Math Assignment 4

1. TEACHING
APPROACHES
Name No.MATRIC Programme
ANNIE HII D20121058264 Agriculture Science
YADI SHI D20102040039 Mathematics
MUHAMMAD
NAZMI
D20121058274 Agriculture Science

2. INTRODUCTION TO TEACHING
APPROACHES
 A teaching approaches comprises the principles
and methods used for instruction.
 Commonly used teaching methods may include
class participation, demonstration, recitation,
memorization, or combinations of these.
 The choice of teaching methods to be used depends
largely on the information or skill that is being
taught, and it may also be influenced by the
attitude and enthusiasm of the students.

3. Teacher- centered Student-centered
Focus is on instructor. Focus is on both students and
instructor.
Instructor talks; students listen. Instructor models; students interact
with instructor and one another.
Students work alone. Students work in pairs, in groups, or
alone depending on the purpose of
the activity.
Instructor monitors and corrects
every student utterance.
Students talk without constant
instructor monitoring; instructor
provides feedback/ correction when
questions arise.
Instructor chooses topics. Students have some choice of
topics.
Instructor evaluates student learning. Students evaluate their own learning;
instructor also evaluates.
Classroom is quiet. Classroom is often noisy and busy.

4. “ TEACHER-CENTERED” AND
“ STUDENT-CENTERED”
 As Thomas Shuell has said, student-centred teaching
is built on the assumption that "what the student does
is actually more important in determining what is
learned than what the teacher does" (T.J. Shuell,
“Cognitive Conception of Learning" (1986), 429 ).
 Therefore, as an important part of our learning and
teaching approach, student-centred and active
learning approaches should be emphasised to engage
students in their learning.

5. TEACHING STRATEGIES
 Lecture
 Active learning
- Strategies that encourage students to think and learnt.
 Critical thinking
- Focusing, information gathering, referencing, organizing,
analyzing, integrating, and evaluation.
 Discussion
- An important element is the use of inquiry questioning to
stimulate discussion and bring the forum to the highest levels.
 Cooperative learning
- encourages small group of students to work together for the
achievement of a common goal.

6. TEACHING STRATEGIES
 Mid-Course Assessment
- For the purpose of improvement. These range
from very informal to highly formal.
 Case-studies
- Providing an opportunity for students to apply
what they learnt in the classroom in real-life
experience.
- It engages students in active discussion about
issues and problems inherit in practical
application.
 Questioning

8. METHOD OF
INSTRUCTION /
TEACHING
Basically have
150 based on
research
•Debates (formal)
•Crossword puzzles
•Cooking foods of places studied
•Construction of vocabulary lists
•Vocabulary drills
•Diaries
•Dances of places or periods studied
•Construction of summaries by students
•Dressing dolls
•Required term paper
•Panel discussion
•Biographical reports given by students
•Reports on published research studies and experiments by students
•Library research on topics or problems
•Written book reports by students
•Flags
•Jigsaw puzzle maps
•Hall of Fame by topic or era (military or political leaders, heroes)
•Flannel boards
•Use of pretest
•Gaming and simulation
•Flash cards
•Flowcharts
•Interviews
•Maps, transparencies, globes
•Mobiles
•Audio-tutorial lessons (individualized instruction)
•Models
•Music
•Field trips
•Drama, role playing
•Open textbook study
•Committee projects--small groups
•Notebook
•Murals and montages
•Class projects
•Individual projects
•Quizdown gaming
•Modeling in various media

9. METHODS OF INSTRUCTION  Explaining
Explaining, or lecturing, is the process of teaching by giving spoken explanations of the subject that is to
be learned. Lecturing is often accompanied by visual aids to help students visualize an object or
problem. Explaining may meet the needs of auditory or visual learning preferences[clarify] but often
fails to meet the needs of individuals with other learning preferences[clarify], such as kinesthetic or
social learners[clarify].[citation needed]
 Demonstrating
Demonstrating is the process of teaching through examples or experiments. For example, a science
teacher may teach an idea by performing an experiment for students. A demonstration may be used
to prove a fact through a combination of visual evidence and associated reasoning.
 Collaborating
Collaboration allows students to actively participate in the learning process by talking with each other
and listening to other points of view. Collaboration establishes a personal connection between
students and the topic of study and it helps students think in a less personally biased way. Group
projects and discussions are examples of this teaching method. Teachers may employ collaboration
to assess student's abilities to work as a team, leadership skills, or presentation abilities.[1]
 Learning by teaching
 In this teaching method, students assume the role of teacher and teach their peers. Students who
teach others as a group or as individuals must study and understand a topic well enough to teach it
to their peers. By having students participate in the teaching process, they gain self-confidence and
strengthen their speaking and communication skills

11. COOPERATIVE LEARNING
Advantages
Helps foster mutual responsibility
Supported by research as an effective technique
Students learn to be patient, less critical and more compassionate
Disadvantages
Some students don't work well this way
Loners find it hard to share answers
Aggressive students try to take over
Bright students tend to act superior
Preparation
Decide what skills or knowledge are to be learned
Requires some time to prepare students to learn how to work in
groups

12. BRAINSTORMING Advantages
Listening Listening exercise that allows creative thinking for new ideas
Encourages full participation because all ideas are equally recorded
Draws on group's knowledge and experience
Spirit of cooperation is created
One idea can spark off other ideas
Disadvantages
Can be unfocused
Needs to be limited to 5 - 7 minutes
Students may have difficulty getting away from known reality
If not managed well, criticism and negative evaluation may occur
Value to students depends in part on their maturity
Preparation
Teacher selects issue
Teacher must be ready to intervene when the process is hopelessly bogged down

13. DIRECT TEACHING
Advantages
Very specific learning targets
Students are told reasons why content is important - helps to clarify lesson
objective
Relatively easy to measure student gains
Good for teaching specific facts and basic skills
Is a widely accepted instructional method
Disadvantages
Can stifle teacher creativity
Requires well-organized content preparation and good oral communication skills
Steps must be followed in prescribed order
May not be effective for higher-order thinking skills, depending on the knowledge
base and skill of the teacher
Preparation
Content must be organized in advance
Teacher should have information about student prerequisites for the lesson

14. LECTURE
Advantages
Factual material is presented in a direct, logical manner
May provide experiences that inspire - useful for large groups
Most efficient way to convey teacher spoken information
Disadvantages
Proficient oral skills are necessary
Audience is often passive
Learning is difficult to determine as the lecture progresses
Communication is one-way
Not appropriate for children below grade 4
Preparation
There should be a clear introduction and summary
Effectiveness is related to time and scope of content
Is always audience specific; often includes examples, anecdotes

15. LECTURE WITH DISCUSSION
Advantages
Involves students, at least after the lecture
Students can question, clarify and challenge
Lecture can be interspersed with discussion or breaks as the
content and time permit
Disadvantages
Time constraints may affect discussion opportunities
Effectiveness is connected to appropriate questions and
discussion; often requires teacher to "shift gears" quickly
Preparation
Teacher should be prepared to allow questions during lecture, as
appropriate
Teacher should also anticipate difficult questions and prepare
appropriate responses in advance

16. MULTIMEDIA (COMPUTER, INTERNET, CD,
DVD, FILM)
Advantages
Entertaining way of introducing content and raising issues
Internet content easily updated
Usually keeps group's attention
Cost effective way to obtain and disseminate content
May provide opportunities for independent student investigation in a wide range of topics
Disadvantages
Can raise too many issues to have a focused discussion
Distractions happen all too easily
Students working independently can easily lose focus of lesson topic
Most effective when followed by discussion
Discussion may not have full participation
Preparation
Teacher must formulate rules and communicate them to students
Need to obtain and set up equipment
Computing skills required for some applications
Most effective when teacher prepares for discussion after the presentation or activity

17. ROLE PLAYING
Advantages
Introduces problem situation dramatically
Provides opportunity for students to assume roles of others and thus appreciate another
point of view
Allows for exploration of solutions
Provides opportunity to practice skills
Disadvantages
Some students may be too self-conscious
Not appropriate for large groups
Can be time consuming to set up and execute
Preparation
Teacher has to define problem situation and roles clearly
Teacher must give very clear instructions
Teacher must have back up activities in case of problems

18. GAMES
Advantages
Students are usually interested in and challenged by games
Can provide opportunities for team member building skills
Feedback is usually easy to provide and is quick
When used in direct relationship to a lesson objective, can provide a stimulating experience for
all
Disadvantages
Can create in-group/out-group feelings
Can demotivate those who are not competitive by nature
Can create feelings of inadequacy in those not as skilled or forceful
Can discourage creativity if the format is very rigid and the focus is strongly on winning
Preparation
Choose relevant games at an appropriate level that can be reasonably expected to achieve the
learning objectives
Introduce the game and make the objectives clear
Give clear and thorough directions
Create a friendly versus cut-throat mentality; do not put down losers or allow others to do so
Do not take sides or show partiality
Keep a handle on things

19. SMALL GROUP DISCUSSION
Advantages
Allows for participation of everyone
Students often more comfortable in small groups
Groups can reach consensus
Disadvantages
Needs careful thought as to purpose of group
Groups may get side tracked
Preparation
Needs careful thought as to purpose of group
Groups may get side tracked

20. CASE STUDIES
Advantages
Develops analytic and problem solving skills
Allows for exploration of solutions for complex issues
Allows student to apply new knowledge and skills
Disadvantages
Students may not see relevance to own situation
Insufficient information can lead to inappropriate results
Not appropriate for elementary level students
Preparation
Teacher has to define problem situation and roles clearly
Teacher must give very clear instructions

21. DISCUSSION
Advantages
Pools ideas and experiences from group
Effective after a presentation, film or experience that needs to be analyzed
Allows everyone to participate in an active process
Disadvantages
practical Not practicalwith more that 20 students
A few students can dominate
Some students may not participate
Is time consuming
Can get off the track
Preparation
Requires careful planning by the teacher to guide the discussion toward the
lesson objective
Requires preparation of a question outline

22. WORKSHEETS AND SURVEYS
Advantages
Allows students to think for themselves without being
influenced by others
Individual thoughts can then be shared in large group
Disadvantages
Can be used only for short period of time
Preparation
Teacher has to prepare handouts

23. COMPUTER SIMULATIONS
Advantages
Students can work independently
Abundant selection of simulation software in many subjects, especially the
sciences and social studies
Effects of decisions can be readily seen and evaluated
Transfer of learning to different subjects may be facilitated
Disadvantages
Computer software for simulations can be expensive
Some students may be easily distracted by the medium at the expense of the
subject matter
Not suitable for some subject matter areas such as mathematics
Preparation
Teacher must make sure the simulation relates to a lesson or unit objective
Teacher must have "plan B" ready in case the simulation is not as expected

24. INDEPENDENT STUDY
Advantages
Learning skills developed have impressive staying power
Students can learn to increase the rate at which they understand new material
There is a greater opportunity for transfer of learning to other subjects
Increased opportunities for students to problem solve what is needed to learn intended content (prerequisites)
Students may learn how to pace learning and thereby gain self-confidence
Disadvantages
Distractions are always a possibility -- requires self-discipline
Appropriate materials may not be available or accessible
Not appropriate for certain age groups such as students below grade four, or for highly complex subject
matter such as physics, which require a good deal of explanation
Preparation
Develop plan to monitor and collect feedback about independent study activities for each student
Provide appropriate resources that are connected to the subject matter in question
Provide plan to provide feedback to students during the course of independent study

25. GUEST SPEAKERS
Advantages
Can provide a dynamic and engaging presence
Can personalize a topic to make it more interesting and/or chalenging
Often breaks down an audience's stereotypes
Disadvantages
May not be a good speaker
Can inadvertently present information not appropriate for the age and
maturity of the aduience
Preparation
Contact speakers and coordinate
Interview speakers before making commitment
Inform students about the speaker before the presentation
Make an appropriate introduction

26. ICT AS A TOOL IN TEACHING
ICT defined as information and communication technology
(ICT) the hardware and software that enables data to be
digitally processed, stored and communicated. ICT can be
used to access, process, manage, and present information
model and control events, construct new understanding and
communicate with other.

27.  The use of ICT in teaching mathematics
can make the teaching process more
effective as well as enhance the students’
capabilities in understanding basic
concepts.

28. USING ICT IN TEACHING
 As a “diverse set of technological tools and
resources, ICT is used to communicate, and to
create, disseminate, store, and manage
information.”
 These technologies include computers, the
Internet, broad casting technologies (radio and
television), and telephony.

29. THE BENEFIT OF USING ICT
 to help teachers create more 'learner-centric' learning
environments
 can be used to support change and to support/extend existing
teaching practice.
 for information presentation is of mixed effectiveness
 The use of ICTs help improve the quality of education
 Motivating to learn.
 Facilitating the acquisition of basic skills.
 Enhancing teacher training.

30. TEACHING APPROACHES IN
MATHEMATICS
 Discovery Approach
 Inquiry Approach
 Demonstration Approach
 Math-lab Approach
 Practical Work Approach

31. DISCOVERY APPROACH
Discovery Learning is “International Learning”.
Both the teacher and the learner play active roles
in discovery learning depending upon on the role
that the teacher plays, this can range from
guided discovery (needs strict supervision) to
free or pure discovery (very little supervision
needed)

32. DEMONSTRATION APPROACH
Demonstration Approach is a teaching strategy in
which the teacher engages “in a learning task other
than just talking about it”. The teacher’s role is to
“know and show” while that of the children is to
“listen and follow”. This approach is more effective if
used after a lesson has been presented through
discovery. It is more useful in strengthening
computational skills, but NEVER in presenting a new
concept.

33. MATH-LAB APPROACH
The Mathematics Laboratory Approach is a
method of teaching whereby the learner in small
groups work through an assignment/task card,
learn and discover mathematics for themselves.
The learners work in an informal manner, move
around, discuss and choose their materials and
method of attacking a problem, assignment or
task.