1. Unit III-Chapter 4
Different Approaches and Methods
“A thousand teachers, a thousand methods.”
- Chinese Proverb -
Teaching approach, Strategy, Method and Technique
Teaching Approach is a set of principles, beliefs or ideas about the nature of
learning which is translated into the classroom.
Teaching Strategy is a long term plan of action designed to achieve a particular
goal.
Teaching Method is a systematic way of doing something.
Teaching Technique is a well-defined procedure used to accomplish a specific
activity or task.
The relationship among these four:
Approach
Strategy
Method
Technique
An approach gives rise to a strategy which may use more than one method
of teaching. One teaching method maybe employed differently by two
different teachers whose teaching style may lead to the use of different
techniques. Technique has something to do with teacher’s personal style of
teaching.
Examples of teaching Approaches
Teacher-centered
Learner-centered
Subject matter-centered
Learner-centered
Teacher-dominated
Interactive
“Banking” approach
Disciplinal
Constructivist
Integrated
Individualistic
Indirect, guided
Collaborative
Direct

2. Examples of Teaching Approaches
 Teacher-centered- the teacher perceived to be the only reliable source of
information.
 Learner-centered- premised on the belief that the learner is also an important
resource.
 Subject-matter- gains primacy over the learner.
 Teacher-dominated- the teacher does what he/she planned without necessarily
considering learner’s interest, concern and situation.
 Interactive- more student talk and less teacher talk.
 Constructivist- students are expected to construct knowledge and meaning out of
what they are taught by connecting them to prior experience.
 Banking- teacher deposits knowledge into the empty minds of students for
students to commit to memory.
 Disciplinal- limits the teacher to discussing his/her lessons within the boundary of
his/her subject.
 Integrated- makes the teacher connects what he/she teaches to the other lessons
of the same subject or connects lessons with other subjects thus making his/her
approach interdisciplinary and multidisciplinary.
 Collaborative- welcomes group work, teamwork, partnerships and group
discussion.
 Individualistic- wants individual students working by themselves.
 Direct-teacher directly tells or shows or demonstrates what is to taught while in
the guided approach.
 Indirect/guided- the teacher facilitates the learning process by allowing the
learner to be engaged in the learning process with his/her guidance.
Other teaching Approaches cited in education literature are:
1. Research-based-teaching and learning are anchored on research findings.
2. Whole-child-the learning process itself takes into account not only the academic needs of
the learners but also their emotional, creative, psychological, spiritual and developmental
needs.
3. Metacognitive-the teaching process brings the learner to the process of thinking about
thinking.
4. Problem-based-time is spent on analyzing and solving problems.
Approaches vary in the degree of teacher and learner engagement, focus,
number of learners involved in the teaching-learning process.
Engagement
Teacher
Subject Matter
Learner
Focus
Learner
Number
Individual
Group

3. On the basis of student and teacher involvement, these approaches are
categorized as DIRECT/EXPOSITORY and GUIDED/EXPLORATORY.
Direct/Expository Approach
1. Direct Instruction/Lecture Method
Direct instruction is aimed at helping students acquire procedural knowledge which
is knowledge exercised in the performance of some task.
2. Demonstration Method
The teacher or an assigned student or group shows how a process is done while the
students become observers.
Indirect/Guided/Exploratory Approach
Indirect instruction is best used when the learning process is inquiry-based, the
result is discovery and the learning context is a problem. This can come as:
INQUIRY/DISCOVERY METHOD, PROBLEM-SOLVING and PROJECT METHOD.
1. Inquiry Method-sometimes termed “discovery,” “heuristic” and “problemsolving” is defined simply as a teaching method which is “modeled after the
processes of scientists.”
2. Problem Solving Method
Problem solving is a teaching strategy that employs the scientific
method in searching for information. The five basic steps of the
scientific method or investigatory process are:
1. Sensing and defining the problem.
2. Formulating hypothesis.
3. Testing the likely hypothesis.
4. Analysis, interpretation and evaluation of evidence.
5. Formulating conclusion.
3. Project Method
Learners solve a practical problem over a period of several days or
weeks. The projects may be suggested by the teacher, but they are
planned and executed as far as possible by the students themselves,
individually or in groups. Project work focuses on applying, not
imparting, specific knowledge or skills, and on improving student
involvement and motivation in order to foster independent thinking,
self-confidence and social responsibility.
Cooperative Learning
-
Makes use of a classroom organization where students work in groups or teams
to help each other learn. Concepts from small group theory and group dynamics
serve as the basis upon which skills in democratic procedures and collaborations
are developed. This evolved strategies and procedures that can help small
groups solve their own problems. The learning environment is characterized by
strong motivation and smooth interpersonal interactions.