UNIT III

APPROACHES AND METHODS OF TEACHING

Introduction:
After learning what we want to teach and why we want to teach it, our next
important concern is how we can teach it effectively. The “how” of teaching comes after
the “what” and the “why.” Methodology is the third component which completes the
picture of an effective educational program. The diagram below indicates that all three
components are equally important.

Goals and Objectives

Teaching Methods and

Content Techniques
Approaches and Methods of Teaching
The teacher preparing for her daily lesson first formulates her instructional
objectives, selects the content and then determines the method and procedure she will
follow in presenting it. In brief, the “what” and “why” provide purpose and direction in
choosing the appropriate method of teaching.

AccordingLearning
to Rivera Outcomes
and Sambrano (1979), there is no fast rule in the choice of a
strategy to be used in the same skilled teacher, many of the methods have value, but there
is little reason to believe that the teacher should limit the teaching to only one. It is
because each teaching-learning situation is different from every other and what proves
effective to one teacher may not be so to another. For this reason, you should be familiar
with several ways of handling a teaching-learning situation instead of only one.

At the end of the unit, the students must have:

1. differentiated teaching approach, strategies, method

and technique
2. analyzed the different methods of teaching
3. explained how each method is used to ensure its
effectiveness
 Warm-Up Activity

Match the concepts in Column A with the concepts in column B.

Teaching Approach
It is a systematic way of doing things which
imply a logical arrangement of steps.

Teaching Strategy

It focus on the understanding of

information and concepts.
Teaching Method

It is a set of principles, beliefs or ideas about

the nature of learning.

Teaching Technique

It is used for lessons that are factual and non-

controversial.

Direct Expository
Approach
It involves selection and gradation of material
to be taught.

Guided Exploratory It is a long term plan of action designed to

Approach achieve a particular goal.

It is best used when the learning process is

Cognitive Oriented inquiry-based and the result is discovery.
Approach

It is a well-defined procedure used to

accomplish a specific task. It is the teacher’s
Structure Oriented personal way of implementing the procedure.
Approach
 LESSON I: DIRECT EXPOSITORY APPROACH

Learning Outcomes

At the end of the lesson, the students must have:

1. identified the methods of teaching

under the Direct Expository Approach
2. explained the characteristic features of
each method
3. explained how each method is used to
ensure its effectiveness.
 Activating Prior Knowledge

Fill out the given matrix.

Method What I Know What I Want To Learn

1. Direct Instruction

2. Lecture Method

3. Deductive

4. Demonstrative

1.
 Content Input

Direct Expository Approach

A. Lecture Method
How To Use

Lecture is a teaching procedure for explaining and clarifying a major idea. It makes
use of exposition which may be a narration or a description.

In the lecture method, the teacher tries to give to the learner by word of mouth
knowledge he or she possesses but the learner does not. The lecture, when done well, is not
a matter of teacher’s telling learners things they do not know.

When To Use It

When the teacher has to provide information otherwise not available to the
students.
When they give effective information in one hour lecture-demonstration what may
be taken up by the class in two or three hours of laboratory work.
When a new topic is introduced so as:
a. to arouse interest in the new work.
b. to give a bird’s eye-view of the work to come
When summaries are needed at the:
a. close of the day’s work
b. end of the chapter/unit
c. end of the topic
At the beginning of the hour to create proper mind set, to generate enthusiasm or to
arouse interest.
On occasions where problems arise or questions are asked that are valuable and
pertinent.
When visual materials such as slides, pictures, graphs, films, and specimens need
explanation.

Strengths and Weaknesses

 The following are the strengths and weaknesses of the lecture method.

Strengths Weakness

 A very effective means of arousing  Tends to be a one-way process with

appreciation and interest.
 Permits teacher to cope with a large
number of students and can cover a
lot of lessons.
 Helps students to develop ability to
listen accurately, critically and
appreciatively.
 Introduces new topic and provides
background material that students
need to prepare them for further
study.
 Economical in time spent since it
brings the teacher’s ideas into
immediate focus.
the students playing a passive role.
 Places at a disadvantage students
who have never learned to listen or
to take down notes, analyze or
summarize.
 Often not effective for teaching skills,
for changing attitudes and for leading
pupils to the attainment of higher
cognitive goals.
 Difficult to measure students learning
during the lecture.
 Tends to encourage acceptance of
teacher as final authority.

Planning

In spite of these difficulties, the lecture can be a most valuable tool in your teaching
work. To be so, it must be carefully planned. Well-made plans for lectures:

Clearly state the major purpose or theme of the lecture

Adjust the content and style to the situation and the audience
Avoid attempting too much. Such lecturing is analogous to forced-feeding which can
cause resistance for the food. It may result in lack of receptiveness.
Begin with some interest-catching device
Provide for questions to check pupils’ understanding and to revive their interest
Encourage pupil questions
Include humor

B. Direct Instruction
Instructional Characteristics
a. teacher directed
b. emphasis is on the teaching of skill
c. termed procedural knowledge
d. taught in step by step fashion
 e. include easily observed behaviors that can be measured accurately
f. form of learning through imitation

1. Expository Approach
 is applied in a great deal in the lower grades although it is also used in
the secondary and tertiary levels.
Steps:
a. Approach
 Teacher establishes the correct mindset of students.
 He may choose to recapitulate past lessons and point out the
relations with the present.
b. Presentation
 Is the process of explaining where the teacher applies effective
devices to make the explanation clear and understandable.
c. Application
 Teacher tries to find out how well the lesson is absorbed by the
students.
 It can come in the form of test, a group project which is cooperative
endeavor, applying what had been learned.

C. Deductive Method
It makes use of a generalization to begin with, followed by specific examples and
situation to support the general statement.

Deduction Illustrative Example

He recalls the statement, “All carabaos

1. Beginning with generalization
are black.”

He tries to apply the principles to

2. Applying generalization
3. Revision of generalization on the
basis of test
enough cases to be able to prove it. He
goes to a mudhole where several
carabaos are wallowing, observe
carabaos pulling carts, etc.
When the carabaos come out, he sees
one that is light skinned. He revises his
observation and says, “Most carabaos
are black.”

When To Use It
The deductive method should be used:
 When you want your students to solve a problem by applying to the problems or
difficulty a generalization or a rule established by others.
When you want to teach your students to delay judgment until truth is proven.
When you want to remedy or overcome pupils’ tendency to jump to conclusions
at once.
Steps
1. Statement of the Problem
 A stimulating, real and vital problem is presented to arouse a desire to solve
it.
2. Generalization
 Two or more generalizations, rules or principles may be recalled. One of
these will be the solution to the problem.
3. Inference
 This is choosing the generalization, rule or principle that will fit the problem.
Sometimes, it may be through trial and error that one arrives at the right
conclusion.
4. Verification
 This is trying out and securing the successful generalization. It is determining
the validity of the inference by consulting accepted authorities such as the
teacher, textbook, dictionaries, encyclopedias or other books. The emerging
conclusion after verification becomes accurate knowledge.

D. Demonstrative Method
A demonstration is a method of showing actually what is to be learned. It is done by
actual performance using real subjects.
Demonstrations are most commonly used:
a. In teaching skills
b. In showing a process or a method
c. In defining a problem in concrete terms
d. In conveying information
Provides learners to understand, learn, and appreciate a particular subject matter
demonstrated by the teacher.
Learning a skill is faster and more effective when students are shown how the job is
done.

Steps:
1. Purposing
 The pupils decide what particular learning task to accomplish with the
teacher allowing them to decide on their own
2. Planning
it includes:
 setting of directions
  what objectives to formulate
 whom to deal with;
3. Demonstration proper
 Preparation of the materials needed for the demonstration lesson which
includes physical arrangement of the classroom.
4. Executing
 This phase will ask the students to repeat what is demonstrated to them
with the guidance teacher.
5. Evaluating
 This is intended to assess students ability in following instructions and
coming up with a result that will be very close to the one demonstrated.

Advantage of Demonstrative Method

1. Follows a systematic procedure.

2. Maximize the use of expensive equipment and machines.
3. Possible wastage of time, effort and resources will be avoided.
4. It will not result to trial-and-error learning.
5. Findings are reliable and accurate.
6. The value of confidence is developed.

7.
 Check for Understanding

Activity 1

Check each item that answers or completes the initial statement.

A. According to the module, the lecture is useful for:

_____1. Summarizing and synthesizing quickly.

_____2. Carrying out depth study.

_____3. Arousing pupil interest.

_____4. Concept building.

_____5. Changing attitudes.

_____6. Giving students background information.

_____7. Setting pupils to thinking and wondering.

_____8. Providing students data that would be hard for them to obtain.

_____9. Clarifying pertinent questions asked by students.

_____10. Putting together loose facts and ideas.

 Activity 2

Here is a list of statements. Which are the characteristics of the deductive method of
teaching? Write D to indicate the characteristics and principles involved in the use of the
deductive method of teaching.

_____1. The organization of subject matter begins with a law, rule, definition, formula or
concept.

_____2. The pupils discover the rule, principle or generalization by themselves.

_____3. The method is too long and thus tires the undisciplined

_____4. It is a process of solving a problem or overcoming a difficulty by applying to the

problem or difficulty generalization already formed.

_____5. It requires the use of examples to make relationships of ideas clear and to help
students formulate a conclusion.

_____6. Determining the validity of the inference through interviews, library research, etc. is
one of the phases of this method.

_____7. Whatever is learned through this method is learned thoroughly and retained
longer.

_____8. The teacher starts by posing a stimulating and vital problem.

_____9. It is criticized for encouraging guessing which however, may be allowed within
certain limits.

_____10. It is restricted to certain topics and is of no value in securing drill or emotional

outcomes.
 Activity 3

Here are ten statements. Check those that correctly illustrate the demonstration method.

_____1. Is content-oriented

_____2. Develops the students’ skill in making accurate observations

_____3. Tends to be a one-way process with the students playing a passive role

_____4. Deals mostly with skill development

_____5. Is done by actual performance using real objects

_____6. Requires a large amount of preparation

_____7. Calls for a summary of main points taken up

_____8. Presents subject matter which cannot be understood easily

_____9. Permits the teaching of theory along with practice

_____10. Is an efficient method for covering a given section of subject matter content ina

limited time.