TEACHING METHODOLOGIES

1. Discovery Approach
 Is a teaching strategy which aims to assist the students in finding solutions or answers to a
problem or attaining a learning objective through meanings, interpretations and conclusions.
 Assist the students minimally in initiating the search for information. Such technique is termed
guided discovery. Along the way, she may ask questions or reminders to ascertain the right
sequence and direction of all the learning activities.

Instructional Characteristics
 The student gains first-hand experience.
 The use of all the sense makes observations keen and reliable.
 Since the student discovers what they planned to look for, learning becomes permanent.
 It develops critical thinking. The skill in employing the steps of the scientific method is developed (procedural
in method)
 The joy and in discovering as worth all the time and effort spent.
 Such independent search can lead to full blown research later.
 The teacher stays nondirective, thus developing independence and personal excitement as well.

Limitations
 Lack of needed tools may hamper the scientific procedure.
 Less capable ones may not be successful despite guidance.
 It may lead to trial-and-error unless properly guided.

Suggestions
 Make sure that all the materials and tools will be needed are available.
 Caution must be taken in classifying the data into relevant and intelligent ones, otherwise, the conclusions
will not be reliable.
 This method is recommended for those who posses the necessary skills and are observed to be persistent
in completing what they have started.

2. Constructivist Approach
 The constructivist approach views learning as a process of construction meaning which is greatly
influenced by the learners accommodated experiences and understanding. It is likewise believed a s a
social progress in which learners construct meaning through the “interaction of prior knowledge and
new learning events.” As an active process, the learner continuously revises past learning and
reconstruct concepts as they interact daily with the environment.
 Constructivism is anchored on the assumption that “the absorption or assimilation of knowledge is
somewhat personal and therefore no two learners can build up the same meaning out of one situation.”
Knowledge therefore is the result of the learner’s own construction of reality. It involves a continuous
creation of rules to explain an observation and in the process, checks new information against prior
knowledge to come up with a new understanding.

Instructional Characteristics
 From the constructivist perspective, teaching is not considered as merely transmitting knowledge and
information (facts, concepts, principles) to students but rather as to providing students with relevant
experiences from which they can construct their own meaning.
 The teacher acts as a facilitator providing opportunities for stimulating a dialogue so that meaning could
evolve and be constructed.
 Her repertoire of instructional materials includes learning activities and events rather than fixed documents
(laws, principles) that almost always are learned unquestioned and simply recalled.
 The teacher ceases to be the traditional sole source of authority in the classroom.” With proper recall of
existing knowledge which they gain through experience, she guides them through skillful questioning and
appropriate cognition processing.
 Necessarily, her lessons are activity-oriented in order for them to experience or gain personal knowledge
through active involvement.
 Participation with understanding enable them to “live through” a learning episode, thus discovering
information by themselves.
 3. Experiential Learning
 Educators foremost believe in the old cliché “experience is the best teacher.” A natural part of
learning if this be true is the occurrence of personal knowledge or personal involvement to
experience an event means to live “live through” to actually see, feel or encounter an incident or a
certain situation.
 In teacher-learning episode, experience is at the base. It is the foundation upon which new ideas
and behaviors are formed. With prior experience, students are able to create their own meaning,
concepts, perspectives. Hence, the need for activity-centered teaching methodologies wherein they
undergo directly an intelligent use for all their senses.
Instructional Characteristics
 Experiential learning is essentially a way of acquiring knowledge of skills through direct and keen
observations followed by an analysis of what has been sensed and understood. Then the particular
experience acquires meaning through an intellectual process termed “reflection”, to reflect simply means to
deliberate, reason and will over carefully.
 Children learn best from experiences with the natural occurrences and with concrete objects in the
environment.
 Experiences gained through interactions with other individuals promote learning situation.
 Such accumulated experiences are further examined and evaluated by themselves, thus enabling them to
formulate new insights as well as gain new skills.

Experiential learning requires that

a. A child should personally involve in the learning task.
b. The knowledge or information must be discovered by the child herself, and
c. The objectives of the learning activity must be clearly understood at the same time, allowing flexibility in their
own ways of pursuing them.

Experiential learning can be distinguished from other teaching models in that it emphasizes directly what one is
studying, also making conclusions and generalizations based on direct experiences. But before a child can fully
benefit from an experience, she should develop some skills such as the ability to listen carefully and to observe
keenly through an intelligent use of all the senses. She should be able to develop the ability to analyze observations
upon which she can formulate new concepts and understandings.
On the part of the teacher, she should listen carefully and be able to pick up subtle eyes from every classroom
encounter, she should lead the students in connecting the current experience to previous ones, thus create new
insights and perspectives.
For Group Activities/Collaboration
1. Cooperative Learning Approach
 This methodology works well with groups or teams wherein the members help one another to
achieved a desired outcome.
 It promotes the development of skills in “democratic procedures” as they solve problems in
collaborative manner.
 It recognized and rewards collective effort, at the same time fosters strong motivation.
Instructional Characteristics
It consists of two important components:
a. Cooperative incentive structure – is one wherein two or more individuals are interdependent for a reward
they will have if they are successful as a group (extrinsic)
b. Cooperative task structure – a situation in which two or more individuals are allowed, encouraged or
required to work together on some tasks (intrinsic).

 Reward systems are group-oriented rather than an individually-oriented. Interdependent relationship is

strengthened and reinforced when cooperation is rewarded.
 The interactions within the group is influenced by the members themselves.
 Teams are made up of members with mixed abilities – high, average and achievers. They exhibit less
competitive behavior.
 Teams maybe composed of males and females.
 Group work promotes maximal generation and exchange of ideas, thud influencing one another.
 It promotes tolerance and respect for other people’s points of view.
 Cooperative learning groups exhibits less competitive behavior.
 Group work develops friendliness, willingness to assist and the worthwhile value of caring and sharing.
 Examples:
 STAD (Student Teams Achievement Reporting)
 Think-Pair-Share
 Buzz groups (3-6 members, brainstorming, I will share)
 Jigsaw -Micro teaching style
 Group investigations

Limitation of Cooperative Learning

 Sometimes it leads to confusion especially when members don’t understand clearly their involvement in
task to be performed.
 The low achievers may end up “on-lookers” due to lack of skill
 Some may not agree to group rewards, leading to low motivation.

Suggestions/Recommendations
 Heterogenous grouping has been found out to affect the performance of the members. High achievers
can tutor the other members, thus raising the achievement level of the group.
 Make sure that students can work well in group situations. This would need an observation of their
social skills and willingness to cooperate.
 Provide sufficient working tools so as not to be hampered by time that might be spent waiting.
 Provide adequate space for ease and speed of involvement.
Role Playing – consist of an enactment of a learning situation through which they depict real life responses and
behavior. Through this, students are able to express their intimate feelings, problems and approved solutions. It
makes use of events, known personalities and current activities presented in a dramatic way. The participants consist
of major and minor players, observers and analysts.
Instructional Characteristics
 Role playing capitalizes on the experiences gained and what was learned.
 Authentic responses are solicited since real life events are presented.
 Personal feelings are elicited from the role players during the presentation which may not be revealed by
ordinary means.
 The participants gain valuable insights into why and how people behave in similar situations out of the
responses depicted.
 As they perform a particular role, their internalized values, attitudes, and study habits could be observed and
studied.
 The role player’s confidence is developed.
 The enactment of real life problem situations elicit genuine, typical behavior that can serve as the best
answers to real issues.

Limitations
 If the role is not clear, it may result to an exaggerated version.
 For the young, role playing may not work well due to lack of experience with everyday happenings.
 Some may shy way from the activity and mis the information being portrayed.

Suggestions/Recommendations
 Select participants guided by the capability of the role players.
 Delineate the line of action, restating the roles for further clarification and concentrating on the real event or
problem situation.
 Prepare the observers on what to look for, especially focusing on the feelings that will be generated by the
performers. Discuss and elaborate the presentation as to the action of each role player, the authenticity of
the learning event, and the major responses elicited. This could be done by the observers together with the
assigned analyst.
 Prepare the listeners to ensure a smooth, clear and uninterrupted presentation.

Peer Tutoring- used in teaching learning situations, to tutor is to coach, teach, or instruct another or do so among
themselves. The tutor is more knowledgeable, skilled and has the ability to influence others. The group must not be
close in age, skills and learning styles.

Types of Tutoring
 Instructional Peer Tutoring. Older, higher students coach the younger ones. This could be done on a one to
one or one to a group arrangement. They may agree on how the assistance will be provided. This is
practiced when there is a big difference between the tutor and the tutee.
 Monitorial Tutoring. The class is divided into two groups of 4 and 5 members. Monitors are assigned to lead
each group. The teacher has more time to attend the rest while the tutors monitors and help the rest.
 Pair Tutoring. Children of some age, one better skilled than the other, interact and help one another to
pursue the learning activity. They can read and discuss together.
 Structural Peer Tutoring. The assistance of trained tutors is required in following instructions or define
procedures that are provided in model and guides.

Instructional Characteristics
 The tutees receive the individualized instruction, as through their own teachers. Immediately errors are
corrected and rewards for good performance is awarded.
 Careful selection of tutors affords better interactions that facilitate learning since they are older, skilled and
knowledgeable.
 Interests, tasks and non-verbal cues are easily ascertained by the tutors. Then monitoring is more enjoyable
and fulfilling.
 Values of cooperation, respect for one another and reciprocal attitudes are inculcated.
 Working in smaller groups with monitors around minimizes discipline problems or indifference to get actively
and social traits.
 Since tutors are a little older and better equipped, the tutees feel more secure in their presence be it in a
social or academic setting.

Limitations
 If left to themselves, over tutoring might create a negative situation instead.
 Unclear roles can lead to questions on credibility of tutors.
 Favoritism in choice of tutors must be avoided. This could result in over- domineering and all-knowing
reactions of the tutors.

Suggestions/Recommendations
 Care in choosing the tutor is the key to a successful peer tutoring methodology. Domineering and all-
knowing tutors make the members feel interior.
 The teacher should be around to observe how the tutoring is progressing, immediate feedback could be
shared with the tutors to improve and undertake instant revision of procedures when necessary.
 Assign student who possess leadership qualities in addition to being knowledgeable and older.
 The development of positive values such as sharing attitude, cooperation and respect for one another
should be carefully observed and given due recognition.
 The nature and the extent of assistance requested must be clear among tutees and tutor in order to avoid
negative reactions.
 Request peers who have been earlier notified to discuss the topics included in the day’s lesson content with
the teacher regarding the nature and extent of assistance they are expected to provide.
 Individual or group tutoring may be considered depending on the level of difficulty of the lesson.
 Creative tutors are more able to try effective strategies according to their interest, skills and work habits.
 After a tutoring activity, an evaluation of both parties’ performance should be undertaken in order to guide
future tutoring events.