Methods and Techniques of Teaching

Presented by:Hajar NorbitLim Chiew PengEmylia Farhan Mohamad YusofNoor Hidayati Abdul WahabSharuddin Samin

Learning Through Play

Suitable technique for preschool and primary school children

A good language game is effective to overcome boring (Julia Dobson)

The characteristics of play is intrinsically motivated and is done only for sheer satisfaction of doing it (Rubin, Fein and Vendenberg)

Children use their physical and mental abilities in imaginative plays to construct their new experiences (Jerome Singer)

Characteristics of Learning Through Play

An activity which enjoy to participate Related to exploration and interaction with

the environment Children play freely in organized activity No restricted schedule to be followed Children play and solve problem

according their own ideas Children get opportunity to concentrate

and observe

Types of Play

Parallel play

Associative play

Solidarity play

Cooperative play

Learning Activities

Language games Riddles Quiz Cross word puzzle Problem solving Matching Treasure hunting Demonstrating

Teaching Steps

Preparation

First step

Closure

Third step

Second step

Identify the type of play or activity Prepare required materials Determine rules for play Determine play duration

Preparation

First step

Brief explanation of aim, rules, methods, and required time for play

Teacher demonstrates as model

Second step

A pupil or group of pupils is picked to follow the teacher’s demonstration

Teacher observes, guides and comments

Third step

Pupils play according to the demonstration Teacher to observe, supervise, facilitate

and guide

Closure

Teacher and pupils assess performance through discussion

Teacher to give reinforcement and plan follow-up actions

The Importance of Learning Through Play

Consolidate the acquired knowledge Develops children’s potentials Motivate children to learn Develop children’s creativity Fosters cooperative spirit Help children to practice

communication skills Develop imaginative, thinking Foster adventurous spirit

Role Play

A spontaneous act which involves a group of pupils without referring to any script

Pupils imagine a certain real situation according to certain problem arises in learning situation

Teachers initiate a situation or problems Objectives and characters involved in the

role play are described Pupils who are interested to participate

will be chosen to act Time for acting should be short Having discussion after the role play

Role Play Step

Benefit of Role Play

Pupil will be able to strengthen their skill of conversation

Trains pupils to think spontaneously Enable pupils to understand others’

attitude and behavior

Brainstorming Useful discussion for problem-solving Can be either in the form of class

discussion or group discussion Every participant express their opinion,

contribute possible and acceptable solutions

Brainstorming

Three main stagesPreliminary stageDiscussion stageEvaluation stage

Thematic Teaching

Often used in teaching story and essay writings, moral education, art and history subjects

Closely related with group activity and discussion

Ways to Organize Group Discussion

Discussion of the same theme by groups with mixed abilities

Group C

Group B

Theme

Group A Topic X

Topic X

Topic X

Ways to Organize Group Discussion

Discussion of related topics that complement with one another by groups of mixed abilities

Group C

Group B

Theme

Group A Topic Y1

Topic Y3

Topic Y2

Discussion of subtopics by groups of similar ability

Ways to Organize Group Discussion

Theme

High ability group

Subtopic X

Average ability group

Subtopic Y

Low ability group

Subtopic Z

Integration

Integration

Skills = Reading+Speaking+Writing+Counting

Noble Values + academic subject

Contents=Curriculum +

co curriculum

Knowledge= subject+subject

Languages=

BM+non-language subject

•Math=name, write numbers and +-x/ operation

•Moral value eg: cooperation, friendliness

Story Telling Present the lesson content in story form

Interesting content, suitable

to the age

Prepare teaching aids &

question

Communication skills,

variation of intonation

Clear audible tone and words

Questions – motivation and

curiosity

Evaluate effectiveness,

follow up activities – discussion, story writing

Principles and guidelines of story telling method

Story Telling

Planning & organization

Implementation

Closure

•Determine obj & story content•Prepare teaching aids•Plan and organize classroom situation

•Set induction•Present the story•Insert related question

•Questioning – recall•Summary by the students•Discussion•Guide student to make main points

Facilitation

What is facilitating Method??• Process to operate learning activitysmoothly

What is facilitating Skill??Capability of a teacher to• motivate student to learn,Carry out learning activity

effectively• encourage student actively involve in learning activity• create conducive learning atmosphere with questioning, Demonstration, explanation, scaffolding etc

Facilitation SkillsQuestioning Motivate pupils’ cognitive thinking and guide them to perform

learning activity step by step until achieve the learning obj. Socratic method: series of question to guide pupils to

generalize, conceptualize and establish a conclusion.

Sampling Present suitable example overall representation of activities

or task given.

Scaffolding Motivate pupils to think rationally for a certain strategy in

problem solving

Facilitation SkillDirective Organized instructions systematically from simple –

complex

Cognitive structuring Provide a mental frame bring the understanding towards

the learning situation. Rules or series of action to perform a certain task. Eg

discussion, problem solving. Use the cognitive structure to assimilate the information &

experiences

Facilitating Skill Important component in discussion activities

Determine topic

Technique to initiate

discussion

Control class

Encourage pupils to

participate

Apply questioning technique

Create a conducive discussion

atmosphere

Guide pupils to make summary & suggestion

Component of facilitating skill for discussion method

Discussion

Teacher conversation pupils

opinions

opinions

pupils pupils

Compare ideas/solution

Analyze ideas/solution

Adopt the best ideas/solution

Self improvement

Discussion Class discussion – facilitate by teacher group discussion – leads by pupil, under supervision of teacher

Planning

Introduction

Discussion

Wind-up

Conclusion

• determine suitable topic learning obj, student’s ability• Prepare materials, facilities

• explain the obj, aim, idea of topic•Divide into small groups•Appoint chairman & secretary for each group•Arrange seating arrangement – facilitate discussion

• chairman encourage member to voice out opinions• Members give the opinions•Secretary takes down the ideas•Teacher move from1 group to another group to provide guidance• groups dissolved•Secretary present the result of discussion•Guiding students to make summary

• Teacher summarize the results of group discussion & give suitable comments.•Pupils record the summary•Reinforce student who taken part – encourage them to participate actively

Inquiry

models of inquiry teaching

Discovery learning

Problem solving Inductive inquiry

BeforeDemonstration

•Determine topic,objective,content.•Equipment & apparatus should be prepared & arranged.•Place of demonstration should be arranged.•Precautions must be taken before the use of any equipment.•Inform the aim of the demonstration & the focus of the activity.

•Face pupils when carrying out the demonstration activity.•Ought to repeat or direct another pupil to the demonstration if pupil were doubtful.•Use questioning technique to draw pupils’ attention.•Ensure pupils able to observe the demonstration directly & listen explanation clearly.•If time permits, request a pupil repeat & demonstrate the whole process.

DuringDemonstration

AfterDemonstration

•Discuss the aim & the important parts of the demonstration.•Consolidation activity.

DemonstrationP

rinc

iple

s

Planning•Determination topic & objective.•Planning procedures.•Preparation instrument & apparatus.•Arrangement suitable place.

•Explanation purpose of demonstration.•Implementation of demonstration with teacher as a model.•Use teaching aids/apparatus according demonstration procedures.•Use questioning techniques to draw pupils’ attention.

•Pupils follow teacher’s example to carry out the activity.•Teacher rectifies pupils’ mistakes.

Demonstration

•Discuss with pupils regarding the activities.•Pupils summarize & record the relevant points.

Implementation

Consolidation

Reinforcement

Tea

chin

g P

roce

dure

s

Give problem-solving question to pupils when they acquired relevant knowledge/skills.

Discuss with pupils regarding various ways can be used to solve problem.

Problem-Solving

Principles

Prepare problems according pupils’ ability & previous knowledge.

Guide pupils to comprehend & identify problem before process of problem-solving begins.

Avoid the use of demonstration method to teach pupils directly. All the process should be carried out by themselves.

Identify the problem

Problem-Solving

Tea

chin

g P

roce

dure

s

Dewey’s Model

Lester’s Model

Polya’s Model

Look for clues /

information

Set up hypothesis

Test the hypothesis

Analyze, interpret, evaluate & record final conclusion

Understand the problem

Plan the problem-solving

strategy

Implement the problem-solving

strategy

Check the solutions

alternately

Awareness of the

problem

Understand of the

problem

Planning of strategy

Implementation of the strategy

Objective analysis

Evaluation of the

solution

MASTERING LEARNING

Refers to theory and practice of using remedial teaching based on the feedback of the performance of pupils to assist pupils to achives the learning objective

Strategy or Teaching-Learning for Mastery Learning

Determine the learning outcome – based on the observation of pupils performance after they exposed the prosess of teaching learning

Teach pupils with effective teaching method & technique- include the suitable learning material or use different learning styles

Evalute the learning result- diagnostic test and summative test based on the learning objective Carry out remedial & enrichment ctivities – remedial for not fully

mastered a certain skill and enrichment for who have attained the learning objective

Factors Affecting the Choice of Teaching Methods and Techniques

Based on the age, ability and potential development of pupils

The nature of subject and topics Teaching and learning facilitiesThe place allocated for teaching and learningThe number of pupils involve in learningThe time allocated for teaching and learning

Criteria to Decide Teaching Methods and Techniques

To relate with the learning subjectExample; to teach science, teaching methods

such as inquiry-discovery, demonstration and experimental

To relate with the lesson objectivePsychomotor – practical methodCognitive - discussion techniqueAffective – simulation teacnique

Criteria to Decide Teaching Methods and Techniques

To relate with pupils abilities

Homogenous – use whole-class methods

Heterogenous – grouping methods

To relate with the type of teaching and learning activity

Considation – questioning technique

Acquire concept, principles law or teorem – facilitating technique, inductive or deductive methods

Requires critical and creative thinking – problem-solving techniques

Criteria to Decide Teaching Methods and Techniques

To relate with teaching strategies

Teacher-centred – expository or demonstration method

Pupil-centred – facilitating, project, inquiry-discovery, brainstorming or problem solving method

To relate with Teaching Approaches

Integration – mastering learning

Inductive – observation, questioning, facilitating or discussion

Deductive- problem solving technique