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Copy of Guided Exploratory Approach

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Jenn Mariz Blanco Ü

on 13 January 2013

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Transcript of Copy of Guided Exploratory Approach

Method This is a step-by-step acquisition of knowledge and skills. The process approach
involves three major
a. It emphasizes how to
learn and what not to learn.
b. It stresses the need for
functional or relevant
transfer of knowledge.
c. It is concerned with
the development of
intellect. Inductive Method A method which starts from the specific before arriving at a generalization. Steps:
a. Preparation
b. Presentation
c. Comparison and abstraction
d. Generalization
e.Application Inquiry Teaching also goes by other names such as discovery teaching and discovery learning. This is commonly used in higher level thinking. In inquiry teaching, the teacher poses a problem, asks questions, and facilitates dialogues. Inquiry approach relies heavily on the ability of both teacher and student to discuss. Inquiry teaching encourages students to ask questions, seek answers or solutions to problems, explore posibilities and for their own ideas about the lesson at hand. Laboratory Method a kind of teaching procedure that deals with investigation and experimentation and which normally involves first hand experiences concerning materials and facts obtained. Experimental It emphasizes discovery of a solution
to a problem either by problem solving
or acquisition of information. Observational It focuses on the acquisition of facts. Facts are acquired from visits to museums, art galleries, film viewing, guided tours, and field trips. (cc) image by nuonsolarteam on Flickr (cc) image by nuonsolarteam on Flickr Steps in Laboratory Method:
a. Orientation and Motivation
b. Work Period
c. Culminating Activities Problem the teaching method that uses the scientific method in searching for information and for improving reasoning process. Problem solving is also referred to as reflective thinking. Steps in problem solving: (cc) image by nuonsolarteam on Flickr Sensing and defining a problem 2.
Hypotheses 1. 3.
Testing for
Hypotheses 4.
Analysis 5.
Conclusion Solving
1. Problem must be clear and concise.
2. Problem is adapted to the age, interest, skills of the students.
3. Use cooperative learning to ensure a more active participation of group members.
4. Furnish leading questions at every stop to monitor progress of the undertaking. 5. Prepare supplementary materials to substitute for materials that are not available.
6. See to it that the process or procedure is done correctly and well.
7. Set criteria for evaluation. Guidelines for an effective problem-solving: Project Method This method requires students to construct projects as a result of their study/research. This involves gathering and organizing data to be presented in concepts acquired. This method involves application of a principle or concept. This is also considered a 'self-directed' study as students also learn skills, not only knowledge. steps of the project method: 1. Puprposing
2. Planning
3. Executing
4. Evaluating. Cognitive
Method Method that emphasizes the development of thinking skills: interpreting, comparing, criticizing, classifying, analyzing, summarizing, and creating. Metacognitive A method that requires students not only to acquire thinking skills but monitor control their commitment and attitude during the learning process. It offers opportunity for creative thinking where by students are able to harness potentials at their best, push their own limits, adapt new situations as they focus on the task intensely. Such method provides a good training for independent study. Reflective Teaching this method affords the student to reflect on their own experiences to give new meaning to them. the teachers role is to guide a student go about analyzing learning experiences that will lead to new learning and new concepts that can apply to new learning situations. Constructivism This method regards the learner as the core of the learning process. He is at the center of the educational stage. Exponents of constructivism aver that knowledge cannot be passed down from one person to another, like teacher to learner. It is constructed by the learner himself through his interpretation of a particular information. This method also calls for restructuring concepts as they interact with the environment. It is likewise considered as a social process in which learners construct meaning through interaction of prior knowledge and new learning events. "Knowledge cannot be passed down from one person to another"
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