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Edu 3103 Learning and

the LearnerWeek 10

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1. Definition, Types and Principles of teachingapproaches

- Inductive, Deductive, Integrative, Eclectic- Thematic

2. Definition, Types & Principles of teachingstrategies

- Teacher-centred

- Pupil - centred

- Resource-based

- Task/Activity-based

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Teaching Frame

There are 4 levelsnamely models,approaches, strategies,

methods andtechniques

Methods & techniques

strategies

approach

models

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Teaching models

Frames or guides that can be made as apoint to explain the teaching and learningprocesses that are carried in a classroom

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Teaching Approach

A set of assumptions based on teachingmodels, theories or principles which are tobe implemented for a class lesson with the

aim to achieve the predetermined objectives

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Teaching strategy

Wisdom to choose a teaching approach aswell as the competency in organizingteaching methods and techniques for the

implementation of a lesson based on a pre-determined teaching and learning objectives

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Teaching methods

An organization and application of teachingtechnique, teaching materials, teaching aidsand supplementary materials by the teacher

with the aim of achieving the teaching andlearning objective

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Inductive Approach

Normally involves the activity of collecting, analyzing andinterpreting information grouped together and then arrivesat a certain concept or generalization

A teacher usually begins the lesson by introducing a few

specific examples that contain common attributes orcharacteristics.

Based on the examples given, students are guided tostudy, analyze, interpret and to abstract the commoncharacteristics contained in each of the specific examplesand then derive a certain concept or generalization

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B. Seaton (1982): A mental process wherebya student observes certain events to comeup with a generalization.

Specific

examples

To observe,study, ascertain,

interpret

Derivegeneralization,

concept,principles, law

Gold fish,tadpole,shark

Use gills

to breathe Fish and othercreatures live in

water use Gills to breathe

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Principles of Inductive Teaching

Examples must be relevant and suitable

Teacher guides students to drawconclusion.

Teacher gives opportunity to students toobserve and analyze the examples so thatmaking generalization takes place

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Principles of Inductive Teaching

Teacher plans teaching activities thatincorporate specific examples to makegeneralization or conclusion.

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Application: In Science (Magnet)

Students are given a heap of materials

(paper clips, eraser, plastic button, nails,money, pencil, thumb tacks, plastic ruler andmetal ruler)

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Students are given magnet and do experimentwhich material will be attracted to the magnet.

After the activity, students and teacher discuss on

characteristics of the materials that are attractedto the magnet. Finally, students are asked to draw conclusion in

sentences about their experiment

Student will draw conclusion that magnet willattract materials made from metalTeacher finishes the lesson by emphasizing the

generalization made in a graphic or visualpresentation

The graphics and conclusion will help student tofocus on the lesson

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Deductive Approach

Formation of concept using deductive approachbegins with the concept that are already acquiredto produce a new concept by means of logical

reasoningThis approach is also used to obtain new formula,

principle, conclusion or generalization based onformulae, principles, laws, theorems or rules whichhave been learned

In teaching, the DA begins using one or severalformulae, principles, laws or theorems tocomprehend, interpret or solve certain specific butrelated problems

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Deductive method is a complex teachingmethod because students need to have a

profound understanding and sufficientknowledge as well as the ability to selectthe relevant formulae, principles, laws,

theorems or rules which have beenlearned so as to apply them on thespecific examples.

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Formulae,principles

or ruleswhich have

beenlearned

Deductivemethod

Application of formulae,principles, theorems

or rules

To derive newformulae, principles

, theorems or rules

Area ofrectangle= l x b

Area ofhalf of

rectangle = l x b2

Area oftriangle

=1/2 x l x b

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Using the example of magnet, the teacher willtell that magnet can attract certain objects i.e.

metalTeacher will explain the concept of attraction

and pose the question : Will magnet attractpencil? Discussion will be done with some

experiments whereby teacher gives students amagnet and ask them whether objects in theclassroom are attracted to the magnet

At the end of the discussion, teacher and

students draw conclusion that magnet onlyattracts metal object based on the experimentand examples in the classroom

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Eclectic Approach

This approach is basically an alternativecombination of inductive and deductiveapproaches used for formation of concepts,

principles, theorems, laws, formulas ortheories

Suitable for the classroom with students ofmixed abilities where at times, inductiveapproach works and deductive at othertimes

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E.g. Teacher starts with examples

followed by generalization. Teacher canend the lesson by giving examples toconsolidate laws and generalization

(Inductive). Or teacher can start withrules or generalization followed byexamples and end by explaining aboutlaws again (deductive)

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This approach is commonly used inteaching Mathematics and Science where

both approaches are used alternatively toform concepts, principles, theorems, lawsor formulae which are to be used for

application in problem-solvings

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Mathematics

Inductive deductive

2x3=6

3x2=6 application

4x5=20 axb=bxa10x5=5x10

5x4=20

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Science

Inductive Deductive

Fish ApplicationCat

Bird Animals

Dog with backbone(vertebrate) duck

hen

goatcow

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Integrated Learning

Phase 1: Describing

Phase 2: Comparing

Phase 3: ExplainingPhase 4: Hypothesis

Phase 5: Making generalization

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Integration means fusion or combinationof skills or contents from one or more

than one subjects into another subjectIn the Primary School Integrated

Curriculum (KBSR), teaching is done inintegration of several skills

Example: Students are taught throughthe integration of 4 skills i.e. reading,writing, speaking and listening; content

knowledge from certain topic can beintegrated into another subject duringthe process of learning

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Reading skillRead &

understanda Mathematical

problems

Writing skillWrite down

thesolution steps

Counting skillCalculatethe answer

Verbal skill

Explainverbally

theanswer obtained

Language skills Mathematic skills

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Thematic approach

Teaching using theme

Theme is broken into smaller components

Enable students to analyze, make generalization

and apply knowledge Enable students to combine many facts under one

theme

Enable students to have different experience fromdifferent situation

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Purpose of thematic approach:

1. Strategy is students centered

2. Based on theme3. Students active involvement in thematic

teaching

4. Cohesiveness

5. Skill activities are combined to increasestudents potential

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Principles of thematic approach

1. Theme chosen must be suitable to the

interest , ability and experience of students2. Theme should be related to daily life of

students

3. Theme should have wide scope and coversvarious fields

4. The sequence of theme is in order/systematic

5. Activities based on theme covers different

fields in curriculum

6. Development of theme should ignite ideas

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Steps in implementation of Thematicapproach

1. Choose 1 theme

2. Build plan network

3. Choose materials

4. Plan activities

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Teaching & Learning Strategies

Teachers centered

Students centered

Resource centeredTasks@ activates centered

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Teachers Centered Strategy

Teacher controls all the teaching and learningactivities in the classroom

Teaching is based on expository teaching model

Methods of teaching: whole-class teaching,demonstration, lecture, story telling

Teacher talks a lot; students sit quietly and listen

a lot

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Characteristics of Teacher-Centered Strategy:

1. Teacher plays primary and active role;students play passive role as listeners oraudience

2. One-way interaction and communicationbetween teacher and students

3. Autocratic teaching style4. Teaching strategies planned according to

teaching objectives only

5. Emphasize only on the learning of subject

matter and skills rather than to foster noblevalues or socio-emotional development

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6. Emphasize on the pupils achievement intests and examination

7. Passive interaction with very limitedsocial interaction and communicationamong pupils

8. Emphasize on the whole classorganization, adopt whole class teachingmethod and ignore individual differences

9 Pupils become less creative and are notencouraged to take their own initiativeto learn

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Pupil-Centred Strategy

Students play a primary role in the learningprocess

Pupils are encouraged to take active part inlearning; teacher plays a facilitating role and

guide the pupils to learn either individually orin small group

Most of the learning time will be allotted forpupils activities

Methods of teaching are individual learning,group activity, inquirydiscovery, discussion,brainstorming, simulation, role play andproblem solving

h f l d

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Characteristics of Pupil-Centered Strategy1. Students primary role in the learning process;

teacher as facilitator guiding students to

learn either individually or in small group2. Interaction and communication processbetween teacher and students is two-way i.e.teacher applies facilitating techniques toguide pupils to response

3. Teacher practices democratic reaching styleand pupils are encouraged to air theiropinion thorough discussion

4. Emphasize on the achievement on the

learning objectives of the pupils5. Emphasize on the overall development of

students potentials

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6. Emphasize on the formative test to ascertainpupils weaknesses in learning

7. Interaction process among students are manyto foster social skills and noble values

8. It places importance in carrying out students

activities in small groups9. Emphasizes on the organization of group

activities according to individual difference

10. People tend to be more innovative and

creative and take their own initiative to learn

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Material-Centered Strategy

Emphasize the use of teaching and learningmaterials during the teaching and learning process

Teaching materials used as teaching aids are

chart, maps, specimens, model, film slides, radio,tape recorder, projector, television, video andcomputers.

Teacher are able to present the lesson effectivelyand in an intersecting manner

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Learning materials are material used bystudents such as text book, work sheets,printed materials, modules, laboratory

apparatus and computer

Teaching methods: audio-visual method usingtape recorder, projector, television and video,

programme instructional teaching usingcomputer and software and modular teachingusing printed materials; experiential methodsusing laboratory apparatus; inquiry-discovery

using science apparatus, demonstration usingcharts, diagram

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Applications of materials-centered strategyinvolve teacher-centered strategy. E.g. a

teacher may use teaching aids to demonstrateor explain a certain teaching activity

Some of the applications of material-centeredstrategy involve students-centered strategy.

E.g. when using teaching methods such asinquiry-discovery, problem solving or projectmethods, pupils need to use learning materialsto perform, investigate and study to carry outtheir learning activities or assignments

Characteristics of Material-Centered

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Characteristics of Material CenteredStrategy

1. Teacher and students need teaching

and learning materials to optimizeteaching and learning inside andoutside the classroom

2. Provide opportunity for interaction andcommunication among the teacher,students and teaching aids

3. The skills of using teaching and

learning aids play the primary role toachieve the pre-determined objectives

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5. Emphasizes on the overall development of thepupils potentials, especially development ofcognitive, physical, emotional and socialaspects

6. With teaching aids, teachers will be able topresent the lesson clearly, accurately and in aninteresting manner

7. With learning aids, pupils will be able todevelop their manipulative skills, and fosterwith positive attitude in group activities

8. This strategy provides opportunity for

meaningful teaching and learning experiences,whereby abstract knowledge and skills areacquired through concrete practical expereices

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Task-Based Strategy

Based on learning activities that are planned bythe teacher for pupils, to carry a certain task. Asthese learning activities required teaching andlearning materials, it is closely related with

material-centered strategy as well as pupil-centered strategyTeaching methods and activities under this task-

based strategy are role play, drama, project suchas model making, discussion such as debate and

brainstorming, and other assignment activities