Teaching Methods, Teaching Strategies, Teaching Techniques

and Teaching Approach

Dr. Ashwani Kuamr

Abstract: Quite often than not educators make much use of the terms teaching methods,
teaching strategies, teaching techniques, and teaching approach. Some make reference to
them when talking about pedagogical issues and seem to use them interchangeably as
though meaning the same thing while others use them to explain specific concepts in
education. This paper seeks to probe into the distinct meaning of each term to enable one
to clearly differentiate between their use as well as establish the relationship that exists
between these educational terms.
Keywords: Teaching, Methods, Techniques, Approach, and Strategies

I. INTRODUCTION
1.1 Meaning of Terms
Before we tackle the major terms, let’s begin by defining their various components:
teaching, methods, techniques, approach, and strategies.
The Mariam Webster Dictionary (2016) defines teaching as the act of imparting or providing
knowledge or skills to another. Thus, the act, occupation, or profession of a teacher. It
encompasses both instructions in procedures, a process to guiding pupils to the information
they will need, and challenging them to engage in thinking about concepts they construct
in their minds. All of these are needed in order to teach students to become fully functioning
individuals with good thinking capacities.
Dictionary.com defines ‘method’ as a procedure, technique, or way of doing something,
especially in accordance with a defined plan. Thus, it’s a manner of a logical, orderly, and
systematic procedure for instruction, investigation, experimentation, presentation, etc. For
example, there are several methods of farming.
The Oxford Advanced Learners Dictionary (2016) defines a technique as a way of carrying
out a particular task, especially in the execution of duty. For instance, new surgical
techniques mean quality treatment in a shorter time. Thus, a technique is a systematic
formula by which a task is accomplished.
Cambridge dictionary (2016) defines an approach as a way of considering or doing
something. For instance, a person’s approach to life, thus, his perspective or view of life.
The Mariam Webster Dictionary (2016) again defines a strategy as a careful plan for
achieving goals usually over a long period of time. It is a plan of action designed to achieve
a specific goal or series of goals. For instance, soldiers strategize ways to win a battle.
From the above definitions, we can come up with the following definitions for the various
terms teaching methods, teaching techniques, teaching approach, and teaching strategies.
Teaching methods are the procedure, technique, or way of teaching, especially in
accordance with a defined plan. The term teaching method refers to the general principles,
or pedagogy used for classroom instruction. Your choice of teaching method depends on
what fits you — your educational philosophy, classroom demographic, subject area(s), and
school mission statement. Teaching theories primarily fall into two categories or
“approaches” — teacher-centered and student-centered:

1.2 The Definition of Teaching Strategy

A teaching strategy is a generalized plan for a lesson that includes structure, instructional
objectives, and an outline of planned tactics, necessary to implement the strategies (Stone
and Morris, in Issac, 2010). Furthermore, Issac (2010) explains that teaching tactics are the
behavior of the teacher which he manifests in the class i.e., the developments of the
teaching strategies, giving proper stimulus for timely responses, drilling the learned
responses, increasing the responses by extra activities and so on.
In this paper, we use the term strategy to imply thoughtful planning to do something. When
we use the term method, it implies some orderly way of doing something. Thus, we use the
terms technique and procedure as synonyms to signify a series of steps that one takes to
employ any general model being used in the classroom. Each of these aspects emanates
from a broader and more encompassing model (Orlich, Harder, Callahan, Trevisan, &Brown,
2010:4). Furthermore, the following are the difference between teaching method and
teaching strategy in more detail:

1.3 Teaching Method

1. It is limited to the presentation of subject matter;
2. Methods come under strategy;

3. It is a micro approach;
4. Teaching as an art;
5. Effective presentation of subject matter;
6. Classical Theory of the human organization;
7. Work is important.

1.4 Teaching Strategy

1. When we try to achieve some objectives by any method it becomes strategies;
2. Strategy is actually a combination of different methods;
3. For E.g. lectures or textbooks or question answer methods can be never being used
separately;

4. It is a macro approach;
5. It considers teaching as a science;
6. Its purpose is to create a conducive learning environment;
7. It is based on modern theories of the organization;
8. (pre-determined objectives, becomes strategy);
9. Behavior of students and teachers and their mutual relationship.

1.5 The Position of Teaching Strategy in Curriculum Development

Taba developed Grades 1 through 8 social studies curriculums organized around teaching-
learning units (Taba, 1971 in Lunenburg, 2011:2). In the process, a curriculum model
evolved that is applicable to many types of curricula and that can be used in many different
kinds of school settings and school levels: elementary school, middle school, and high
school. The model includes an organization of, and relationships among, five mutually
interactive elements: objectives, content, learning experiences, teaching strategies, and
evaluative measures so that a system of teaching and learning is represented.

1.6 Designing Teaching Strategies

Conducting a teaching activity is essentially a network or set of decisions that the trainer
takes to correlate the priority elements of his work and to build the best solution with
respect to the educational situation again. The one who instructs must find a rational and
appropriate formula to combine methods, procedures, techniques, means, and forms of
organization that lead to optimal use of the potential of the trained subjects (Neacşu,
1990:219-220). Choosing the procedures for training in relation to the trained subject is the
teaching strategy. It is well known that the teaching strategy is the key tool in instructional
design the teaching strategy results in a didactic approach to teaching and learning,
combining and optimal organizing of the methods, means, and forms of the grouping of the
participants (Cerghit, 2006). These elements, integrated into the operational structures, are
based on a systemic vision and designed to ensure active and creative learning of
knowledge and to rationalize the training process. The concept of "strategy" is operated
both at the macro level, the intermediate level, and the micro level, the latter level being
directly linked with learning pedagogy, training theory, and practice. Adopting a strategy
means adopting a guideline for action, and associating it with a certain global way of
organizational learning and learning conditions, the use of certain methods and means. It
should, naturally, be pointed out that in reality, we adopt mixed and combined strategies,
according to the objectives, the level of the group we are working with, the contents
covered, etc. It is understood that any trainer has great freedom to design their work,
drawing graphs, charts, value tables, or simply mental schemes which can help increase
their ability to decide and to use effectively combined sets of methods, tools, and other
training resources (Aurea, Neacsu, Safta & Suditu, 2011; Keegan, 2013. Experience has
shown, moreover, that each teaching activity is unique through the configuration of factors
and interactions that constitute it, therefore the permanent correcting of some strategies
thought beforehand can bring more rigor or rather can provide a positive feedback.
II. TYPES OF TEACHING STRATEGIES
There are many kinds of teaching strategies that can be applied in the language teaching
process. Wehrli (2003) explained the teaching strategies as follow.
2.1 Brainstorming
Brainstorming is a process for generating multiple ideas/options in which judgment is
suspended until a maximum number of ideas have been generated. Al-maghrawy in Al-
khatib (2012: 31) also defines that brainstorming as a group creativity forum for general
ideas. Moreover, Sayed in Al-khatib (2012: 31) purposed some importance of brainstorming
for the students. These are: (a)helping students to solve problems; (b) helping students to
benefit from the ideas of others through the development and build on them; and (c)
helping the cohesion of the students and building relationships among them and assess the
views of others.
In addition, brainstorming has some advantages, they are: (a) actively involving learners in
higher levels of thinking; (b) promoting peer learning and creating synergy; (c) promoting
critical thinking, and (d) helping groups reach consensus.
On the other hand, there are some disadvantageous to brainstorming. (a) Requiring
learner’s discipline; (b) may not be effective with large groups, and (c) can lead to “group
think”.
2.2 Case-based Small-Group Discussion
In this teaching strategy, small groups of 5-10 address case-based tasks, exchanging points
of view while working through a problem-solving process. In this teaching strategy process,
Srinivasan, Wilkes, Stevenson, Nguyen, and Slavin (2007) explained that the group focuses
on creative problem solving, with some advanced preparation. Discovery is encouraged in
a format in which both students and facilitators share responsibility for coming to closure
on cardinal learning points.
Case-based Small-group Discussion has some advantageous.
They can be

1. Actively involves participants and stimulates peer group learning;

2. Helps participants explore pre-existing knowledge and build on what they know;
3. Facilitates exchange of ideas and awareness of mutual concerns; and
4. Promotes development of critical thinking skills; On the other hand, Case-based Small-
group Discussion has some disadvantageous. It

1. Can potentially degenerate into off-task or social conversations;

2. Can be a challenge to ensure participation by all, especially in larger groups; and
3. Can be frustrating for participants when they are at significantly different levels of
knowledge and skill.

2.3 Demonstration
Demonstration means performing an activity so that learners can observe how it is done in
order to help prepare learners to transfer theory to practical application. Moreover, the
demonstration strategy involves the teacher showing learners how to do something
(Adekoya and Olatoye, 2011).
The advantage of demonstration is to:
a. Help people who learn well by modeling others
b. Promote self-confidence;

c. Provide an opportunity for targeted questions and answers; and

d. Allow attention to be focused on specific details rather than general theories.

The disadvantageous of demonstration:

a. is of limited value for people who do not learn best by observing others;
b. May not be appropriate for the different learning rates of the participants; and
c. requires that demonstrators have specialized expertise if highly technical tasks are
involved.

2.4 Games
Games are used to bring competition, participation, drills, and feedback into the learning
experience as a motivator and opportunity for the application of principles. Carefully
planned uses of games in the classroom (e.g., for practicing certain verbs, tenses, questions,
locatives, etc.) add some interest to a classroom (Brown, 2000: 146).
The advantages of game:
a. Actively involves learners;
b. Can add or regenerate motivation;

c. promotes team learning and collaborative skills;

d. provides a challenge that can lead to confidence in knowing and expressing the material;

e. Provides feedback; and

f. Can create a “fun” learning environment.
The disadvantageous of game:

a. Can create in-group/out-group feelings;

b. Can demotivate students who are not competitive by nature;

c. Can create feelings of inadequacy in those not as skilled or forceful; and

d. Can discourage creativity if the format is very rigid and the focus is strongly on winning.
2.5 Independent Study
Independent study is a teaching strategy designed to enhance and support other
instructional activities. Learning activity is typically done entirely by the individual learner
(or group of learners) using resource materials. It may be done using computer/web-based
technology. Alberta Learning (2002: 73) also defines independent study as an individualized
learning experience that allows students to select a topic focus, define problems or
questions, gather and analyze information, apply skills, and create a product to show what
has been learned.
The advantageous of independent study:
a. fosters independent learning skills;
b. Allows learners to progress at their own rate; and
c. Enhances other learning experiences.
The disadvantageous of independent study: (a) may be disconnected from immediate
objectives, and (b) may be difficult