Teaching Strategies, Techniques, Methods and approach.pptx

8/17/2019 Teaching Strategies, Techniques, Methods and approach.pptx

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I LOVE GREEN AND I CARE FOR MOTHER NATU


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Recap Yesterday we discussed thef!!wi"#$

%& Less" '!a" a"d its ty(es

)& 'arts f Less" '!a" *O+'EA,-& O./ecti0es 1ust .e +MART2 c"tai" at !

- d1ai"


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Game

Mechanic:

1 Correct Answer= 1 CCake


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How many Square do

you see?


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How many Squares do you

see?1 2

3 4 5

6 7 8

1!

%% %-

%3 Answer: 1"Squares


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TEACHING +TRATEGIE+2

TECHNI9UE+2 METHOD+AND A''ROACH'OLICAR'IO R& MALONDA

TC' ):%5 +UMMER CLA++


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#$%ecti&es:

;ith the aid f !ear"i"# 1ateria!s2t!s a"d eere"tiate a1"# a((raches2 1ethstrate#ies a"d tech"i


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't is not enou(h that a teacher

knows his su$%ect matter) whais important is that he must $e

a$*e to impart it proper*y

and e+ecti&e*y ,Garcia-1./.0


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hat is approachmethod3strate(y

and techniques?


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Tech"i<ue

Methd

A((rach

Ththte.adi>a"dis

a!tthre"

a"


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A''ROACH

• A" e"!i#hte"ed 0iew(i"t fteachi"#&

• 'r0ide su"d (hi!s(hy a"rie"tati" t wh!e (rcessteachi"#&

• E1.races the e"tire s(ectru


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A''ROACH

't is a set o4 princip*es- $e*or ideas a$out the nature o*earnin( which is trans*atedthe c*assroom


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Sa*ient 5oints

1A** approaches o4 teachin( are&iewpoints o4 teachin(- $ut not&iewpoints o4 teachin( areconsidered approaches o4

6eachin(2Se*ection o4 an 'nstructiona*

method is $ased on a (i&enapproach


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EXAMPLES OF TEACHING APPROACH

TEACHER?CENTERED LEARNER?CENTERED

+U@ECT?MATTERED CENTER LEARNER?CENTERED

TEACHER DOMINATED INTERACTIVE

B@ANING A''ROACH CON+TRUCTIVI+T

DI+CI'LINAL INTEGRATED

INDIVIDUALI+TIC COLLA@ORATIVE

INDIRECT2 GUIDED DIRECT


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•67ACH7R8C7967R7

A55R#ACH

6he teacher is percei&ed to $e the on*yre*ia$*e source o4 in4ormation in contrast tothe *earner8centered approach

•;7AR97R8C7967R7

A55R#ACH'n which it is premised on the $e*ie4 that

the *earner is a*so an important resource$ecause he3she too knows somethin( and isthere4ore capa$*e o4 sharin( somethin(


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•S7C6 MA667R8C7967R7

A55R#ACHSu$%ect matter (ains primacy o&er that o4 t

*earner

•67ACH7R #M'9A67 A55R#A

'n this approach- on*y the teachers &oice isheard He3she is the so*e dispenser o4in4ormation


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•'967RAC6'@7 A55R#ACH'n this approach- an interacti&e c*assroo

wi** ha&e more student ta*k and *ess teacheta*k Students are (i&en the opportunity tointeract with teacher and with otherstudents

•C#9S6R


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•A9'9G A55R#ACH6he teacher deposits know*ed(e into the

Bempty minds o4 students 4or students tocommit to memory

•'967GRA67 A55R#ACH't makes the teacher connects what

he3she teaches to other *essons o4 the samsu$%ect ,intradiscip*inary0 or connects

his3her *essons with other su$%ects thusmakin( his3her approach interdiscip*inaryand mu*tidiscip*inary


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•'SC'5;'9A; A55R#ACH

't *imits the teacher to discussin( his3her*essons within the $oundary o4 his3hersu$%ect

•C#;;A#RA6'@7 A55R#ACH

't wi** we*come (roup work- teamwork-partnerships- and (roup discussion


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•

'9'@'


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•'9'R7C6-G


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•R7S7ARCH8AS7 A55R#ACH

As the name imp*ies- teachin( and*earnin( are anchored on research Dndin(s

•H#;7 CH'; A55R#ACH6he *earnin( process itse*4 takes into

account not on*y the academic needs o4 the*earners- $ut a*so their emotiona*- creati&e-psycho*o(ica*- spiritua*- and de&e*opmenta*needs


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•M76AC#G9'6'@7 A55R#ACH6he teachin( process $rin(s the *earner

the process o4 thinkin( a$out thinkin( 6he

*earner reEects on what he *earned and onhis3her ways o4 *earnin(

•5R#;7M8AS7 A55R#ACH

As the name imp*ies- the teachin(8*earnin( process is 4ocused on pro$*ems6ime is spent on ana*yFin( and so*&in(pro$*ems


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+EC& 4 *E, RA %:4--

The curricu!u1 sha!! use (eda##ica!

a((raches such as constructi&ism

inquiry8$ased- reEecti&e-

co**a$orati&e- and inte(rati&


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'EDAGOGY

The teacher 1ust "w the !ear"i"sty!es f their stude"t t e>ecti0e

ad(t a((r(riate !ear"i"# strate#

+ir +i1" ca" discuss the sta#es research e0e" withut his .&


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A i"d f a((rach that is directed twardB1ea"i"#?1ai"# thery

a& I"te#rati0e A((rach.& Reecti0e A((rachc& C"structi0is1d& C!!a.rati0e


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6he teacher is percei&ed to $e the on*yre*ia$*e source o4 in4ormation

a& Teacher?Ce"tered A((rach.& Lear"er?Ce"tered A((rachc& +u./ect Matter?Ce"ter A((rachd& +e!e A((rach


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Methds+trate#

• Or#a"ied2 rder!y2 syste1awe!!?(!a""ed (rcedure&

• Directs a"d #uides the teacha c!ass acti0ities&


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Methds+trate#

't is a systematic way o4 dosomethin( 't imp*ies an or

*o(ica* arran(ement o4 stepis more procedura*


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BA thousand teachers-a thousand

methods-Chinese Pr

Acti&ity: orm a sma** (rou

discuss the 4o**owin( phras


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Acti&ity: i&ide the c*ass intwo- those who are in 4a&o

Group0 or a(ainst ,1 (roupmarita* se

• 5re8marita* se is part o4e&e*opmenta* Goa*s

• 're?1arita! is i11ra!


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Tech"i


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Classification

of Teaching

Methods

Group Students-Disc

Whole Class-Lecture

Cognitive-Reporting/

Affective-ro!ect Met

Direct

-Lecturing

-"il# Sho$ing

-"ield Trip

Colla%orated-Sociali&

Discussion

Student Monopoli&ed

'ndirect-la(ing Ga#es

-Group Role la(

-'n)uir( Training

-La%orator( Wor*s(cho#otor-Si#ula

Teacher Monopoli&ed

'ndividual-Modular

DivergentConvergent

+ature of Teaching- Learning Activit(

'nductive and Deduct


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Categories ofTeaching

Methods

'LDR'ADS'T

Lecture ,CSRT. Met-utlining,GS.

-Co#ponent ,SL.

-Se)uential,Log.-Relevance,M-a.

-Transitional,in-dpth.

'nductive and Deduct

Deductive Methodpp

Discussion ,S1DC'. M-S#all Group ,M0-'.

-Sociali&ed,20-ST.

-Direct 'nstruction ,Te0-"l$

-anel Discussion

-Recitation

-'ntervie$Reporting Method ,U'-Unit-Morrisonian

-'ndividual/Group

-Reading-Stor( Telling

-Sche#atic

-S(#posiu#

'nvestigarot(,LR"2.-La%orator(

-ro%le#-solving

-Research

-"ield stud(-20peri#enting

Activit( ,"DRS3D.-ro!ect

-"ield Trip

-Dra#ati&ation

-Role-pla(ing

-Si#ulation

-3rainstro#ing

-De%ate

De#onstration-Teacher-directed

-Student Directed

-Teacher and Student-directed

-Resource Spea*er

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Categories of

Teaching

Methods

Traditional ,TRTMT.-Te0*%oo*

-Rote-learning-Teacher "ull Directed

-Me#ori&ation

-The 1 0 4 0 5

'ntegrated ,LD"R'.-Lecture-discussion

-De#onstration

-"il# Sho$ing

-Reporting

-'nducive6deductive

Self-"acing ,M.-rogra##ed 'nstruction7#odules7 *its7 correspondece

-Master( Learning


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+tude"ts were assi#"ed t !i0e with c11uthey are studyi"# "& This (articu!ar tech"which is a((r(riate fr 1st!y 1ature "e

"w" asa& C11u"ity Outreach.& Fie!d +tudyc& Researchd& 'racticu1


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Teacher '! i"0ited - e=(erts t ta! a.ut at(ic& This tech"i


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;he" teachers fee! that they are .est surci"fr1ati"2 the .est 1ethd t c"sider

a& Lecture.& Discussi"c& Re(rti"#d& Acti0ity


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Assi(nment:

%& +tudy a"d Read a.ut ty(es f I"struct

Materia!s&

)& Vca.u!aries?L fr the 1ea"i"# f tf!!wi"# ter1s$ I"structi"2 Materia!s2Audi a"d Vide Visua!

-& Fi"d the si1i!aries a"d di>ere"ces fdi>ere"t ty(es f i"structi" 1ateria!s&


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o you want more


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e wi** ha&e it in ounet topic

Tha" YuJ

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Teaching Strategies, Techniques, Methods and approach.pptx

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