TEACHING APPROACHES

Name No.MATRIC ProgrammeANNIE HII D20121058264 Agriculture Science

YADI SHI D20102040039 Mathematics

MUHAMMAD NAZMI

D20121058274 Agriculture Science

INTRODUCTION TO TEACHING APPROACHES

A teaching approaches comprises the principles and methods used for instruction. 

Commonly used teaching methods may include class participation, demonstration, recitation, memorization, or combinations of these.

 The choice of teaching methods to be used depends largely on the information or skill that is being taught, and it may also be influenced by the attitude and enthusiasm of the students.

Teacher- centered Student-centered

Focus is on instructor. Focus is on both students and instructor.

Instructor talks; students listen. Instructor models; students interact with instructor and one another.

Students work alone. Students work in pairs, in groups, or alone depending on the purpose of the activity.

Instructor monitors and corrects every student utterance.

Students talk without constant instructor monitoring; instructor provides feedback/ correction when questions arise.

Instructor chooses topics. Students have some choice of topics.

Instructor evaluates student learning. Students evaluate their own learning; instructor also evaluates.

Classroom is quiet. Classroom is often noisy and busy.

“ TEACHER-CENTERED” AND “ STUDENT-CENTERED”

As Thomas Shuell has said, student-centred teaching is built on the assumption that "what the student does is actually more important in determining what is learned than what the teacher does" (T.J. Shuell, “Cognitive Conception of Learning" (1986), 429 ). 

Therefore, as an important part of our learning and teaching approach, student-centred and active learning approaches should be emphasised to engage students in their learning.

TEACHING STRATEGIES  Lecture Active learning - Strategies that encourage students to think and learnt.  Critical thinking - Focusing, information gathering, referencing,   organizing, 

analyzing, integrating, and evaluation. Discussion      - An important element is the use of inquiry questioning to 

stimulate discussion and bring the forum to the highest levels. Cooperative learning - encourages small group of students to work together for the 

achievement of a common goal.

Mid-Course Assessment     - For the purpose of improvement. These range 

from very informal to highly formal.  Case-studies     - Providing an opportunity for students to apply 

what they learnt in the classroom in real-life experience.

    - It engages students in active discussion about issues and problems inherit in practical application.

 Questioning

TEACHING STRATEGIES

METHOD OF INSTRUCTION / TEACHING

Basically have 150 based on research

•Lecture by teacher (and what else can you do!)•Class discussion conducted by teacher (and what else!)•Recitation oral questions by teacher answered orally by students (then what!)•Discussion groups conducted by selected student chairpersons (yes, and what else!)•Lecture-demonstration by teacher (and then what 145 other techniques!)•Lecture-demonstration by another instructor(s) from a special field (guest speaker)•Presentation by a panel of instructors or students•Presentations by student panels from the class: class invited to participate•Student reports by individuals•Student-group reports by committees from the class•Debate (informal) on current issues by students from class•Class discussions conducted by a student or student committee•Forums•Bulletin boards•Small groups such as task oriented, discussion, Socratic•Choral speaking•Collecting•Textbook assignments•Reading assignments in journals, monographs, etc.•Reading assignments in supplementary books•Assignment to outline portions of the textbook•Assignment to outline certain supplementary readings•Debates (formal)•Crossword puzzles•Cooking foods of places studied•Construction of vocabulary lists•Vocabulary drills•Diaries•Dances of places or periods studied•Construction of summaries by students•Dressing dolls•Required term paper•Panel discussion•Biographical reports given by students•Reports on published research studies and experiments by students•Library research on topics or problems•Written book reports by students•Flags•Jigsaw puzzle maps•Hall of Fame by topic or era (military or political leaders, heroes)•Flannel boards•Use of pretest•Gaming and simulation•Flash cards•Flowcharts•Interviews•Maps, transparencies, globes•Mobiles•Audio-tutorial lessons (individualized instruction)•Models•Music•Field trips•Drama, role playing•Open textbook study•Committee projects--small groups•Notebook•Murals and montages•Class projects•Individual projects•Quizdown gaming•Modeling in various media•Pen pals•Photographs•Laboratory experiments performed by more than two students working together•Use of dramatization, skits, plays•Student construction of diagrams, charts, or graphs•Making of posters by students•Students drawing pictures or cartoons vividly portray principles or facts•Problem solving or case studies•Puppets•Use of chalkboard by instructor as aid in teaching•Use of diagrams, tables, graphs, and charts by instructor in teaching•Use of exhibits and displays by instructor•Reproductions•Construction of exhibits and displays by students•Use of slides•Use of filmstrips•Use of motion pictures, educational films, videotapes•Use of theater motion pictures•Use of recordings•Use of radio programs•Use of television•Role playing•Sand tables•School affiliations•Verbal illustrations: use of anecdotes and parables to illustrate•Service projects•Stamps, coins, and other hobbies•Use of community or local resources•Story telling•Surveys•Tutorial: students assigned to other students for assistance, peer teaching•Coaching: special assistance provided for students having difficulty in the course•Oral reports•Word association activity•Workbooks•Using case studies reported in literature to illustrate psychological principles and facts•Construction of scrapbooks•Applying simple statistical techniques to class data•Time lines•"Group dynamics" techniques•Units of instruction organized by topics•Non directive techniques applied to the classroom•Supervised study during class period•Use of sociometric text to make sociometric analysis of class•Use of technology and instructional resources•Open textbook tests, take home tests•Put idea into picture•Write a caption for chart, picture, or cartoon•Reading aloud•Differentiated assignment and homework•Telling about a trip•Mock convention•Filling out forms (income tax, checks)•Prepare editorial for school paper•Attend council meeting, school boar meeting•Exchanging "things"•Making announcements•Taking part (community elections)•Playing music from other countries or times•Studying local history•Compile list of older citizens as resource people•Students from abroad (exchange students)•Obtain free and low cost materials•Collect old magazines•Collect colored slides•Visit an "ethnic" restaurant•Specialize in one country•Follow a world leader (in the media)•Visit an employment agency•Start a campaign•Conduct a series•Investigate a life•Assist an immigrant•Volunteer (tutoring, hospital)•Prepare an exhibit•Detect propaganda•Join an organization•Collect money for a cause•Elect a "Hall of Fame" for males•Elect a "Hall of Fame" for females•Construct a salt map•Construct a drama•Prepare presentation for senior citizen group•Invite senior citizen(s) to present local history to class including displaying artifacts (clothing, tools, objects, etc.)•Prepare mock newspaper on specific topic or era•Draw a giant map on floor of classroom•Research local archaeological site•Exchange program with schools from different parts of the state•In brainstorming small group, students identify a list of techniques and strategies that best fit their class.- See more at: http://teaching.uncc.edu/learning-resources/articles-books/best-practice/instructional-methods/150-teaching-methods#sthash.WzpQBs09.dpuf

METHODS OF INSTRUCTION Explaining

Explaining, or lecturing, is the process of teaching by giving spoken explanations of the subject that is to be learned. Lecturing is often accompanied by visual aids to help students visualize an object or problem. Explaining may meet the needs of auditory or visual learning preferences[clarify] but often fails to meet the needs of individuals with other learning preferences[clarify], such as kinesthetic or social learners[clarify].[citation needed]

Demonstrating

Demonstrating is the process of teaching through examples or experiments. For example, a science teacher may teach an idea by performing an experiment for students. A demonstration may be used to prove a fact through a combination of visual evidence and associated reasoning.

Collaborating

Collaboration allows students to actively participate in the learning process by talking with each other and listening to other points of view. Collaboration establishes a personal connection between students and the topic of study and it helps students think in a less personally biased way. Group projects and discussions are examples of this teaching method. Teachers may employ collaboration to assess student's abilities to work as a team, leadership skills, or presentation abilities.[1]

Learning by teaching In this teaching method, students assume the role of teacher and teach their peers. Students who

teach others as a group or as individuals must study and understand a topic well enough to teach it to their peers. By having students participate in the teaching process, they gain self-confidence and strengthen their speaking and communication skills

COOPERATIVE LEARNINGAdvantagesHelps foster mutual responsibilitySupported by research as an effective techniqueStudents learn to be patient, less critical and more compassionate

DisadvantagesSome students don't work well this wayLoners find it hard to share answersAggressive students try to take overBright students tend to act superior

PreparationDecide what skills or knowledge are to be learnedRequires some time to prepare students to learn how to work in groups

BRAINSTORMINGAdvantagesListening Listening exercise that allows creative thinking for new ideasEncourages full participation because all ideas are equally recordedDraws on group's knowledge and experienceSpirit of cooperation is createdOne idea can spark off other ideas

DisadvantagesCan be unfocusedNeeds to be limited to 5 - 7 minutesStudents may have difficulty getting away from known realityIf not managed well, criticism and negative evaluation may occurValue to students depends in part on their maturity

PreparationTeacher selects issueTeacher must be ready to intervene when the process is hopelessly bogged down

DIRECT TEACHINGAdvantagesVery specific learning targetsStudents are told reasons why content is important - helps to clarify lesson objectiveRelatively easy to measure student gainsGood for teaching specific facts and basic skillsIs a widely accepted instructional method

DisadvantagesCan stifle teacher creativityRequires well-organized content preparation and good oral communication skillsSteps must be followed in prescribed orderMay not be effective for higher-order thinking skills, depending on the knowledge base and skill of the teacher

PreparationContent must be organized in advanceTeacher should have information about student prerequisites for the lesson

LECTUREAdvantagesFactual material is presented in a direct, logical mannerMay provide experiences that inspire - useful for large groupsMost efficient way to convey teacher spoken information

DisadvantagesProficient oral skills are necessaryAudience is often passiveLearning is difficult to determine as the lecture progressesCommunication is one-wayNot appropriate for children below grade 4

PreparationThere should be a clear introduction and summaryEffectiveness is related to time and scope of contentIs always audience specific; often includes examples, anecdotes

LECTURE WITH DISCUSSIONAdvantagesInvolves students, at least after the lectureStudents can question, clarify and challengeLecture can be interspersed with discussion or breaks as the content and time permit

DisadvantagesTime constraints may affect discussion opportunitiesEffectiveness is connected to appropriate questions and discussion; often requires teacher to "shift gears" quickly

PreparationTeacher should be prepared to allow questions during lecture, as appropriateTeacher should also anticipate difficult questions and prepare appropriate responses in advance

MULTIMEDIA (COMPUTER, INTERNET, CD, DVD, FILM)AdvantagesEntertaining way of introducing content and raising issuesInternet content easily updatedUsually keeps group's attentionCost effective way to obtain and disseminate contentMay provide opportunities for independent student investigation in a wide range of topics

DisadvantagesCan raise too many issues to have a focused discussionDistractions happen all too easilyStudents working independently can easily lose focus of lesson topicMost effective when followed by discussionDiscussion may not have full participation

PreparationTeacher must formulate rules and communicate them to studentsNeed to obtain and set up equipmentComputing skills required for some applicationsMost effective when teacher prepares for discussion after the presentation or activity

ROLE PLAYINGAdvantagesIntroduces problem situation dramaticallyProvides opportunity for students to assume roles of others and thus appreciate another point of viewAllows for exploration of solutionsProvides opportunity to practice skills

DisadvantagesSome students may be too self-consciousNot appropriate for large groupsCan be time consuming to set up and execute

PreparationTeacher has to define problem situation and roles clearlyTeacher must give very clear instructionsTeacher must have back up activities in case of problems

GAMESAdvantagesStudents are usually interested in and challenged by games Can provide opportunities for team member building skillsFeedback is usually easy to provide and is quickWhen used in direct relationship to a lesson objective, can provide a stimulating experience for all

DisadvantagesCan create in-group/out-group feelings Can demotivate those who are not competitive by nature Can create feelings of inadequacy in those not as skilled or forceful Can discourage creativity if the format is very rigid and the focus is strongly on winning

PreparationChoose relevant games at an appropriate level that can be reasonably expected to achieve the learning objectives Introduce the game and make the objectives clear Give clear and thorough directions Create a friendly versus cut-throat mentality; do not put down losers or allow others to do so Do not take sides or show partiality Keep a handle on things

SMALL GROUP DISCUSSIONAdvantagesAllows for participation of everyoneStudents often more comfortable in small groupsGroups can reach consensus

DisadvantagesNeeds careful thought as to purpose of groupGroups may get side tracked

PreparationNeeds careful thought as to purpose of groupGroups may get side tracked

CASE STUDIESAdvantagesDevelops analytic and problem solving skillsAllows for exploration of solutions for complex issuesAllows student to apply new knowledge and skills

DisadvantagesStudents may not see relevance to own situationInsufficient information can lead to inappropriate resultsNot appropriate for elementary level students

PreparationTeacher has to define problem situation and roles clearlyTeacher must give very clear instructions

DISCUSSION

AdvantagesPools ideas and experiences from groupEffective after a presentation, film or experience that needs to be analyzedAllows everyone to participate in an active process

Disadvantagespractical Not practicalwith more that 20 studentsA few students can dominateSome students may not participateIs time consumingCan get off the track

PreparationRequires careful planning by the teacher to guide the discussion toward the lesson objectiveRequires preparation of a question outline

WORKSHEETS AND SURVEYS

AdvantagesAllows students to think for themselves without being influenced by othersIndividual thoughts can then be shared in large group

DisadvantagesCan be used only for short period of time

PreparationTeacher has to prepare handouts

COMPUTER SIMULATIONSAdvantagesStudents can work independentlyAbundant selection of simulation software in many subjects, especially the sciences and social studiesEffects of decisions can be readily seen and evaluatedTransfer of learning to different subjects may be facilitated

DisadvantagesComputer software for simulations can be expensiveSome students may be easily distracted by the medium at the expense of the subject matterNot suitable for some subject matter areas such as mathematics

PreparationTeacher must make sure the simulation relates to a lesson or unit objectiveTeacher must have "plan B" ready in case the simulation is not as expected

INDEPENDENT STUDYAdvantagesLearning skills developed have impressive staying powerStudents can learn to increase the rate at which they understand new materialThere is a greater opportunity for transfer of learning to other subjectsIncreased opportunities for students to problem solve what is needed to learn intended content (prerequisites) Students may learn how to pace learning and thereby gain self-confidence

DisadvantagesDistractions are always a possibility -- requires self-disciplineAppropriate materials may not be available or accessibleNot appropriate for certain age groups such as students below grade four, or for highly complex subject matter such as physics, which require a good deal of explanation

PreparationDevelop plan to monitor and collect feedback about independent study activities for each studentProvide appropriate resources that are connected to the subject matter in questionProvide plan to provide feedback to students during the course of independent study

GUEST SPEAKERSAdvantagesCan provide a dynamic and engaging presenceCan personalize a topic to make it more interesting and/or chalengingOften breaks down an audience's stereotypes

DisadvantagesMay not be a good speakerCan inadvertently present information not appropriate for the age and maturity of the aduience

PreparationContact speakers and coordinateInterview speakers before making commitmentInform students about the speaker before the presentationMake an appropriate introduction

ICT AS A TOOL IN TEACHING

ICT defined as information and communication technology

(ICT) the hardware and software that enables data to be

digitally processed, stored and communicated. ICT can be

used to access, process, manage, and present information

model and control events, construct new understanding and

communicate with other.

The use of ICT in teaching mathematics can make the teaching process more effective as well as enhance the students’ capabilities in understanding basic concepts.

USING ICT IN TEACHING

As a “diverse set of technological tools and resources, ICT is used to communicate, and to create, disseminate, store, and manage information.”

These technologies include computers, the Internet, broad casting technologies (radio and television), and telephony.

THE BENEFIT OF USING ICT to help teachers create more 'learner-centric' learning

environments can be used to support change and to support/extend existing

teaching practice. for information presentation is of mixed effectiveness The use of ICTs help improve the quality of education Motivating to learn. Facilitating the acquisition of basic skills. Enhancing teacher training.

TEACHING APPROACHES IN MATHEMATICS Discovery Approach

Inquiry Approach

Demonstration Approach

Math-lab Approach

Practical Work Approach

DISCOVERY APPROACH

Discovery Learning is “International Learning”.

Both the teacher and the learner play active roles

in discovery learning depending upon on the role

that the teacher plays, this can range from

guided discovery (needs strict supervision) to

free or pure discovery (very little supervision

needed)

DEMONSTRATION APPROACHDemonstration Approach is a teaching strategy in

which the teacher engages “in a learning task other

than just talking about it”. The teacher’s role is to

“know and show” while that of the children is to

“listen and follow”. This approach is more effective if

used after a lesson has been presented through

discovery. It is more useful in strengthening

computational skills, but NEVER in presenting a new

concept.

MATH-LAB APPROACH

The Mathematics Laboratory Approach is a method of teaching whereby the learner in small groups work through an assignment/task card, learn and discover mathematics for themselves. The learners work in an informal manner, move around, discuss and choose their materials and method of attacking a problem, assignment or task.