APPROACH, METHOD,

STRATEGY, TECHNIQUE
Principles of Teaching 1

Final Term

First Semester 2018-2019

MEANING OF TERMS

Principle
Approach
Strategy
Method
Technique
 PRINCIPLE

A basic generalization that is

accepted as true and be used as
a basis for reasoning or conduct
PRINCIPLES OF LEARNING

 Learning is essentially experiencing,

reacting, doing, and understanding.

 Learning is meaningful if organized

in such a way as to emphasize and call
for understanding, insight, initiative,
and cooperation.
PRINCIPLES OF LEARNING

 Learning is facilitated by motives and

drives.

 Learning is conditioned by the attitude

of the learner, the environmental
conditions conducive to learning, and
the attitude and skills of the teacher.
PRINCIPLES OF LEARNING

Learning difficulty may be due to many factors,

including within the learner himself.

Learning is effective when more senses are

utilized by the learner. Learning is effective
if aided by experience.
 PRINCIPLES OF LEARNING

 The learning process and achievement

are affected by the level of aspiration
set by the learner.

 Learning is effective when tension-free

or is conducted in a non-threatening
environment.
 C L A S S RO O M M A N AGEM EN T
PRINCIPLES

Prevention – an action taken to stop

something from happening

Intervention – to prevent
undesirable consequences
 PRINCIPLES OF LEARNING

Learning process proceeds when experiences,

materials, and desired results are carefully
adjusted to the learners’ maturity and
background.
 APPROACH

A set of correlative assumptions

dealing with the process of teaching
or the nature of learning; this is
based on a theory and is axiomatic
 APPROACHES
TO THE FORMULATION OF OBJECTIVES

Taxonomic Approach (Bloom) – cognitive,

affective and psychomotor

Gagne’s Approach – Terminal Performance

and Enabling Objectives
 APPROACHES
TO CURRICULUM DESIGNING

 Developmental Approach – appropriate to Early Childhood

Education

 Integrative Approach – interdisciplinary, thematic, scripture-based

 Problem-based Approach – situational, practical and technological

 Literature-based Approach - story-based

 Inquiry-based Approach – research-based

 METHOD

A series of related and progressive acts

performed by the teacher and students
to attain the specific objectives of the
lesson; this is procedural
 BASIC MODEL

Pre-Lesson

Lesson Proper

Post-Lesson
GENERIC MODEL

Motivation

Presentation

Discussion or Activity

Application

Evaluation
 METHODS OF TEACHING
Inductive  Project
Deductive  Laboratory
Development  Expository
Drill  Unit
Application  Lecture
 Demonstration
Appreciation
 Activity
Study Type
 Conceptual-attainment
Problem
 INDUCTIVE

Preparation
Presentation
Comparison and Abstraction
Generalization
Application
 DEDUCTIVE

Statement of the Problem

Generalization

Inference

Verification
 DEVELOPMENT

Preparation

Presentation of Development

Application
 DRILL

 Motivation
 Focalization
 Repetition with Attention
 Application
 APPLICATION

Motivation

Presentation of a Task or Problem

Information

Application
APPRECIATION

Preparation
Presentation
Appreciation
Intellectual Discussion
Aesthetic Expression
Reproduction
 STUDY-TYPE

 Selection of Type

 Perception and Motivation

 Statement of a typical case

 Study of details

 Comparison of details with model

 Generalization
 PROJECT

Purposing

Planning

Executing

Evaluating
 LABORATORY

Orientation and Motivation

Work Session

Culminating Activities
 PROBLEM

 Recognition and Statement of the

Problem

 Statement of Hypothesis

 Critical Evaluation of Suggestion

 Solution

 Verification of Accepted Solution

 EXPOSITORY

Approach (Introduction)

Presentation and Explanation

Application
 UNIT

Exploration

Presentation

Assimilation

Organization

Recitation
 LECTURE

Introduction

Presentation

Conclusion
DEMONSTRATION

 Motivation
 Presentation
 Demonstration Proper
 Discussion
 Return-demo
 Assessment
ACTIVITY/EXPERIMENT

 Statement of the Problem

 Presentation

 Experiment/Activity Period

 Discussion of result

 Conclusion

 Application
C O N C E P T UA L - AT TA I N M E N T

Motivation
Presentation of Examples
Giving of Examples
Conceptualization
Application
LESSON PLAN MODELS/METHODS

Hunter’s Model
Gagne’s Model
Good, Grows
and Brophy’s Model
HUNTER’S MODEL
 Anticipatory set,

 Objectives,

 Input,

 Modeling,

 Check for understanding,

 Guided practice,

 Independent Practice
 GAGNE’S

Gain attention
Elicit performance
Inform learner of objectives
Provide feedback
Recall prior knowledge
Assess performance
Present stimulus material
Ensure retention
provide learning guidance
GOOD, GROWS & BROPHY’S

 Review
 Development
 Assess student comprehension
 Seatwork
 Accountability
 Homework
 Special Reviews
CONSTRUCTIVIST’S

3 – I’s

4 – A’s

5 – E’s
 3 – I’S

Introduction

Interaction

Integration
 4 – A’S

Activity

Analysis

Abstraction

Application
 5 – E’S

Engagement

Exploration

Explanation

Elaboration

Evaluation
UBD LESSON PLAN

Explore

Firm Up

Deepen

Transfer
 STRATEGY

is the art of devising and

employing means to achieve an
educational goal
 CATEGORIES OF
TEACHING STRATEGIES
1. Organizing Strategies – relate to planning for
instruction

2. Instructing Strategies – pertain to conducting

instruction or implementing the plan
1. Pre-Instruction
2. During Instruction
3. Post Instruction

3. Assessing Strategies – relate to evaluating outcome

of instruction
 TASK METALOG – WELL…

Worthy thoughts

Enduring Concepts

Lessons Worth keeping

Laudable things I would like to do…

ORGANIZING STRATEGIES

LESSON PLANNING ESSENTIALS

DETERMINING APPROPRIATE
METHODS
MATCHING ASSESSMENT WITH
OBJECTIVES
 WHAT IS A LESSON PLAN?

Is a teacher’s guide for the instructional

activities specified for a period of time.

It can be derived from a unit, a syllabus,

or a curricular guide.
BA S I C C O M P O N E N T S O F A L E S S O N

1. Objectives
2. Introduction/Motivation
3. Teaching Activities
4. Student Activities
5. Closure/Evaluation
PARTS OF A LESSON PLAN

1. Objectives
2. Subject Matter
3. Materials
4. Procedure
5. Assignment
 W H AT I S A L E S S O N O B J E C T I V E ?

Objectives are statements of intent or

learning outcomes which are to be attained
in during the teaching-learning process

It may be general or specific

 A COMPLETE LEARNING
OBJECTIVE INCLUDES…

• an observable behavior (action verb

specifying the learning outcome)
• any special conditions under which the
behavior must be displayed
• the performance level considered sufficient
to demonstrate mastery
OBJECTIVES SHOULD BE SMART

S – specific
M – measurable
A – attainable
R – realistic
T – time-bounded
 DOMAINS OF LEARNING OBJECTIVES

Cognitive Domain – Bloom’s

Affective Domain – Krathwohl’s
Psychomotor Domain – E.J.
Simpson’s
BLOOM’S COGNITIVE
Knowledge

Comprehension

Application

Analysis

Synthesis

Evaluation
KRATHWOHL’S AFFECTIVE

Receiving

Responding

Valuing

Organizing

Characterizing
E . J. S I M P S O N ’ S P S YC H O M O T O R
Perception
Set
Guided Response
Mechanism
Complex Overt Response
Adaptation
Origination
c. list Instructional Materials needed in a Pre-
school teaching-learning process (RECALL)

b. classify Instructional Materials according to

projected and non-projected
(COMPREHENSION)

c. break down sample non-projected Instructional

Materials according to common features and
characteristics (ANALYSIS)

d. design a graphic organizer of instructional

materials based on priority and necessity.
(SYNTHESIS)
 I N D I V I D UA L T A S K :
I M P ROV E T H E C O N S T R U C T I O N

At the end of the lesson, 60% of the students should be

able to:
a. know the parts of a lesson plan,
b. explain and discuss the principles in writing a
lesson objective
c. writing lesson plan.
5 C AT E G O R I E S O F L E A R N I N G
OUTCOMES

Verbal Information
Intellectual Skills
Cognitive Strategies
Attitudes
Motor Skills
INSTRUCTING STRATEGIES

 Pre-Instruction

 During Instruction

 Post Instruction
PRE-INSTRUCTION

A-B-C Grid

3-2-1 Grid

3-2-1 Format
 A-B-C GRID

A-ctive messages remembered

B-right ideas learned

C-ontroversy identified
 3-2-1 GRID

3-things I know about the topics

2-related articles I can share

1-lesson that should be developed

 INSTRUCTING

Cooperative Learning Strategies

Time-tested Strategies
COOPERATIVE LEARNING STRATEGIES

Think-Pair-Share

Roundtable

Numbered Heads Together

One-Stay, Team-Stray

Visible Quiz
 THINK-PAIR-SHARE

1. The instructor poses a question, preferable one demanding

analysis, evaluation or synthesis and gives students about a
minute to think through an appropriate response. This “think-
time” can be spent writing also.
2. Students then turn to a partner and share their responses.
3. During the third step, student responses can be shared within a
four-person learning team, within a larger group, or with an
entire class during a follow-up discussion.
 ROUNDTABLE
Faculty poses question
One piece of paper and pen/group
First student writes one response
First student passes paper to the left, second student
writes response, etc.
Continues around group until time elapses.
 VISIBLE QUIZ

 Students in groups discuss the appropriate response to quiz

questions, ones typically displayed on an overhead projector or the
computer screen.
 The answers can be multiple choice (A,B,C or D) or True or False,
 Each team has a set of large cards with the four letters or the T and
F. (Variations is the use of color-coded flaglets that would )
 At a given signal, one person from each team displays the team’s
choice.
 The teacher can quickly survey the room to determine how well
students understood the question.
 She then gives the correct answer, going into a mini-lecture if a
minority of students understood the question.
TIME-TESTED STRATEGIES

Film Showing
Procedure:
Small Group Discussion 1. Pre-Activity
2. Activity
Picture Presentation
Proper
Reporting 3. Post-Activity

Field Trip
POST-INSTRUCTING

Meta-cognitive Strategies

Traditional Assessment

Authentic Assessment
 METACOGNITIVE

 3-2-1 Grid

 Exit Slip

 One-minute Paper/Muddiest Point

 MUSIC

 AHA

 WELL
 3-2-1 GRID

3- ideas learned

2 – terms that endured

1 – hazy idea
 EXIT SLIP

I was surprised that…

I learned that…

I wonder about…
 MUSIC

Memorable Learning Experiences

Unprecedented Experiences
Shallow Ideas
Ideas worth keeping
Course Insights
 AHA

Anything I have learned

Hints to improve process

Anticipation of the next lesson

 WELL

Worthy thoughts

Enduring Concepts

Lessons Worth keeping

Laudable things I would like to do…

 GENERAL CATEGORIES OF
I N S T RU C T I N G S T R A T E G I E S

Direct Indirect
Transmission of Ideas Transaction of ideas
Coverage of content Construction of Meaning
Teacher as source of ideas Teacher as facilitator
Students as recipients Students as participants
 Behaviorist Approach Constructivist Approach
QUESTIONING STRATEGIES

Elements of Effective Questioning

Key Factors to Effective Questioning

General Categories of Questions

Types of Questions

Questioning Techniques / Directions

ELEMENTS OF EFFECTIVE QUESTIONING

 Clarity
 Variety
 Challenge
 Appropriateness
 Group Orientation
 K E Y FAC T O R S T O
E F F E C T I V E QU E S T I O N I N G

Structuring

Directing and Distributing

Pausing and Pacing

Prompting (encouraging) and Probing (exploratory)

Listening and Responding

G E N E R A L C AT E G O R I E S O F
QUESTIONS

Low-level Questions

High-level Questions
 TYPES OF QUESTIONS
James Gallagher’s Categories of Questions as modified by A.C. Ornstein (1990) to include
L. E. Rath’s Valuing Levels.
• MEMORY QUESTIONS need recall of facts or discrete content items
• CONVERGENT QUESTIONS require one correct response or a
conventional answer. These deal with background information and are useful
for practice and review.
• DIVERGENT QUESTIONS involve high-level, critical - creative thinking.
These allow many acceptable responses because they are often open-ended.
• VALUING QUESTIONS explore students’ feelings and attitudes. Their
emphasis is on the personal development of the learners through clarifying
attitudes.
 QUESTIONING
TECHNIQUES/DIRECTIONS

Extending (lengthening)
Extending and lifting (stimulating)
Funneling (focusing)
Sowing (planting) and reaping
 TECHNIQUE

The personalized teacher’s style of

carrying out a particular step of a given
method; may also pertain to a specific
activity/strategy; this is implementational