TEACHING

APPROACHES

Teacher-Centered
Learning

What is Teacher-Centered
Learning?
The premise one size fits all,
which is attributed to a teachercentered instructional approach,
is not working for a growing
number of diverse, student
populations (Brown & Laboard,
2003,para.1).

 Teacher directs the classroom.

Doesnt meet diverse needs of students.
Teaching styles conflict with students learning
styles.
Quiet classroom.
Memorization of information.
Limited learning.
Teacher generates ideas (Henriksen, 2010).
Students are passively involved in the learning
process.
Computers are not used as tools.

Student-Centered
Learning

What is a Student-Centered
Learning?
Learner-centered classrooms place
students at the center of classroom
organization and respect their
learning needs, strategies and
styles (Brown, Laboard, 2003, para.
2).

 Teacher is a facilitator.
Meets diverse needs of students
Students work individually, in pairs or in small
groups.
Learning is meaningful.
Involves extensive planning and task-specific
classroom management.
Students experience success.
Students generate ideas (Henriksen, 2010).
Students are actively involved in the learning
process.
Technology is integrated into the classroom.

Collaborative Learning

What is Collaborative
Learning?
Collaborative learning is an umbrella term for a
variety of educational approaches involving joint
intellectual effort by students, or students and
teachers together. Usually students are working in
groups of two or more, mutually searching for
understanding, solutions or meanings, or creating
a product.
Collaborative learning activities vary widely, but
most center on students exploration or application
of the course material, not simply the teachers
presentation or explication of it.
Smith and McGregor (1992)

Educational goals
Involvement
Co-operation
and
teamwork
Community
responsibility

Assumptions about learning

Learning
process
Learning
Learners
Learning

is an active constructive
depends on rich contexts
are diverse
is inherently social

Why use collaborative

learning?
promote student learning and academic
achievement
enhance student satisfaction with their
learning experience
help students develop skills in oral
communication
develop students' social skills
promote student self-esteem
increase student retention
develop a community of learners

5 Elements of Collaborative
Learning
Positive interdependence
Face-to-face interaction
Individual and group accountability
Interpersonal and small group skills
Group processing

Blended Learning

What is Blended Learning?

Blended learning is replacing "elearning" as the next big thing.
Blended learning programs are
perhaps the highest impact, lowest
cost way to drive major corporate
initiatives. (American text book)

 origin of the term in the USA

Alternative names:
mixed learning
hybrid learning
blended e-learning
melted learning (in Finnish)

the newest consult-driven x-hype?

next big thing replacing e-learning?
one mode of delivery among many others?
new innovative way to combine face-to-face
and web-based learning?
thats how we have always done!
new habit to mix whatever teaching and
learning methods?
Outstanding pedagogical innovation?
the only way of learning in the future!?

Definition
1. Blended Learning as face-to-face classroom
teaching combined with some form of
technology based distance learning
2. Blended Learning as new pedagogical model,
which combines the best parts of face-to-face
and online learning
3. Blended Learning as a combination of different
learning environments (classroom, work
placement, project work)
4. Blended learning as a means to introduce
modern learning theories into Higher Education.

Definition families
combining or mixing web-based technology to
accomplish an educational goal;
combining pedagogical approaches (e.g.
constructivism, behaviourism, cognitivism) to
produce an optimal learning outcome with or
without instructional technology;
combining any form of instructional technology
with face-to-face instructor-led training; and
combining instructional technology with actual
job tasks.

e-Learning

b-Learning

or

Single malt whisky

multiform delivery mode

many bottles of whisky

Blended whisky

Port wine
(matured blend of alcohol
and cheap wine)

 Point of view and starting point?

e-learning is made more human by adding
some f-t-f elements vs.
f-t-f learning is boosted by making use of
relevant ICT tools
Use of technology doesnt make any teaching
process pedagogically better automatically
b/e/m/x- learning can be used in many ways
the teachers has to take care that the process
is pedagogically sound

Reflective Teaching

What is Reflective Teaching?

Reflective teaching means looking at what you do in the
classroom and giving it a meaning by attaching the why
question to what you go through.
You also empower your students to ask these why questions to
their classroom experiences.
You start by recognizing that you and your students are key
persons in learning environment.
Your being in the classroom must make sense to you and your
students.
Your relived/recalled experiences as a teacher and those of
your students are explored and evaluated to let you fulfill your
mission and vision in the teaching profession.

 Richards (1990) argues that reflective teaching is a

move beyond the ordinary to a
higher level of awareness of how teaching and take
place. This demands that you and your students be
involved in a process of self observation and self
evaluation.
Thus, you and your students must gather information
on your practice and experiences.
This information is organized, analysed and
interpreted to identify what
beliefs, assumptions and values are attached to your
practices and experiences.

 You and your students end up recognising,

examining and ruminating what you do as
a teacher and students, respectively.
We may envision what is happening in
Figure 2. You and your students must place
yourself at every step of the figure
because what is happening is about you
and your practice and experience.

Why Reflective Teaching?

Reflective teaching informs you that you are in charge of
your teaching/learning and that you have a major
contribution to make towards its success.
This is why your behaviour must not be taken for granted
as it needs to be continuously evaluated to let your
practice and experiences be meaningful.
To you the teacher, reflective teaching is a deliberate move
to allow you think critically of your teaching practice so
that your students can maximize their learning.
Thus, through a change oriented activity, you contribute
highly to your professional development.
Richards (1990) argues that experience alone is insufficient
for professional growth, but experience coupled with
reflection is a powerful impetus for teacher development.

 Reflective teaching is a mark of a concerned teacher

who is skilled enough to examine his/her beliefs,
values and assumptions behind the teaching practice.
The insights derived from this exercise are used to
improve your practice.
According to Bailey (1997) reflective teaching is about
a skilled teaching of knowing what to do.
You examine your work so that you consider
alternative ways of as certaining that your students
learn.
This takes place through searching for deeper
understanding of your teaching.
So, you are able to monitor, critique and defend that
which you implement and how you implement it.

 It is possible that reflective teaching may turn you

to be a researcher because of its dimension of self
inquiry.
Through self inquiry, much of what is unknown
becomes clear so that you end up improving your
practice and planning.
Thus,your personal experiences are turned into
stories which can be shared with your peers.
In this manner, reflective teaching is a professional
alternative to action research.
It is a personal means of conducting your own
ongoing professional life by solving problems in a
systematic manner.

How is reflective teaching

effected?
In the first place there must be something
which calls for your reflection. Attention
to the issue of concern is important. The
expectation is that you must
gather information on what is of concern.
This is step one of reflective teaching.
There are various ways of collecting the
information. They include:

 Keeping of a journal which is a form of diary of your

experiences. You will need to keep a record of
experiences which have happened. This makes it be
phenomenological in nature. It has to be done
consistently if the information will be of any worth. It
is an activity whereby the teacher takes notes of the
situation he/she is undergoing. These notes are in
form of personal statements focusing on feelings,
opinions and perceptions about others with whom
the teacher comes in contact with during the course
of his/her practice (Fraenkel and Wallen, 1992). What
one records is not for public access. It is a personal
record of letting out ones feelings and skills keeping
them private. They are generally put down on daily
basis for purpose of hoping to improve practice by
later consultation of the records.

 Peer mentoring takes form of you observing a mentors

practice or the mentor observes your practice and a
record is made for feedback purposes (Arther, Davision
and Moss, 1997). The focus of attention may be on how to
keep students lively in a class discussion. One way of
doing it is by being a non participant observer of
classroom practice. This is an act of attending to an area
of interest by being present to look at and listen to what is
happening in a focused manner. This is opposite to
participant observation where you penetrate the class to
learn what is there to be learn. In non participant
observation you just observe without getting involved; the
observation is done from sidelines. You describe the scene
in your own way; the students, the teacher and the
dialogue events without ignoring the obvious. You do all
that to attach meaning to the teachers practice.

 Recording of your lessons through

either audio or video or even by use
of paper and pencil. For instance, you
can use a tape recorder to tap the
types of questions students pose in a
mathematics lesson. These recorded
experiences become the focus of
what to reflect upon.

Feedback from your students. This

can be done through ordinary
questioning. It may be a little
advanced by you giving questionnaires
to students. Their responses become
data targeting their perspectives
towards what you may have to choose
as a way forward.

The other steps which follow

each other are:
Critically think about the patterns arising from the
specific record. You are engaged in searching for
understanding by asking questions about what and
why practices. These questions let you not take
anything in the classroom practice for granted.
Together with critical thinking are dimensions like
heuristic, creative and insightful thinking which stress
on how you solve and deal with issues at hand.
Insightful thinking lets you to be rationally informed of
what is happening, while creative thinking is about
imaginative and original ideas and ways of doing things
by identifying alternatives.

 Refer to an expert who may be a peer or a

mentor to have a discussion with him/her
about emerging issues of your practice.
This lets you be open minded to broaden
your perspectives as you pose to him/her
questions which make the stories
memorable.
Read as a way to find out more about the
patterns emerging from the collected
information. This keeps you informed.

 Associate with colleagues in a

meeting, seminar, conference or
workshop.
Attend seminars, workshops and
conferences which provide new
perspectives to emerging issues
about your practice.

 The final step is about you deciding

on what to do. The aspect of decision
making seems to suggest that there
are alternatives and their
implications. Implement the change
if need be as a way of enhancing
your professional development. At
this point, the process of reflection
begins again, as it is cyclic.

THE STEPS
How to begin

What to do next

HOW TO BEGIN

HOW TO BEGIN

HOW TO BEGIN

HOW TO BEGIN

HOW TO BEGIN

WHAT TO DO NEXT

WHAT TO DO NEXT

WHAT TO DO NEXT

WHAT TO DO NEXT

WHAT TO DO NEXTXT

Question posted on websites/journals

Trainings

Metacognitive Approach

What is Metacognitive
Approach?
Helping students to self-regulate.

 Metacognition - literally beyond

knowing, knowing what one knows
and doesnt know - promoting a
students ability to self-monitor levels
of understanding and predict how well
(s)he will do on a particular task.
Self-regulation - students monitoring
their own comprehension and assessing
their own abilities without teacher help.

 Most closely associated with a

teachers instructional practices.
The teachers metacognitive
practices, if done effectively, can
lead to student self-regulation.

Self-Regulation
A process in which a person actively searches for
relationships and patterns to resolve contradictions or
bring coherence out of a set of experiences.
Contradictions lead to disequilibrium,
accommodation, and assimilation.
Self-regulation begins with exploration, and
progresses through invention and application.
The work of self-regulation calls for students to
identify patterns, draw of inferences, and make
comparisons.
Self-regulation is essential in order to increase both
declarative and procedural knowledge.

Instructional Strategies - 1
Characterize performances
Make students aware they are responsible
for their own learning.
State objectives or learning outcomes.
Provide practice tests and homework.
Provide guided practice before homework.
Have students participate in complex tasks
such as presentations and report writing.

Instructional Strategies - 2
Monitor student progress; provide
feedback
Distinguish deep and surface learning
Promote reciprocal teaching and reading.
Provide info about reading techniques.
Teach content in multiple contexts reading, discussion, labs, demos,
presentations.
Provide abstract representations.

Instructional Strategies - 3
Address preconceptions.
Identify relevant knowledge and skills.
Explicitly define and characterize
metacognitive and self-regulatory
approaches.
Teach mastery skills - provide information
about study skills, time and effort.
Set high expectations for student
performance.

Instructional Strategies - 4
Use mnemonics (e.g., F = N, Roy G. Biv)
Informal assessment should focus on
making students thinking visible to both
teachers and students.
Encourage reflection and revision.
Provide timely and useful feedback.
Planning for instruction should include an
analysis of required knowledge and skills
required for problem solving.

Simple Strategies

Planning
Monitoring
Evaluating
Resourcing
Grouping
Note taking
Pre-testing
Complex tasks

Summarizing
Deduction/induction
Concept mapping
Peer instruction
Elaboration
Socratic dialogues
KWL structures
Graphical organizers

Constructive Approach

What is constructivism?
Learners make (construct) their own meaning. In
a constructivist classroom, teachers search for
learners understanding, and then structure
learning opportunities for students to refine or
revise these understandings by:
Posing contradictions
Presenting new information
Asking questions
Encouraging research
Engaging students in inquiries designed to
challenge current concepts

5 principles of constructivist
classrooms
Teachers seek and value students points
of view
Classroom activities challenge students
suppositions
Teachers pose problems of emerging
relevance
Teachers build lessons around big ideas
Teachers assess learning in the context of
daily teaching

Traditional classrooms
Dominated by teacher talk (Goodlad)
Heavily reliant on texts (one set of truths)
Students work alone on low-level skills
Student thinking is devalued, with a
focus on right and wrong answers
Schooling is premised on the notion that
there is a fixed world the learner must
come to know. The construction of new
knowledge is not valued.

An example of traditional
teaching:
In history, students study the
Revolutionary War, Civil War, and
World War II separately and at different
times (in other words, by the text) of
the year. They memorize dates,
important battles, and are tested on
people important to each conflict. (this
example breaks wholes into parts then
focuses on each part separately)

An example of constructivist
teaching:
A teacher structures a unit around conflict (the
big idea) around three wars, the Revolutionary,
Civil and World War II. She writes them on the
board and asks students to reflect on what they
know about each, to select two of the three, and
to compare them by illustrating their similarities
and differences. (whole into parts they see and
understand, they construct the process rather
than having it done for them). Based on their
choices she leads them to resources to answer
their inquiry.

Constructivist Teachers
Encourage and accept student
autonomy and initiative
Use raw data and primary sources
along with manipulative, interactive
and physical materials
When framing tasks, use cognitive
terminology like classify, analyze,
predict, and create

 Allow student responses to drive lessons, shift

instructional strategies, and alter content
(teachable moment)
Inquire about students understandings of
concepts before sharing their own
understandings
Encourage students to engage in dialogue, both
with the teacher and with one another
Encourage student inquiry by asking thoughtful,
open-ended questions and encouraging
students to ask questions of one another

 Seek elaboration of initial student

responses
Engage students in experiences that
might be contradictory to their
hypotheses, and then encourage
discussion
Allow wait time, and are considerate
for students who process differently

 Provide time for students to

construct relationships and create
metaphors.

Integrative Teaching
Approach

Integrative Teaching
Approach
Success in the teaching-learning process
is always attributed to the creativity of
the teachers. Being the pilot of the
classroom educative flight, the teacher
has to choose and design what strategy
suits the kind of learners present therein.
To be creative, teacher has to consider
individual differences (old) or diversity of
learners in every learning episode to
make it more meaningful.

 TEACHER A says,
My students are BORED

TEACHER B says,
It seems like my students are not

interested.

 TEACHER C says,
My students can hardly understand
the lesson.

TEACHER D says,
My students think theres just too
much to learn

 TEACHERS A,B,C and D ask:

Is there any way to improve
learning?
Well, why dont we improve learning,
first?

INTEGRATIVE LADDER:
5. Make learning more meaningful
4. Make the long way learning
worthwhile
3. Make all the pieces fit

2. Interconnect
1. Integrate

 Several ways to sustain learners

interest:
use diverse learning activities or
experiences;
relate clearly to individual learning
modes; and
recognize groups success through
appreciative remarks and rewards.

 INTEGRATIVE TEACHING STRATEGY

is a well-organized strategy
anchored on real life situation that
include learners interests and needs
creating a variety of meaningful
activities and learning experiences.

1. The Three Modes of

Teaching Strategies
THEMATIC TEACHING
It provides a broad framework for linking
content and process from a variety of
disciplines. The theme provides coherence; it
gives a focus to the activities that
accompany by the unit. The theme also helps
learners see the meaningful connection across
disciplines or skills areas. It conveys a clear,
compelling purpose to learners, teachers and
parents, linking ideas to actions and learning
to life. (Zulueta, 2006)

1. CONTENT-BASED
INSTRUCTION
Content-Based Instruction (CBI) is the
integration of content learning with language
teaching aims. It refers to the concurrent
study of language and subject matter, with
the form and sequence of language
presentation dictated by content material.
The language curriculum is centered on the
academic needs and interests of the learner,
and crosses the barrier between language
and subject matter courses.

2. FOCUSING INQUIRY
Focusing Inquiry is an interdisciplinary approach that
uses questions to organize learning. Like most
disciplinary teaching, it crosses conventional
knowledge boundaries. The teacher guides learners to
discover answers to questions, whether or not answers
pre-exist. Learners become creators of knowledge
rather than recipients. Concepts and content are less
important than the governing process conducting an
investigation and communicating what was learned to
others. The process of inquiry is the organizer of the
instructional design while content is relegated to an
ancillary place. (Zulueta, 2006) .

OBJECTIVES OF
INTEGRATIVE TEACHING
STRATEGIES
To
To
To
To
To
To
To

foster security and satisfaction.

promote cooperative learning.
help develop sense of values.
help develop self-direction.
foster creativity.
provide opportunities for social action.
help evaluate learning.

Presented by:
Rina Joy Jose Julian
MAT- English