DIFFERENT APPROACHES AND METHODS IN TEACHING

Question 1

DEDUCTIVE METHOD

Answer 1

starts with generalization, principle, or rule

Question 2

STEPS IN DEDUCTIVE METHOD

Answer 2

1. Statement of the Problem
2. Statement of the Generalization
3. Inference
4. Verification

Question 3

CONCEPT TEACHING

Answer 3

based on the assumption (Bruner 1984) that concept formation begins at an early stage (9-12 months) where initial activities of object-sorting and preference serve as basis

Question 4

BRUNER’S IDENTIFIED 3 DISTINCT MODES OF LEARNING

Answer 4

a.) Learning by doing called ENACTIVE LEARNING
b.) Learning by doing mental images called ICONIC MODE
c.) Learning through series of abstract symbols called SYMBOLIC MODE

Question 5

CONCEPT ATTAINMENT

Answer 5

focuses on teaching pupils the concepts that the teacher has selected for study

Question 6

CONCEPT FORMATION METHOD

Answer 6

focuses on the process of concept development/ thinking skills development

Question 7

DIRECT INSTRUCTION / SHOWING METHOD

Answer 7

a teacher-centered strategy that uses teacher explanation and modeling combined with student practice and feedback to teach concept and skills

Question 8

INTRODUCTION

Answer 8

reviewing prior learning with students, sharing learning goals providing rationale for new content

Question 9

PRESENTATION

Answer 9

explaining new concept or modeling the skill

Question 10

Guided practice with necessary feedback

Answer 10

providing students necessary opportunities to practice new skill or categorize examples of new concept

Question 11

Independent Practice

Answer 11

students practicing the skill or concept learned for retention and transfer

Question 12

LECTURE - DISCUSSION METHOD

Answer 12

designed to help learner link new with prior learning and relate the different parts of new learning to each other

Question 13

Lecture

Answer 13

designed to help students learn organized bodies of knowledge

Question 14

Features of Lecture Method

Answer 14

a.) Applicable in different subject areas
b.) Ensures clear understanding of information
c.) Allows students participation

Question 15

Steps in Lecture Method

Answer 15

• Planning
• Implementing
• Review and Closure

Question 16

Discussion

Answer 16

orderly process of face to face group interaction in which students/pupils exchange ideas about an issue for the purpose of answering a question, enhancing their knowledge or understanding or making decision

Question 17

5 LOGICAL CONDITIONS TO ENSURE THAT EXCHANGE IS CALLED DISCUSSION (Bridges, 1960)

Answer 17

1. People must talk to one another
2. People must listen to one another
3. People must respond to one another
4. People must be collectively share to put forward more than one point of view
5. People must have the intention of developing their knowledge, understanding, or judgement of the issue under discussion

Question 18

MORAL DISPOSITION

Answer 18

being willing to listen to reason

Question 19

INTELLECTUAL DISPOSITION

Answer 19

concern for clarity in the expression of ideas

Question 20

INQUIRY TEACHING

Answer 20

the process of answering questions and solving problems based on facts and observation

Question 21

INTERVIEWS

Answer 21

used in gathering firsthand information from individuals who have expertise on the topic under study

Question 22

Field Trips

Answer 22

out-of-the-classroom activity intended to present concepts in the most realistic manner

Question 23

Steps in Inquiry Teaching

Answer 23

1. Introduction
2. Development
3. Conclusion
4. Evaluation

Question 24

INDUCTIVE METHOD

Answer 24

procedure through which one arrives at a fact, principle, rule or generalization from some specific cases or examples

Question 25

STEPS IN INDUCTIVE METHOD

Answer 25

1. Preparation 2. Presentation 3. Comparison and Abstraction 4. Stating of Generalization 5. Application

Question 26

PROBLEM SOLVING

Answer 26

a purposeful activity aimed at removing difficulty or perplexity through a process of reasoning

Question 27

STEPS IN PROBLEM SOLVING

Answer 27

1. Recognition and Statement of the Problem 2. Statement of Hypothesis 3. Critical Evaluation of Suggested solution 4. Verification of Accepted solutions

Question 28

PROJECT METHOD

Answer 28

purposeful, natural, significant constructive activity needing both intellectual and physical solutions

Question 29

LABORATORY METHOD

Answer 29

deal with first hand experiences regarding materials or facts obtained from investigation or experimentation

Question 30

2 TYPES OF LABORATORY METHOD

Answer 30

experimental and observational type

Question 31

STEPS IN LABORATORY METHOD

Answer 31

1. Orientation/ Motivation 2. Work Period 3. Culminating Activities

Question 32

CONCEPT ATTAINMENT

Answer 32

inductive teaching strategy designed to help students reinforce their understanding of concepts and practice hypothesis testing hypothesis based on positive and negative examples presented to them

Question 33

STEPS IN CONCEPT ATTAINMENT

Answer 33

1. Presenting of Examples 2 Analysis of Hypotheses 3 Closure 4. Application

Question 34

ROUND ROBIN

Answer 34

Team Building; each student shares their own insights

Question 35

CORNERS

Answer 35

Class Building; students discuss within corners

Question 36

MATCH MINE

Answer 36

Communication Building; vocabulary development, communication skills, role taking ability

Question 37

NUMBERED-LEADS TOGETHER

Answer 37

Mastery; review, checking for knowledge, comprehension, tutoring

Question 38

Color coded Co-op Cards

Answer 38

Mastery; memorizing facts, helping, praising

Question 39

PRAISE CHECK

Answer 39

Mastery; Practicing skills, helping, praising

Question 40

THREE STEP INTERVIEW

Answer 40

Concept Development; sharing personal information such as hypotheses, reactions to a poem

Question 41

PARTNERS

Answer 41

Students work in pairs; mastery and presentation of new material

Question 42

JIGSAW

Answer 42

each student on the team becomes an "expert", acquisition and presentation of new material, review, informed debate

Question 43

Co-op Co-op

Answer 43

Learning and sharing complex material often with multiple sources, students work in groups to produce a particular group product

Question 44

Think-Pair share

Answer 44

students think to themselves

Question 45

Team Word Webbing

Answer 45

students write simultaneously on a piece of paper

Question 46

Roundtable

Answer 46

multifunctional; each student in turn writes one answer on a paper and a pencil are passed around the group

Question 47

Inside-Outside Circle

Answer 47

students stand in pairs in two concentric circles, checking for understanding, review