Teaching Methods and Strategies
Prepared by:
Jenevel I. Intero

Classification of teaching method
Direct Approach Indirect Approach
• Makes use of expository strategies
• Aimed at mastery of knowledge
and skills
• Teacher-oriented
• Direct transmission of information
from teacher
• Teacher-controlled
• Highly structured
• Content-Oriented
• Learner is passive, receives ready
information from the teacher
 Makes use of explanatory strategies
 Aimed at generating knowledge
from experience
 Learner-centered
 Students search information with
teacher supervision
 Learner-controlled
 Flexibly organized Experience-oriented
 Learner is active in search of
information

A. DIRECT INSTRUCTION APPROACH
1. Deductive Method
- process of teaching that starts with a rule or general
statements that is applied to specific cases/examples.
When to use:
When the students are asked to test a rule or further
develop it, to answer questions or to solve problems by referring
to laws, principles and theories.

Steps:
I. Statement of the Problem – Teacher tells what the problem
is.
II. Statement of the Generalization – Recall of rule/
principles/ generalization that may help solve problems
identified.
III. Apply the rule/ Inferring – looking for the principle/ rule/
generalization that fits the solution of the problem.
IV. Verification – Establishing validity using inferences/
materials. Try out the rule using other example.

A. DIRECT INSTRUCTION APPROACH
2. Showing Method/ Direct Method
- a teacher-centered strategy that uses teacher
explanation and modelling combined with students practice
and feedback to teach concepts and skills.
Steps:
I. Introduction: review of prior learning
II. Presentation: explaining the new concept/
modelling the skills.
III. Guided practice with necessary feedback:
practice exercise s to firm up learned skills.
IV. More practice of the skill on concepts
learned for retention and transfer.

A. DIRECT INSTRUCTION APPROACH
3. Expository Method/ Didactic/ Lecture Method
- telling method where facts, concepts,
principles and generalization are stated, presented,
defined, interpreted by the teacher and followed by
the application or testing of these concepts,
principles, and generalization in new examples
generated by the students.

When to use:
 When there is an immediate need of a relevant information
to make the students understand a part in the lesson.
 When information is not available and time can be saved by
the teacher directly telling it.
 When an idea or principle can be learned only by
explanation.
 When the source material is not available.

Steps:
I. Planning
 Identifying goals
 Diagnosing students background
 Structuring activities
 Preparing advance organizers
II. Implementing
 Introduction
defining the purpose of the lesson, sharing of objectives
and overview to help students see the organization of the
lesson.

Presentation
-- Defining/explain major ideas
- Comprehension monitoring, determining whether or not the
student understand concepts and ideas.
- integration: exploring, interconnections between important
ideas
- Review and closure

Steps Expository teaching of
Concepts
Expository Teaching
(Principles and
Generalization)
Step 1 Teacher presents concepts
and definition.
Teacher states rules,
generalization, principles
Step 2 Teacher presents and links
concepts with related higher
concepts.
Teacher explains concepts with
in a principle or generalization
Step 3 Teacher presents positive and
negative example.
Teacher presents positive and
negative examples
Step 4 Students classify examples as
either positive or negative.
Students classify and explain
examples, either positive or
negative
Step 5 Students provide additional
examples
Students provide additional
examples.

Techniques:
1. Outlining technique
- a cognitive framework in which subject matter is
presented from broad topic to sub-topics. Hierarchy of
ideas developed from complex to simple.
2. Component technique
- Organization of ideas from small to large. It involves the
process of synthesis.
3. Sequential technique
- the most effective cognitive framework around which the
whole lecture revolves. Logical presentation of ideas.

4. Relevance technique
- presentation of central thought or the singular idea.
- giving all impression about this idea
- separating the correct impression from the incorrect
- concentrating the lecture on the explanation of the
correct impressions.
5. Transitional technique
- presents an in-depth treatment of particular topic
- it aims to expand and provide different but acceptable
perspective about the subject of the lecture.

A. DIRECT INSTRUCTION APPROACH
4. Demonstration Method
- refers to tell and show method. It is usually performed
by a teacher or trained students while the rest of the
class become observer.
When to use:
 when process is significant but apparatus needed is limited.
 when the school lacks facilities for every students.
 When equipment is sophisticated, expensive and dangerous.
 When lesson requires skill in investigative procedure or technical
knowhow.

Steps:
I. Preparation
 Motivation
 Identify objectives/ problems/ procedure
II. Explanation of Concepts, Principles, Process, theory, etc.
III. Demonstration of Concepts, process by the teacher while
students closely observe
IV. Discussion of students observation
V. Verification/ justification/ conclusion

Techniques:
1. Teacher-directed technique
- Teacher does the demonstration especially when there is
only one set of material available, making it possible for
students to work on, when the activity requires the handling
of harmful materials and delicate, fragile equipment.
2. Student-directed
- The most capable students demonstrate with the teacher’s
guidance while others are observing
3. Teacher-student directed
- Teacher does the demonstration with the students handling
the materials over the teacher.
4. Resource speaker-directed
- An invited speaker act as a demonstrating teacher.

A. DIRECT INSTRUCTION APPROACH
5. Concept Teaching Method
- a methodology that help the students learn
how to get and identify facts and information, help
them identify the concepts and the sub-concepts and
formulate sub generalization, stresses cognitive
learning acquisition of knowledge, categorization of
content. The teacher help the learners gather
sufficient date to enable them to form generalization.

1. Concept Attainment
Focuses on teaching students the concepts that the
teacher has selected for study.
Steps:
- introduce the concept by name
- present example
- introduce non-example
- present a mixture of example and non-example and ask
question which are the correct examples
- ask students to define the concepts
- ask the students to find other examples of the concept

2. Concept Formation Method
Focuses on the process of concept development/
thinking skills development
Steps:
- Teacher provides a stimulus in the form of a
question or problem
- pupils provide a number of answer and categorize
them
- pupils label the categorized responses

A. DIRECT INSTRUCTION APPROACH
6. Reporting Method
- aims to provide students with information in a
direct and uninterrupted manner.
Technique:
1. Unit or Morrisonian
- process of taking the contents of a particular subject as
a big blocks and not as isolated and fragmentary bits of
information
- aims to approach topics as organized and integrated
body showing relevance and cognitive relationship
- the teacher assign the unit/ chapter as the class activity.

Steps:
a. Exploration – teacher discover the prior knowledge / experiences of the
students through asking questions, giving tests, or in discussion about the
unit to eliminate repetitions of subject matter already learned.
b. Presentation – aims to give the students a birds-eye view of the entire unit. It
could be done through lectures, demonstration, maps, pictures, stories,
outlines, models, blackboard, exercise, etc.
c. Assimilation – the students absorb what have been presented by the teacher
, the teacher check the study habits of the students – asking question. It is an
opportunity for the students to develop the study habits such as outlining, use
of references materials, getting the gist of paragraphs.
d. Organization – cooperative outlining. It gives an opportunity for the teachers
to train the pupils in outlining. The children learn to organize their thoughts.
e. Recitation – the students presents their report to the whole class.

Technique:
2. Individual or Group Technique
3. Reading or Story Telling – reading from books or to
narrate their own experiences in relation to the
given topic.
4. Symposium – entails a lot of preparation and involves
certain complexity in the actual implementation.
More formal I its setting in which the students
prepare in advance discussion points representing
views of different people.
5. Schematic technique – it makes use of hardware’s of
instruction. The reporter uses the instructional
technology. These products of instructional technology
should be used as means rather than the end of
teaching.

The audio-visual devices serve several purposes
during the reporting like making an interesting
vivid and well done illustration of an idea.
Substantiating points, sustaining the interest of
the audience in the report and ensuring
permanency in learning.