APPROACHES,

METHODS, AND
TECHNIQUES IN
TEACHING EPP
 Meaning of Approach, Methods
and Techniques

Approach is a set of assumptions

that define beliefs and theories
about the nature of
the learner and the process of
learning.
Meaning of Approach, Methods and
Techniques

Method is an overall for systematic

presentation of a lesson based upon
a selected approach (Brown, 1994).
Some authors call it design.
• a well established procedure, this
is when a thing is put it’s practice.
 Meaning of Approach, Methods and
Techniques

Techniques are the specific activities

manifested in the classroom that are
consistent with a method and
therefore in harmony with an approach
as well (Brown, 1994). Technique is
referred to also as a task or activity.
Demonstration
Method
The demonstration method is a direct method of
instruction. It is referred as the “show and tell”
method. The teacher simply shows to the
students how a thing is done and explains as
he/she demonstrates. For an effective
demonstration, it is necessary that the teacher
mentions the do’s and don’ts of the process for
emphasis and clarity. It is important that as a
teacher demonstrates a process, he/she
cautions students on steps of a skill where
students are often mistaken or which are most
often missed.
 TWO TYPES OF DEMONSTRATION

1. Demonstration products - Present the

value, benefits, and uses of the product. The
main goal of this demonstration is to show the
features and capture of the product.
2. Demonstration of process- This
demonstration method shows the step by step
process.
 Students are expected to
demonstrate a process or skill
gradually after the teacher's
demonstration, following specific
steps to ensure effective learning.
a. Teacher demonstrates. – “Watch me and listen
to me”.
b. Student demonstrates with scaffolding from
teacher. – “Let’s do it together”.
c. When student can do the process by
himself/herself, student demonstrates the skill or
process. – “Do it as I watch”.
d. Teacher gives more opportunity for
practice for skill mastery.
e. Teacher assesses to determine skill
mastery by all students
It goes without saying that at
all times, while students
practice the newly learned
skill, teacher must be visibly
supervising students while
they practice for mastery.
Hands on
Learning
Hands-on learning, more formally
known as experiential education,
reflects a teaching philosophy that
promotes learning by doing. The
strategy allows children to practice
guided tactile learning in which they
absorb knowledge not only by
listening, but by experiencing.
Generally speaking, hands-on learning is learning through
experience. Students handle the materials, equipment, and
instruments in real time and manipulate it. It is obtaining the
skills, knowledge, and competencies that are necessary.
Working in hands-on way is presumed to extend a more
thrilling and realistic experience of the content. The most
verifiable researches bear evidence for the speculation that
employing hands-on activities steers to positive motivational
result. Although there are also evidences that adults may be
over-challenged when independent problem-solving is
involved during these kinds of activities, especially those who
are not used to open laboratory work were found to be low in
confidence regarding aspects of practical and hands-on work
that require analysis and critical thinking.
One of the benefits of hands-on learning
environment is that students will get a feel for
materials and equipment that is commonly
used in the workplace after the course. This is
particularly good if the student is working with
equipment and tools. One of the main reasons
for accidents in the workplace comes from
equipment and tools misuse; knowing how to
properly handle equipment increases safety.
By definition, hands-on learning requires students to
engage in the education process using multiple senses
including sight, hearing and touch known as
multisensory learning; the hands-on teaching strategy
engages the senses in a way that promotes learning
comprehension on multiple levels. This practice allows
students to understand information and also use it. For
example, a young child may verbally acknowledge
understanding basic math facts, but is unable to
solve problems on an addition worksheet.
Manipulating tactile math blocks allows that student to
better comprehend the concepts by actively utilizing
acquired knowledge.
Cooperative
Learning
Cooperative Learning, sometimes called small-
group learning, is an instructional strategy in
which small groups of students work together
on a common task. The task can be as simple as
solving a multi-step math problem together, or
as complex as developing a design for a new
kind of school. In some cases, each group
member is individually accountable for part of
the task; in other cases, group members work
together without formal role assignments.
According to David Johnson and Roger
Johnson (1999), there are five basic
elementsthat allow successful small-group
learning;
1. Positive independence
2. Face-to-face
3. Individual and group accountability
4. Group behavior
5. Group processing
• Positive interdependence: Students
feel responsible for their own and the
group's effort.
• Face-to-face interaction: Students
encourage and support one another; the
environment
encourages discussion and eye contact.
• Individual and group accountability:
Each student is responsible for doing their
part; the group is accountable for meeting
its goal.
• Group behaviors: Group members
gain direct instruction in the
interpersonal, social, and collaborative
skills needed to work with others
occurs.
• Group processing: Group members
analyze their own and the group's
ability to work together.
Cooperative learning changes students' and teachers'
roles in classrooms. The ownership of teaching and
learning is shared by groups of students, and is no longer
the sole responsibility of the teacher. The authority of
setting goals, assessing learning, and facilitating
learning is shared by all. Students have more
opportunities to actively participate in their learning,
question and challenge each other, share and discuss
their ideas, and internalize their learning. Along with
improving academic learning, cooperative learning helps
students engage in thoughtful discourse and examine
different perspectives, and it has been proven to increase
students' selfesteem, motivation, and empathy.
Some challenges of using cooperative
learning include releasing the control of
learning, managing noise levels,
resolving conflicts, and assessing
student learning. Carefully structured
activities can help students learn the skills
to work together successfully, and
structured discussion and reflection on
group process can help avoid some
 Project method or
Projec-based method
The project method in Education and Professional
Practice (EPP) is a hands-on, experiential learning
approach that involves students working on
real-world projects. Key elements include real-
world relevance, student-centered learning,
collaborative work, interdisciplinary approach, and
reflective practice. These methods foster essential
skills like problem-solving, creativity, and
collaboration, making them valuable in
educational settings.
This is a strategy where learners
acquire knowledge through planning
and execution of practical projects
Types of Project-Based Method
• Individual Project
• Group Project
• Simplex Project
• Complex Project
According to Kilpatrick-Kaun (2014) Project can be
classified into:
a. Constructive Project – practical or physical tasks
such as construction of article making a model and
playing drama are done in this type.
b. Aesthetic Project – appreciation powers of learners
are developed through musical program, beautification
of things and appreciation of poems and so on.
c. Problematic Project – develop the problem solving
the capacity of learners through their experiences.
d. Drill Project – it develops mastery of the skill and
knowledge of the learners.
Steps in preparing a learning activity
under the Project-based learning
technique

• Creating Situation – teacher tells the

method and procedure to be done.
• Selecting the Project – apply the six
principles project method (purpose, utility,
activity,
freedom, reality and prior planning.)
Steps in preparing a learning activity under
the Project-based learning technique

• Planning – teacher discusses various points to

the learners and take part in the discussion.
• Execution – select relevant facts.
• Evaluation – when finished, project is
evaluated by the group within themselves and
reported to the teacher.
• Reporting – learners write each and every
step on how they finished the project.
TYPES OF PROJECT
METHOD
1.Waterfall Method: This is a linear and
sequential approach where each phase
must be completed before moving on to
the next. It’s best suited for projects with
well-defined requirements and low
uncertainty.

Example: Work Immersion

2. Agile Method: This is an iterative
approach that focuses on flexibility and
customer feedback. Projects are broken
into smaller increments, allowing for
adjustments and improvements
throughout the development process. It's
ideal for projects with evolving
requirements.
Instructional Materials ( Instructional
Module)
Modular Teaching is one of the
most widespread and recognizes
learning techniques.
An Instructional Module is a
self-contained and self-sufficient
unit of instruction for the learner
to achieve a set of objectives.
Characteristics:
• Independent
• Self-contained
• Self-instructional
• Clearly defined objectives
• Concerned with individual differences
• Systematically organized learning
opportunities
• Utilization of variety of media  Active
participation of learner
Components of Module:
1. Title – the title of the module should be clear
2. Introduction – background of the module
3. Overview-the overview introduces the
learner to the theme of the module, its purpose,
organization and uses
4. Instruction to the Users – to provide clear
instruction to the learner as to how he should
proceed, and what he has to do after each step
Components of Module
5. Pre-test – a pre-test is given at the
beginning
6. Objectives – the instructional objectives of
the module should be clearly stated
7. Learning Activities – enable the learner to
develop behavior in predetermined direction
8. Formative Tests – are given at the end of
each learning unit/learning activity
9. Summative Evaluation – is done with the
help of a post test
Advantages:
 Learning becomes very effective.
 It establishes a system of assessment
other than marks or guides.
 Modules can be administered to
single use, small group or large group.
 It is more appropriate to mature
students.
Disadvantages:
 Modules are economical in
their use.
Appropriateonlyformaturedst
udents.
 TimeConsuming
 Demands smart classrooms
TYPES OF NSTRUCTIONAL MODULES;

1. Online modules: Delivered digitally and accessed

through a learning management system (LMS).

2. Print modules: Printed materials that can be used for

self-study or in a classroom setting.

3. Interactive modules: Use technology to engage

learners and provide hands-on experiences.
 Utilizing Resources
Person and Community
Materials
Resource persons are experts
who contribute information and
opinions to participants in a
learning situation. They
frequently are used to conduct
educational activities, but may
also be helpful to a committee at
the program planning stage.
If the teacher is not an expert in a given
content, you will need resource persons
to ensure a good training where
participants gain well-presented
knowledge. Resource persons do not
just add expertise but also make the
learning more interesting and attractive
for the students, as they can integrate
their own experiences
Using the local community and
environment as resources
One important resource at your
fingertips is that of the local community
and environment. In your local
community you have people who have
expertise in a wide range. In your local
environment you also have access to a
range of natural resources.
Figure 2 The advantages of using local
community and environmental resources. Using
local experts in your classroom
The local community is an often overlooked
teaching resource. Maybe you are doing some
work on transportation with Class X. How could
you introduce this topic to your students in a
way that will capture their interest? One way
would be to invite in a local doctor or a nurse to
talk about the heart and how they measure the
blood pressure of their patients.
For the topic of excretion, you could
ask someone who has had a kidney
transplant to talk about their kidney
disease and operation. This could be a
relative or a family friend of the
students or staff. For respiration you
could ask a local athlete to come in
and explain the how lactic acid affects
their performance.
Case Study 1: Mrs Kumar invites a visitor
Mrs Kumar invites an expert into her classroom.

One evening, I was out with a friend in the city.

She is a nurse and had just started a new job in
a health clinic for people with heart disease. I
had just started ‘life processes’ with Class X,
and while we were talking I had a brainwave! I
decided to ask my friend to come into the school
and talk to my students.
We arranged that she would bring a
machine for measuring blood pressure.
She measured my blood pressure and
then talked to my students for about 15
minutes about the importance of
measuring blood pressure, what causes
it to be too high and the treatments
available. I had a poster with a diagram
of the heart which she used in her
explanation.
My students had prepared some
questions in advance, which they
were able to ask, but the discussion
soon moved on as they thought of
more and more questions. Quite a
few students stayed behind after
the lesson to find out more about
training to be a nurse.
Using local environmental
resources
The local environment can support
your teaching. In your local
environment you also have access to a
range of natural resources. The outside
environment can be seen as a place to
collect resources but it can also be
used as an extension of your
classroom.
Field Trips, Home Visits
and Community Works
Field trips are recognized as important
moments in learning; a shared social
experience that provides the opportunity
for students to encounter and explore
novel things in an authentic setting.
It is important to recognize that learning
outcomes from field trips can range from
cognitive to affective outcome
Among the many potential outcomes, research has
shown that field trips:
• Expose students to new experiences and can
increase interest and engagement in science
regardless of prior interest in a topic (Kisiel, 2005;
Bonderup Dohn, 2011),
• Result in affective gains such as more positive
feelings toward a topic (Csikszentmihalyi &
Hermanson, 1995; Nadelson & Jordan, 2012).
• Are experiences that can be recalled and useful
long after a visit (Salmi, 2003; Falk & Dierking, 1997;
Wolins, Jensen, & Ulzheimer, 1992).
Home Visit
Engaging with families
outside of school helps
form a shared
understanding and shows
that teachers care about
their students.
Community Work
Unpaid work performed
by a person or group of
people for the benefit
and betterment of their
community.