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TEACHING

es
A teaching approach It is a vehicle for
is a procedure that the teacher to achieve
employs a variety of long-ranged lesson
strategies to access objectives such as
better understanding those set for a grade
and effective level across subject
learning. areas.
There are so many
approaches in the
world. But their
usefulness depends on
the teachers as well as
on the students.
“A thousand teachers, a thousand approaches.”
-Chinese Proverb
Examples of Teaching Approaches
Subject-Matter Center Behaviorist
Programmed Instruction Constructivist Disciplinal
Team teaching
Project Based Learning (PBL) Collaborative
Reflective
Hip-Hop Education

Integrated/Integrative

Individualistic
PROCESS Teacher Dominated

Interactive Unified
Experiential
Inquiry/ Discovery Reality Pedagogy
Modular Instruction
“Banking” Approach
Flipped Classroom Conceptual Contextual
School science programs are traditionally
designed to give children lots of information,
have them memorize that information, and
then ask them to recall the information on
written tests.
That approach may be a significant reason for
students’ less-than-enthusiastic response to science,
because that type of instruction does not allow for
the active involvement of students in their own
learning, nor does it allow children opportunities to
think creatively about what they are learning.
Yet, teachers and parents intuitively know that
when students, no matter what their abilities or
interests, are provided with opportunities to
manipulate information in productive ways, learning
becomes much more meaningful.
This is a process approach to learning –
an approach which provides students with an
abundance of projects, activities, and
instructional designs that allow them to make
decisions and solve problems.
Through this approach students get a sense
that learning is much more than the
commission of facts to memory. Rather, it
is what children do with that knowledge
that determines its impact on their
attitudes and aptitudes.
A thousand teachers, a thousand approaches.
-Chinese Proverb
The process approach may be defined as
teaching in which knowledge is used as a means
to develop students’ learning skills.
Students are actively engaged in the activities
so the competencies needed in the subject
could eventually be acquired by them.
For instance, if they are to learn cooking,
they should actually cook rather than
devote a great deal of their time on the
theoretical aspects of cooking.
“Children learn by doing” is now deeply impressed
upon teachers such that planned lessons require
systematic steps in gathering information rather than
passively accepting facts and spoon-fed ideas.
The essence of the process approach lies on three major points:
1. Emphasis on process implies a corresponding de-
emphasis on the subject content;
2. It centers upon the idea that what is taught to
children should be functional and not theoretical;
and
3. It introduces the consideration of human intellectual
development.
Recommendations
for
Effective Use
1. Activity lessons are conducive to an almost
automatic use of a wide range of processes in
order to achieve a desired outcome.
2. Involve all students in the learning
activity. This way insures the provision of
the much-needed experience and training
in applying the right processes.
3. If the different tasks in a lesson are assigned to each
member, a strong spirit of cooperation and sharing
ensues.
4. The constant and consistent use of the
processes form an integral part of their work
and study habits, especially when conditions
in the learning environment would need
instant solutions.
5. The teacher must keep vigilant in
ascertaining that the appropriate processes
are being employed at the moment the
learning activity is being undertaken.
6. The most effective way of developing the skill in
employing the investigative processes is by modeling.
The teacher herself must exhibit her proficiency and
readiness to do so at all times.
Multiplying Two Binomials
There are two ways on how to multiply binomials.
1. Using distributive property
2. Using the FOIL Method
Using distributive property

a. (x+3)(x+7)
b. (2y-5)(3y+2)
Using FOIL Method

a. (x=3)(x+7)
b. (2y-5)(3y+2)

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