OTHER COMMON TEACHING METHODS BUZZ SESSIONS are short participative sessions that
are deliberately built into a lecture or larger group
CASE STUDIES
• provide learners with open-ended problems
that have more than one desirable outcome.
• Learners are required to judge the advantages
and disadvantages of various options, compare
alternative solutions and justify their choice of
actions.
• use of case studies helps learners see and
appreciate more than one perspective and
often points out assumptions they make in the
face of incomplete information.
STEPS IN CONDUCTING A CASE STUDY:
1. Select a case - problem statement -research
questions.
2. Build a theoretical framework - exemplify -
expand -challenge.
3. Collect your data -interviews -observations -
analysis of primary and secondary source.
4. Describe and analyze the case -methods -
results -discussions.
ROLE PLAYING - form of drama in which learners
spontaneously act out roles in an interaction involving
problems or challenges in human relations.
✓ The participants neither have scripts to follow
nor do they rehearse.
✓ They are given written or verbal explanation of
the stimulated situation and are expectation to
have sufficient general knowledge about the
situation to understand the roles to which they
have been assigned.
✓ This teaching method is effective in helping
people gain skill interpersonal and therapeutic
relationship and in teaching them how to
handle interpersonal conflicts.
✓ Last only 2 to 5 minutes.
✓ Has been used to teach therapeutic
communication skills.
exercise in order to stimulate discussion and provide
student feedback.
✓ In such sessions, small sub-groups of two to
four persons spend a short period (generally
no more than five minutes) intensively
discussing a topic or topics suggested by the
teacher.
✓ Each sub-group then reports back on its
deliberations to the group as a whole, or
sometimes combines with another sub-group
in order to share their findings and discuss the
implications.
COLLABORATIVE LEARNING
✓ Provides learners opportunities for teams of
learners to complete assignments.
[“think/write, pair/share”].
✓ In such approaches (which can be structured in
an almost unlimited way, the talents of each
learner are used to problems, learners critique
each other’s work and they learn from one
another.
DEBATE - Speakers who have opposing views on a
controversial subject are given equal time to present
their reasons for their beliefs, followed by a free and
open discussion of the issue by the entire group.
• Public Forum Debate involves opposing teams
of two, debating a topic concerning a current
event. Proceeding a coin toss, the winners
choose which side to debate (PRO or CON) or
which speaker position they prefer (1st or
2nd), and the other team receives the
remaining option.
• Students present cases, engage in rebuttal and
refutation, and also participate in a “crossfire”
(similar to a cross-examination) with the
opportunity to question the opposing team.
Often, community members are recruited to
judge this event.
PANEL FORUM – a conversational approach to learning
where a small group of experts in the topic of choice
engage in an intellectual exchange of ideas.
• Certain issues or problems, preferably current
events, are discussed to help clarify those issues
or problems for the ultimate benefit of the
listeners.
• The participants in a panel forum directly discuss
and interact with each other in a conversational
manner, giving out their expert opinion or ideas
on the issue or problem. They do this in such a
way that the audience is able to hear what the
panel forum participants are discussing.
• The panel forum is commonly practiced in
television shows where the opinions or
viewpoints of the participants are magnified
through the use of television cameras and
microphones.
• A panel forum moderator makes sure that all the
differing viewpoints are expressed in such a
manner that both sides of a subject, especially
controversial ones, are given enough exposure.
The moderator makes sure that nobody
dominates the conversation.
SYMPOSIUM/SEMINAR
• A series of speeches is given by as many
speakers as there are aspects of a problem or
issue.
• Panel discussion by experts on a specific topic
with audience participati on that is less that in
a forum.
DEDUCTIVE METHOD/ DIRECT INSTRUCTION
✓ The teacher tells or shows directly what
he/she wants to teach.
INDUCTIVE METHOD
• Instruction makes use of student “noticing”.
Instead of explaining a given concept with
examples, the teacher presents students with
many examples showing how the concept is used.
• The intent is for students to “notice”, by way of the
examples, how concept works.
✓ Inquiry learning
✓ Problem – based learning
✓ Project – based learning
✓ Case – based learning
✓ Discovery learning
✓ Just – in – time teaching
DEDUCTIVE REASONING/ TOP-DOWN APPROACH -
works from the more general to more specific. We
might begin with thinking up a theory about our topic
of interest. We then narrow that down into more
specific hypotheses that we can test. We narrow down
even further when we collect observations to address
the hypotheses. This ultimately leads us to be able to
test the hypotheses with specific data - a confirmation
or not of our original theories.
INDUCTIVE REASONING/ BOTTOM-UP APPROACH -
works the other way, moving from specific
observations to broader generalizations and theories.
In inductive reasoning, we begin with specific
observations and measures, begin to detect patterns
and regularities, formulate some tentative hypotheses
that we can explore, and finally end in developing some
general conclusions or theories.