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
