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Approaches, Techniques and Method in Teaching

Presentation · January 2024

DOI: 10.13140/RG.2.2.12971.21283

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Approaches,
Techniques and
Method in Teaching
• Teaching approach - It is a set of principles, beliefs, or idea
about the nature of learning which is translated into the
classroom. Example: Constructivism
• Teaching strategy - It is a long term plan of action designed
to achieved a particular goal. Example: Flipped Classroom
• Teaching method – It is a systematic way of doing
something. It implies an orderly logical arrangement of steps.
It is more procedural. Example: Socratic Method
• Teachingtechnique – It is a particular trick, procedure to
accomplish an immediate objective. It must be consistent with
the method and harmony with approach as well. Example: Think-
Pair-Share
 TEACHING APPROACHES
• Teacher-centered approach – The teacher perceived to be the only
reliable source of information in contrast to the lerner-centered approach.
• Learner-centered approach - In which it is premised to the belief that the
learner is also an important source because he/she too knows something and
therefore capable of sharing something.
• Subject matter-center approach – Subject matter gains primacy over
that of the learner.
• Teacher dominated approach - In the approach, only the teacher’s voice
is heard. He/she is the sole dispenser of information.
• Interactive approach – In this approach, an interactive classroom will
have more student talk and less teacher talk. Students are given the
opportunity to interact with teacher and wit other students.
• Constructivist approach – The student are expected to construct
knowledge and meaning out for what they are taught by connecting them
to prior experience.
• Banking approach – The teacher deposits knowledge into the “empty”
minds of students for students to commit in memory.
• Integrated approach – It makes the teacher connects what they
teaches in other lesson in the same subject (interdisciplinary).
• Disciplinal approach – It limits the teacher to discussing the lessons
within the boundary of the subject matter.
• Collaborative approach – It will welcome group work, teamwork,
partnership, and group discussion.
• Individualistic approach – It wants the individual students to work by
themselves.
• Direct teaching approach- The teacher directly tells or shows or
demonstrates what is to be taught.
• Indirect, Guided approach – The teacher guides the learner to discover
things. The teacher facilitates the learning process by a allowing the
learner to be engaged in the learning process with teachers' guidance.
 Education literature approaches
• Research-Based Approach – as the name implies, teaching and
learning are anchored on research findings.
• Whole Child Approach – the learning process itself considers not
only the academic needs of the learners, but also their emotional,
creative, psychological, spiritual, and development needs.
• Metacognitive Approach – the teaching process brings the
learner to the process of thinking about thinking. The learner
reflects on what he learners and on their ways of learning.
• Problem-Based Approach – as the name implies, the teaching-
learning process is focused on problems. Time on analyzing and
solving problems.
TEACHING STRATEGIES
• The
classroom is a dynamic environment,
bringing together students from different
backgrounds with various abilities and
personalities. Being an effective teacher
therefore requires the implementation of
creative and innovative teaching strategies in
order to meet students’ individual needs.
1. Visualization
• Bring dull academic concepts to life with visual and practical learning
experiences, helping your students to understand how their schooling
applies in the real-world.
2. Cooperative learning
• Encourage students of mixed abilities to work together by promoting
small group or whole class activities.
3. Inquiry-based instruction
• Pose thought-provoking questions which inspire your students to think
for themselves and become more independent learners.
4. Differentiation
• Differentiate your teaching by allocating tasks based on students’
abilities, to ensure no one gets left behind.
5. Technology in the classroom
• Incorporating technology into your teaching is a great way to actively
engage your students, especially as digital media surrounds young
people in the 21st century.
6. Behavior management
• Implementing an effective behaviour management strategy is crucial to
gain your students respect and ensure students have an equal chance of
reaching their full potential.
7. Professional development
• Engaging in regular professional development programmers is a great
way to enhance teaching and learning in your classroom.
TEACHING METHODS
• Method is an overall plan or is a way of something is done no part of
which contradicts, and all of which is based upon, the selected approach.
• A method is a description of the way that information or behavior is
carried forward or consolidated during the instructional process.
INSTRUCTOR/TEACHER CENTRED
METHODS
• Here the teacher casts himself/herself
in the role of being a master of the
subject matter. The teacher is looked
upon by the learners as an expert or an
authority. Learners on the other hand
are presumed to be passive and copious
recipients of knowledge from the
teacher. Examples of such methods are
expository or lecture methods - which
require little or no involvement of
learners in the teaching process. It is
also for this lack of involvement of the
learners in what they are taught, that
such methods are called “closed-ended”.
 LEARNER-CENTRED METHODS
• In learner-centred methods, the
teacher/instructor is both a teacher and a
learner at the same time. In the words of
Lawrence Stenhouse, the teacher plays a
dual role as a learner as well “so that in his
classroom extends rather than constricts his
intellectual horizons”. The teacher also
learns new things everyday which he/she
didn’t know in the process of teaching. The
teacher, “becomes a resource rather than an
authority”. Examples of learner-centred
methods are discussion method, discovery or
inquiry based approach and the Hill’s model
of learning through discussion (LTD).
CONTENT-FOCUSED METHODS
• In this category of methods, both the
teacher and the learners have to fit
into the content that is taught.
Generally, this means the
information and skills to be taught
are regarded as sacrosanct or very
important. A lot of emphasis is laid
on the clarity and careful analyses of
content. Both the teacher and the
learners cannot alter or become
critical of anything to do with the
content. An example of a method
which subordinates the interests of
the teacher and learners to the
content is the programmed learning
approach.
INTERACTIVE/PARTICIPATIVE
METHODS
• This fourth category borrows a bit
from the three other methods
without necessarily laying emphasis
unduly on either the learner,
content or teacher. These methods
are driven by the situational
analysis of what is the most
appropriate thing for us to learn/do
now given the situation of learners
and the teacher. They require a
participatory understanding of
varied domains and factors.
 SPECIFIC TEACHING METHODS
1. LECTURE METHOD
• A lecture is an oral presentation of information by the instructor. It is the method
of relaying factual information which includes principles, concepts, ideas and all
THEORETICAL KNOWLEDGE about a given topic. In a lecture the instructor
tells, explains, describes or relates whatever information the trainees are required
to learn through listening and understanding. It is therefore teacher-centred. The
instructor is very active, doing all the talking. Trainees on the other hand are very
inactive, doing all the listening. Despite the popularity of lectures, the lack of active
involvement of trainees limits its usefulness as a method of instruction.
2. THE DISCUSSION METHOD
• Discussion involves two-way
communication between participants.
In the classroom situation an
instructor and trainees all participate
in discussion. During discussion, the
instructor spends some time listening
while the trainees spend sometimes
talking. The discussion is, therefore, a
more active learning experience for the
trainees than the lecture.
3. THE DEMONSTRATION
LESSON
• “The most effective way to teach an
occupational skill is to demonstrate
it... one of the two most essential
teaching skills is the ability to
demonstrate; the other is the
ability to explain. Both are vital to
the success of either an operation
lesson or an information lesson”.
Weaver and Pencil in APPLIED
TEACHING TECHNIQUES.
4. BUZZ GROUPS
• Another method of instruction is the buzz group.
During a longer session, the plenary group can
break into sub-groups to discuss one or two
specific questions or issues. The room soon fills
with noise as each sub-group ‘buzzes’ in
discussion. If appropriate, after the discussion
one member of each group can report its findings
back to the plenary. Buzz groups can be in pairs,
trios, or more depending on the activity. People
turn to their neighbors for a quick buzz, or form
larger groups of three or more. This allows
almost every one to express an opinion. While
they are buzzing, participants are able to
exchange ideas and draw on their wide collective
experience. It may provide a good opportunity for
trainees to reflect on the content of a lecture. A
good buzz session will generate many ideas,
comments and opinion, the most important of
which will be reported back.
5. BRAINSTORMING
• The purpose of a brainstorming session is to discover new ideas and
responses very quickly. It is particularly a good way of getting bright ideas.
It differs from the buzz groups discussion in that the focus is on generating
as many ideas as possible without judging them. In this technique, all ideas
are given equal credence.
6. ROLE PLAYS
• In role plays, participants use their own experiences to play a real life
situation. When done well, role plays increase the participants self-
confidence, give them the opportunity to understand or even feel empathy
for other people’s viewpoints or roles, and usually end with practical
answers, solutions or guidelines.
7. Mind Mapping
• Apply guidelines for devising content in a holistic way. This is a method
that can be used in a individual working situation, in a group work, or by
the teacher as a means of demonstrating something.
 Teaching Techniques
• Education, as with other industries, has evolved in leaps and bounds in
recent years. Traditional pedagogical techniques, based on a teacher
explaining a topic and students taking notes, may still be useful on
occasion, but education today revolves more around encouraging the
student to awaken their curiosity and desire to learn.
1. Flipped Classroom (Inverting
your class):
• The Flipped Classroom Model
basically involves encouraging
students to prepare for the lesson
before class. Thus, the class becomes
a dynamic environment in which
students elaborate on what they have
already studied. Students prepare a
topic at home so that the class the
next day can be devoted to answering
any questions they have about the
topic. This allows students to go
beyond their normal boundaries and
explore their natural curiosity.
2. Design Thinking (Case Method):
• This technique is based on resolving real-
life cases through group analysis,
brainstorming, innovation and creative
ideas. Although “Design Thinking” is a
structured method, in practice it can be
quite messy as some cases may have no
possible solution.
3. Self-learning:
• Curiosity is the main driver of learning.
As a basic principle of learning, it makes
little sense to force students to memorize
large reams of text that they will either
begrudgingly recall or instantly forget.
The key is to let students focus on
exploring an area which interests them
and learn about it for themselves.
 4. Gamification:
• Learning through the use of games is one of the
teaching methods that has already been explored
especially in elementary and preschool education.
By using games, students learn without even
realizing. Therefore, learning through play or
‘Ramification‘is a learning technique that can be
very effective at any age. It is also a very useful
technique to keep students motivated.
5. Social Media:
• A variant of the previous section is to utilize
social media in the classroom. Students today are
always connected to their social network and so
will need little motivation to get them engaged
with social media in the classroom. The ways you
can use teaching methods are quite varied as
there are hundreds of social networks and
possibilities.
6. Free Online Learning Tools:
• There is an array of free online
learning tools available which teachers
can use to encourage engagement,
participation and a sense of fun into
the classroom. Teachers can create an
interactive and dynamic classroom
environment using, for example, online
quizzes to test student’s knowledge.
 Thank you

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