CHAPTER
I
INTRODUCTION
A.
BACKGROUND
In the world of education a lot
of innovations that made no exception in learning, because learning is an
activity undertaken to optimize the potential of students to achieve
educational goals. For that we need a mature perrencanaan, in this plan are
learning approach that includes strategies, methods and techniques of learning.
This learning approach should dailakukan renewal to fit with the times.
Learning strategy is a series of
activities that have been designed to achieve the goals effectively and
efficiently carried out by teachers and students. Various learning strategies
include: Expository Learning Strategies (SPE), Strategic Learning Inquiry
(SPI), Problem Based Learning Strategies (SPBM), Cooperative Learning Strategies
(PRS), strategy Contextual Learning (CTL), Srategi Affective Learning, Creative
Learning Strategies products, ktif Inquiry Learning Strategies, Project-Based
Learning Strategies, Quantum Learning Strategies, Strategic Learning Cycle,
Srategi-Based Learning and Computer-Based Electronic (E-Learning), Learning
Strategies Upgrades Thinking (SPPKB).
The learning method is the way
teachers use to implement the plan that has been prepared in the form of real
and practical activities to achieve learning objectives. Various learning
methods include: Lecture Method, Method FAQs, discussion method, Methods
Working Group, Task Giving Methods, Method Demonstration, Lecture Method Plus,
Experimental Methods, Simulation Methods, non Examples Examples method, Method
Study Tour.
Learning techniques is the way
the teachers in implementing a specific method, such as the use of the method
of discussion, it is necessary to use different techniques in class that
students classified as active with a class that students classified as passive.
Various learning techniques include techniques syarahan, conversation
techniques, Engineering projects, problem solving techniques, adaptive
techniques, Engineering games, cooperative techniques.
Of the three approaches should be
mutually continuous learning and ongoing reforms for the purpose of learning
can be achieved optimally. Besides the implementation of the strategies,
methods and techniques of teaching teachers must adjust to classroom conditions
and student.
A
common error among teachers is to use interchangeably terms like approach,
method, and technique. Such pedagogical weakness may be considered as one
unforgivable act ever committed by teachers.
Discussion paper will discuss
about :
ü
Approach, Method and Technique Defined
ü
Teaching Strategy
ü
Some Leading Teaching Approaches
Ø
Discovery Approach
Ø
Conceptual
Ø
Process
Ø
Inquiry
Ø
Unified
B. OBJECTIVES
Purpose in
writing this paper is as follows :
a.
compare and contrast approach, method and technique
using the actual classroom teaching as point of reference
b.
discuss the nature and features of the different
teaching approaches, and
c.
discern what makes a good method and eventually,
evaluate whether the methods employed by the teachers are good
C. SYSTEMATICS
Systematics of
in this paper is as follows :
CONTENS
PREFACE
CHAPTER I
INTRODUCTION
A.
Background
B.
Objectives
C.
Systematics
CHAPTER II
EXPLANATION
A.
Presentation
B. Teaching
Strategy
C. Some
Leading Teaching Approaches
Ø
Discovery
Approach
Ø
Conceptual
Approach
Ø
Process
Approach
Ø
Inquiry
Approach
Ø
Unified
Approach
CHAPTER
III CLOSING
Summary
REFERENCES
CHAPTER
II
EXPLANATION
A.
Presentation
Approach, Method and Technique
Defined
Based on
the diagram, it clearly shows that approach encompasses the whole orientation
of teaching. Approach is the broadest of the three, making technique the most
specific, and the method found in between approach and technique.
An
approach is an enlightened viewpoint toward teaching. It provides philosophy to
the whole process of instruction. As presented by the diagram, the method and
technique are just parts and parcels of approach. Approach gives the overall wisdom,
it provides direction, and sets expectations to the entire spectrum of the
teaching process. Furthermore, approach sets the general rule or general
principle to make learning possible.
A method,
on the other hand, is an organized, orderly, systematic, and well-planned
procedure aimed at facilitating and enhancing students’ learning. It is undertaken according to some rule,
which is usually psychological in nature. That is, it considers primarily the
abilities, needs, and interests of the learners. Method is employed to achieve
certain specific aims of instruction. To make it as an effective instrument, it
should be presented with certain amount of efficiency and ease. More so, the
teaching method aims to achieve greater teaching and learning output, thus
saving time, efforts and even money on the part of both the teacher and the
learner. It directs and guides the teacher and the students in undertaking any
class lesson or activity.
To
appraise that teaching method is good and effective, the following
characteristics would tell if it is so:
ü
good
method recognizes individual differences;
ü
if
it provides students’ learning;
ü
if
it facilitates growth and development;
ü
if
it achieves the desired results of the teacher as reflected in her
instructional objectives.
One must
remember that there is no such thing as the best method. Thus, there is no
single correct way to teach a class. Instead, there are many good ways of
teaching the students.
The
procedural variation of a method calls for the third term, technique. Technique
encompasses the personal style of the teacher in carrying out specific steps of
the teaching process. Through technique, teachers enable to develop, create and
implement, using her distinctive way, the procedures (method) of teaching.
B. Teaching Strategy
In due
time, educators and writers started using the term teaching strategy with
reference to the methods and procedures utilized in teaching.
The term
strategy is derived from the Greek word “strategos”, literally translated as “
the art of the general”. As a military term, it appeared in the literature in
the latter part of the 18th century, referring to the larger aspects
of conducting war. In the context, it was defined as “ the efficient
application of resources to the accomplishment of objectives”, primarily the
defeat of the enemy’s armed forces. While the larger aspects of conducting war
were called strategies, smaller movements were referred to as tactics (Levis,
1985).
It was in
the writing of American theorists and researchers such as B.O Smith and Hilda
Taba where the notion of a teaching strategy first appeared. But it was Willard
B. Spalding who used the term strategy earlier when, in 1958, he stated that
the curriculum is the strategy by which the schools attempt to fulfill the
goals of education. Referring to strategy – as applied to curriculum- as a
sound calculation and coordination of the means and ends, Spalding pointed out.
In a
paper entitled “ Toward a Theory of Instruction” Smith (1963) defined teaching
as a “system of actions intended to induce learning”, and strategy as “ a
pattern of acts that serves to obtain certain outcomes and to guard against
certain others”. It is obvious that Smith was adapting military concepts to a
classroom setting.
Another
theorist, Taba (1969) also focused attention on the concept of teaching
strategy. In her view, it was useless to study teaching as a global process;
rather, it was necessary to identify particular teaching strategies required
for particular types of instructional objectives. The main aim of strategies,
she proposed, was the development of children’s thinking skills.
Aber
et.al (1971) defined teaching strategy as : teaching strategy is a purposefully
conceived and determined plan of action. Ideally, the strategy is designed to
facilitate a particular kind of learning in a given situation and in terms of a
specific learning objective. The strategy is selected for use after a
comprehensive assessment of the specific situation prior to the actual
instructional art. The operations of assessing the situation and selecting the
strategy represent the “professional expertise” that the teacher brings to the
instructional setting.
Another
definition of teaching strategy was given by McClosky (1971): teaching strategy
is a teaching approach that is used either in solving a classroom problem or in
improving instruction.
According
to Frankael (1973), teaching strategies represent the combinations of specific
procedures or operations, grouped and ordered in definite sequence that teachers
can use in the classroom to implement both cognitive and affective objectives.
C. SOME LEADING TEACHING APPROACHES
Ø
DISCOVERY
APPROACH
This
approach pertains basically to cognitive aspect of learning; the development
and organizations of concepts, ideas and insights, and the use of reference and
other logical processes to control a situation.
Characteristics:
1) It is inductive, proceeding from
the specific to general ones.
2) Freedom is necessary in the
discovery approach.
3) The teacher helps the learners acquire
knowledge, which is uniquely his own because he discovers it for himself.
4) The end of teaching, using this
approach, is the acquisition of knowledge.
5) The students and not the teacher
should be actively involved in the process of discovery
6) The students look at the
knowledge that they have discovered as something new to them.
Centering
on a series of problem solving situations, the discovery approach, therefore,
calls for active student involvement. It is student-centered as well as
self-directed learning.
Roles of
the Teacher
Ø
Patience
is needed in this approach. He does not pressure his students but he gives them
enough time to formulate the expected generalization.
Ø
The
teacher should not answer for the students; he can give clues and hints instead.
He does not generalize for them.
Advantages
1.
The
increase in intellectual potency
2.
The
shift from extrinsic to intrinsic motivation
3.
The
learning of the heuristics of discovery (how to learn)
4.
The
aid to conserving memory
Ø
CONCEPTUAL
APPROACH
This
approach requires the categorization of content from simple to complex level.
Students need not go into an actual investigation or experimentation, which is
usually required in discovery approach. A simple act of recalling facts will
suffice like asking students to state certain phenomena that they observe.
Roles of
the Teacher
1.
The
teacher using conceptual approach should be able to master the cognitive
hierarchy of discipline. He should be able to categorize all knowledge
pertinent to his area; from facts to concepts; from concepts to
generalizations; from generalizations to principles; and all of these should be
organized around conceptual schemes which are pervasive ideas embodying the
whole discipline.
2.
The
teacher should help students to gather sufficient data to enable them form the
expected generalization.
3.
The
teacher should not conceptualize for his students. The students should
conceptualize for themselves.
Advantages
1.
Since
conceptualization as process involves an active use of mind, certain
intellectual processes are being developed like classification, discrimination,
synthesis, and judgment. While knowledge is being processed, students have to
think logically and holistically.
2.
One
value of the students’ ability to generalize is that they can make use of the
insights gained in certain problematic situations.
3.
They
could see and realize that bits of information, which seem to be isolated can
be organized and pierced together like a jigsaw puzzle around a context in the
broader fundamental structure of a field of knowledge. Thus, they become aware
that every time the teacher presents a set of facts, the lesson is to be
approached in its totality. Thus, meaning is drawn out and derived from it.
Ø
PROCESS
APPROACH
The
process approach may be defined as teaching in which knowledge is used as a
means to develop students’ learning skills.
This
approach originated from and used to be a monopoly of science instruction.
Today, it is identified primarily with skill-oriented subjects like practical
arts and home economics and even with knowledge-laden subjects like social
studies.
The
essence of the process approach lies on three major points:
1.
emphasis
on process implies a corresponding de-emphasis on the subject content ( the
concern is how to learn and not what to learn).
2.
it
centers upon the idea that what is taught to students should be functional and
not theoretical (e.g. if you learn mathematics do what mathematicians do; if
you learn science, do what scientists do; and if you learn music, do what
musicians do)
3.
it introduces the consideration of human
intellectual development (produces the consideration of human intellectual
development – processes may refer to intellectual skills).
Advantages
1. Teaching a man how to catch fish
is must better than giving him fish every time he needs it – this is the adage
recognized by process approach.
2. By developing the skills of the
students, the teacher is preparing him to be independent, self-sufficient, and
productive person. This gives substance to education as a process of “preparing
one for his own life”.
Ø
INQUIRY
APPROACH
The
concept of inquiry refers to one’s attempt to understand fundamental issues and
concerns that may affect one’s status in life. From the point of view of
teaching and learning, the concept of inquiry gives premium to the process of
discovering what may be of help in motivating and in facilitating proper
accumulation of knowledge.
Characteristics:
Its
emphasis is placed upon the aspects of search rather than on the mere
acquisition of knowledge. It addresses itself primarily to learning concepts,
although an end product of any inquiry lessons may be production of a new idea
of concept – or a new invention. It is the search for truth, information or
knowledge. It pertains to research and investigation and to seeking for
information by asking questions.
This
approach views a given discipline more as an attitude than as a body of
knowledge or as a method. Emphasizing the affective aspects of learning, it
uses both the content and processes as means toward the development of the
qualities of the mind as curiosity, skepticism, intellectual honesty and the
like.
In using
this approach, the questions should proceed from the very factual to
thought-provoking questions – that is from the what questions to the how
and why questions. More opportunities
should be provided to students to respond to questions that call for analysis,
interpretation, evaluation, and judgment.
The
inquiry approach simply calls for the use of systematic method of studying a
problem so that solutions therefore be equally prepared and implemented.
Role of
the teacher:
In the
classroom, the teacher should be an active participant in bringing about
working relationship among learners, which enhances functional interplay of
ideas and actions. Teachers and learners alike should learn to make adjustments
in undertaking activities geared towards the “greatest good for the greatest
number”.
This
approach encourages teacher to be open-minded, and to be gracious in accepting
criticisms and challenges with an end in view of insuring the carrying out of
school activities as planned.
ADVANTAGES:
1.
it
requires them to go beyond the knowledge and skills levels of learning toward
the affective dimensions like their attitudes, values, appreciations and the
like.
2.
They
are expected to become more analytical and less gullible.
3.
When
students have adopted the spirit of inquiry, they become more curious and
observant individuals.
The
inquiry approach figuratively vibrates a nugget of wisdom:
“In
work, every day brings new changes for one to grow, new challenges to meet, and
new mission to pursue. If systematically planned, every new day is a step
towards one’s pleasant dream”.
Ø
UNIFIED
APPROACH
Teachers
by and large present knowledge in its isolated and fragmented bits, as if each
bit is an independent entity by itself.
Once presented to students, these unrelated bits of information seem to
be likely unattractive and meaningless to them. They might be able to memorize
them for sometime but there is no guarantee that they will retain them. Their tendency
is to recite them by rote, especially when there is an examination scheduled in
a day’s time or two.
But after
the test is given, such bits are surely relegated to oblivion.
The
unified approach is defined as means of treating relationships that exist among
the significant components making up a given body of knowledge. It is a thorough process of weaving and
integrating topics into a general framework or a conceptual scheme. This simply
means that the teacher does not treat each concept as an island by itself but
rather he relates the previously learned concept with the new concept, until
finally the students are able to see the interrelationships among the various
concepts that serve as the mainstays or as the cognitive pillars of an academic
subject. Its primary aim is to enhance the student’s learning by making him
view things in their entirety or totality.
CHARACTERISTICS:
1.
it is highly cognitive
2.
it
leads students toward insightful and meaningful learning ( concepts on
comparison, linking up, ascertaining the cause and effect, determining prerequisites,
predicting results, synthesis)
3.
it
is holistic in treatment
CHAPTER
III
CLOSING
SUMMARY
Learning
the various terms presented and discussed earlier would mean a lot in teaching.
Always remember, a good teacher needs as well good strategies of handling and
presenting the lessons. There are various approaches that can guide effective
teaching-learning process. Each requires teachers to perform the tasks expected
of him. Recognizing the importance of these approaches surely put teacher to
better planning, implementing and evaluating his instruction.
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