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“Enumerate and define the two teaching approaches, and identify what specific strategies may
be employed in each approach. Provide guidelines for using these approaches in the
classrooms.”
Today’s teachers are responsible for the growth and development of students with a diverse range
of learning abilities. The 21st-century teacher has the proper knowledge, skills, and expertise to develop
and apply instructional styles that work well in diverse classrooms. Effective teaching methods engage
gifted students, as well as slow-learning children and those with attention deficit tendencies. It is
imperative for teachers to plan ahead of time to choose the proper strategy, which is not only apt for
students needs but also able to help meet the different objectives of the lesson.
The most widely-known teaching approach is the teacher-centered strategy. This is the
"traditional" mode of education. In a teacher-centered classroom, the teachers will lecture students, ask a
question or two, but predominantly, students will sit and get without much interaction with what they are
learning. In this teaching approach, the students are viewed as the “empty mugs,” and the teacher acts as
the “knowledge jug”. The teacher simply transmits the information to her students. The learners in this
kind of teaching style are mere “listeners” or “spectators” who passively receive information from the
teacher. The teachers hold full authority in the class, and are often regarded as the “sage on the stage.”
Taken to its most extreme interpretation, teachers are the central authority figure in a teacher-centered
instruction model, and the students receive knowledge from their teachers through long lectures and direct
instruction. Students are expected to absorb information through note-taking.
There are a few effective strategies that can be used in the teacher-centered approach. Lectures
are one of the more predominant strategies in this kind of teaching. This style is acceptable for certain
higher-education disciplines and auditorium settings with large groups of students. The pure lecture style
is most suitable for subjects like history, which necessitate memorization of key facts, dates, and names
among others. However, lectures are a questionable model for teaching children because there is little or
no interaction with the teacher. More so, the class can get a little boring and uninteresting. That’s why it’s
a better approach for older, more mature students.
Another strategy that is commonly used in the teacher-centered approach is the demonstration.
The teacher-led demonstrator retains the formal authority role by showing students what they need to
know. The demonstrator is a lot like the lecturer, but their lessons include multimedia presentations,
activities, and demonstrations. This style gives teachers opportunities to incorporate a variety of formats,
including lectures and multimedia presentations. More so, students learn procedural knowledge using this
type of teaching. On the contrary, although the use of demonstration is well-suited for teaching
mathematics, music, physical education, arts, and crafts or any other procedural subjects, it is difficult to
accommodate students’ individual needs in larger classrooms.
The Flipped Classrooms strategy is a more technologically-advanced strategy for teaching that is
still considered teacher-centered. Broadly, the flipped classroom label describes the teaching structure that
has students watching pre-recorded lessons at home and completing in-class assignments, as opposed to
hearing lectures in class and doing homework at home. A vital benefit of the flipped classroom model is
that it allows students to work at their own pace. More so, teachers may assign the same videos to all
students, while in others, teachers may choose to allow students to watch new videos as they master
topics (taking on a more “differentiated” approach). But despite this potential for more student-
APPROACHES TO TEACHING AND LEARNING STRATEGIES 2
centeredness, flipped classroom models are still mostly based on a teacher’s idea of how learning should
happen and what information students need, making it chiefly teacher-centered.
What is becoming more widely known and expected is a student or learner-centered approach to
teaching. In this approach, students drive the instruction, ask the questions, potentially create the models
and methods of instructions, etc. While teachers are still an authority figure in a student-centered teaching
model, teachers and students play an equally active role in the learning process. This type of learning is
more probably project-based. Students will actively engage in the learning atmosphere, they will drive the
discussions, and they will ask and answer their questions. In a student-led classroom, the teacher is
expected to assume the role of the facilitator and the delegator. Being a facilitator means focusing on
designing participatory learning activities and manages classroom projects while providing information
and offering feedback to facilitate critical thinking.
On the other hand, assuming the role of the delegator means to organize group learning, observes
students, provides consultation and promotes interaction between groups and among individuals to
achieve learning objectives. Student-centered teaching approaches are usually constructivist. Therefore,
one can safely say that the teacher’s responsibility heavily rests in assisting the students in utilizing their
prior knowledge and experiences in understanding the information they acquire and make meaning out of
it.
allow our students to choose the module that they wish to learn during that day and encourage them to
take as little or as much time they want to master a specific industry skill. After reading the module, the
student undergoes a series of self-administered tests and tasks. The learner is only allowed to proceed to
the next module after satisfactorily completing the basic requirements of the present module. Though
differentiation is focused on individual student needs, it is mostly planned and implemented by the
teacher (the ISCC-Health Science Department faculty prepares the modules).
Perhaps the most popular method used in a student-centered classroom is Game-Based Learning.
Game-based learning comes from the desire to engage students in more active learning in the classroom.
Because they require students to be problem solvers and use soft skills that they will need as adults,
games are a great way to encourage a “mastery” mindset, rather than a focus on grades. In a game-based
learning environment, students work on quests to accomplish a specific goal (learning objective) by
choosing actions and experimenting along the way. As students make certain progress or achievements,
they can earn badges and experience points, just like they would in their favorite video games. Because
teachers play a big role in planning and creating content under this model, game-based learning isn’t
completely student-centered. But it is still very much focused on the student, who works at their
own pace and makes independent choices in a “gamified” environment.