IV- Methods of Teaching

8/6/2019 IV- Methods of Teaching

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Chapter IV

METHODS

of

TEACHING


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method of instruction consists of orderly,

systematic, and scientific acts projected towards a

specific objective of developing an individual intoa complete whole

Teaching strategy therefore is an adaptive techniquetargeting several ways of instruction

Make every teaching process fruitful and enjoyable

facilitate learning

solve a classroom problem

improve instruction

achieve the ultimate learning


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A. LECTURE METHOD

o a teaching procedure for clarifying or explaining a major ideao an authoritarian form of teaching

o not commonly used in the elementary and high school

o types of lecture

ACCORDING TO DELIVERY

1. Formal Lecture

uninterrupted

in big seminars

there is an open forum2. Informal Lecture

delivered conversationally

interrupted

in classroom


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ACCORDING TO PURPOSE

1. Expository Lecture

essentially explanation2. Descriptive Lecture

describes concrete objects, situation, or condition

3. Narrative Lecture

telling a story

When To Use The Lecture Method

1. textbooks and other references are lacking or inadequate

2. more effective under the situation

3. preparing for examination

4. hurrying up to cover essentials of his subject

5. visual materials such as slides, pictures, graphs, films, and

specimen need explanation


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STRENGTHS WEAKNESSES

1.develops the ability to listen

2.trains the students in note taking

3.more subject matter covered

4.attains the objective sought

5.may use inductive or deductive

method of subject matter dev

6.maximizes all necessary inputs

7.provides proper perspectives

1.encourages passive attitude

which violates the principle ofdoing by learning

2.waste of time where students

are immature, and if what is

lectured is in the textbook

3.may not fully grasp the meaningof certain words, phrases,

statements

4.may degenerate into a dictation

5.lack the opportunity to study in

advance6.students become mere

recipients instead of a thinker

7.lecturer may be telling too much

or too little


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TIPS ON EFFECTIVE LECTURING

Consider the Lecture

well prepared

logically organized

clearly outlined

consistently stimulating

useful and informative

Consider the Lecturer

mastery of the subject matter

conversationally interactive and motivating

should maintain a pleasant and cheerful disposition

inquisitively alert in class reactions

should adjust his pace to the difficulty of the subject matter and the

ability of the students


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GENERAL STEPS FOLLOWED

attention getting device is used

class given an idea of what the

lecture is about

audience interest driven

important points presented first

less important come later

audience interest maintained

closure, completion, or culmination

summary or reorganization

comprehension is the measure of

success

INTRODUCTION

BODY

CONCLUSION


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B. LABORATORY METHOD

essentially, experimental method- enlarged and expounded

supplement class work

similar to supervised study

also called a research method because offers opportunity for

scientific investigation

students get information from real experiences all the students perform the experiment and learn by doing

two types

1.experimental- aims to train students in problem solving with

incidental acquisition of information and motor skill

2.observational- acquisition of facts is the dominant aim. Factscan be acquired through visits to museums, exhibits, and art

galleries, watching demonstration, listening to lectures, viewing

films, and going on field trips

has been tried in all other subjects- phy and bio sciences, social

sciences, English, math, vocational, and commercial subjects


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C. DEMONSTRATION: TELLING-SHOWING

METHOD

differentiated from experimental method where the teacher aloneperforms the experiment while the class observes

uses

1. teaching skills

2.showing processes

3.defining a problem in concrete terms4.conveying information

5.where school lacks facilities

types

1.product demonstration

showing quality of a product,the advantages of using it,how to use ,and how to acquire it

2.parts demonstration

showing parts of a whole, their relationships and functions

3.process demonstration

showing the sequential steps or procedure


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D. QUESTIONING METHOD

technically refers to recitationsometimes graded but most often used to generate a highly interpersonal

interaction

group work, discussion, exchange of ideas, cooperative thinking, respect

for individual differences, initiative, constructive criticism, application of

principles learned characterize the new type of recitation

purposes of recitation

1. develop wholesome attitude

2. provide practice in democratic ideals and processes

3. provide problem-solving activities towards reflective thinking and

critical evaluation

4. encourage freedom of expression and respect for opinion of others

5. develop creative expression and resourcefulness


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How To Conduct the Recitation1.should be well planned

will insure the smooth unfolding of activities

assignment/homework

2.should be purposive

goals clear

reasons for activities and requirements explained

values derived discussed

3.should provide foractive pupil participation and self-activity

discussions, conversations, creative dramatics, debates, buzz sessions, class meetings,supervised study insure maximum participation

cooperative effort

spirit of friendliness4.should utilize lifelike situations

activities that students will meet in the world outside

barangay activities, health brigades, 4-H activities

solving problems, planning and evaluating projects

5.should provide forindividual differences

varied interests, capacities, and needs of pupils

activities, results, and supervision differ for bright classes and classes with

slower students

competing with his fellows is frustrating

6.should provide forevaluation

can be evaluated for improvement

constructive criticisms

polite and discreet comments


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THE ART OF QUESTIONING

Functions of Questions

1. focus attention on the important points

2. stimulate reflective thinking

3. train students to organize their own ideas and express them in their own

words

4.motivate students to study harder

5.discover attitudes, appreciation, and habits

6.measure the achievement7.provide practice, drill, or review

8.set-up orderly procedures in classroom activities


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Characteristics Of Good Questions

1. brief, clear, unequivocal, grammatically correct

2. not lifted from the book or other reference

3. suited to the age, experience, and ability of the student

4. deal with only one idea

5. vary in difficulty6. applicable for all students

7. relay the exact message of what is to be done

8. thought-provoking and challenging

9. not self-answering

10.relevant to the lesson under discussion


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QUESTIONING STRATEGIES

1.Convergent Strategy

teacher-directed instructionall students in class respond in unison to low level

questions

common set of answers

2.Divergent Strategy

thought provoking questionsdiverse answers which could either be right or wrong

conduct reinforcement and rationalization

3.Evaluative Strategy

judgmental criteria for the correctness and wrongness of

responses-

logical development

internal consistency

validity

responsibility


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D. Reflective Strategy

questions attempt to elicit motives, inferences, speculations,

contemplation

responses belong to a higher-order thinking- critical, analytical,problem solving

RULE IN ASKING QUESTION

APC formula

asking the question

pausing for a few seconds(wait- time)

calling a respondent


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The Role Of Wait-time In Higher Cognitive Learning

FOR THE TEACHER FOR THE STUDENTS

less teacher talking

less repetition of questions

fewer questions per period

more questions with multiple

responses

fewer lower-level questions

asked

more probing

less repetition of students

responsesmore application-level questions

asked

less disciplinary actions

longer responses

more student discourse and

questions

fewer non responding students

more student involvement in

lessons

increased complexity of answers

and improved reasoning

more responses from slower

studentsmore peer interaction and fewer

peer interruptions

less confusion, more

confidence, higher

achievement


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TECHNIQUES IN HANDLING STUDENT RESPONSES AND QUESTIONS

1.the NR class

invoke questions that increase students interestrephrase the question

assign it as a research project

2.the incorrect response

avoid giving negative nonverbal signals

rephrase the question patiently3.Dealing with idiosyncrasies (unfavorable teachers behavior that are

hindrances to effective classroom interaction)

a. repeating question

wastes valuable time

encourages inattentionb. repeating students response

serves as an affirmation

has to come up with generalization for multiple answers


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c. answering the question

morale defeater

discourages volunteering

d. not allowing a student to complete a long responseby completing the response or by adding personal comments

do not develop logical response system

discourages from participating

e. not attending to the responding student

show courtesy by listeningf. always same students

negates instructional equity

always encourage all students to share in the group thinking

track participation through seat plan

4. answering student questions

a. should first ask other students to answer

b. should not allow indiscriminate, trivial, irrelevant questions

c. promptly admit inability to answer


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E. REPORTINGo the process of assigning a certain topic for learning purposes

o applicable to some subjects

o must not be used as an excuse for not preparing and discussing

o guide in proper reporting technique

1. designation of topic

divides a big learning unit into smaller topics

2. research and data collectionincorporate additional information to widen the scope

3. conceptualization and organization

gathers enough data or information

makes an outline and arranges them in a logical sequence

considers all the educational paraphernalia

4. oral presentation

delivery stage

makes use of all strategies

has mastered the content


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5. closure

ends by giving a summary or initiating an open forum

The teacher jots down notes, makes further elaboration, and maintains proper

learning atmosphere.

Reporter is justifiably graded using rubrics.

two types of reporting

a. direct type- the specific topic is assigned to a student

b. indirect type- topic is assigned to groups

Advantages of Student Reporting

1. students are trained to make research

2. students are trained to organize their ideas

3. students are trained to speak before their classmates4. students are trained to listen and take notes systematically

5 reporters remember better the information they have reported

6. teamwork and cooperation are developed

7. audience learns respect and courtesy


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Disadvantages of Student Reporting

1.assimilation of the lesson is poor

2.maybe abused by the lazy teacher

F. CASE STUDY METHODo widely employed in medical field

o real hospital based cases

o can be applied in the medical technology field where problems about lab medpractice both local and international affect the total health care delivery

o problem based learning (PBL) can also be one good application

G. ROLE PLAYING METHODo participants given specific problem or situation to portray

o time element is crucial to allow practice

o requires extraordinary amount of skill, finesse, and acuity of

observation and analysis


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Steps for Initiating a Role play Strategy

1. identifying the problem

2. establishing the situation in which the action is to occur

3. establishing roles and selecting participants

4. presenting the act

5. playing the situation6. analyzing and evaluating the presentation

G. BUZZ SESSION

o small group discussion

o topics provided for brainstorming and discussion for a definite time

o usually composed of 6 members


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H. DEBATE FORUM

o communicative exercise in which individuals or groups discuss reasons

for or against a specific view or issue

o requires higher level of thinking

o requires thorough synthesizing of all known theories of the issue and

internalizing to sound convincing in an argument

o 2 groups are formed

1. affirmative group- the one which supports the issue

2. negative group- the one to speak against the issue

o judges make their decisions based on the arguments and evidences

presented

o develop logical reasoning ability and public speaking skills


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I. PANEL FORUM

a direct, conversational, interactional discussion among small group of

experts or well-informed lay persons

discuss a problem to stimulate thinking in the audience

the leader tries hard to avoid biased presentation of controversial issues

J. ROUND TABLE CONFERENCE

a small conferencecommonly adapted during general meeting and informal gathering like focus

group discussion


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TEACHING STRATEGIES1. TEAM TEACHING

involves 2 or more teachers who work cooperatively with the same group of

students for some period of timeeach teacher teaches the subject in which he has specialized, thus giving the

students the best possible instruction in all areas

2. SIMULATION

miniature representation of a large-scale system or process that involves the useof replicas in phased sequences

requires active manipulation and operation of models3. MODULE

a self-learning kit

consists of a package of learning activities that have to be accomplished by thestudent

essential parts are

a. rationale of moduleb. pretest- shows the degree of preparedness of student

c. objectives- statement of how student is expected to perform

d. instructional activities- study guide

e. posttest- measures how mush student learned


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4. SEMINAR WORKSHOP

a mini-lecture

less than 20 participants

integrated with hands-on experience

topics like technological innovations and updates

usually included in a 3-day PAMET national convention activities

5. COMPUTER ASSISTED INSTRUCTION (CAI)

most current instructional aids

facilitates learning

up-to-date and bigger hospitals use computers, too

gives doctor fast and accurate diagnosis of illness

patients history and laboratory results can be analyzed by thecomputers


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GENERAL STRATEGIES OF TEACHING

APPROACH

INDUCTIVE

STRATEGY

DEDUCTIVETRANSDUCTIVE

DISCOVERY

PARTICULAR TO GENERAL

guides student to develop

concept by discovering

common features and using

these as basis for grouping

items

GENERAL TO PARTICULAR

a rule or concept that

students have learned or that

the teacher provides so that

students can discover

applications or new ex

DIVERGENT THINKING

useful in creative

expression, in word

association and

relationship

teacher acts as

facilitator; students dothe manipulation

DIRECTED

PARTICULAR TO GENERAL

teacher directs the

instruction step by step

moving from examples of

attributes to a generalizedmeaning of concept

lesson includes teaching

questioning, data of some

nature, student research,

lab exercises, list of

generalizations

GENERAL TO PARTICULAR

the teacher provides

direction and starts with the

definition of the concept and

moves to a particularexample of it

youll be using

demonstrations, videos or

files, student activities, guest

speakers, assigned readings,

student reports

CONVERGENT

THINKING

useful in teaching

specific motor skills,

word association andrelationship


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TEACHING APPROACHESa term that indicates how teaching is to be conducted and how learning

is to be acquired

1. DISCOVERY APPROACH- learning through self exploration

learned by careful observation, comparison and abstraction,

generalization and application

2. CONCEPTUAL APPROACH- learning through stated facts

learned by deriving ideas, rules, principles or generalizations

3. PROCESS APPROACH- learning by doing

learned better if what they learned is put into practice; emphasis is on

the acquisition of skills

4. INQUIRY APPROACH- learning by askinglearned by asking from known experts answers to problems or by

conducting a research or investigation

5. COMMUNICATIVE APPROACH- learning through appropriate language

learned more if language warrants them to be understood

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IV- Methods of Teaching