TEACHING APPROACHES,

METHODOLOGIES, STRATEGIES AND

TECHNIQUES
EDUC 215 (Trends and Issues in Education
Graduate School
Mr. John Lewis Suguitan, LPT
Master of Arts in General Education
 Teaching Approaches, Methodologies,
Strategies and Techniques

Approach – is a set of assumptions that define beliefs and

theories about the nature of the learner and the process of learning.
Method – is an overall plan for systematic presentation of a
lesson based upon a selected approach.
Techniques – are the specific activities manifested in the
classroom that are consistent with a method and therefore in harmony
with an approach as well. It is also referred to a task or activity .
The Teaching Approaches of the Subjects in
the K to 12 Curriculum
The Teaching Approaches of the Subjects in the K to 12
Curriculum Section 5 of the Enhanced Basic Education Act of 2013,
states to with:
"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 research based;
c. The curriculum shall be culture – sensitive ;
d. The curriculum shall be contextualized and global;
 The Teaching Approaches of the Subjects in
the K to 12 Curriculum
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 Mother Tongue-Based Multilingual Education
(MTB-MLE) which starts from where the learners are and
from what they already knew proceeding from the known
: 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;
The Teaching Approaches of the Subjects in
the K to 12 Curriculum
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 and allow
schools to localize, indigenize and enhance the same based
on their respective educational and social contexts.
 The teaching approaches to the K to 12
based on the Principles cited:
The teaching approaches to the K to 12 based on the Principles cited:
Learner-centered – in this instruction, choice of teaching method and
technique with the learner as the primary consideration
- his/her nature, innate faculties or abilities, how he/she learns,
his/her developmental stage, multiple intelligences, learning styles,
needs concerns, interests, feelings, home and educational background.
 The teaching approaches to the K to 12
based on the Principles cited:
Inclusive - means that no students is excluded from the circle of
learners. Everyone is “in” :
* Inclusive - means that no students is excluded from the circle of
learners.
* Everyone is “in” Teaching is for all students regardless of origin,
socio – economic background, gender, ability, nationality.
* No “teacher favorites”, no outcast, no promdi . Everyone feels
he/she belongs.
 The teaching approaches to the K to 12
based on the Principles cited:
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.”
 The teaching approaches to the K to 12
based on the Principles cited:
Responsive and relevant
It means making the teaching more meaningful. How ?
- when one relates or connects the lessons to the students’ daily
experiences,
- when what is taught answers to the questions and concerns of the
students,
- when there is no place for meaningless “ mile-wide-inch-deep teaching” .
No teaching-to-the test. This does not mean however, no more test. It is
teaching only for the test that is meaningless that is referred to here and therefore
you have to avoid it by all means.
The teaching approaches to the K to 12
based on the Principles cited:
Research-based
Integrate research findings in your lessons.
Make your lesson more interesting, updated, more convincing
and persuasive.
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.
The teaching approaches to the K to 12
based on the Principles cited:
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.
 The teaching approaches to the K to 12
based on the Principles cited:
Constructivist
Student’s learn by building upon their prior knowledge (schema).
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
 The teaching approaches to the K to 12
based on the Principles cited:
Collaborative
Working together to learn
together.
Group tasks
Solving a problem
Completing a task
Creating a product
Integrative
Subjects are brought
together so that students can grasp
a more authentic understanding of
a subject matter under study.
Spiral Progression
The same concepts from
one grade level to the next in
increasing complexity.
MTB-MLE- based
Mother Tongue-based
Multilingual Education
Teaching Methods, Strategies and
Techniques in the K to 12 Era
Student engagement requires teachers to actively seek and
create instructional strategies and conditions that foster learning.
These conditions include sharing a definition of student
engagement; having clear articulation of learning criteria with
clear, immediate, and constructive feedback; showing students the
skills they need to be successful are within their gasp by clearly
and systematically demonstrating these skills and; demonstrating
engagement in learning as a valuable aspect of their personalities.
 Teaching Methods, Strategies and
Techniques in the K to 12 Era
The instructional strategies for engaging learning are categorized into three:
1. Activating Strategy
It activates students’ prior knowledge through the use of engaging
strategies designed to focus learning.
2. Cognitive Strategy
A structure of learning that actively promotes the comprehension and
retention of knowledge through the use of engaging strategies that acknowledge the
brain’s limitations of capacity and processing.
3. Summarizing Strategy
It promotes the retention of knowledge through the use of engaging
strategies designed to rehearse and practice skills for the purpose of moving
knowledge into long-term memory.
Activating Strategies
1. Carousel Brainstorming
Purpose: To activate students’ prior knowledge of a topic
through movement and conversation.
Description: With this strategy, students will rotate around the
classroom in small groups, stopping at various stations for a
designated amount of time. While at each station, students
will activate their prior knowledge of different topics or
different aspects of a single topic through conversation with
peers. Ideas shared will be posted at each station for all
groups to read.
Through movement and conversation, prior knowledge
will be activated, providing scaffolding for new information to
be learned in the processing lesson activity.
Activating Strategies
2. Two Minute Talks
Purpose: To activate prior knowledge and focus student learning on the
topic about to be addressed.
Description: Students will share with a partner by brainstorming
everything they already know about a skill, topic, or concept. In doing so,
they are establishing a foundation of knowledge in preparation for
learning new information about the skill, topic, or concept.
3. Think-Pair-Share
Purpose: To engage students in about their prior knowledge of a topic.
Description: Students will have individual time to think about a question
related to the topic of study. They will then pair up with a partner to share
their thoughts. Finally, the pairs will select one major idea to share with
the entire class.
 Cognitive Strategies
1. Concept Mapping
Purpose: To activate and engage students during all stages of the learning process
Description: Students construct a model for organizing and integrating the information that they are
learning. It can be used prior to an assignment as a brainstorming activity, during an assignment as an
organizing strategy, or as a post-assessment activity.
2. Venn Diagram
Purpose: To compare and contrast concepts
Description: It is one the most basic graphic organizers currently used by teachers. Students are able to
compare and contrast characteristics of two concepts, ideas, or words. They provide a visual display of
similar and different attributes that can be used to launch discussion, writing, or further research.
3. Semantic Feature Analysis
Purpose: To help students understand critical vocabulary and key concepts in a reading selection or unit
of study.
Description: Students draw upon their background knowledge to generate relationships between ideas
and topics within a category. The key features of these words are displayed on a grid that visually
organizes and clearly presents important relationships.
Summarizing Strategies