity of a unit,Princes of Teaching 1 Cooperative Learning In the earlier part of this Chapter, another way to classify teaching approach is to determine the number of students involved, meaning from group to partners to individual students. Here, we begin with cooperative learning, Cooperative learning makes use of a classroom Cooperative organization where students work in groups or teams to foaming help each other learn. Concepts from small group theory makes use of and group dynamics serve as the basis upon which skills 2 classroom in democratic procedures and collaborations are developed. organization This approach evolved strategies and procedures that where students can help small groups solve their own problems and work in groups acquire information through collective effort. The learning or teams fo help environment is characterized by strong motivation and smooth ‘ach other lear, interpersonal interactions. Characteristic Features 1. It has two important components, namely: a cooperative incentive structure - one where two or more individuals are interdependent for a reward. They will share if they are successful as a group and ‘a cooperative task structure - a situation in which two or more individuals are allowed, encouraged or required to work together on some tasks, coordinating their efforts to complete the task Students work in teams to tackle academic tasks. Reward systems are group-oriented rather than individually-oriented. . The interactions within the group is controlled by the members themselves. Teams are made up of mixed abilities - high, average and low achievers. . Bach individual learner is accountahle for his/her leaming. The group reflects on and evaluates the group process they underwent.Unit Chapter 4 iflerent Approaches and Netreds Guidelines for its Effective Use r way to In order to implement cooperative learning successfully, 2 number here are some general guidelines to follow: partners soperative 1, Heterogeneous. grouping wherein high, average and low achievers are mixed in a group. Heterogeneous grouping has been found out to affect the performance of the group slassroom since the high achievers can tutor the other members of the teams to ‘group, thus raising the group’s achievement level up theory However, homogeneous grouping may be resorted to at times aich skills depending on the objectives of the learning tasks. developed. . Make sure that the students exhibit the necessary social tures that skills to work cooperatively in group situations, ‘lems and Arrange the furniture so that groups of students can sit ¢ learning facing each other during sessions. Provide adequate space ind_ smooth for ease and speed in movement. . Provide adequate learning tools so as not to make others wait at a time they are necded. Encourage students to assume responsibility for individual and group learning by offering rewards for achievement. Make sure each group understands the goals, procedures, tasks and methods of evaluation. > in which. S For Elaborative Leaming - Small Group Discussion o on a 1. Is cooperative leaming a matter of “sink or swim together”? Elaborate | on your answer. sks. Is assessment of learning for grading purposes also a cooperative her than process in the sense that your quiz for instance is also a cooperative quiz? led by the: If the cooperative learning task requires writing, what is the advantage of giving just one piece of paper for the cooperative group to write on? ih, average for hisiher For Research The Table below gives you a list of selected structures in cooperative learning for various purposes. Research on more and add to this table, Pass your research output to your teacher to be shared with the classPini of Tearing 1 TABLE Overview of Selected Structures in Cooperative Learning Brief Description ‘Academie & Social Funetions Praise Check ‘Teambuilding Each student in tun shares something with his or her teammates Classbuilding Each student moves to a comer of the room representing @ teacher-deternined atlemative, Students discuss within ‘comers then listen to and paraphrase ideas from other comers Communication Building ‘Students attempt to match the rangement of object on a grid of ‘another student using oral communication only Mastery ‘The teacher asks a queston, students consult to make sure everyone knows the answer, then one student is called upon to answor. ‘Students memorze facts using a flash card game. The game is structured 0 that there is a maximum probability of success at each step, moving from short-term fo long-term ‘memory, Scoring is based on improvement ‘Students wor in airs within arcuns of four Watin pais students allemate - one solves a problem while the other coaches. After every two problems the pair checks to ee if they have the same answers as the other pai Expressing ideas and opinions. ‘eation of stores. Equal Parcipaion, geting acquented with teammates. Seeing atematve hypotheses, values, probien-solvng, approaches. Knowing and respecting diferent points of ew, meeting dassmates, Vocabulary development. Communication kil, ‘ole-akng ability Review, chectng for knowledge, comprehension. ‘Tutoring [emorizing facts. Helping, prising. Practicna stls, Hetoina, raisingUnit’ Chapter ¢~Dierent Approaches ard Memods ‘ping, sing, mt Structure | Brief Description ‘Academic & Social Functions ‘Concept Development Thee-Stop | Students interiow each other in pairs, | Sharing personal information interview frst one way, then the othe. Students | such as hypotheses, reactons ch share with the group information | to @ poam, eaneutione rom & they leamed in the interview, ‘unit. Partpaton, fisting Think-Paie Students think to themselves on 2 topic | Generating and revsing Share Drvided by the teacher; they pair hypotheses, inductive reasoning, up with another student to discuss i | deductive reasoning, application, they then share their thoughts with Participation, invovement the clas, Team Word- | Students write siutaneously on 2 ‘Analysis of concepts into Webbing piece of chart paper, drawing main components, understanding ‘concepts, supporting elements, and mutipe relations among bridges representing the relation of ideas, diferentiating concepts, ideas in a concept Role-aking Multifunctional Roundtable | Each student in tum wites one answer | Assessing prior knowledge as 2 paper and a penci are passed racing skis, recaling around the group. With Simultaneous | information, creating coope Roundtable more than one perc rative art. Team building, and paper are used at once, paricipation of a iside-Outside | Students stand in pairs in two Checking for understanding, cre ‘concentric cces. The insice cle faces | review, processing, elping, ‘out the outside circle faces in. Students | Tutoring, sharing, meeting use flash cards or respond to teacher | classmates. ‘questions as they rotate to each ‘new partner Partners ‘Students work in pairs to create or Mastery and presentation of ‘master content. They consult new material, concept deve- with partners ffom other teams. lopment. Presentation and They then share their products o ‘communication ski understanding wih the other Partner in their team a ach student onthe team becomes ‘Acquisition and presentation ‘an “expert” on one topic by working of new maleral, review, ‘with members fem other teams assigned | informed daaia Intntenen. the corresponding expert topic. Upon | dence, status equalization. reluming to their teams, each one in tum teaches the group: and students are all assessed on al aspects ofthe topic. Been Co-op | Students workin groups to produce a | Learning and sharing complex paricular group product to share with the Whole class; each student makes 3 particular coniroution to the group, ‘material, often with muliple s0ur02e; evaluaton; application; analysis; synthesis. Confict resolution; presentation sis, QIAN L..ictiriieiererinneiianaAailPinciples of Teacingt Advantages of Cooperative Learning 1. Interdependent relationship is strengthened and reinforced when group cooperation is rewarded. . Group work develops friendliness, willingness to assist and. the more worthwhile value of caring and sharing Cooperation in groups promotes maximum generation and exchange of ideas, tolerance and respect for other people's points of view. . Cooperative learning groups exhibit less competitive behavior compared to whole-class teaching classrooms. The group members gain skills of cooperation and collaboration through experience. Peer tutoring/Peer teaching It is said that “the best way to learn something is to teach it.” Make students teach each other in a “Think, Pair, Share!” manner. After we have taught, we ask each student to get a partner. One student will be A and another B.A shares what she learned with B. and B, in tum, will share what she leamed with A. Teacher listens for formative assessment of leaming. Peer tutoring is commonly employed when the teacher requests the older, brighter and more cooperative member of the class to tutor (coach, teach, instruct) other classmates. This is based on the rationale that the former is better equipped than the others. This is due to their closeness in age, skills, study habits and even learning styles. Tutoring arrangement may be in any of the following: a, Instructional tutoring. Older students help younger ones on a one-to-one or one-to-a group basis. They choose the way the lessons are presented. This is practiced when there is a big difference between tutor and tutee. Same age tutoring This arrangement works well with children who can act as interactive pairs, i.e., more able ‘ones to assist the less able. They can read to each other and discuss. . Monitorial tutoring, The class may be divided into groups and monitors are assigned to lead each group. This frees the teacher from whole class monitoring to attend to others while the assigned tutor monitors and supervises the rest,Unit Chapter &—Difleront Approaces and Matods |. Structural tutoring. Here a definite procedure is followed. ieinfreed) Highly structured tutoring is administered by trained iabkieblabil eee . Semi-structured tutoring. This is a combination of % unstructured and structured where the tutor guides his/her & tuice duvugh @ carefully-plauned leaning guide but is free ration and to modify it according to the tutee’s own interests and + peoplels skills. Instructional Characteristics 1. The tutees receive individualized instruction, The tutees are provided with their own teacher. As such they are checked immediately for errors or misconceptions. Likewise they are rewarded instantly for correct responses. The tutees receive more instruction. They are afforded ‘more contact hours by a tutor. nething is Rapport between tutor and tutee may be readily established a “Think, considering that they belong more or less to the same age ask each: group. ind anothes . The teacher is free at the same time to do other classroom 2 tur, will chores while the members are being handled by the tutors, They have more time to attend to higher concems such as the curriculum, lesson planning, ete. . This kind of arrangement reduces a large class into smaller working groups. Discipline problems are lessened because there are more assistants looking after small groups. The spirit of cooperation, camaraderie and reciprocity are highlighted. unger ones The tutors stand to gain more since teaching is an hey choos excellent Jeaming situation, 9. The tutors can likewise improve their own self-concept. \mpetitive srooms. ation and Guidelines for Its Effective Use 1. Care in selecting the tutors to assist the rest must be strictly exercised. A domincering, all-knowing tutor might make the members feel very inferior and less able. . ‘The teacher must go around and observe how the members to attend of the groups are interacting with one another. She should hae provide the necessary feedback that can further assist the tutors, Tap students who possess leadership qualities in addition to being knowledgeable and older.Explain well the benefits of this form of arrangement in order to avoid possible resentment since both tutor and tutes are classmates. The tutor must confer with the teacher regarding the nature and extent of assistance they are expected to provide. Prepare both the tutors and the tutees regarding the role each will play in the teaching-learing situation in order to avoid confusion. Make sure the tutor exhibits teaching competence as to the depth and breadth of the subject. The tutors must employ a variety of techniques in “reaching”the tutees since they are more alike in tastes, skills and habits. . Instant evaluation by, way of performance and oral responses serve as feedback that can indicate progress in the tutorial situation, For Reflection and Sharing . If there is one or two objections to peer tutoring, what is it what are they? Which can be the greatest benefit from peer tutoring? Partner learning As the name of this method implies, this is learning with a partner. A student chooses partner from among his) her classmates. It can be employed when you get your students rehearse what they have learned and explore their understanding of content with a partner. Partner leaming is having a “study buddy’ This may also mean assigning “study buddy”. (The teacher who is after the learning of every student may assis the “study buddy”), Study buddies become responsible for other’s leaming. However, each student is held accountable ff his/her own leaming.Uni 3 Chapter 4~Diferant Approaches and Mads 115 rangement in. Guidelines for Its Effective Use oth tutor and 1. To prevent your students from socializing about unrelated topics, give them specific amount of time (say two minutes) egarding the and a specific prompt for discussion. expected to i 4 : 2. Give your students less time than you think they actually a need. You may add more seconds if necessary. It is better tding the than to let the let the minutes drag on with your students nos getting off task. Example: “Tum to your learning partner and recap what you have just leamed about » Take ence as 10 the turn doing the recap. You have two minutes to do that. Go”. (? echniques it like in tast E S For Elaborative Leaning nce and ora ate progress: Reflection 1. Did you ever have a learning partner in your life as a student? What were your learning experiences with that learning partner? Are you happy you had one? what is it! Deductive Method versus the Inductive Method § All teaching methods can be classified into two, namely | deductive and inductive method. The direct method and the | ayyeachng demonstration method of instruction are deductive. The inquiry | iemods con be this is les rom among fi 1 you get ad explore the y buddy”. dent. may method, problem-solving method, and project method are | decehed info inductive, fun, namely deductive. Deductive Method poner methods. In the deductive method, the teacher tells or shows directly what he/she wants to teach. This is also referred to as direct ‘struction. How does the teacher proceed when he/she teaches [>>—5 ductively? Here are some examples: agen Sections. Sthe begins by stating the rule: To add similar fractions | direct insiructon Js add the numerators then copy the denominator, Then she will ‘eves examples. After which she will give written exercises for ‘ber pupils. A teacher wants to teach his/her pupils how to add similar | jefored to as Or s/he begins her/his lesson with a generalization that graphical location influences peoples’ way of life. Then s/he | give proofs that this is so by showing them an economic map the Philippines. Then study the map with them. Those who livenear the sea are fishermen, Their main product is fish. Those who live in wide plains like Central Plain of Luzon, Cagayan Valley have rice as main product and farming as main occupation. Another example is she begins his/her science lesson by defining vertebrates as all animals with backbone. Then he/ she gives examples -dog, fish and frog. They are all vertebrates because they possess backbones, The deductive approach is teacher-dominated, Teacher begins with the abstract rule, generalization, principle and ends with specific examples and concrete details. Advantages of the Deductive Method 1, Cove inning of the lesson. We do not need to worry on what questions to ask to lead the leamers to generalization or conclusion. Disadvantages of the Deductive Method . It is not supportive of the principle that learning is an active process. There is less involvement on the part of the learners. The leamers do not take part in the generation of conclusion or generalization, The learners’ involvement will be on the drill or exercises that come after the explanation of the rule or principle. . Lesson appears uninteresting at first, We begin our lesson with the abstract, with what the learners do not know so at the outset our lesson will look irrelevant and uninteresting The advantages and disadvantages of the deductive method apply also to direct instruction Inductive Method The opposite of direct method and deductive method: is the inductive method. This is also called indirect instruction, The inquiry method or problem solving method project method fall under indirect, guided and explora approech to instruction. They begin with questions, probl and details and end up with answers, gencralizatio conclusions, Therefore, they will fall under the inductis method of teaching, the opposite of the deductive method.Unit 3 Chapter 4—Diferent Approaches and Metods La 47 ew In the inductive method, instead of the teachers giving Valley the rule in adding similar fractions at the outset, s/he will give them at least five examples of added similar fractions at one time. Ask the pupils to study the examples then ~ 5 on by ask them to explain how s/he arrived at the sums. From ~ 3 en hel there, athe will aok the pupils to atate the rule in adding 3 Portes fractions. 3 S/he shows to the class the economic map of the best Philippines then asks the class to study it with special s with! attention on geographical features and economic. products. To guide them in their analysis s/he will ask them questions like what is the occupation of people who live by the sea? What about those that live in spacious plains? What is their ot main livelihood? Do these people from different locations aia engage in the same occupation? What generalization can you draw about the relationship between geographical features of a place and peoples’ means of livelihood? Another example is to examine animals and study their body parts, Each has a backbone. The dog has # backbone. The fish and the frog also have backbones. Then, the dog, ois fish and frog are vertebrates. Then s/he defines vertebrates, ft of Advantages of the Inductive Method 1. The learners are more engaged in the teaching-learning process. With our facilitating skills, the learners formulate the generalization or rule Learning becomes more interesting at the outset because we begin with the experiences of our students. We begin with what they know. It helps the development of our learners’ higher-order- thinking-skills (HOTS). To see patterns and analyze the same in order to arrive at generalizations requires analytical thinking. Disadvantages of the Inductive Method 1. It requires more time and so less subject matter will be covered. We need much time to lead our students to the formulation of generalizations. . It demands expert facilitating skills on the part of the teacher. We've got to ask the right questions, organize answers and lead the learners to the generalization orWhile the deductive and the inductive methods are diametrically opposed, can they complement each other? Here are two major parts of the process of learning of a topic: 1) establishment of formula or principles and 2) application of that formula or those principles. The first is the work of induction and the latter is the work of deduction. The teaching-learning process began with induction and ended in deduction. The learner must grow in hisvher understanding inductively and apply the principle or formula learned deductively. The good and effective teacher is he/she who understands this delicate balance between the two. A For Reflection and Group Discussion 1, Between the deductive and the inductive method,: TenArrir | (RRAAL - which method is more teacher-directed? - which one engages more the learners in conceptual understanding? - which demands more teacher's skillful questioning? If you were asked for your preference, which method would you choose? Why? If you decide to use the inductive method, what conditions must be present to ensure it works? - Can you make use of a combination of deductive and inductive methods? Say for instance, 1 start with the deductive method the end up with the inductive method, Other Approaches 1. Blended Learning Blended learning is learning that is facilitated the effective combination of different modes of deliv models of teaching and styles of learning, and is on transparent communication amongst all parties invol with a course. Heinze, A.; C. Procter (2004). This is also described as “integrative learning “hybrid learning”, “multi-method learning” “It combi classroom learning, mobile learning, and on-li learning.”Uni IT Chapter Difleent Approaches and Metods 119 rethods are ch other? ! ‘ Think about this: |; earning of ciples and & i siples, The What are some advantages of blended learning? 5 the work Dpegan with q must grow wee 2) Reflective teaching d effective Students/teachers learn through an analysis and \ ate balance evaluation of past experiences. Without analysis, no new \ learning and ideas can be constructed. Through reflection, the student’s/teacher’s experience acquires meaning, hence she is able to formulate his/her own concepts that can be applied to new learning situations. Guidelines for the Effective Use of Reflective Teaching/ Learning leper 1, Allocate sufficient time for reflection. Time must be considered in planning the learning activity. | 2. Schedule a short briefing activity so as to recapture the ee experience and think about it. ! 3. The teacher serves as the facilitator and guide in me developing the skill in analyzing a past learning experience. beawe 4, Encourage the students to recount the experience to others, thereby strengthening the insights gained. 3. Attend to feelings especially the positive and pleasant thod the ‘ones. 6. Evaluate the experience in the light of the learner’s ' intent. Strategies | ‘acilitated by 1. Self-analysis of delivery, ‘A reflective studentiteacher is able to Keep a record of and is based his/her success or failure in employing a strategy, problems ‘ties involved and issues confronted, and significance of learning events ! that occurred. Writing them can help in analyzing and | clarifying important aspects that are contributory to future decisions towards effective learning. ve learning”, “It combines and on-lineA student/teacher engages himself/herself in self analysis when s/he reflects on why s/he succeeded or failed at some task Writing journals A journal entry includes: a.) a description of the teaching/learning event, b.) outcomes of the event, c.) value or worthiness of the outcomes, and d.) causes of success or failures. A journal reveals feelings about the days activities including what could have enhanced or inhibited their learning. For a student, s/he is asked to enter into histher daily journal/diary his own self-analysis. Keeping @ portfolio A portfolio is a very personal document which includes frank, honest and on-the-spot account of experiences. It includes a student's first hand observations and personal knowledge that will be needed in analyzing changes in values being developed. Instant thoughts and reactions can be recorded in a log book for future recall and study. A teacher who does reflective teaching and encourages reflective learning asks himself/herself questions as follows: a. Did I motivate them enough to continue on? b. Are the students learning from the activity? If so, why? If not, why? Am I relating the lesson to their knowledge and interests? How can I do better? d, How good was my classroom management skill? Other questions that a reflective teacher may ask at the end of every lesson are as follows: a. Did anything significant occur? If so, describe. Why did it happen? Was the strategy I used the most effective one? What other strategies might have been effective? Did I exhibit flexibility in modifying my lesson according to their responses? What have I learned about my own teaching? Have T become a better teacher? A student who is engaged in reflective learning asks’ similar questions:Unt il Chater ~Dierent Approaches and Methods 424 self in self- ‘a. Was I motivated enough to continue on? ucceeded or b. Am I learning from the activity? If so, why? If not, why? c. Am I relating the lesson to my knowledge and interests? ption of the How can I do better? te event, ©.) How good was my personal management skill? 1) causes of pean tg (Or a student may ask the followis i ry ask the following questions at the end of ‘enhanced or aes hisher daily a, Did anything significant occur? If so, describe. Why did it happ. ry personal b. Was the learning strategy that I used the most oasticenee effective one? What other strategies might have been at's first hand etresnvel ‘ll be needed . What have I learned? Have I become a better loped. Instant student? log book for ind encourages Make sure each group understands the goals, procedures, questions as tasks and methods of evaluation. The experiential learning process of reflection - looking back at what you've leamed, gaining useful ve on? insight from the analysis, and applying this new knowledge to daily work - helps students to understand the meaning and effect of their contributions (van Linden &Fertman, 1998). By including reflection time on meeting agenda, for instance, students lear that tivity? If s0, nowledge and reflecting on their own actions is a way to regularly think about leading and learning, ‘ment skill? Schools are increasingly using reflection tools for learning and assessment, whether in the form of portfolios, journals, dialogue, or ask at the end products and performances resulting from problem-based leaming. Rather than discussing only data relating to test scores, as is the ibe. Why did it norm these days, we need also to discuss data that emerges from reflection as legitimate measures of success and w include students: ive one? What in any dialogue. (Lambert, 2003) ‘Summing up, learning that results from reflective teaching is beacittabcordilal best described as one bome of experiences that have been deeply thought of, analyzed and evaluated. Reflection is inseparable from iching? Have T experience. Experience is not yet best learning, reflection is. ve learning asksPines of Teaching * & For Group Discussion . Which MI (Multiple Intelligence) group will fit most the reflective approach? Is reflective toaching constructivist in orientation? Why or why not? Is reflective teaching metacognitive? Explain your answer. BBR For Individual Reflection 1, How good are you at reflective learning? Enter your reflections in your journal. 3) Metacognitive Approach The metacognitive approach has been introduced, very briefly in the first part of the Chapter. Here are more details. The prefix “meta” means beyond. Therefore, a ‘metacognitive approach is an approach that goes beyond cognition. It is an approach that makes our students think about their thinking. It has something to do with our students monitoring their own cognitive processes. as they are engaged in their cognitive task. An example is making our students conscious of, their thought processes while they are thinking. It is allowing our students to think aloud. "Students learn Linda Darling - Hammond and colleagues (2008) more effectively emphasized this principle of leaming that should guide when they are teaching in the 21st century- “students learn more amare on re sffectively when they ae aware un thei learning of feaming of how how they leam and know how to monitor and reflect.” they leam and To promote learning, teachers should do metacognitive now how to and reflective teaching. ‘monitor and Research indicates that “effective problem-solvers reflect.” subvocalize; that is they talk to themselves frequently.” ~ Hammond (Orlich, 194) Subvocalizing includes constantly re-stating the situation, rechecking progress, and evaluating whether one’s thinking is moving in an appropriate discussion.Uni 3 Chapter 4—Diferont Approaches and Mathods eer 123 Another example is to have our students describe what is going on in their mind, Orlich, et al suggest “dividing the class into pairs for five to eight minutes several times a week would provide them the necessary initial practice to overcome awkwardness with the method.”(1994). : Still another approach is to have our students 7 identify what is known in a situation or problem. From this they can suggest what needs to be known and finally what steps are required to obtain the information, For example, we raise the question; How polluted is the air in Metro Manila? Initial student responses are written on the board and constitute what is known. In small groups, students can generate what else should be known and how to obtain the needed information to give possible answers. m For Elaborative Leaming - Individual and Group Activity n introduced ter. Here are 1. Come together as a small group. Take tum to read the paragraphs of this section on the Metacognitive Approach then right after i ee reading, the one who just read thinks aloud (while the rest of the ot beyndl group listens). THINKING ALOUD SIMPLY MEANS SAYING BS students ALOUD WHAT YOU ARE THINKING. THAT’S ALL! ig to do with a aloud help you understand better the paragraph + processes as 3. How did you feel when you were thinking aloud? conscious of A, Ie reflective teaching the came as the metacognitive approach? inking. It is eagues (2008) 4) Constructivist Approach al should guide “Students come s learn more One principle of learning that should guide teaching {othe clssroom ir learning of im dhe 21st cculury emphasized by Linda Dailing-Hanunvnd with prior rand reflect.” (2008) and colleagues is that “students come to the understandings metacognitive classroom with prior understandings and experiences and to ‘and experiences promote student leaming, teachers must address and build and to promote Colemeeeveam upon this prior knowledge.” The constructivist approach is ‘student learing, ia forenia anchored on this. teachers must antly re-stating Constructivists view learning as an active process ‘address and build uating whether that results from self-constructed meanings. A meaningful ‘upon this prior ¢ discussion. connection is established between prior knowledge and the knowledge.”present leaming activity. The constructive approach is anchored on the ‘that every individual constructs and reconstructs meani depending on past experiences. They continue reflecting evaluating accumulated knowledge with an end in view constructing new meanings. Instructional Characteristics 1, Teaching is not considered as merely transmitti knowledge and information such as facts, concepts principles but rather as providing students with rel experiences from which they can construct their ‘meaning. Constructivism is anchored on the assumption that absorption or assimilation of knowledge is somews personal and therefore no two learners can build up same meaning out of one situation.” The teacher's role is to facilitate leaning by provid opportunities for a stimulating dialogue so that m could evolve and be constructed. She guides the st through skillful questioning and appropriate cognition processing The instructional materials include learning activities events rather than fixed documents (laws, principle that almost always are learned unquestioned and sit recalled. Lessons are activity-centered in order for them experience or gain personal knowledge through acti involvement. Participation with understanding enables to “live through” a leaning episode. Since this approach emphasizes that learning influenced by past experiences, here are some suggest fon how the students can acquire meanings: 1. In introducing a lesson, find connection wil the previous one through a review or recount observations done on a past learning activity. Inquiry teaching suits the constructivists. The tead poses a problem, asks questions and facilitates probe into a particular subject. Both teacher a students engage in open discussions and dialogue, honest exchange of ideas and collaboratively draw conclusions.Unt Chapter 4 — Dirt Approaches and Methods 125 3. Reflection is an important activity wherein the th the belief leamer recaptures an experience, thinks about it and ts meanings evaluates it. Through an analysis of experiences, Hlecting “and! new understandings and insights are gained. After Pn een a learning activity, the teacher must allow time for reflection. Only then will the experience gained be useful in arriving at new interpretations and conclusions. 4. Plan learning activities that will develop critical ransmitting thinking skills, creativity and innovativeness such boceptiland as performing own experiments and in-depth vith relevant investigations. Research activities likewise promote 1 their own the search for new information based on prior knowledge. bar thine te 5. Since construction and reconstruction of meanings is omer hail an active and uniquely individual process, students build up the ‘must be encouraged to work independently. They must be allowed to test their own ideas. Self-discovered by saosin information creates more meaningful concepts. hat meanings the students: Guidelines for Its Effective Use te cognition 1. Encourage students to take their own initiative in undertaking a learning activity. A strong sense of activities and responsibility for their own learning is developed. It . principles) develops self-directed leaming, 1 and simply 2. Respect and accept the student's own ideas. Allow group discussions and free expressions of their own views. They _ | Experience alone for them to will lear to listen to others and share their own for a | My ?otrest rough active consensus. Their self-confidence is enhanced. fen enables them 3. Ask the students to recall past experiences, analyze and see | and objective connection with the new learning event, The constructivist | gvaluaon that 1 learning is allows reconstruction and revision of previous learning. | resuts in new ve suggestions Experience alone may not result to learning. It is recall and | inggrtendings. objective evaluation that results in new understandings. tection with ‘© recount: of, tivity. 4. The teacher acilitates free teacher and and dialogue, ratively drawHUPRARU TL IRRLAY Pncples of Teaching 1 BR smait croup discussion 1, Which teacher behaviors are contrary to the principles of constructivism? Explain your choices. Refuse to accept students’ point of view © Recognize that teachers not students must attach meaning to the curriculum Structure lessons around big ideas Content of lessons is on small and isolated bits of information Assesses students’ learning in the context of daily classroom investigations S& For Elaborative Leaming Write a reaction paper to at least one of the following: 1. Do constructivists see the learner as an “empty vessel”? or “blank slate? Explain your answer, 2. Are students’ reflection and metacognition indispensable in the use of, the constructivist approach? 3. What are meant by reflection on action, reflection in action, and reflection for action? 5) Integrated Approach Like the metacognitive approach, this was already briefly described in the first part of this Chapter, The integrated approach is intradisciplinary, interdisciplinary, and transdisciplinary. In an integrated approach, there are walls that clearly separate one subject from the rest. An intradisciplinary approach is observed when teachers integrate the subdisciplines within a subject area Integrating listening, reading, writing, speaking and viewing im language arts is a common example. Math teachit integrates number and number sense, patterns and algebra, geometry and probability in the same way that Araling Panlipunan teachers integrate history, geography, sociology, economics, and government. Science in the K to 12 curriculum integrates biology, chemistry, physics, and earth science. fheeveweUnt'3 Chapter 4~Diferent Approaches and Metods ciples of sing to the formation classroom or “blank the use of tection, and was already apter. The ‘iplinary, and there are no ve rest. ‘hen teachers va Integrating viewing in th teaching and algebra, that Araling y. sociology, he K to 12 2s, and earth Interdisciplinary teaching is done when I teach science concepts in teaching reading skills in language and when I teach concepts in Araling Panlipunan in teaching reading and writing skills in Filipino. This is what we also call content-based instruction (CBI). Interdisciplinary teaching takes place when in Araling Panlipunan you also teach research skills, critical thinking skills and all other scientific skills such as hypothesizing, data- gathering, data-analysis and interpretation, drawing conclusions. The diagram below shows interdisciplinary teaching. In the transdisciplinary approach to integration, teachers organize curriculum around students’ questions and concerns. Students develop life skills as they apply interdisciplinary and disciplinary skills in a real-life context as shown below. Problem-based Learning (PBL) - This is a concrete example of transdisciplinary teaching. It is the learning that results from the process of working toward the understanding of the resolution of a problem. This is also known as project-based learning or place-based learning. In project-based learning, students tackle a local problem. According to Chard (1998), planning project-based curriculum involves three steps: 1, Teachers and students select a topic of study based on student interests, curriculum standards, and local resources. 2. The teacher finds out what the students already know and helps them generate questions to explore. The teacher also provides resources for students and opportunities to work in the field. 3. Students share their work with others in a culminating . Students display the results of their exploration and review and evaluate the project.Princes of Tearing $ 2 Small Group Work 1, Among those methods/approaches discussed, which teaching methods/ approaches can he categorized under: Direct / Expositive Approach?Guided /Exploratory Approach? 2. Among the guided / exploratory approaches, which ones are: © Process-oriented © Cognitive-oriented © Structure-oriented For the Answer Key, please refer to p. 133, Appropriate Learning Activities in the Different Phases of the Lesson Introductory/ opening /initiatory activities The opening activities are supposed to serve as starters, as unfreezing activities to make the students feel at ease, to motivate the students to participate and to sct the tone for the day. They are liken to “preparing the ground” before sowing or planting. Opening activities serve as launching pad for the day's lesson. Therefore, they should be linked or related to the day’s lesson. They are not jjust activities for students” enjoyment or activities for the sake of enjoyment. They are preparatory to the real thing. They also have @ motivational function. In the first few minutes of your lesson “sell” your lesson. ‘What will help your students “buy “it? Capture their attention, connect their prior knowledge with the new information that you will present, show the relevance of your lesson to their lives and experiences. Below are some effective opening activities: KWL (Know, Want to Know, Learned) - What do your students Know about the lesson? What do they Want to know? Video clip from a news story that relates to content Editorial from a current newspaper related to a lesson Posing a scientific problem and require students to formulate a hypothesis or predict what’s going to happen nextarters, a8 motivate They are Opening, ‘herefore, y are not 2 sake of also have 1 lesson. attention, that you lives and it do your hey Want content lesson udents to going to eee . ee os ae Unit Cape 4—Dilerer Approaches and Metiods Cartoon or comic strip related to the topic Game Simulation Puzzle, brain teaser Mysterious scenario- Launch a lesson using a puzzling scenario to pull students into the content and nudge them into higher levels of thinking Song followed by its analysis Picture without caption — After teacher states the objectives of the day’s lesson, s/he asks students to put a caption to the picture and later to explain the why and the meaning of their caption. Quotable quote Anecdote Compelling stories from history, literature related to course content Current events to introduce cu Diagnostic test Skit, role playing Voting - Ask students to vote on an issue by raising hands, then asking them to explain their stand Rank ordering ~ Students are asked to rank objects, qualities, ete, according to importance Values continuum- Students are asked to find their location in a Likert scale of values. Rate yourself along the following traits: lar topic Low High Honesty Lye 2e03" male 5: Devil’s advocate — Teacher acts “contravida” in order to make students think. An example is when a Values Education teacher appears to favor abortion in order to generate reactions from the class. Teacher, however, makes clear his/her stand on abortion before the class discussion ends Conflict story ~ Teacher presents a conflict situation then asks the students for the right thing to do. Example: The establishment of a plastic factory in your community means employment of people from the community but it may also mean pollution of your air and river and contamination of water supply. What’s the right thing to do? Brainstorming, Buzz session Interactive computer games Question and answer cid‘© Anticipation guide - This will give you insight into how students think and feel about a topic related to your curriculum. Your students will be immediately engaged in the content and curious about what will come next in your lesson. You may invite students to compare their responses with a leaming partner and then discuss the statements as a class. Here is a sample. Direction: Before we begin reading the book ___, please read each statement. In the anticipation column write “YES” for statements with which you agree and “NO” for those with which you disagree. Remember to write your reason for agreeing or disagreeing. Anticipation Statements 1, Parents are always stronger than children. Reason: It is possible for children to feel suicidal. Reason: ‘No wars have been fought in Europe since World War I. Reason: i Developmental Activities If you wish to reduce, if not wipe out, clock-watchers in your classroom, then don’t do the same things everyday. Definitely, you ‘want engaged leamers who are eager to participate in your lesson. Then observe variety in your activities. Here are some activities in the development of a lesson: For Data-gathering terview library research internet research reading lecture- But don’t abuse it! inviting resource speakers field trip experiment panel. discussion hands-on learning case study For Organizing and summarizing * using graphic organizers (Please refer to Unit IV, Chapter 3 for examples.)Unit Chapter 4 Dilerent Approaches and Methods br into how led to your fy engaged ‘come next to compare then discuss please read write “YES” 0” for those your reason tements in children. vel suicidal. since World schers in your definitely, you 1 your lesson. fe activities in ‘er to Unit IV, journal writing at the end of the period ~ Some prompts jingles, rap, song verses acrostic power point presen For annals onl Craatins activities solving real-word problems (using skills and information related to curriculum) performances and demonstrations of skill mastery ‘authentic projects (created for a real purpose-such as a model of a student store to be housed in the cafeteria and run by student council) + portfolios of students’ best work and work in progress * letters to the editor (school newspaper or local newspaper) power point presentations brochures writing and performing a song, rap, or musical news report for a local news program television talk shows mock debates and mock trials mock job interviews personal narratives cartoons, comic strips organizing a symposium For Concluding activities ‘The concluding part of the lesson is as important as the opening and the central parts. In fact. the last things that are said and done are usually what are etched in the minds and hearts of out students. We can't, therefore, afford to take it for granted. We have to tie loose ends before we end our lesson. Here are some activities that can help us end significantly, + finish and review the KWL Chart (L, means I learned, ~ Make atudents complete: I leaned “passport to leave” — Each student writes down one thing sihe has learned and shares it with class before leaving. to use for a closing journal: — Explain to another student, who may have been absent today, what you learned about — What are some real world examples that reflect the same concept that we studied today? 13HIPn Orr TIAA Pncies of Teaching 1 Preview coming attractions: Introduce a portion of the day’s lesson in the form of a preview or teaser. 3/2/ Countdown: Students finish these statements: - 3 facts 1 leamed today - 2 ways | will use the information /skills 1 leamed <1 question I have Using analogies Completing unfinished sentences- From this lesson, I I that Synthesize or summarize the lesson & For Elaborative teaming mm Small Group Discussion 1. Can an activity used at the beginning of a lesson be also used: for the ending not necessarily for the same lesson? Explain your answer. Classroom’ Observation and Research 1. Observe a class or two. Based on your class observations, dd to the) list of opening, developmental, and concluding activities. 2. Research on more activities that can be used in the different phases of the lesson. After studying approaches and methods, let's put together characteristics of teaching methods that have been proven to, effective. They are given below: 1. Interactive - You make learners interact with you( teacher), with their classmates and with learning 2. Inpovative - Your teaching is fresh because you introduce new teaching method/s. You don’t overuse teaching method, Integrative - You connect your lesson to one another, other disciplines and to ite. Inquiry-based - You ask questions and the learners for answers, Collaborative - You make learners work together. Constructivist - You make learners construct knowl and meaning by connecting lesson with their experiences, Varied - You don't stick to just one teaching method. have a ready repertoire of teaching methods from which raw any time.‘Unit Chapter 4 ferent Aproaces and Metheds 133 8, Experiential (Hands-on, minds-on, hearts-on) - You engage learners in varied activities ‘9. Metacognitive - You make learners think about their j cognitive and thought processes. 10. Reflective - You make your students reflect on what they have‘learned and how they have learned. ‘These have been explained in the earlier part of this Chapter. For effective teaching, observe the ten (10) features ofan effective teaching methodology. : 3 Do This: To help yourself commit them to memory, come up with a mnemonic device like an acronym or a code that puts together the ten (10) features of effective teaching methods. ‘Answer Key to Small Group Work, p. 133 4, Direct/Expositive Instruction Approach Direct Instruction Deductive Method Demonstration method 2. Guided/Exploratory Approach Inductive also used xplain your 5, dd to the Metacognitive Constructivist Reflective teaching Cooperative learning Peer teachingjtutoring Partner learning 3. Process-oriented methods Inductive Inquiry using graphic organizers (Please refer to Unit IV, Chapter 3 for examples.) jingles, rap, song verse: acrostic erent phases t together the proven to be vith you(their ting material. ause you do t overuse one ne another, to power point presentation \ Laboratory learners look Froblem schng 4 Project ee 3 Cognitive-oriented methods Metacognitive th their past eee Reflective teaching 2 g method. You Structure-oriented € from which ‘Cooperative learning = Peer tutoringiteaching = Partner learning