Chapter IV METHODS of TEACHING

method of instruction consists of orderly, systematic, and scientific acts projected towards a specific objective of developing an individual into a complete whole Teaching strategy therefore is an adaptive technique targeting several ways of instruction
 Make every teaching process fruitful and enjoyable  facilitate learning  solve a classroom problem  improve instruction  achieve the ultimate learning

A. LECTURE METHOD
o o o o a teaching procedure for clarifying or explaining a major idea an authoritarian form of teaching not commonly used in the elementary and high school types of lecture ACCORDING TO DELIVERY 1. Formal Lecture uninterrupted in big seminars there is an open forum 2. Informal Lecture delivered conversationally interrupted in classroom

ACCORDING TO PURPOSE 1. Expository Lecture essentially explanation 2. 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

STRENGTHS
1.develops the ability to listen

WEAKNESSES

1.encourages passive attitude which violates the principle of 2.trains the students in note taking doing by learning 2.waste of time where students are immature, and if what is 3.more subject matter covered lectured is in the textbook 3.may not fully grasp the meaning 4.attains the objective sought of certain words, phrases, statements 4.may degenerate into a dictation 5.may use inductive or deductive 5.lack the opportunity to study in method of subject matter dev advance 6.students become mere 6.maximizes all necessary inputs recipients instead of a thinker 7.lecturer may be telling too much 7.provides proper perspectives or too little

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

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

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. Facts can 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

C. DEMONSTRATION: TELLING-SHOWING METHOD

 differentiated from experimental method where the teacher alone performs the experiment while the class observes  uses 1. teaching skills 2.showing processes 3.defining a problem in concrete terms 4.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

D. QUESTIONING METHOD
technically refers to recitation sometimes 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

How To Conduct the Recitation

1.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 for active pupil participation and self-activity discussions, conversations, creative dramatics, debates, buzz sessions, class meetings, supervised study insure maximum participation cooperative effort spirit of friendliness 4.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 for individual 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 for evaluation can be evaluated for improvement constructive criticisms polite and discreet comments

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 achievement 7.provide practice, drill, or review 8.set-up orderly procedures in classroom activities

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 difficulty 6. 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

QUESTIONING STRATEGIES
1.Convergent Strategy teacher-directed instruction all students in class respond in unison to low level questions common set of answers 2.Divergent Strategy thought provoking questions diverse answers which could either be right or wrong conduct reinforcement and rationalization 3.Evaluative Strategy judgmental criteria for the correctness and wrongness of responseslogical development internal consistency validity responsibility

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

The Role Of Wait-time In Higher Cognitive Learning

FOR THE TEACHER 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 responses more application-level questions asked less disciplinary actions FOR THE STUDENTS 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 students more peer interaction and fewer peer interruptions less confusion, more confidence, higher achievement

TECHNIQUES IN HANDLING STUDENT RESPONSES AND QUESTIONS 1.the NR class invoke questions that increase students interest rephrase the question assign it as a research project 2.the incorrect response avoid giving negative nonverbal signals rephrase the question patiently 3.Dealing with idiosyncrasies (unfavorable teachers behavior that are hindrances to effective classroom interaction) a. repeating question wastes valuable time encourages inattention b. repeating students response serves as an affirmation has to come up with generalization for multiple answers

c. answering the question morale defeater discourages volunteering d. not allowing a student to complete a long response by 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 listening f. 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

E. REPORTING
o o o o the process of assigning a certain topic for learning purposes applicable to some subjects must not be used as an excuse for not preparing and discussing guide in proper reporting technique 1. designation of topic divides a big learning unit into smaller topics 2. research and data collection incorporate 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

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 classmates 4. 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

Disadvantages of Student Reporting

1.assimilation of the lesson is poor 2.maybe abused by the lazy teacher

F. CASE STUDY METHOD

o o o o widely employed in medical field real hospital based cases can be applied in the medical technology field where problems about lab med practice both local and international affect the total health care delivery problem based learning (PBL) can also be one good application

G. ROLE PLAYING METHOD

o o o participants given specific problem or situation to portray time element is crucial to allow practice requires extraordinary amount of skill, finesse, and acuity of observation and analysis

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 situation 6. analyzing and evaluating the presentation

o o o

G. BUZZ SESSION small group discussion topics provided for brainstorming and discussion for a definite time usually composed of 6 members

H. DEBATE FORUM
o o o communicative exercise in which individuals or groups discuss reasons for or against a specific view or issue requires higher level of thinking requires thorough synthesizing of all known theories of the issue and internalizing to sound convincing in an argument 2 groups are formed 1. affirmative group- the one which supports the issue 2. negative group- the one to speak against the issue judges make their decisions based on the arguments and evidences presented develop logical reasoning ability and public speaking skills

o o

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 conference commonly adapted during general meeting and informal gathering like focus group discussion

TEACHING STRATEGIES
1. TEAM TEACHING involves 2 or more teachers who work cooperatively with the same group of students for some period of time each 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 use of replicas in phased sequences requires active manipulation and operation of models 3. MODULE a self-learning kit consists of a package of learning activities that have to be accomplished by the student essential parts are a. rationale of module b. 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

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 the computers

GENERAL STRATEGIES OF TEACHING

APPROACH INDUCTIVE
PARTICULAR TO GENERAL guides student to develop concept by discovering common features and using these as basis for grouping items

STRATEGY
DEDUCTIVE
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

TRANSDUCTIVE
DIVERGENT THINKING useful in creative expression, in word association and relationship teacher acts as facilitator; students do the manipulation CONVERGENT THINKING useful in teaching specific motor skills, word association and relationship

DISCOVERY

DIRECTED

PARTICULAR TO GENERAL teacher directs the instruction step by step moving from examples of attributes to a generalized meaning 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 particular example of it youll be using demonstrations, videos or files, student activities, guest speakers, assigned readings, student reports

TEACHING APPROACHES
a 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 asking learned 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