Types of teaching approaches

1.Teacher-centered approaches
These are traditional teaching techniques that
gave the teacher full dominance over learners.
They are sometimes referred to as direct
instruction, deductive teaching (unknown to
known/abstract to concrete/general to specific
or expository teaching, and are typified by the
lecture type presentation.
In these methods of teaching, the teacher
controls what is to be taught and how students
are presented with the information that they are
to lean.
2. Child centered approach:
Student centered approaches (sometimes
referred to as discovery learning, inductive
learning (specific to general/ known to
unknown/ concrete to abstract, or inquiry
learning) place a much stronger emphasis on
the learner’s role in the learning process. When
you are using student- centered approaches to
teaching, you still set the learning agenda but
you have much less direct control over what
and how students learn.
What is a method of teaching?
Method is a procedure through which a teacher
meets the needs of his learners. It involves a
process and style of communicating content of
the lesson to the learners in order to achieve the
pre-set learning objectives.
Factors to consider before choosing the right
teaching technique
• Time
Time is the duration/ number of minutes,
hours or days allocated for a particular
activity to be undertaken. In the Kenyans’
high schools, its forty minutes, on the other
hand, primary schools have their lessons
split into two. Lower primary school
lessons run for thirty minutes while the
 upper primary school lessons run for thirty
five minutes. Time must correspond with
the task to be taken in a given class.
• Availability of resources
Lack of teaching aids such as charts may only
give room for lecture method because the
teacher has no otherwise but to pass the
content verbally without further
demonstrations. But when the school is rich
in teaching and learning resources, the
teacher may have a range of teaching
techniques to choose depending on the nature
of the lesson.
• Size of the class
Small classes are easily manageable by
lecturers. Discussion groups may be formed.
Students may also be given individualized
attention by inspecting at personal level the
student activities. On the other hand, if the
students are many, lecture method may be
appropriate.
 • Entry level of learners
A lower entry level, for example, grade one
learners still require close attention and use of
concrete objects for meaning learning. As
students move upwards in academics, the
teacher may reduce the use of concrete
objects because the learners have fast
approaching automatization levels.
LECTURE METHOD
Lecture uses basically the word power or oral
communication to pass content to the audience.
Lecture is generally necessary for passing
theoretical content. During lecture, the
instructor uses oral presentation to introduce,
teach and conclude his lesson. Most lectures are
teacher centered. That is, the teacher explains
or teaches as learners learn through listening
and understanding.
Types of lecture method
1.One way
It is also called formal lecture method. Here
communication is done by the teacher himself.
Students are treated as passive listeners.
Students are not given time to actively engage
the instructor in seeking for further
explanation, asking and answering questions.
This technique is not appropriate for learners in
lower level institutions.
2.Two way
This type of lecture method is also called
informal lecture method. In this case, the
teacher or instructor communicates and at
some point allows the students to participate in
the teaching learning process. Students can
present their view points in a number of issues
surrounding the lecture. Although it is time
consuming, it is most appropriate for teachers
in schools since it allows for the exchange of
ideas between the instructor and students.
Uses of lecture
 • Suitable for bigger/ larger classes
• Used to give course outlines
• Conveys information not found in
textbooks
• To stimulate critical thinking
• To reinforce written work
• To save time
• To introduce a lesson
• To synthesis many sources
• Used to introduce a lesson
Disadvantages of lecture method
1.Lecture method if not properly managed
is teacher centred and may deny the
students the opportunity to discover
themselves. The teacher in this instance
dominates the activities of class giving
students no room for participation or
exploring their potentials fully. The
students are passive listeners instead of
being proactive in their learning process.
2.In many instances, lecture method has
failed to take into account individual
learning differences. Lectures are given
uniformly without fully engaging the
learners. The teacher may fail to bring
out hidden traits of the learners. Some
learners have hearing disabilities and yet
the lecture method is largely oral based.
3.Lecture method is not best suited for a
whole practical based lesson. Even
though lecture method is applied in
different parts of the lesson, areas that
need the application of a given skill in a
practical aspect would only be
appropriate for students to physically
participate by doing not by hearing.
4.May only work for low order thinking
such as simple recall of facts. High order
thinking such as application which
requires motor skills may not
successfully be handled by lecture
method. On the other, students at lower
 levels who are still developing a
language of instruction can gain very
little from the lecture method.
Qualities of a good lecture
1. A good lecture is best when it does not
exceed 25 minutes
2. A good lecture should address a single theme
3. Technical terms in a lecture should carefully
explained
4. A good lecture should be supported by
relevant examples
5. A good lecture establishes fluency in
technical content
6. A good lecture uses illustrations
7. A good lecture builds on the existing
knowledge
8. A good lecture employs a variety of
approaches
DISCUSSION METHOD
Discussion is an open talk on a subject area
among the participants. This could take place in
a classroom environment where the teacher
arranges for the talk and students join. In the
classroom situation an instructor and trainees
all participate in discussion. Discussion is
useful in sharing experiences where the
instructor spends sometime listening as trainees
talk. Compared to lecture method, it is a better
way of actively engaging students in a talk on a
particular topical area. Discussion gives a
platform for the learners to give feedback on
their learning experience.
Types of discussion method
Expository oriented discussion method
The kind of discussion is dominated by the
teacher. The teacher sets the objectives of the
study then gives guidance by thoroughly
explaining the concepts. The students on the
other hand participate in discussions at
specified time frame by the teacher. The
teacher concludes the discussion.
Inquiry-oriented discussion method
This is a learner centered discussion method.
The role of the teacher is to give the objectives
of the discussion and leave the debate open to
everyone. No conclusions are expected from
such discussions. However, as a facilitator of
learning, the teacher is expected to guide such
discussions.
Factors to consider when conducting
discussion
• Ensure house rules are set especially on
the time allowed for participants.
• Manage over talkative students
• Declare the position taken by the majority
• Respect the minority’s view points
• Ensure shy students get the opportunity to
talk
• Manage discussions within the boundaries
of study objectives
 • Plan well for the discussion
How to conduct discussion
a) Set clearly the objectives of the
discussion
b) Relate relevant personal experiences or
events which have occurred in the
different areas of discussion.
c) Allow free contribution of ideas and
try to control personal matters.
d) Have a chairperson to control
discussion.
e) Always conclude a discussion
DEMONSTRATION METHOD
Demonstration is the act of performing an
activity before students or the use of examples
to make clearer a theoretical concept in class.
Demonstration could also mean the display of
a teaching to students to assist the teacher in his
explanation of a concept of study.
Demonstration makes learning real because it
provides the connection between abstraction in
a concept and reality.
What to observe during demonstration
lesson
• Pre-test the materials you are going to use
for demonstration before the actual lesson
• Ensure you have all materials for
demonstration within reach
• Carry demonstration from simple to
complex
• Ensure the materials displayed are visible
to all learners
• Observe safety rules always
• The duration for demonstration should not
go beyond the scheduled time
• Ensure all students are able to see what
you are demonstrating
• Avoid interruptions during demonstration
lessons
• Clearly explain every step
• Never demonstrate on student’s material
but allow time for students’ participation.
 • Keep class discipline by close monitoring
by use of eye-to-eye contact
• Emphasize the key points of the lesson
• Give proper instructions for students not
to mess
• Ensure you check each and every
students’ work before you summarize
your demonstration
• Give enough extra time for practice of the
skill
• Remember to rearrange class and return
all the materials used.
ROLE PLAYS
Role play is a teaching method where the
teacher arranges a mock environment for
students to assume roles people in the real life
situations. By student playing mock roles
people in a learning environment, students’
personality improve greatly. Again it is a more
exiting teaching method because students have
to go beyond the usual classroom confinement
and believe that they are part of the actual set
up of the society. Students end this learning
experience with practical answers to their
problems. It should however be noted that role
plays if not monitored well may be a source of
indiscipline and time wastage during the
lesson. Teachers should know that some role
plays may trigger emotions. For example, role
plays of burial activities may rekindle the
memories of the students’ lost ones.
FIELD TRIPS
Field trip teaching method means the
arrangement of the learning activity to take
place outside classroom but in a place relevant
to the content of study. Field study sometimes
called field trips has been existence in the field
of education for a long time. Students have
had the opportunity to study nature, history,
organizations etc. This method suits most of
the teaching disciples because our curriculum
is centered on what is happening in the
society. In the current technological
development, there are virtual tours in nearly
everything that students study but due to the
importance attached to the actual tours, they
cannot be eliminated. A part from the specific
area of study, students learn a lot during field
studies.
Benefits of Field Trips
• Field trips make learning real to students.
Students connect what is learnt
theoretically to the actual situation
• Field trips motives learners. Students are
able to break the boredom in classroom.
• Field trips are open to a number of
disciplines in a school, for example,
geography, history etc
• Field trips train students to be responsible
since they take control and planning for
the trip.
• Field trip builds teamwork among the
learners. This is because most field work
studies are organized for a group of
students not individuals
 • Field trips are credited for making learning
clearer since resource people who are
highly specialized in some areas are
mostly found in the field.
Disadvantages of Field Trips
• Field trips are expensive in terms of costs
• A lot of teaching time is lost because field
trip may take the whole day.
• Students are exposed to dangers such road
accidents which are minimal in the
classroom situation
• Movement with students may result in
class indiscipline since there is loss of eye
to eye contact between the teacher and
students
• It takes a very long time to plan and in the
course of planning unforeseeable
calamities like the COVID-19 may disrupt
the whole arrangements.
The planning of a field trip should be done in
three phases:
 1.Before the trip
At this stage the teacher arranges for logistics
of the trip. This may involve coming up the
objective of the trip, seeking for permission
from the head of the institution, arrangement of
the transport and prior visit to the study area to
seek for permission.
2.During the trip

During the trip, the teacher is tasked with

responsibility of taking charge of the transport,
ensuring safety of the students, being in contact
with the resource person, keeping time, taking
care of students’ meals and other needs, and
ensuring that the objectives of the trip are met.
3.After the trip
The teacher should ensure that all the facilities
and equipment used in the field work are
returned. A report of the trip should be done
and shared with the head of the institution. The
teacher should test the achievement and if
possible reinforce what has been learnt during
the trip.
Laboratory Method
Laboratory teaching methods are useful in
specific studies where causes and effects are
experimentally done. It is done procedurally
whereby facts are generated at the end of the
study. Mostly laboratory teaching methods are
confined to science disciplines. In some cases
experimentation process may require the use of
apparatus. Laboratory teaching method has
been lauded for providing the students to
participate in a skillful manipulation of study
apparatus. This gives confidence and good
reasoning of the results obtained.
Advantages of laboratory teaching method
• Learning is real since the students have the
opportunity to control their learning
• Students learn the skills of taking care of
the given resources for learning such as
apparatus.
• There is a possibility of inventing
something new in the process of testing
 • Students to collaborate with the teacher
and other students as they share resources
in the lab.
• It gives students the confidence and
courage to become future scientist
• Retention of what is learnt is higher since
theoretical and real aspects of learning are
linked.
• Students learn to follow instructions and
strict procedures of doing things
Disadvantages of laboratory teaching
method
• Coming up with a fully equipped
laboratory is very expensive for
underdeveloped schools.
• Laboratory teaching method requires
highly skilled teachers
• Sometimes the weather conditions
interfere with laboratory results
• Changes in science and technology may
require additional funding
 • Lack or inadequacy of resources like lab
coats for students may make students
study in shifts hence may result in time
wastage
• If enough precaution is not taken,
explosive materials may risk the lives of
students

Learning Activities
In your own statement, describe any two
teaching strategies that in your own assessment
are useful in teaching subject areas