DIFFERENT APPROACHES AND METHODS IN TEACHING Flashcards
DEDUCTIVE METHOD
starts with generalization, principle, or rule
STEPS IN DEDUCTIVE METHOD
- Statement of the Problem
- Statement of the Generalization
- Inference
- Verification
CONCEPT TEACHING
based on the assumption (Bruner 1984) that concept formation begins at an early stage (9-12 months) where initial activities of object-sorting and preference serve as basis
BRUNER’S IDENTIFIED 3 DISTINCT MODES OF LEARNING
a.) Learning by doing called ENACTIVE LEARNING
b.) Learning by doing mental images called ICONIC MODE
c.) Learning through series of abstract symbols called SYMBOLIC MODE
CONCEPT ATTAINMENT
focuses on teaching pupils the concepts that the teacher has selected for study
CONCEPT FORMATION METHOD
focuses on the process of concept development/ thinking skills development
DIRECT INSTRUCTION / SHOWING METHOD
a teacher-centered strategy that uses teacher explanation and modeling combined with student practice and feedback to teach concept and skills
INTRODUCTION
reviewing prior learning with students, sharing learning goals providing rationale for new content
PRESENTATION
explaining new concept or modeling the skill
Guided practice with necessary feedback
providing students necessary opportunities to practice new skill or categorize examples of new concept
Independent Practice
students practicing the skill or concept learned for retention and transfer
LECTURE - DISCUSSION METHOD
designed to help learner link new with prior learning and relate the different parts of new learning to each other
Lecture
designed to help students learn organized bodies of knowledge
Features of Lecture Method
a.) Applicable in different subject areas
b.) Ensures clear understanding of information
c.) Allows students participation
Steps in Lecture Method
- Planning
- Implementing
- Review and Closure
Discussion
orderly process of face to face group interaction in which students/pupils exchange ideas about an issue for the purpose of answering a question, enhancing their knowledge or understanding or making decision
5 LOGICAL CONDITIONS TO ENSURE THAT EXCHANGE IS CALLED DISCUSSION (Bridges, 1960)
- People must talk to one another
- People must listen to one another
- People must respond to one another
- People must be collectively share to put forward more than one point of view
- People must have the intention of developing their knowledge, understanding, or judgement of the issue under discussion
MORAL DISPOSITION
being willing to listen to reason
INTELLECTUAL DISPOSITION
concern for clarity in the expression of ideas
INQUIRY TEACHING
the process of answering questions and solving problems based on facts and observation
INTERVIEWS
used in gathering firsthand information from individuals who have expertise on the topic under study
Field Trips
out-of-the-classroom activity intended to present concepts in the most realistic manner
Steps in Inquiry Teaching
- Introduction
- Development
- Conclusion
- Evaluation
INDUCTIVE METHOD
procedure through which one arrives at a fact, principle, rule or generalization from some specific cases or examples
STEPS IN INDUCTIVE METHOD
- Preparation
- Presentation
- Comparison and Abstraction
- Stating of Generalization
- Application
PROBLEM SOLVING
a purposeful activity aimed at removing difficulty or perplexity through a process of reasoning
STEPS IN PROBLEM SOLVING
- Recognition and Statement of the Problem
- Statement of Hypothesis
- Critical Evaluation of Suggested solution
- Verification of Accepted solutions
PROJECT METHOD
purposeful, natural, significant constructive activity needing both intellectual and physical solutions
LABORATORY METHOD
deal with first hand experiences regarding materials or facts obtained from investigation or experimentation
2 TYPES OF LABORATORY METHOD
experimental and observational type
STEPS IN LABORATORY METHOD
- Orientation/ Motivation
- Work Period
- Culminating Activities
CONCEPT ATTAINMENT
inductive teaching strategy designed to help students reinforce their understanding of concepts and practice hypothesis testing hypothesis based on positive and negative examples presented to them
STEPS IN CONCEPT ATTAINMENT
- Presenting of Examples
2 Analysis of Hypotheses
3 Closure - Application
ROUND ROBIN
Team Building; each student shares their own insights
CORNERS
Class Building; students discuss within corners
MATCH MINE
Communication Building; vocabulary development, communication skills, role taking ability
NUMBERED-LEADS TOGETHER
Mastery; review, checking for knowledge, comprehension, tutoring
Color coded Co-op Cards
Mastery; memorizing facts, helping, praising
PRAISE CHECK
Mastery; Practicing skills, helping, praising
THREE STEP INTERVIEW
Concept Development; sharing personal information such as hypotheses, reactions to a poem
PARTNERS
Students work in pairs; mastery and presentation of new material
JIGSAW
each student on the team becomes an “expert”, acquisition and presentation of new material, review, informed debate
Co-op Co-op
Learning and sharing complex material often with multiple sources, students work in groups to produce a particular group product
Think-Pair share
students think to themselves
Team Word Webbing
students write simultaneously on a piece of paper
Roundtable
multifunctional; each student in turn writes one answer on a paper and a pencil are passed around the group
Inside-Outside Circle
students stand in pairs in two concentric circles, checking for understanding, review
