Presented by MELOVEEM LLANTO SANTIAGO Professor: Dr.

YAP

TEACHING STRATEGIES

WHAT is TEACHING STRATEGY? TEACHING

refers to the activities of educating or instructing or teaching; activities that impart knowledge or skill

STRATEGY
the science or art of combining and employing the means of war in planning and directing large military movements and operations

SUBTOPICS
 DISCOVERY APPROACH  CONCEPTUAL APPROACH  PROCESS APPROACH  INQUIRY APPROACH  UNIFIED APPROACH

DISCOVERY APPROACH

DISCOVERY APPROACH
This approach pertains basically to cognitive aspect of learning; the development and organizations of concepts, ideas and insights, and the use of reference and other logical processes to control a situation.

DISCOVERY APPROACH
 Characteristics:

1. It is inductive, proceeding from the specific to general ones. 2. Freedom is necessary in the discovery approach. 3. The teacher helps the learners acquire knowledge, which Is uniquely his own because he discovers it for himself. 4. The end of teaching, using this approach, is the acquisition of knowledge. 5. The students and not the teacher should be actively involved in the process of discovery 6. The students look at the knowledge that they have discovered as something new to them.

DISCOVERY APPROACH
Roles of the Teacher  Patience is needed in this approach. He does not pressure his students but he gives them enough time to formulate the expected generalization.  The teacher should not answer for the students; he can give clues and hints instead. He does not generalize for them.

DISCOVERY APPROACH
Advantages  The increase in intellectual potency  The shift from extrinsic to intrinsic motivation  The learning of the heuristics of discovery (how to learn)  The aid to conserving memory

CONCEPTUAL APPROACH
This approach requires the categorization of content from simple to complex level. Students need not go into an actual investigation or experimentation, which is usually required in discovery approach. A simple act of recalling facts will suffice like asking students to state certain phenomena that they observe.

CONCEPTUAL APPROACH
 Roles of the Teacher  The teacher using conceptual approach should be able

to master the cognitive hierarchy of discipline. He should be able to categorize all knowledge pertinent to his area; from facts to concepts; from concepts to generalizations; from generalizations to principles; and all of these should be organized around conceptual schemes which are pervasive ideas embodying the whole discipline.  The teacher should help students to gather sufficient data to enable them form the expected generalization.  The teacher should not conceptualize for his students. The students should conceptualize for themselves.

CONCEPTUAL APPROACH
 Advantages
 Since conceptualization as process involves an active use of mind,

certain intellectual processes are being developed like classification, discrimination, synthesis, and judgment. While knowledge is being processed, students have to think logically and holistically.
 One value of the students ability to generalize is that they can make

use of the insights gained in certain problematic situations.

CONCEPTUAL APPROACH
 Advantages
 They could see and realize that bits of information, which seem

to be isolated can be organized and pierced together like a jigsaw puzzle around a context in the broader fundamental structure of a field of knowledge. Thus, they become aware that every time the teacher presents a set of facts, the lesson is to be approached in its totality. Thus, meaning is drawn out and derived from it.

PROCESS APPROACH
The process approach may be defined as teaching in which knowledge is used as a means to develop students learning skills.  This approach originated from and used to be a monopoly of science instruction. Today, it is identified primarily with skill-oriented subjects like practical arts and home economics and even with knowledge-laden subjects like social studies.

PROCESS APPROACH
 The essence of the process approach lies on three major

points:  emphasis on process implies a corresponding de-emphasis on the subject content ( the concern is how to learn and not what to learn).  it centers upon the idea that what is taught to students should be functional and not theoretical (e.g. if you learn mathematics do what mathematicians do; if you learn science, do what scientists do; and if you learn music, do what musicians do)  it introduces the consideration of human intellectual development (produces the consideration of human intellectual development processes may refer to intellectual skills).

PROCESS APPROACH
 Advantages
 Teaching a man how to catch fish is must better than giving him fish every time he needs it this is the adage recognized by process approach.  By developing the skills of the students, the teacher is preparing him to be independent, self-sufficient, and productive person. This gives substance to education as a process of preparing one for his own life .

INQUIRY APPROACH
 The concept of inquiry refers to one s attempt to

understand fundamental issues and concerns that may affect one s status in life. From the point of view of teaching and learning, the concept of inquiry gives premium to the process of discovering what may be of help in motivating and in facilitating proper accumulation of knowledge.

INQUIRY APPROACH
 Characteristics:  Its emphasis is placed upon the aspects of search rather than on the mere acquisition of knowledge. It addresses itself primarily to learning concepts, although an end product of any inquiry lessons may be production of a new idea of concept or a new invention. It is the search for truth, information or knowledge. It pertains to research and investigation and to seeking for information by asking questions.

INQUIRY APPROACH
 This approach views a given discipline more as

an attitude than as a body of knowledge or as a method. Emphasizing the affective aspects of learning, it uses both the content and processes as means toward the development of the qualities of the mind as curiosity, skepticism, intellectual honesty and the like.

INQUIRY APPROACH
 In using this approach, the questions should

proceed from the very factual to thought-provoking questions that is from the what questions to the how and why questions. More opportunities should be provided to students to respond to questions that call for analysis, interpretation, evaluation, and judgment.  The inquiry approach simply calls for the use of systematic method of studying a problem so that solutions therefore be equally prepared and implemented.

INQUIRY APPROACH
 This approach encourages teacher to be open-minded, and

to be gracious in accepting criticisms and challenges with an end in view of insuring the carrying out of school activities as planned.

 ADVANTAGES:
 it requires them to go beyond the knowledge and skills

levels of learning toward the affective dimensions like their attitudes, values, appreciations and the like.  They are expected to become more analytical and less gullible.  When students have adopted the spirit of inquiry, they become more curious and observant individuals.

INQUIRY APPROACH
 The inquiry approach figuratively vibrates a

nugget of wisdom:  In work, every day brings new changes for one to grow, new challenges to meet, and new mission to pursue. If systematically planned, every new day is a step towards one s pleasant dream .

UNIFIED APPROACH
 Teachers by and large present knowledge in its

isolated and fragmented bits, as if each bit is an independent entity by itself. Once presented to students, these unrelated bits of information seem to be likely unattractive and meaningless to them. They might be able to memorize them for sometime but there is no guarantee that they will retain them. Their tendency is to recite them by rote, especially when there is an examination scheduled in a day s time or two.

UNIFIED APPROACH
 But after the test is given, such bits are surely relegated to

oblivion.

 The unified approach is defined as means of treating

relationships that exist among the significant components making up a given body of knowledge. It is a thorough process of weaving and integrating topics into a general framework or a conceptual scheme. This simply means that the teacher does not treat each concept as an island by itself but rather he relates the previously learned concept with the new concept, until finally the students are able to see the interrelationships among the various concepts that serve as the mainstays or as the cognitive pillars of an academic subject. Its primary aim is to enhance the student s learning by making him view things in their entirety or totality.

UNIFIED APPROACH
CHARACTERISTICS:  it is highly cognitive  it leads students toward insightful and meaningful learning  ( concepts on comparison, linking up, ascertaining the cause  and effect, determining prerequisites, predicting results,  synthesis)  it is holistic in treatment

SUMMARY
Learning the various terms presented and discussed earlier would mean a lot in teaching. Always remember, a good teacher needs as well good strategies of handling and presenting the lessons. There are various approaches that can guide effective teaching-learning process. Each requires teachers to perform the tasks expected of him. Recognizing the importance of these approaches surely put teacher to better planning, implementing and evaluating his instruction.