Methods and Techniques: The K-12 Approach
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This document discusses approaches, methods, and techniques used in K-12 education. It defines approaches as theoretical views of learning that influence teaching methods. Methods are lesson planning strategies like lectures or labs, while techniques are specific classroom activities like role playing or debates. The document outlines learner-centered, inclusive, and developmentally appropriate approaches for K-12. It also describes methods like Community Language Learning and Suggestopedia, as well as techniques like Think-Pair-Share and What's My Rule?. The conclusion emphasizes that the effectiveness of methods depends on factors like the teacher, students, and subject matter.
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Methods and Techniques: The K-12 Approach
- 2. Methods and Techniques: The K-12 Approach Mr. Butch Stephen C. Duay
- 8. APPROACH Way of looking at learning and teaching Theoretical view of how things can be learned Gives rise to methods, way of teaching and use of teaching activities.
- 9. Examples of Approach Teacher-centered approach Teacher-dominated approach Subject-matter centered approach Learner-centered approach
- 10. METHODS Management strategy A plan Systematic presentation of a lesson Design
- 11. Examples of Methods Recitation Socratic Method Laboratory Demonstration Lecture
- 12. TECHNIQUES Specific activities A task Tool for achieving learning goals Actual teaching What really happens in the classroom
- 13. Examples of Techniques Role playing Case studies Think-pair share Peer teaching Debates What’s my rule?
- 14. Approaches in the K-12 Curriculum Learner-centered Inclusive Developmentally appropriate Relevant and responsive Research-based Culture-sensitive Contextual and global
- 15. Constructivist Inquiry-based and reflective Collaborative Integrative Spiral progressive MTB-MLE based Approaches in the K-12 Curriculum
- 16. Learner-centered Teachers should consider the following: Their nature Innate abilities Learning skills and styles Developmental stage Multiple intelligences Needs Concerns Interest Feelings Family background
- 17. Inclusive No student is excluded in the learning circle. No favouritism No outcast No promdi Teacher is for all students. “If you are inclusive in approach, you are truly learner- centered”
- 18. Developmentally appropriate Tasks within their developmental stages From simple to complex, respective of the grade level. “Observing developmental appropriateness is another way of expressing learner- centeredness.”
- 19. Responsive and Relevant Connect the lessons to the student’s daily experiences. Making your teaching meaningful. No to meaningless “mile-wide-inch-deep teaching”. No to “teaching-to-the-test”.
- 20. Research-based Integrate research findings in your lessons. Make your lesson more interesting, updated, more convincing and persuasive.
- 21. Culture-sensitive Respect for cultural diversity Learners have varied cultural experience Don’t judge one culture as superior than the other. Be less judgmental, more understanding and empathetic with your students.
- 22. Contextualized and Global Put your lesson in a context. Contextualized teaching means exerting effort to extend learning beyond the classroom into relevant contexts into the real world. Indigenize and localize the lessons.
- 23. Constructivist Student’s learn by building upon their prior knowledge (schema).
- 24. Inquiry-based and Reflective Students must begin to formulate questions. Risk answers Probing for relationships Making their own discoveries Reflecting on their findings Acting as researchers and writers
- 25. Collaborative Working together to learn together. Group tasks Solving a problem Completing a task Creating a product
- 26. Integrative Subjects are brought together so that students can grasp a more authentic understanding of a subject matter under study.
- 27. Spiral Progression The same concepts from one grade level to the next in increasing complexity.
- 28. MTB-MLE- based Mother Tongue-based Multilingual Education
- 29. Methods in the k-12 Era
- 30. Community Language Learning (CCL)
- 31. Suggestopedia A second, less formal reading would employ a lighter, less striking piece of music, such as a piece of Baroque music, and this would take a less prominent role. During both types of reading, the learners would sit in comfortable seats, armchairs rather than classroom chairs, in a suitably stimulating environment in terms of décor and lighting. After the readings of these long dialogues to the accompaniment of music, the teacher would then make use of the dialogues for more conventional language work. In theory at least, large chunks of the dialogues would be internalized by the learners during the readings due both to the relaxed and receptive state of the learners and to the positive suggestion created by the music.
- 32. The Silent Way
- 34. Think Pair Share Think-pair-share (TPS) is a collaborative learning strategy in which students work together to solve a problem or answer a question about an assigned reading. This technique requires students to (1) think individually about a topic or answer to a question; and (2) share ideas with classmates. Discussing an answer with a partner serves to maximize participation, focus attention and engage students in comprehending the reading material.
- 35. What’s my Rule?
- 36. What’s my Rule? 34.6 mi (3 S.F.), 1,251 m2 (4 S.F.), 1,200 (2 S.F.) All nonzero digits are significant. 1,001m (4 S.F.), 1,010 cm (3 S.F.), 201 in (3 S.F.) Middle zeros are significant. 1.500 km (4 S.F.), 3.20 mi (3 S.F.), 0.010 (2 S.F.) All zeros written to the right of the decimal number count as significant figures. 0.00021 km (2 S.F.), 0.0005 mm (1 S.F.), 0.0000134 mi (3 S.F.) Leading zeros (zeros to the right of the decimal point and preceding a nonzero digit) are not significant.
- 37. What’s my Rule? Significant figures Rounding off numbers Calculating rules Plural and singular forms of nouns and verbs Subject-verb agreement
- 38. Concept Attainment Strategy An indirect instructional strategy that uses a structured inquiry process. Based on the work of Jerome Bruner Students figure out the attributes of a group or category that has been already formed by the teacher.
- 40. POE METHOD
- 41. DOE METHOD DO OBSERVE EXPLAIN The teacher will have to write procedures in this part. Students will observe the occurrence. Support the observation with concepts and theories.
- 42. What is the best method? There is no such thing as best method! You have to choose a method that works, a method that is effective and a method that will enable you to realize your intended outcome in a particular topic.
- 43. Factors that affect the effectiveness of methods Teacher’s readiness Learner’s readiness Nature of the subject matter Time allotment for the subject
- 44. “Our mission is not just to prepare you how to become an efficient and effective teacher someday but also to groom you to become a polite, obedient, responsible, kind, humble and God-fearing educator. We want you to become the best teacher you wish your future children would have. Being the best teacher is giving more and not counting the cost. Being the best teacher is understanding more rather than to be understood. Being the best teacher is working harder even appreciation is less. Being the best teacher is sacrificing until it hurts. Being the best teacher is being selfless and knows how to humble themselves. Being the best teacher is not just teaching from the mind but also teaches from the heart.” Sir Butch