Difference between teaching approach, method, technique and strategy

[Campus 51]

Give an example from your teaching practice that demonstrates the difference between teaching approach, method, technique and stratedy based on the video you watched.

[Gannah Ahmed]

This is an example of my understanding on the differences between teaching approach, methods, techniques, and strategies:
Teaching approach: Set of principles, beliefs, or ideas about the nature of learning for example students learn more when they are part of the process so your teaching approach is active learning.
Teaching methods: Since your approach is active learning, then your method could be problem-based or project-based.
Teaching techniques: Modelling first to make sure the teaching stays organized and also teaching students attention grabbers like ‘Class, Class – Yes, Yes’ to keep the session under control.
Teaching strategies: Hands-on activities and peer evaluation would be the strategies used in the session to achieve your approach of active learning.

[Salma Abou El Kheir]

Approach: Constructivist – Students actively engage with themes like individuality and conformity by connecting them to personal experiences.
Method: Socratic – Open-ended questions encourage dialogue and critical thinking (e.g., “Why does Jonas question the rules?”).
Technique: Collaborative and cooperative r=teaching techniques.
Strategy: Think-pair-share – Students think individually, discuss in pairs, and share with the class to ensure engagement. Sometimes I ask students to think in groups, assign a messenger to share with the neighbor group, then go back t discuss the findings, and finally, a spokesman to represent them and present the idea to the whole class.
Objective: Develop critical thinking and analysis through discussions, debates, presentations, and creative writing tasks like alternative endings.

• This reply was modified 1 year, 2 months ago by Salma Abou El Kheir.

[Salma Abou El Kheir]

The modeling part is excellent! I believe that students need to see the expected final product before they submit what they have produced.

[Nourhan Mohamed]

On a literacy lesson, where the goal is to help students develop reading and writing skills.
Approach: Play-based learning (children learn through play and exploration).
Method: Phonics-based instruction (focused on teaching letter sounds and word decoding).
Technique: Word wall (visual support to reinforce sight words).
Strategy: Differentiated instruction (tailored activities based on students’ needs and levels).

[Sandra Sediky]

The lesson: Subtracting mixed numbers

Approach: Cognitivism
Method: Teacher demonstration
Technique: Think pair and share
Strategy: Gamification

My lesson focuses on subtracting mixed numbers. It will be taught using a cognitive approach, specifically through teacher demonstration. To facilitate active learning, the ‘think-pair-share’ technique will be employed. To enhance student engagement, gamification elements will be integrated into the learning process.

[Heba Salem]

Teaching Approach:
– Play-based and Constructivist: Focus on hands-on exploration and active learning, where students build knowledge through interaction and curiosity.

Method:
– Phonics-based Method: Systematic introduction of the letter ‘S’ and its sound, helping students develop early literacy skills by recognising letter-sound relationships.
1. Focus on the Sound (Phoneme):
Start by introducing the sound /s/ associated with the letter ‘S.’ For example, “This is the letter ‘S,’ and it makes the sound /s/ like in ‘snake’ and ‘sun.’”
2. Link the Sound to the Letter:
Show the written form of ‘S’ while repeating the /s/ sound, helping students connect the sound they hear with what they see.
3. Practice Blending:
Once students recognise the /s/ sound, they practice blending it with other sounds to form simple words like ‘sat’ or ‘sap,’ which strengthens their decoding skills.
4. Practice Segmenting:
Students also break down words into individual sounds. For example, ‘sun,’ they identify the first sound as /s/.
5. Repetition and Reinforcement:
Through activities like tracing, singing, and matching objects that begin with ‘S,’ the phonics method reinforces the relationship between letters and their sounds.

Techniques:
-Sensory Bins: I hide objects like a starfish, spoon, and snail in a sand-filled bin. Students dig through the sand, find the objects, and say the /s/ sound aloud.

-Object Sorting with Picture Cards: Students match objects from the sensory bin to picture cards, reinforcing the connection between the letter ‘S’ and words like snake and spoon.

Strategies:
– Multisensory: After sensory play, students trace the letter ‘S’ in sand, sing a phonics song, and create a snake using craft materials such as playdough, engaging visual, auditory, and kinaesthetic learners.

[Yassmin Morsy]

In one of my classes, I was teaching the issue of discrimination all over the world. I used the approach of Constructivism by letting students search for the information assigned on their own and then discuss it together.

My method would be inquiry based learning through a group work activity in which students are divided into groups each with a specific task to search for and then present and receive feedback.

My teaching technique would group learning with different tasks, searching for information, discussing it with their groups, present to the whole class, receive detailed feedback from other groups and from me at the end.

My strategy is a flipped classroom through which students present their work and have an interactive discussion with classmates.

[Shaza Soliman]

Teaching counting in tens
Approach: A visual and hands-on approach using interactive activates (constructivism)
Method: A pattern based method so students can focus on the sequence of counting in tens
Technique: Using a large number line on the floor and have students hop the line in steps of ten or using a hundred chart to trace the numbers
Strategy: Repetition with using visuals like the number lines and hundred chart to help them recognize the patterns

[Heba Adam]

Teaching Approach
the contructivist is used to encourage learners to construct their own understanding of the concept of community helpers based on their prior experiences or construct their underastanding of their writing by analysing and creating vivid descriptions based on personal experiences.

Teaching Method (collaborative)
A class activity might be chosen as a method of lecture where students work together and brainstorm to refine their descriptions.

Teaching Technique
It can be applied on drama or role-playing, where students can act their different community helpers if it is related to role playing
sensory details
students are encouraged to incorporate sight, sound and smell to make their writing vivid and engaging.

strategy
think-pair-share activity where students first reflect individually on the roles of community helpers
or activity where students first think about an object or scene to describe and share their descriptions with a peer for a feedback and finally present their refined work

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