Date post: | 22-Jan-2017 |
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Guided / Exploratory Approach
Group 2 EDUC 112 F
1. Inquiry Approach
1. Inquiry Approach • Sometimes termed as “discovery,” “heuristic” and “problem solving”
• Obtaining information through direct experiences
• The teacher guides the students as they explore and discover.
• This allows some degree of freedom, thus the children develop initiative and divergent thinking.
• This approach affords them a good chance to pursue their own learning methodologies and in the long run build on their own learning styles.
• A deep sense of responsibility is developed
• Facts and concepts that children discover by themselves become stored as part of their permanent learning.
• Builds up children’s feeling of confidence
• Strengthens one’s intellectual capabilities
2. Problem Solving Method
2. Problem Solving Method• A teaching strategy that employs the scientific method in searching for information
• (1) sensing and defining the problem, (2) formulating hypothesis, (3) testing the likely hypothesis by observing, conducting an experiment, collecting and organizing data
• Used most often in science and mathematics classes
• Students are trained to be sensitive to any puzzling situation or to any difficult situation that needs to be solved.
• Serves as a strong motivation
• Develops higher level thinking skills, responsibility, originality and resourcefulness, critical thinking, open-mindedness, and wise judgment (much-needed ingredients for independent study)
• Students become appreciative and grateful for the achievement of scientists.
• The students learn to accept the opinions and evidence shared by others.
3. Project Method
3. Project Method• A teaching method that requires the students to present in concrete form the
results of information gathered about a concept, principle or innovation
• Data can be organized and presented in the form of a model, a dramatization or any visual illustration
• The project may be a task or a product.
• Emphasizes “learning by doing”
• Students become resourceful and innovative.
• Adds to one’s feeling of accomplishment and satisfaction
• Develop the spirit of cooperation and sharing of ideas in group projects
• Students become productive and enterprising.
4. Metacognitive Approach
4. Metacognitive Approach• “meta” means beyond
• An approach that goes beyond cognition; makes students think about their thinking
• Making students conscious of their thought processes while they are thinking
• Effective problem-solvers subvocalize; that is they talk to themselves frequently
• Another example is to have our students describe what is going on in their mind.
• THINKING ALOUD SIMPLY MEANS SAYING ALOUD WHAT YOU ARE THINKING. THAT’S ALL!
5. The Constructivist Approach
5. The Constructivist Approach• Views learning as an active process that results from self-constructed meanings
• A meaningful connection is established between prior knowledge and the present learning activity
• Every individual constructs and reconstructs meanings depending on past experiences. They continue reflecting and evaluating accumulated knowledge with an end view of constructing new meanings.
• The absorption or assimilation of knowledge is somewhat personal and therefore no two learners can build up the same meaning out of one situation.
• Reflection is an important activity wherein the learner recaptures an experience, thinks about it and evaluates it.
6. Reflective Teaching
6. Reflective Teaching • Anchored on the ability of the teacher to guide students to reflect on their
own experiences in order to arrive at new understandings and meanings
• According to Dewey, reflective teaching is “behavior which involves active, persistent and careful consideration of any belief or practice.”
• Involves a thoughtful analysis of a teacher’s actions, decisions and results of teaching
• Teacher’s ethic of caring – ethically bound to understand one’s students
• (1) confirmation, (2) dialogue, and (3) cooperative practice
7. Cooperative Learning Approach
7. Cooperative Learning Approach• Makes use of a classroom organization where students work in groups or teams to help
each other learn
• Two important components, namely:
• A cooperative incentive structure – one where two or more individuals are interdependent for a reward
• A cooperative task structure – a situation in which two or more individuals are allowed, encouraged or required to work together on some tasks, coordinating their efforts to complete the task
• Teams are made up of mixed abilities – high, average and low achievers.
• Develops skills of cooperation and collaboration, friendliness, willingness to assist and the more worthwhile value of caring and sharing
• Promotes maximum generation and exchange of ideas, tolerance and respect for other people’s points of view
8. Peer tutoring / Peer teaching
8. Peer tutoring / Peer teaching• It is said that “the best way to learn something is to teach it.”
• Learning with the help of a classmate tutor who belongs more or less to the same age group
• Make students teach other in a “Pair, Think, Share!” manner.
• Commonly employed when the teacher requests the older, brighter and more cooperative member of the class to tutor other classmates
• Tutoring arrangement may be in any of the following:
• Instructional tutoring – older students help younger ones
• Same age tutoring
• Monitorial tutoring – the class is divided into groups and monitors are assigned to lead each group
• Structural tutoring – administered by trained tutors
• Semi-structured tutoring
9. Partner learning
9. Partner learning• Learning with a partner
• Assigning “study buddy”
Guided / Exploratory Approach1. Inquiry Approach
2. Problem Solving Method
3. Project Method
4. Metacognitive Approach
5. The Constructivist Approach
6. Reflective Teaching
7. Cooperative Learning Approach
8. Peer tutoring / Peer teaching
9. Partner learning