Approaches, Methods, Techniques Strategies

A P P ROAC H , ME T H OD S
& T E C H NI QUE S
TECHNOLOGY FOR TEACHING AND LEARNING
APPROACH
METHOD
TECHNIQUES
APPROACH
• It encompasses the whole orientation of

teaching .
• It provides direction and sets of expectations to

the entire spectrum of teaching.
• It also sets the general rule of principles to make

learning possible.
METHOD
• A systematic and well-planned procedure aimed

at facilitating and enhancing students learning.
• It takes into account the abilities, needs, interests

of the learner.
TECHNIQUES
• The procedural variation of method.
• It encompasses the personal style of the teacher

in carrying out specific steps of the teaching
process.
• It highlights specific activities manifested in the

classroom that are consistent with a method and
therefore in harmony with an approach as well.
TEACHING STRATEGY
Defintions Sources/Authority
 derived from the greek word
strategos , which is literally
translated as “ the art of the
general” Levis (1985)
 in the context of conducting war
it is defined as “the efficient
application of resources”
 curriculum is the strategy by
which the schools attempt to
Williard B. Spalding (1985)
fulfill the goals of education,
referring to strategy
TEACHING STRATEGY
Defintions Sources/Authority
 a “system of actions intended to
induce learning” and strategy as
“Toward a Theory of
“a pattern of acts that serves to
Instruction”(1963)
obtain certain outcomes and to
by B. O. Smith
guard against certain others.”
 the main aim of teaching

strategies is to develop children's Taba (1969)
critical thinking skills
 teaching strategy is a
purposefully conceived and Aber et. al (1971)
determined plan of action.
TEACHING STRATEGY
Defintions SourcesAuthority
 Teaching strategy is a teaching
approach that is used either in
Mcclosky (1971)
solving a classroom problem or in
improving instruction.
 teaching strategies represent the
combinations of specific
procedures or operations,
grouped and ordered in definite Frankael (1973)
sequence that teachers can use in
the classroom to implement both
cognitive and affective objectives.
LEADING TEACHING
APPROACHES DISCOVERY APPROACH
CONCEPTUAL APPROACH
PROCESS APPROACH
INQUIRY APPROACH
UNIFIED APPROACH
DISCOVERY APPROACH
Active learning
refers to the cognitive aspect of learning
Characteristics
• inductive
• there is freedom
• teacher helps students by letting them discover on their
own
• student is actively involved
Advantages:
1. increase in intellectual potency
2. shift from extrinsic to intrinsic motivation
3. learning of the heuristics of discovery (how to
learn)
4. aid to conserving memory
Roles of the Teacher:
Teachers are patient and give sufficient time to
formulate generalisation.
Teachers do not answer for their students they

instead give hints and clues.
CONCEPTUAL
APPROACH
requires categorisation of content

from simple to complex
Advantages:
• classification, discrimination, synthesis and judgement
are intellectual processes being developed
• students apply the knowledge they have gained when
facing problems. (problem-solving strategy)
Advantages: Roles of the Teacher:
• students can see that bits of Teachers should master the
information can be put hierarchy of discipline.
together to create a context. Teachers help students
gather suffiecient data to
• they become aware that enable them to form
everytime the teacher generalisation.
present facts, the lesson is
approached in totality. Teachers do not
conceptualize for students.
PROCESS APPROACH
knowledge is used as means to

develop students' learning skills
Three Major Points:

• Concern focuses on how to learn rather than what to learn.
• What is taught to students should be functional rather than
theoretical.
• Introduces the consideration of human intellectual development,
as processes may refer to intellectual skills.
“Students who are taught to develop skills,
will become independent, self-sufficient &
productive.”
“Teaching a man how to catch a fish is
better than giving him fish everytime he
needs it.”
INQUIRY APPROACH
it gives premium to the process of discovering what maybe

of help in facilitating accumulation of knowledge
Characteristics:
1. Emphasises on the aspect of search rather than acquisition of knowledge.
2. It addresses itself primarily to learning concepts, although an end product
of any inquiry lesson may be the production of a new idea, concept, or
invention.
3. It emphasises research and investigation or seeking for information by
asking questions.
Roles of the Teacher: Advantages:
• Teacher is an active participant
• Students go beyond
in bringing about working
knowledge and skills
relationship among learners.
towards affective
• Teachers are encouraged to dimensions.
• Students are more
become open minded and
analytical and less gullible.
gracious in accepting criticisms
• Students who adapted the
and challenges making sure
spirit of inquiry are more
that activities are carried out as
curious and observant.
planned.
“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
toward one’s pleasant
dream.”
WHAT? W H Y? HOW?
UNIFIED APPROACH
a large present knowledge is presented in its

isolated and fragmented bits, as if it is
independent entity by itself.
its primary aim is to enhance the students’

learning by making them view things in their
entirety or totality.
Characteristics:
1. This approach is highly cognitive
2. It leads students towards insightful and meaningful learning

(concepts in comparison, linking up, ascertaining the cause and
effect, determining prerequisites, predicting results, synthesis).
3. It is holistic in treatment.

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A P P ROAC H , ME T H OD S

• It encompasses the whole orientation of

• It provides direction and sets of expectations to

• It also sets the general rule of principles to make

• A systematic and well-planned procedure aimed

• It takes into account the abilities, needs, interests

• The procedural variation of method.

• It encompasses the personal style of the teacher

• It highlights specific activities manifested in the

 the main aim of teaching

Teachers do not answer for their students they

requires categorisation of content

knowledge is used as means to

Three Major Points:

it gives premium to the process of discovering what maybe

a large present knowledge is presented in its

its primary aim is to enhance the students’

2. It leads students towards insightful and meaningful learning

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