Lesson 9

Approaches, Strategies and Methods

in Teaching Science in the
Elementary Grades
 Learning Objectives
At the end of the discussion, it is expected that the students should be
able to:
§ Discuss the different approaches, methods, strategies and
assessment techniques in Teaching Science in the Elementary
Grades; and
§ Apply the appropriate learning approaches, methods, strategies and
assessment techniques in teaching Science in the Elementary
Grades.
 Introduction
Teaching and Learning Process
“A thousand teachers, a thousand methods.” – Chinese Proverb
§ a process of interacting
§ The process of engaging students in activities that will enable them to
acquire the knowledge, skills, as well as worthwhile values and
attitudes.
§ Teaching and learning process can be defined as a transformation
process of knowledge from teachers to students.
 Teaching Approach
It is a set of principles, beliefs, or ideas about the nature of learning which is
translated into the classroom.
Examples of teaching approaches:
1. Teacher-centered;
2. Subject-matter centered;
3. Teacher dominated;
4. Banking Approach
5. Disciplinal
6. Individualistic;
7. Indirect, Guided;
8. Learner-centered;
9. Interactive;
10. Constructivist;
11. Integrated;
12. Collaborative;
13. Direct
Teacher-Centered vs. Learner-Centered
Teacher-Centered vs. Learner-Centered
 Teacher-Centered vs. Learner-Centered
Teacher-Centered Teaching
Sometimes called the “Sage on the Stage”
style, the teacher-centered model
positions the teacher as the expert in charge
of imparting knowledge to his or her
students via lectures or direct instruction. In
this setting, students are sometimes
described as “empty vessels,” listening to
and absorbing information.
 Teacher-Centered vs. Learner-Centered
Learner Centered Teaching
Learner centered teaching is an
approach that places the learner at the
center of the learning. This means that
the learner or student is responsible for
learning while the tutor is responsible for
facilitating the learning.
 Principles of Teaching
1. Principle of using previous knowledge
2. Principle of providing for individual difference
3. Principle of readiness
4. Principle of meaningfulness
5. Principle of defining specific objectives of the lesson
6. Principle of proceeding from simple to complex
7. Principle of proceeding from concrete to abstract
8. Principle of proceeding from general to specific
9. Principle of proceeding from known to unknown
 Guiding Principles in the Selection
and Use of Teaching Strategies
Learning is an active process.
We have to actively engage the learners in learning activities if we want them to
learn what we intend to teach.
Research shows
§ 75% retention rates in learning by doing
§ 90% retention rates learning by teaching others
 Guiding Principles in the Selection
and Use of Teaching Strategies
The more senses that are involved in learning, the more and the better
the learning.
Guiding Principles in the Selection
and Use of Teaching Strategies

Teaching Process
https://www.commonsense.org/education/sites/default/files/2020-digcitimplementationguide_final-release_800x280_1.jpg
 Teaching Process
https://www.commonsense.org/education/sites/default/files/2020-digcitimplementationguide_final-release_800x280_1.jpg
 Planning Phase
Planning phase includes decision like:
§ The needs of the learner
§ The achievable goals & objectives to meet the needs
§ Selection of the content to be taught
§ Motivation to carry out the goal,
§ Approach most fit to carry out the goals
§ Evaluation process to measure learning outcome
 Consideration in Planning
Learner Time requirement
for the activity

Availability of Strategy needed to

Materials achieve the objectives
 Implementation Phase
• Based on the objective, implementation means
to put into action the different activities in order
to achieve the objectives through the subject
matter.
• Interaction of the teacher and learner is
important in the accomplishment of the plan
• Use of different teaching style and strategy are
included in this phase
 Evaluation Phase
• A match of the objective with the learning
outcome will be made
• Answers the question if the plans and
implementation have been successfully
achieved
• Feedback
 Basic Assumptions
§ That teaching is goal oriented with the change of behavior as the
ultimate end
§ That teaching is a rational and a reflective process
§ That teachers by their actions can influence learners to change their
own thinking or desired behavior, thus teaching is a way of changing
behavior, through the intervention of the teacher.
changed behavior = learning
 Good teaching is…
§ One that is well planned & where activities are interrelated to each
other
§ Goes beyond recall of information
§ One that provide learning experiences or situation that will ensure
understanding, application and critical thinking
§ One where the learner is stimulated to think and reason and apply
 Learning
• Defined as a change in an individual’s behavior caused by
experiences or self activity
• Implies that learning can only happen through the individuals activity
or his own doing
• Can be intentional or unintentional
 Two [2] Principal Types of
Learning Process
Behavioral Learning Theory
§ Emphasizes observable behavior such as new skills, knowledge,
or attitudes which can be demonstrated
§ Observable and measurable
§ If the individual has changed behavior, he has learned
 Two [2] Principal Types of
Learning Process
Cognitive Learning Theory
§ Concerned with human learning in which unobservable mental
processes are used to learn and remember new information or
acquired skill
§ Related to concept of meaningful learning through cognitive
models
Three [3] Model of Teaching Anchored on
Cognitive Learning Theory

Discovery Learning Events of Learning Reception Learning

Jerome Bruner Robert Gagne David Ausubel
Discovery Learning: J. Bruner
• States that the individual learns from his own
discovery of the environment
• Learners are inherently curious, thus they can
be self motivated until they find answers to the
problem
• Gave rise to the emerging theory of
constructivism and self-learning
• Learning is flexible, exploratory, and
Discovery Learning independent
Jerome Bruner
Reception Learning: D. Ausubel
• Though learners are inherently curious, they
may not be able to know what is important or
relevant and they need external motivation in
order to learn
• Also emphasize that prior learning is important
in order to learn new things and because
knowledge continuously changes once it is in
the learner’s mind
Reception Learning
David Ausubel
Events of Learning: R. Gagne
1. Motivation Phase – the learner must be
motivated to learn by expectation that
learning will be rewarding
2. Apprehending Phase – learner stands or
pay attention if learning has to take place
3. Acquisition Phase – while learner is paying
attention, the stage is set and the
information presented.
4. Retention Phase – newly acquired
Events of Learning information must be transferred from short
Robert Gagne term to long term memory
Events of Learning: R. Gagne
5. Recall Phase – recall previously learned
information; to learn to gain access to what
has been learned is a critical phase in
learning.
6. Generalization Phase – transfer of
information to new situations allows
application of the learned information in the
context in which it was learned
7. Feedback Phase – students must receive
Events of Learning feedback on their performance -
Robert Gagne
assessment
 Summative Assessment
The goal of summative assessment is to evaluate student
learning at the end of an instructional unit by comparing it against
some standard or benchmark.
Summative assessments are often high stakes, which means that
they have a high point value.
Examples of summative assessments include:
§ a midterm exam
§ a final project
§ a paper
 Formative Assessment
The goal of formative assessment is to monitor student learning to
provide ongoing feedback that can be used by instructors to improve
their teaching and by students to improve their learning. More
specifically, formative assessments:
• help students identify their strengths and weaknesses and target
areas that need work
• help faculty recognize where students are struggling and address
problems immediately.
Basic Levels of Learning
Information Processing
 Integrated Approach
An integrated approach incorporates successful, research- based
and brain- based instructional strategies.
Some research findings about the brain (Wolfe, 2001):
1. Without rehearsal or constant attention, information remains in working memory for
only about 15-20 secs.
2. Learning is a process of building neural networks.
3. Our brains have difficulty comprehending large numbers because we have nothing
in our experience to ‘hook’ them to.
4. The eyes contain nearly 70% of the body’s sensory receptors & send millions of
signals every second along the optic nerves to the visual processing of the brain.
5. There is little doubt when information is embedded in the music or rhyme, its recall
is easier than when it is in prose.
 Forgetting
§ Fading – disuse
§ the ‘link’ fades
§ Interference – confuse
§ Distortion – misrepresentation due to imperfect recall
How to prevent?
§ Encourage active interaction
§ Multiple context
§ Practice – review/ use in new learning activity
 If I can not learn the way you teach,
will you teach me the way I can learn?
Maraming Salamat sa
inyong pakikinig.