1.
TEACHING
APPROACHES AND
METHODS

2.
APPROACH
is a set of assumptions
that define beliefs and
theories about the nature of
the learner and the process
of learning.

3.
METHOD
is an overall plan for
systematic presentation of a
lesson based upon a
selected approach (Brown,
1994). Some authors call it
design.

4.
TECHNIQUES
are the specific activities
manifested in the classroom that
are consistent with a method and
therefore in harmony with an
approach as well (Brown, 1994).
Technique is referred also as a task
or activity.

5.
THE TEACHNG
APPROACHES OF
THE SUBJECTS IN
THE K to 12
CURRICULUM

6.
1. LEARNER-CENTERED
The choice of teaching method and
techniques has the learner as the
primary consideration – his nature,
innate faculties or abilities, how he
learns, his development stage,
multiple intelligences, learning styles,
needs, concerns, interests, feelings
and his home and educational
background.

7.
2. INCLUSIVE
No student is excluded from the
circle of learners. Everyone is “in”.
Teaching is for all students regardless
of origin, socio-economic status,
gender, ability, and nationality. No
teacher favorites, no outcast, no
promdi. In an inclusive classroom,
everyone feels he/she belongs.

8.
3. DEVELOPMENTALLY
APPROPRIATE
The tasks required of
students are within their
developmental stages.

9.
4. RESPONSIVE AND
RELEVANT
This means that your
teaching is meaningful. You can
make teaching meaningful if you
relate or connect your lessons
to your students’ daily
experiences.

10.
5. RESEARCHED-BASED
Teaching approach is more
interesting, updated, more
convincing and persuasive if it is
informed by research.
Integrating research findings in
your lessons keeps your
teaching fresh.

11.
6. CULTURE-SENSITIVE
You are mindful of the
diversity of culture in your
classroom. You employ a
teaching approach that is
anchored on respect for cultural
diversity.

12.
7. CONTEXTUALIZED AND
GLOBAL
You make teaching more
meaningful by putting your
lesson in a context. This context
maybe local, national and global.

13.
8. CONSTRUCTIVIST
You believe that students
learn by building upon their prior
knowledge. This prior
knowledge is called a schema.

14.
9. INQUIRY-BASED AND
REFLECTIVE
The core of the learning process is to
elicit student-generated questions. A test of
your effectiveness in the use of the inquiry-
based approach is when the students begin
formulating questions, risking answers,
probing for relationships, making their own
discoveries, reflecting on their findings,
acting as researchers and writers of research
reports.

15.
10. COLLABORATIVE
This teaching approach
involves groups of students or
teachers and students working
together to learn together by solving
a problem, completing a task, or
creating a product.

16.
11. INTEGRATIVE
An integrative approach can be:
a. Intradisciplinary – when the integration
is within one discipline.
b. Interdisciplinary – when traditionally
separate subjects are brought together so
that students can grasp a more authentic
understanding of a subject under study.
c. Transdisciplinary – is integrating your
lessons with real life.

17.
12. SPIRAL PROGRESSION
APPROACH
You develop the same concepts
from one grade level to the next in
increasing complexity. It is revising
concepts at each grade level with
increasing depth.

18.
13. MTB-MLE-BASED (Mother
Tongue-based Multilingual
Education)
Teaching is done in more than
one language beginning with the
mother tongue. The mother tongue
is used as a medium of instruction
from K to 3 in addition to it being
taught as a subject from Grade 1 to
3.

19.
RA 10533 – “Starts from
where the learners are and from
what they already know
proceeding from the known to
the unknown.”

20.
DIFFERENT METHODS OF TEACHING
1.Direct and indirect method
Direct Method - is teacher-dominated.
You lecture immediately on what you want
the students to learn without necessarily
involving them in the process.
Indirect method - is learner-dominated.
You give the student an active role in the
learning process.

21.
2. Deductive and inductive method
Deductive method – You begin your
lesson with a generalization, a rule, a
definition and end with examples and
illustrations or with what is concrete.
Inductive method – You begin your
lesson with the examples, with what is
known, with the concrete and with details.
You end with the students giving the
generalization, abstraction or conclusion.

22.
DEDUCTIVE AND DIRECT INSTRUCTION
Abstract, rule, definition, Experience, examples,
generalization, unknown details, known
INDUCTIVE AND INDIRECT INSTRUCTION
Experience, examples, Abstract, rule, definition,
details, known generalization, unknown

23.
WHICH IS THE BEST
METHOD?

24.
The best method is the
method that works, the method
that is effective, the method that
will enable you to realize your
intended outcome.

25.
The effectiveness of a method is
dependent on many factors
such as:
1.teachers’ readiness
2. learners’ readiness
3. nature of the subject matter
4. time allotment for a subject

26.
THANK YOU!