Based on your definition, I would identify the audience's abilities and background knowledge first before deciding on an approach. Bottom up will be more appropriate for the weaker/lower level students as it will help them generate and grasp the fundamental concepts of an idea first before going into the more complex general idea. If for the more advanced audience, the top down would be appropriate as their background knowledge would enable them to have a point of reference before focusing on the minute details.

Based on your definition, I would identify the audience's abilities and background knowledge first before deciding on an approach. Bottom up will be more appropriate for the weaker/lower level students as it will help them generate and grasp the fundamental concepts of an idea first before going into the more complex general idea. If for the more advanced audience, the top down would be appropriate as their background knowledge would enable them to have a point of reference before focusing on the minute details.

I would look at the work of Felder and Silverman (1988).  Their discussion of global sequential learners seems to address the problem that you pose. I don't know if a students' achievement level plays into this approach. However, I definitely see the value of chunking and scaffolding your lessons.  Some of the highest educated individuals that I know are more likely to take a sequential approach to understanding and solving problems.  I have found that without a "big picture" perspective I tend to struggle with learning.  Additionally, sequential learners struggle in my class.  To answer your question I would suggest using both approaches.  Provide students with a big picture view so that they can understand how the parts fit together.  

Felder, R. M., & Silverman, L. K. (1988). Learning and teaching styles in engineering education. Engineering education, 78(7), 674-681.  

Dear Osman 

You are utterly right. But don't you think that we need to mix both of them in order to get the best results?.

Thank you so much for sharing your valuable opinion.

Liqaa 

In my own opinion, you can adopt any one.

Dear Liqqa Habeb,

It seems that most of the approaches in the field of language teaching have an either/or nature. However, learning/teaching processes are multiaspectual involving a plethora of interacting variables. Alternatively, learners and contexts of learning are not static and enjoy a labyrinthine nature. Therefore, as you have rightly pointed out, I prefer a middle of the road approach integrating the meritorious points of both top down and bottom up approaches where the degree of maneuverability is high and I can handle the learners and the contexts of teaching more effectively. After all, moderation is the best policy.

Best regards,

R. Biria

hello

I think I prefer the approach of teaching from the bottom to the top is more effective than field experiments

regards

Dear Koch 

Thank you so much for sharing your valuable opinions . Your viewpoint is really helpful. 

Liqaa 

Thank you so much for your answer dear Otekunrin. 

Liqaa 

Dear respected prof Riza Biria 

I utterly agree with you that the middle of the road approach is preferable since the teacher can paying attention to the individual differences among students. Thank you so much for sharing your valuable opinion. I highly appreciate your rich answer. 

Liqaa 

Dear colleague Ali Hadi 

Good choice. This approach usually used to to ensure that every detail become clear and to follow students' understanding sequentially. Thank you so much for your answer. 

Liqaa 

Bottom-Up teaching approach.

Bottom up teaching approach because it helps me draw the weak students more into the teaching and learning activities.

Dickson Adom

Thank you so much dear Anirbid Sircar for adding your opinion. 

Liqaa 

Dear colleague Dickson Adom 

Good choice to ensure students' understanding. Thank you so much for your valuable answer. 

Liqaa 

This is very similar to the distinction between the inductive method and the deductive in research and studies

Both styles have advantages, I used both methods in communicating the scientific idea to the students

Bottom up approach

Hi

I agree with Raid

You are absolutely right dear Dr Salam. Thank you so much for adding your opinion. 

Liqaa 

Good choice dear Dr Raid . Thank you so much for your answer. 

Liqaa 

Dear Haifa 

Thank you so much for sharing your opinion. 

Liqaa 

Hi 

I prefer the use of bottom up at the beginning of the lecture. After that I usually use top down as a summary to end the lecture.

Dear Dr. Liqaa

By virtue of the specialist and the material I teach (taxonomy and anatomy plant) better than the bottom to the top

Because these materials require follow this method

In my opinion, I believe that each subject has its own way

I like the way you deal with students dear Dr Khansaa . Thank you so much for your answer. 

Liqaa 

I think that a top-down approach is very useful at tbe beginning of a lecture or set of classes on a new topic, as it helps students to see where the topic fits in the general scheme of things. Both approaches are necessary when teaching and should be seen as complementary rather than mutually exclusive.

Top-down teaching! It is more interesting and helpful within the context of critical thinking.

Top- down goes with my style of teaching.

Top down briefly at beginning and end of a lecture. Bottom up during the lecture.

In my opinion. Bottom up approach is appropriate with begining class or students but top down approach is likely appropriate to advances students. I m not sure for one approach fits for all situations. Regards.

You are right dear Dr Azhar. Each subject need a specific approach or approaches. Thank you so much for your answer. 

Liqaa 

Dear Chris Turner 

You are utterly right that both of them are necessary as both of them can be used exchangeably according to the context of the lecture. Thank you so much for sharing your valuable opinion.

Liqaa 

Dear colleague Khalid Shakir Hussien 

Thank you so much for adding your opinion. 

Liqaa 

Both of them according to the context.

You are absolutely right dear Dr Khansaa . The nature of context and the environment of the class have a lot of effects on the choice of the method whether bottom up or top down. Thank you so much for your answer. 

Liqaa 

Yes I agree with you. The environment is also important to determine the kind of the method of teaching.

Hi

Attached is good source.

https://www.investopedia.com/ask/answers/193.asp

How a wonderful you dear colleague Dr Khasaa.  I highly appreciate your active participation. Thank you so much.

Liqaa 

You are welcome dear. This kind of questions motivates us to search more to see which is the best for our students.

Dear Dr Khasaa 

Discussing the different kinds of methods of teaching is the responsibility of all of us despiting the specialization because it is vital for all of us.

Liqaa 

Some topics are very suitable to use top down strategy so we cant use the opposite one.

Thank you so much dear Dr Khansaa Hassan Al-Bahadli.

Liqaa

The Difference Between Top-Down Teaching & Bottom-up Teaching

By Sampson Quain

Effective teaching methods may be constrained by school curriculum, but educators can still devise instructional approaches based on the needs of their students. Some courses are taught better through lecture, while others may require class participation and direct interaction through laboratory and field-trips. Two common teaching methods are known as top-down and bottom-up, which take opposite approaches to providing students with an education.

Top-Down

A top-down teaching style focuses on providing students a large view of a subject, immersing them in the big picture without explaining the components that make up the subject. For example, in an English as a Second Language class, a top-down approach would begin by immersing students in all aspects of learning English immediately, including writing, reading and pronunciation. Students would not be taught the intricacies of vowels, nouns and pronouns first, instead they would be plunged into the totality of learning English and then gradually learn the building blocks that make up the English language.

Bottom-up

Unlike a top-down teaching approach, which takes a macro view of a subject first, a bottom-up teaching approach begins with the component parts of a subject, and gradually builds up to the whole. For example, in an ESL class, a bottom-up approach would begin with things such as phonics, letters, vowels and syllables, which are the building blocks of language. It's only after students have mastered these specific rules and systems that they move on to speaking and reading.

Distinctions

Top-down and bottom-up teaching methods have the same learning objectives but different ways of achieving them. Top-down teaching is concerned with motivating students to learn through direct interaction and immersion, and allowing them to find meaning in a subject by applying their own experiences. Bottom-up teaching is more instructor-driven and focuses on the minutia of a subject as a way of decoding and simplifying each component through repetition and memorization.

Considerations

Because top-down teaching emphasizes instruction through context and relies in part on a student's background and experience to acquire knowledge, it may not provide the same level of specific subject skills as a bottom-up teaching approach. Conversely, though a bottom-up teaching approach will strengthen a student's grasp of a subject's fundamentals, it's lack of emphasis on learning within the context of a larger whole may limit its effectiveness. For example, students who learn the specific meaning of a word may not understand how the meaning of that word changes based on the culture where the word is used.

Thank you so much dear Dr Ali Alhayany.

Liqaa

You welcome Dr.Liqaa.

I prefer to make mix of the two.

It is good to do that dear Dr Khansaa Hassan Al-Bahadli. Thank you so much.