Good morning!

EDUC 4 II May 24, 2019 II CTE Demo Room

PRINCIPLES OF TEACHING 1
Today’s Activities
08:00-08:15 PRELIMINARIES
LECTURE & DISCUSSION
08:15-09:00 Teaching Approaches, Strategies, Methods &
Techniques

09:00-09:15 BREAK
TEACHING
09:15-11:00 DEMO TEACHERS:
DEMONSTRATION
Ma’am Ruby Rose T. Pugoso
Ma’am Hanilyn A. Apan
Ma’am Marjorie B. Daet
“Prepare the child for the road, not the road for the child.”
TEACHING APPROACH
Teaching approach is the set of assumptions, beliefs, and
philosophies that govern the process of teaching.

TEACHING STRATEGY
Teaching strategy is the systematic plan developed by a
teacher to carry out a certain lesson.

TEACHING METHOD
Teaching method is the step-by-step procedure or series
of related and progressive acts performed by the teacher and
students to achieve the objectives of a lesson.

TEACHING TECHNIQUE
Teaching technique is the teacher’s unique way or style of
presenting a lesson.
Section 5 of the Enhanced Basic Education Act of 2013
The Department of Education shall adhere to the
following standards and principles in developing the
enhanced basic education curriculum:
1. learner-centered, inclusive and developmentally-
appropriate
2. relevant, responsive and research-based
3. culture-sensitive
4. contextualized and global
5. constructivist, inquiry-based, reflective,
collaborative and integrative
6. Mother Tongue-Based Multilingual Education
7. Spiral Progression
8. flexible, indigenized and localized
DIFFERENT METHODS OF TEACHING
DIRECT METHOD
 teacher-dominated
 You lecture immediately on what you want to
learn without necessarily involving them in the
process.
 This is the traditional “telling” and “showing”
method.
 Roles of the teacher – lecturer and demonstrator

EXAMPLE: You want to teach students how to

pronounce a word, how to write a paragraph, how to
add fractions, how to thread a sewing machine, how
to dribble a ball, how to draw G-clef or how to read
a map.
DIFFERENT METHODS OF TEACHING
INDIRECT METHOD
 learner-dominated
 You give the students an active role in the
learning process.
 Roles of the teacher – questioner, facilitator,
thought synthesizer

EXAMPLE: You ask students to share their

comments on a news article, share their thoughts
about a lesson-related picture, their stand on
controversial issues like the proposed Charter
Change, extra-judicial killings, and the like.
DIFFERENT METHODS OF TEACHING
DEDUCTIVE METHOD
You begin your lesson with a generalization, a
rule, a definition and end with examples and
illustrations or with what is concrete.

INDUCTIVE METHOD
You begin your lesson with the examples, with
what is known, with the concrete and with details.
You end with the students giving the
generalization, abstraction, or conclusion.
EXAMPLES: Deductive and Inductive
SUBJECT: Economics
TOPIC: Law of Supply and Demand

DEDUCTIVE METHOD
You start your lesson in economics with the law of
supply and demand and then give examples to
illustrate.

INDUCTIVE METHOD
You may start by giving many instances that
illustrate the law then with your questioning skills,
the class will arrive at a general statement
showing the relationship of supply and demand.
EXAMPLES: Deductive and Inductive
SUBJECT: Mathematics
TOPIC: Area of a Rectangle

DEDUCTIVE METHOD
You state the rule in finding the area of a
rectangle then apply it with an example.

INDUCTIVE METHOD
Present five examples of different lengths and
widths with computed areas. Then ask the class
how the areas were derived. Finally, ask them to
state in a sentence how the area of the rectangle
is derived.
EXAMPLES: Deductive and Inductive
SUBJECT: English
TOPIC: Subject-Verb Agreement

DEDUCTIVE METHOD
State the rule on subject-verb agreement then
give sentences that illustrate the rule.

INDUCTIVE METHOD
Give sentences that make use of s-verb form and
non-s verb form for subjects in third person.
Based on the sentences, ask the students to state
the rule on the use of s-verb form and non-s verb
form.
EXAMPLES: Deductive and Inductive
SUBJECT: Science
TOPIC: Pollination

DEDUCTIVE METHOD
Give the definition of pollination then show a video
clip of the pollination process.

INDUCTIVE METHOD
Show the students a video clip of the process of
pollination. Make the students view the process,
then ask the students to state in a sentence what
the process of pollination is.
WHICH IS THE BEST METHOD?

There is NO such thing

as better or best
method.
The best method is the method that works,
the method that is effective, the method that
will enable you to realize your intended
outcome.
INDIVIDUALIZED
TEACHING
METHODOLOGIES
 INDEPENDENT STUDY

Independent Study is a technique

resorted to by a teacher in recognition of
individual differences among students. It is
intended to provide unique learning
experiences not normally achieved through
class-directed methodologies. The activity is
undertaken independently and the
objectives can be achieved with minimum
guidance from the teacher.
 WRITING JOURNALS

A journal is a daily record, chronology, or

a register of events. It is sometimes called a
diary. As used in teaching, it is a record of
what transpires during a learning activity.
Students could write, at the completion
of the day’s task, an account of significant
information which may be used in determining
a number of future plans, such as effectiveness
of the strategy used, problems or difficulties
met and personal feelings about the activities
undertaken.
 NARRATIVES
Famous narrations made by scientists,
inventors, authors, novelists and historians are
sources of significant information that can be
used as part of a teaching methodology.
As a teaching strategy, students are
encouraged to write their own narrative. They
are made to recall past experiences that could
help them understand why things happen or
what events lead to an important discovery. The
use of anecdotes, short stories and
autobiographies serve as vehicles in arriving at
accurate conclusions or even research findings.
 INDIVIDUALIZED INSTRUCTION
Individualized instruction, as the name
implies, is a teaching methodology that is to be
used for a specific purpose and an
identified client. As such, it involves a pre-
assessment of an individual’s background, needs
and interests.
No two individuals can react and
understand a concept exactly the same way.
They differ in attitudes and mode of attacking
problems that need to be solved at the moment.
 PREPARING PROJECTS AND COLLECTIONS
As a teaching methodology, it guarantees
constructive and productive activities related to
the unit being undertaken.
A project could be in the form of a
finished product that is constructed for the
purpose of demonstrating how a principle works.
A collection is an organized way of
presenting a variety of objects, organisms or
materials which are classified according to some
common characteristics.
 DISCOVERY LEARNING
Discovery learning is a teaching strategy
which aims to assist the learner in finding
solutions or answers to a problem or attaining a
learning objective through self-discovery.
The teacher may assist a learner minimally
in initiating the search for information. Such
technique is termed guided discovery.
 CONSTRUCTIVIST APPROACH
The constructivist approach views learning
as a process of constructing meaning which
is greatly influenced by the learners
accumulated experiences and understandings.
It is likewise viewed as a social process
in which learners construct meaning through the
“interaction of prior knowledge and new learning
events”.
 SPECIAL REPORTS
Reports of activities, be it
experimentations in the laboratory,
interviews or field studies, could be
presented in either oral or written form.
The preparation of the reports develop the
skill in gathering relevant information and
presenting them in a clear and easy-to-interpret
illustrations such as graphs and tabulations.
 STUDENT RESEARCH
Student research is a teaching
methodology that is employed as a special task
in connection with lessons planned for a certain
unit.
An important focus is on developing the
ability to gather information with an end in
view of finding answers to questions or
problems by analyzing said information and
drawing a conclusion.
 PROBLEM-SOLVING
Used as a teaching methodology, it
consists of a fixed step-by-step procedure
directed towards finding an answer or a solution
to a problem. It starts with a clear definition of a
problem, followed by a hypothesis or tentative
solution which serves as a guide in trying to
solve it.
It is used extensively in Science and
Mathematics classes.
 CREATIVE WRITING

As a teaching methodology, creative

writing incorporates the act of writing
as part of the instructional process.
Writings can be done in the following
format:
(a) journals and narratives,
(b) personal ideas,
(c) brief summary or précis,
(d) free writing or brainstorming,
(e) written dialogue, and
(d) full-blown paper.
METHODOLOGIES
FOR SMALL
GROUPS
 COOPERATIVE LEARNING

Cooperative learning works well with

groups or teams wherein members help one
another to achieve a desired outcome.
It promotes the development of skills
in democratic procedures as they solve
problems in a collaborative manner. It
recognizes and rewards collective
effort, at the same time fosters strong
motivation. A smooth interpersonal
interaction occurs.
 ROLE PLAYING

Role playing consists of an enactment

of a learning situation through which they
depict real life responses and
behavior. Through this teaching strategy,
learners are able to express their intimate
feelings, problems and approved solutions.
It makes use of events, known
personalities, and current activities
presented in a dramatic way.
As a teaching strategy, it is action-
filled and fun-guaranteed.
 SOCIODRAMA

Sociodrama, if used as a teaching

method, is an excellent device to make
students gain emphatic awareness of
situations involving conflict.
It refers to a group problem solving of
real life situations through spontaneous
enactment followed by guided discussion.
A sociodrama is essentially a role
playing methodology.
 PEER TUTORING

When used in teaching-learning

situations, to tutor means to coach, teach
or instruct another or do so among
themselves.
The tutor is more knowledgeable,
skilled and has the ability to influence
others.
Types: (1) Instructional Peer Tutoring,
(2) Monitorial Tutoring, (3) Pair Tutoring,
(4) Structural Peer Tutoring
 MICROTEACHING

Microteaching consists of teaching a

brief lesson to a small group of
students in an actual classroom.
The ultimate aim is to obtain feedback
from the students or peers.
Microteaching is most effective with
groups of 4 to 6 members, be it for
students or peers. The lesson should be
brief but complete, requiring about 12 to 15
minutes.
 INQUIRY APPROACH
The inquiry approach is one of the most
effective and success-guaranteed methods in
teaching Science and Mathematics.
Kuslan and Stone defined inquiry approach
as a teaching method which is modeled after
the investigative processes of scientists.
Both the teacher and the students study scientific
phenomena through the “approach and spirit
of the scientists”.
Samples: (1) Why bats can see in the dark?,
(2) How to strengthen an electromagnet?, (3)
Causes of sandstorm, (4) Why birds fly at high
altitude?
 READING

Reading as a methodology requires the

students to search for information from
printed and illustrated learning
materials.
If the content of the lesson has been
written by historians, scientists,
subject specialists, or investigative
journalists, reading is the best way for
them to undertake a serious search through
the printed pages.
METHODOLOGIES
FOR A CLASS
 DISCUSSION

Discussion, interchangeably termed

discourse, refers to a free communication
of ideas between the teacher and the
learners, and among learners as well.
It is described as an “orderly verbal
exchange” by which learners are
encouraged to express their own idea,
thereby enhancing their thinking skills.
 REFLECTIVE TEACHING

Reflective teaching puts premium on

the ability of the teacher to guide students
to reflect on their own experiences in order
to arrive at new understandings and
meanings.
Strategies: (1) Writing Journal, (2)
Keeping a Portfolio, (3) Self-Analysis
 CONCEPT TEACHING

As used in teaching-learning process, it

refers to the way knowledge and experiences
are sorted out to form a specific class.
The ultimate goal is to enable students
to categorize ideas, experiences and objects.
The presentation of concept can be
done in two ways: (1) Direct Presentation
or Rule-to-Example Method and (2)
Concept Attainment or Example-to-Rule
Method.
 INTEREST LEARNING CENTERS

Have you visited an ”interest-centered

classroom”?
The entire area is divided into several
academic learning centers such as Math
center, Language Arts, Science, and Social
Science centers.
Learning is self-paced and non-
competitive.
 TEAM TEACHING

It consists of tapping the expertise of

two or more teachers in planning, teaching
and evaluating the students’ learning.
Team teaching leads easily to a multi-
disciplinary approach. A biology teacher
can team teach with the school physician
regarding human physiology. An English
teacher can plan lessons with an art teacher
on the use of some special terms.
 DEMONSTRATION

A lesson could be performed through a

brief demonstration performed by a student,
teacher or an invited specialist.
It is a teaching strategy that is best
employed when expensive equipment will
be used, chemicals and expensive
materials are specified, and technical
know-how is needed.
The rest of the class act as observers,
eagerly following the Panned sequence of
activities.
 FIELD STUDIES

Field study as a teaching methodology

is an out-of-the classroom activity
intended to present concepts in the
most realistic manner.
Often referred to as field investigation,
visit, travel, educational excursion, study tour
or nature trek, it basically takes the learners
to a place, “where action is”.
 LECTURE

Delivering a lecture is a teaching mode

which consists of an oral presentation by
an expert.
When used in the classroom, it is simply
a prepared talk that is requested from one
who can give an in-depth explanation on the
subject.
 SIMULATION

A simulation is an imitation of real

process or concept.
A game stands for any contest among
players under some rules for an
objective.
Simulation game refers to a
combination of simulation and a game
wherein people assume the roles of decision-
makers who compete for certain objectives
according to some rules.