Reflection Paper Chapter 2 (Teaching Approaches and Methods) By: Aldren Teodosio

REFLECTION PAPER

PRINCIPLES OF TEACHING 2

Chapter 2

Teaching Approaches and Methods

CHAPTER SUMMARY

           

·         Approach-     is a set of assumptions that define beliefs and theories about the nature of the learner and the process of learning which is          translated into the classroom.

·         Method (design) - is an overall plan for systematic       presentation of a lesson based upon a          selected approach. It implies an orderly logical arrangement of steps. It is more procedural.

·         Techniques- are the specific activities manifested in the        classroom that are consistent with a method and therefore in harmony with an approach as well.

The Teaching Approaches of the Subjects in the K to 12 Curriculum

Section 5 of the Enhanced Basic Education Act of 2013, states, to wit:

            The DepEd shall adhere to the following standards and principles in developing the enhanced basic education curriculum:

(a)  The curriculum shall be learner-centered, inclusive and developmentally appropriate

(b)  The curriculum shall be relevant, responsive and researched- based;

(c)  The curriculum shall be culture-sensitive;

(d)  The curriculum shall be contextualized and global;

(e)   The curriculum shall use pedagogical approaches     that are constructivist, inquiry-based, reflective, collaborative and integrative

(f)    The curriculum shall adhere to the principles and        framework of the Mother Tongue-Based             Multilingual Education (MTB-MLE) which starts            from where the learners are and from what they       already knew proceeding from the known to the           unknown; instructional materials and capable         teachers to implement the MTB-MLE curriculum           shall be available;

(g)  The curriculum shall use the spiral progression            approach to ensure mastery of knowledge and     skills after each level; and

(h)  The curriculum shall be flexible enough to enable       and allow schools to localize, indigenize and     enhance the same based on their respective    educational and social contexts.

                       

An approach gives rise to method (design) while a method (design) includes techniques (tasks or activities). The K to 12 Curriculum was developed along the following standards:

            1) Learner-centered

            2) Inclusive

            3) Developmentally appropriate

            4) Relevant and responsive

            5) research-based

            6) culture-sensitive

            7) Contextualized and global

            8) Constructivist

            9) Inquiry-based

            10) Reflective

            11) Collaborative

            12) Integrative

            13) Mother tongue-based

            14) Spiral progression

            15) Flexible, indigenized and localized

Different Methods of Teaching

            The direct method - is teacher-dominated. You lecture immediately on what you want the students to learn without necessarily involving them in the process.           

Indirect method, you synthesize what have been shared to connect loose ends and give a whole picture of the past class proceedings and ideas shared before you lead them to the drawing of generalizations or conclusions.

Deductive method, you begin your lesson with a generalization, a rule, a definition and end with examples and illustrations or with what is concrete.

Inductive method, you begin your lesson with examples, with what is known, with the concrete and with details. You end with the students giving the generalization, abstraction or conclusion.

REFLECTION

Chapter two unveiled the corresponding definitions of approach, method, and techniques. It was said that an approach gives rise to method, while method includes techniques. The teaching approaches of the subjects in K to 12 Curriculum were stated in section 5 of the Enhanced Basic Education Act of 2013 namely, learner – centered, inclusive, developmentally appropriate, relevant and responsive, research – based, culture sensitive, contextualized and global, constructivist, inquiry – based, reflective, collaborative, integrative, mother tongue – based, spiral progression, and lastly flexible, indigenized and localized. These following approaches were accompanied with explanation that brought the discussion even more understandable. Furthermore, this chapter acquainted the us with different methods of teaching. Thus, we have direct method where teacher dominates the classroom; the indirect method which defined as teacher synthesize what the students had been shared to connect it to the lesson that leads to generalization. The next method is, deductive meaning to say the lesson begins with the generalization and ends with examples and rules. Lastly, is the inductive method and was called to be the total opposite of deductive method, then inductive method starts with rules and examples down to generalization. Also, the chapter unfolded where the effectiveness of a method relies upon. Then, it was said that teacher’s readiness, learner’s readiness, nature of the subject matter, and time allotment were considered to be the contributing factors to have an effective efficacy to both of the learners and teacher.

“A thousand teacher, a thousand of methods.” This quotation was one of the learnings that I have gained during digging and exploring deeper in this chapter. It conveys that we totally differ from each other, and we certainly vary our approach, methods and techniques when we are teaching and upon knowing those three, I realized that they would be able to help me to make the instruction easier and the student would be able to absorb knowledge so quick. Also, I learned the various approaches that were cited in EBE Act of 2013, where these approaches have their own respective role when they are utilized and are so helpful that we can consider being the leaning shoulder of teachers to make their instruction potent and effective. Furthermore, I was acquainted with the different methods, and I am steady that if these methods are supplemented in my discussions it will turn out to an effective and successful ones.

As a future teacher I will utilized these learnings especially those techniques, methods and approaches that were given, because it helps me to make the learning processes that I will be making inside the classroom easier to the students and of course it would be a good benefit for me. I will also inculcate it in my mind the essentialness of these contributing factors to ease the uneasiness and struggles that I’ll be facing soon in my future profession. Furthermore, I will also help my students to even internalize these things because all of them are applicable in any real life situations.

Aldren D. Teodosio BSEd II - English