TEACHING APPROACHES/STRATEGIES AND INSTRUCTIONAL PRACTICES Over the years, schools have always been concerned with how to come up with effective teaching-learning experiences for the learners. In an attempt to attain this goal, the teacher is expected to possess a thorough knowledge of the criteria of good teaching and the mastery of the subject matter to be taught and a broad knowledge of various teaching approaches/strategies of teaching. With some charges of emphasis on educational goals objectives, the focus on the child as the important variable in the educational process, the concept of teaching method has been diversified and broadened and new approaches/strategies and other instructional practices came about purportedly to enhance the teaching-learning process. The teacher should adapt different approaches/strategies of teaching to suit the needs of the learners. There is no single correct way to teach a particular set of the pupils/students in a class. The teacher should be able to make a wise choice of the type of activities that should be utilized under varying learning conditions. The different teaching approaches/strategies of organizing class activities are presented and discussed as follows:
A. THE CONCEPTUAL APPROACH
Many educators view conceptual approach as choosing and defining the content of a certain discipline to be taught through the use of the big or pervasive ideas against the traditional practices of determining content as by isolated topics.
In this approach, subject matter is taught to enable the pupils/students to develop concepts which are one’s mental picture of anything- an idea or an object depending on previous experiences.
The conceptual approach is not a particular teaching method with specific steps to follow.
This approach stresses cognitive learning: the learning of content or acquisition of knowledge; however, this approach requires the categorization of content from the simple to complex level.