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Based on my contract teaching experience, I noticed that most of the lessons were carried out using either the direct instruction, direct or presentation approach. Especially for Maths lesson, it is quite common to see a well structured lesson taught in a step by step manner. What caught my interest is the Concept Attainment Approach. I feel that it is interesting to share the examples without sharing with the concept and getting students to deduce it. It can promote critical thinking skills and analytical skills. Though it may take time, it is useful and student directed.

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My aha moment would be that under various scenarios there would be a more suitable approach to apply in your lessons. I have also realized that the various approaches have certain similar aspects and at times we may even use a combination.

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Reading about the four different approaches made me more aware of how we can tailor our teaching approach according to our learning objectives. If we observe that students lack knowledge and understanding on one particular concept which can be grasped over a few steps, then perhaps we can make use of concept teaching, either the direct presentation or concept attainment approaches. For more complex concepts which requires more critical thinking, perhaps the presentation and direct instruction approaches would be more appropriate for they would provide more scaffolding for the students.

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For me, it was interesting to learn about the different types of lesson delivery methods. What caught my attention was that every style has their own challenges, and there isn’t a one size fits all approach. There is value in profiling the class and seeing which method is the most appropriate in delivering the lesson. Also, more than profiling the class, it goes to the lesson that is to be taught and learnt - this will determine the approach.

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Being able to decode the benefits of each approach will allow me to know how to make use of suitable teaching approaches when planning my lesson. When planning our lessons, other than considering our students' readiness and profile, we should put thoughts into the various stages; Stage 1: Lesson Preparation, Stage 2: Lesson Enactment (with teacher talk) and lastly Stage 3: Assessment and feedback.

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For Direct Whole Class Instructional Approach:
I really liked the idea of using the story with characters and context that they can relate to

For Direct Presentation:
It was from a different perspective from my grp's Concept attainment approach. Their is Rule> Example whereas ours is Example> Rule.

And for Presentation Approach : Its the approach I am most familiar with growing up.

I think I would consider using a mixture of the other 3 approaches when teaching as I would like to encourage my students to think more or be more involved in their learning not just being spoon fed.

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As I was reading about the different teaching methods, I realized that there is no one size fits all approach to teaching. Each method has its own pros and cons. It is up to me to combine the pros from each method and cater to what’s best for my students. E.g. Direct instruction may work well in introducing new concepts but is not effective when student engagement and sharing is required.
By using a variety of teaching methods, I hope to create a learning atmosphere in class that is meaningful and engaging.

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After looking through all the different presentations, I realised that there is no one size fits all approach. It depends on the lesson you are carrying out. We must learn about the profiles of our learners prior to planning a lesson.

I find that concept attainment is effective for most lessons. As there is scaffolding and examples given during the lesson. I guess each approach has its own strengths and weaknesses. :)

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It was very insightful learning about the different types of learning approaches that we can use in class. As each approach has its strength and weakness, teachers has a role in identifying and filtering out what works best for their class. There could also be a mixture of deductive and inductive learning strategies. I also liked how stories were incorporated in one of the lesson plan for P1 as they would definitely enjoy the lesson and understand the concept taught better.

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I found the direct presentation approach intriguing. It focuses on rule-to-example. The example given was when students learnt about proper nouns. And the teacher showed them examples and non-examples of proper nouns. This helps students to formulate a pattern on their own.

This is a useful tool to encourage students with self-directed discovery instead of spoon feeding them content.

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I liked how the concept attainment approach allows students to "discover" information themselves. It is an approach that teachers hardly use in schools. Examples and non examples are also useful to guide students in their thinking. I find this approach useful for higher ability students as it tests them on their analytical, comparison and contrasting skills. Students are able to see things in different perspectives which is a fresh approach that I would consider using in class next time in addition to the traditional teaching methods.

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There are different strategies for whole class teaching that we can use for students of different profile. We can adopt these strategies to better help the students learn. My aha moment is that we can be creative and not narrow ourselves to common perception of each approach. For instance, with Presentation Approach, the teacher can still get the students involved, using think-pair-share for example.

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One of the key takeaways that I have gathered is that certain methods are more suitable depending on the learner's profile, subject and age group.

For example, for Primary 1 learners, Direct Presentation approach might be more suitable than Presentation as younger learners may need more scaffolding. While for Concept Attainment Approach, English/Science subjects may be more suitable than Mathematics as it is more theory based and has content for us to gather the examples/non examples rather than questions to practise on.

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After looking at the group on concept teaching-> concept attainment approach, I realised that it is more of an example-to-rule concept.
Which was interesting as my group worked on concept teaching-> direct presentation which is more of a rule-to-example approach.

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Each of the approaches has its own strengths and limitations. As a teacher, it is important to be well-versed with the approaches so that we know how to manage student behaviour and ensure that effective teaching and learning takes place. For instance, during contract teaching, I may have taught a certain topic to my students using direct instruction, but having read up on the different approaches, I can now consider other approaches that may benefit a different profile of students in the future.

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My aha moment was that when I was looking through the resources the groups used for their class lesson enactment, they utilised a lot of visuals that would be useful for paving the way for discussion.

Therefore in order to have an engaging lesson that is student centric as per the constructivist school of thought in the context of education, it is important to have interactive resources where student can discuss their findings together.

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I think a mixture of all the different approaches can be adopted to make our lessons throughout the year fuller and differentiated. I like how teacher talk is included in Group Orange's sharing as it gives me a direct vision of how my lesson could look like if I were to adopt the Whole Class Instructional Approach using Direct Instruction.