Approaches, Methods

and Techniques in
Teaching EPP
 Te a c h i n g A p p r o a c h , S t r a t e g y, M e t h o d a n d
Te c h n i q u e
Teaching Approach Teaching Strategy Teaching Method Teaching Technique

It is a set of It is a long term It is a systematic It is a well-defined

principles, beliefs, plan of action way of doing procedure used to
or ideas about the designed to something. It accomplish a
nature of learning achieve a implies an orderly specific activity or
which is translated particular goal. logical task.
into the classroom. arrangement of
steps. It is more
procedural.

An approach gives rise to a strategy which may use more than one method of teaching. One teaching method
may be employed differently by two different teachers whose teaching style may lead to the use of different
techniques. Techniques has something to do with teacher’s personal style of teaching
01 Te a c h i n g A p p r o a c h e s
Te a c h i n g A p p r o a c h e s
Teacher Centered Approach
01 the teacher is perceived to be the only reliable source of information in contrast to
the learner centered approach.

Learner Centered Approach

02 In which it is premised on the belief that the learner is also an important resource
because he she too knows something and is therefore capable of sharing
something.

Subject Matter Centered

03 subject matter gains primacy over that of the learner.

Teacher Dominated Approach

04 In this approach, only the teacher’s voice is heard. He/she is the sole dispenser of
information.
TEACHING APPROACHES
Interactive Approach
05 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 with
other students.
Contructivist Approach
06 The students are expected to construct knowledge and meaning out for what they
are taught by connecting them prior experience.

Banking Approach
07 The teacher deposits knowledge into the “empty” minds of students for students to
commit to memory.

Integrated Approach
08 It makes the teacher connects what he/she teaches to other lessons of the same
subject(Intradisciplinary) or connects his/her lessons with other subjects thus
making his/her approach interdisciplinary and multidisciplinary.
TEACHING APPROACHES
Disciplinal Approach
09 It limits the teacher discussing his/her lessons within the boundary of his/her
subject.

Collaborative Approach
10 It will welcome group work, teamwork, partnerships, and group discussion.

Individualistic Approach
11 It wants the individual students to work by themselves.

Direct Teaching Approach

12 The teacher directly tells/shows or demonstrates what is to be taught.

Indirect, Guided Approach

13 The teacher guides the learner to discover things for himself/herself. The teacher
facilitates the learning process by allowing the learner to be engaged in the
learning process with his/her guidance.
 Te a c h i n g M e t h o d s
02
 D e m o n s t r a ti o n M e t h o d
the teacher or an assigned student or group shows how a process is
done while the students become observers. This method is
employed inpresenting lesson that use sophisticated equipment
and technical know-how. The demonstrator is knowledgeable in
preparing the materials needed according to the steps to be followed.
The rest of the class becomes focused on the activity and
concentration on the subject is assured.
A D VA N TA G E S

The demonstration method follows a systematic procedure

The use of expensive equipment and machines will be maximized.

Possible wastage of time, effort and resources will be avoided since the
demonstration is supposed to be well planned in advance.

It will not result to trial and error learning as what happens with unplanned
learning activities
.
The findings are reliable and accurate since the procedure has been tried before.

The value of confidence is developed among the demonstrators for such hands
on demonstration.

Curiosity and keen observing ability are instilled among the observers.
 FIVE ESSENTIAL STEPS IN THE
D E M O N S T R AT I O N P E R F O R M A N C E M E T H O D
Exploration Phase
giving explanation that are more comprehensive and are
aligned to the lesson’s objective.

Demonstration Phase
showing the needed steps with accuracy to help
students to develop the skills.

Student Performance Phase

return the demonstration of the learners is required to
practice the skills demonstrated by the teacher.

Instruction-Supervision Phase
provision for enough time to do

Evaluation Phase
learners display whatever they have done.
 Hands on Learning
A form of education in which children learn by doing. Instead of
simply listening to a teacher or instructor lecture about a given
subject, the student engages with the subject matter to solve a
problem or create something
B e n e fi t s o f H a n d s o n L e a r n i n g

01 02 03 04
It is a more It can lead to It can offer It often results in
engaging way increased practice in a physical
to learn retention problem solving creation
and critical
thinking
B e n e fi t s o f H a n d o n L e a r n i n g A p p r o a c h

 More program material is retained.

 SImulated Learning is an engaging environment.
 A hands on learning environment develops critical thinking skills.
 Real-world experienceand knowledge from an instructor can go a long
way.
 Use of materials and equipment used on the job.
 C o o p e r a ti v e L e a r n i n g
It is a process of breaking a classroom of students into small
groups so they can discover a new concept together and help
each other to learn.
 Basic elements that allow successful
small-group learning
1. Positive interdependence
Students feel responsible for their own and the group's effort.

2. Face-to-face interaction
Students encourage and support one another; the environment
encourages discussion and eye contact.

3. Individual and group accountability

Each student is responsible for doing their part; the group is
accountable for meeting its goal.

4. Group behaviours
Group members gain direct instruction in the interpersonal, social, and
collaborative skills needed to work with others occurs.

5. Group processing
Group members analyse their own and the group's ability to work
together.
 Project Method
The project method is a teacher-facilitated collaborative approach in
which students acquire and apply knowledge and skills to define and
solve realistic problems using a process of extended inquiry.

This method is based on the philosophy of Pragmatism and the

principles of Learning by doing. In this strategy students perform
constructive activities in natural condition.
CHARACTERISTICS OF PROJECT METHOD
1. It takes the student beyond the walls of the classroom. It is carried out in a natural setting,
thus making learning realistic and experiential.

2. It encourages investigative learning and solution of practical problems.

3. It is focused on the student as it enlists his/her active involvement in the task set.

4. It encourages the spirit of scientific enquiry as it involves validation of hypotheses based on

evidence gathered from the field through investigation.

5. It promotes a better knowledge of the practical aspects of knowledge gained from books.

6. It enhances the student’s social skills, as it requires interaction with the social environment.

7. Teacher plays a facilitative role rather than the role of an expert.

8. It allows the students a great degree of freedom to choose from among the options given to
them; hence it provides a psychological boost.

9. It encourages the spirit of research in the students.

Types of Project

Individual Simple and

Group Complex
and Social
Projects Project
Projects

Every students solve The problem is The students are

the problem in their solved by the group of completing only one
own according to their student in the class. work at a time. It gives
interest, capacity, Here the social, the deep information
attitude and needs. citizenship qualities about the project in
and synergism are one angle.
develops.
According to Kilpatrick there are four types
of projects

01 02 03 04
Constructive Aesthetic Problematic Drill Project
Project Project Project
Steps of Project Method

Creating Situation

Selection of the Problem

Planning

Execution

Evaluation

Reporting and Recording

ADVANTAGES
1. It helps in developing social norms and social values among the learners
2. It provides invaluable opportunities for correlation of various elements of the
subject matter and for transfer of training or learning.
3. It helps in growing knowledge very effectively as a result of their close
cooperation on social participation in the spirit of democracy.

DISADVANTAGES
4. The project cannot be planned for all subjects and whole subject matter cannot
be taught by this strategy.
5. It is not economical from the point of view of time and coast.
6. It is very difficult for a teacher to plan or to execute the projects to the learners
and supervise them.
 I n s t r u c ti o n a l M o d u l e s
it is a self-contained unit that focuses on a specific learning goal or instructional
focus. It usually contains documents, multi-media experiences, discussion boards
and information for the student and groups to use.
Characteristics
 It should be independent
 Self-contained
 Self-instructional
 Well defined
 Clearly defined objectives
 Concern individual differences
 Systematically organized learning opportunities
 Utilization of variety of media
 Active participation by learner
Components of Module
 Title – the title should be clear
 Background – Introduction
 Overview – the overview introduces the learner to the theme of the module, its
purpose, organization and uses.
 Instruction to the users – to provide clear instruction to the learner as to how
he should proceed, and what he has to do after each step.
 Pre Test – A pretest is given at the beginning
 Objectives – the Instructional objectives of the module should be clearly stated.
 Learning Activities – enable the learner to develop behavior in predetermined
direction.
 Formative test – are given at the end of each learning unit.
 Summative Evaluation –It is done with the help of posttest.
ADVANTAGES
1. It establishes a system of assessment other than marks or guide.
2. Modules can be administered to single use, small group or large group
3. It is more appropriate to mature students.

DISADVANTAGES
4. Modules are economical in their use
5. Appropriate only for matured students
6. Time consuming
7. This methods demands smart classrooms
THANK YOU