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Lesson 4 Approaches, Methods of Teachng EPP
Lesson 4 Approaches, Methods of Teachng EPP
Lesson 4
Approaches, Methods and Techniques in Teaching EPP
At the end of this lesson, the students should be able to:
Identify and use appropriate method/approach/technique in teaching specific
knowledge and skill in teaching ICT, Agriculture, Home Economics, and Industrial Arts
What’s In
Whether you’ve been teaching two months or twenty years, it can be difficult to know
which teaching strategies will work best with your students. As a teacher there is no ‘one size
fits all’ solution, so here is a range of effective teaching strategies you can use to inspire your
classroom practice.
Approach is a set of assumptions that define beliefs and theories about the nature of
the learner and the process of learning.
Techniques are the specific activities manifested in the classroom that are consistent
with a method and therefore in harmony with an approach as well (Brown, 1994). Technique is
referred to also as a task or activity.
LET’S LEARN ABOUT IT!
APPROACHES, METHODS AND TECHNIQUES IN TEACHING EPP
1. Demonstration Method
The demonstration method is a direct method of instruction. It is referred as the “show and tell”
method. The teacher simply shows to the students how a thing is done and explains as he/she
demonstrates. For an effective demonstration, it is necessary that the teacher mentions the do’s and
don’ts of the process for emphasis and clarity. It is important that as a teacher demonstrates a process,
he/she cautions students on steps of a skill where students are often mistaken or which are most often
missed.
What’s New
What is
TWO TYPES OF DEMONSTRATION
A. Demonstration of a Product
B. Demonstration of a Process
It is expected that after the teacher demonstration of a process, the students are given the opportunity
to demonstrate the process or the skill themselves. However, students should not be expected to
demonstrate the process or the skill immediately on their own after the teacher has shown it. This has
to be done gradually. The steps are:
a. Teacher demonstrates. – “Watch me and listen to me”.
b. Student demonstrates with scaffolding from teacher. – “Let’s do it together”.
c. When student can do the process by himself/herself, student demonstrates the skill or
process. – “Do it as I watch”.
d. Teacher gives more opportunity for practice for skill mastery.
e. Teacher assesses to determine skill mastery by all students
It goes without saying that at all times, while students practice the newly learned skill,
teacher must be visibly supervising students while they practice for mastery.
2. Hands on Learning
3. Cooperative Learning
According to David Johnson and Roger Johnson (1999), there are five basic elements that allow
successful small-group learning:
Positive interdependence: Students feel responsible for their own and the group's effort.
Face-to-face interaction: Students encourage and support one another; the environment
encourages discussion and eye contact.
Individual and group accountability: Each student is responsible for doing their part; the
group is accountable for meeting its goal.
Group behaviors: Group members gain direct instruction in the interpersonal, social, and
collaborative skills needed to work with others occurs.
Group processing: Group members analyze their own and the group's ability to work
together.
Cooperative learning changes students' and teachers' roles in classrooms. The ownership of
teaching and learning is shared by groups of students, and is no longer the sole responsibility of the
teacher. The authority of setting goals, assessing learning, and facilitating learning is shared
by all. Students have more opportunities to actively participate in their learning, question and challenge
each other, share and discuss their ideas, and internalize their learning. Along with improving academic
learning, cooperative learning helps students engage in thoughtful discourse and examine different
perspectives, and it has been proven to increase students' selfesteem, motivation, and empathy.
Some challenges of using cooperative learning include releasing the control of learning,
managing noise levels, resolving conflicts, and assessing student learning. Carefully structured
activities can help students learn the skills to work together successfully, and structured discussion and
reflection on group process can help avoid some problems.
5. Instructional Module
Modular Teaching is one of the most widespread and recognizes learning techniques.
An Instructional Module is a self-contained and self-sufficient unit of instruction for the learner
to achieve a set of objectives.
Characteristics:
Independent
Self-contained
Self-instructional
Clearly defined objectives
Concerned with individual differences
Systematically organized learning opportunities
Utilization of variety of media
Active participation of learner
Components of Module:
Resource persons are experts who contribute information and opinions to participants in a
learning situation. They frequently are used to conduct educational activities, but may also be
helpful to a committee at the program planning stage.
If the teacher is not an expert in a given content, you will need resource persons to ensure a
good training where participants gain well-presented knowledge. Resource persons do not just add
expertise but also make the learning more interesting and attractive for the students, as they can
integrate their own experiences.
Using the local community and environment as resources .One important resource at your fingertips is
that of the local community and environment. In your local community you have people who have
expertise in a wide range. In your local environment you also have access to a range of natural
resources.
The local community is an often overlooked teaching resource. Maybe you are doing some work
on transportation with Class X. How could you introduce this topic to your students in a way that will
capture their interest? One way would be to invite in a local doctor or a nurse to talk about the heart
and how they measure the blood pressure of their patients. For the topic of excretion, you could ask
someone who has had a kidney transplant to talk about their kidney disease and operation. This could
be a relative or a family friend of the students or staff. For respiration you could ask a local athlete to
come in and explain the how lactic acid affects their performance.
Your students will be interested to hear about what these visitors do and will want to ask
questions, so this needs to be carefully planned. If you choose to do this you need to be clear what you
would like your students to gain and learn from the experience, and then follow the steps in Activity 3 to
prepare
for the visit.
One evening, I was out with a friend in the city. She is a nurse and had just started a new job in a
healthclinic for people with heart disease. I had just started ‘life processes’ with Class X, and while we
weretalking I had a brainwave! I decided to ask my friend to come into the school and talk to my
students.We arranged that she would bring a machine for measuring blood pressure. She measured my
bloodpressure and then talked to my students for about 15 minutes about the importance of measuring
bloodpressure, what causes it to be too high and the treatments available. I had a poster with a diagram
ofthe heart which she used in her explanation.
My students had prepared some questions in advance, which they were able to ask, but the
discussionsoon moved on as they thought of more and more questions. Quite a few students stayed
behind afterthe lesson to find out more about training to be a nurse.
Field trips are recognized as important moments in learning; a shared social experience that provides
the opportunity for students to encounter and explore novel things in an authentic setting.
It is important to recognize that learning outcomes from field trips can range from cognitive to
affective outcomes Among the many potential outcomes, research has shown that field trips:
Expose students to new experiences and can increase interest and engagement in science
regardless of prior interest in a topic (Kisiel, 2005; Bonderup Dohn, 2011),
Result in affective gains such as more positive feelings toward a topic (Csikszentmihalyi &
Hermanson, 1995; Nadelson & Jordan, 2012).
Are experiences that can be recalled and useful long after a visit (Salmi, 2003; Falk & Dierking,
1997; Wolins, Jensen, & Ulzheimer, 1992).
An approach gives rise to method (design) while a method (design) includes techniques (tasks or
activities).
REFERENCES
https://blog.friendscentral.org/benefits-of-hands-on-learning
https://www.quizalize.com/blog/2018/02/23/teaching-strategies/
https://www.scribd.com/document/426194207/Hands-on-Learning-
Checked
https://www.teachervision.com/professionaldevelopment/
cooperative-learning