Name: SHEENA D.

NAVASCA
Subject: EDUC 2
Instructor: Dr. Ivy F. Solano

EDUC 2

Output No. 6

Discuss the type of lessons.

1. Developmental lesson - It's a time when something new is introduced or produced. It could be a
truth, a principle, a skill, a generalization, or a piece of information. It must be something the
class has never learned before, and it is taught using a direct learning method in which students
interact in small groups under the leadership of the teacher.

2. Review Lesson - Its goal is to renew the study of the same subject matter or recall what has been
studied previously and look at it from a different perspective. It also serves as a foundation for
further learning and the retention of material learned, the organization of materials and
experiences into large whole, the development of the ability to evaluate material, the
supplementation of materials and experiences, and the diagnosis of pupil weakness so on.

3. Drill Lesson – It is used to automate the repetition of specific knowledge, abilities, or habits. Its
goal is to fix an association permanently or to improve a skill. And it's necessary for mastering;
all subjects require some practice. The teacher's goal is to turn the habit into a skill.

4. Application Lesson – It necessitates the creation of conditions that encourage students to express
themselves through actions, construction, or the language of what they think or feel.

5. Supervised Lesson – Has the goal of educating a student on how to study a subject properly. The
teacher directs and supervises the student without interfering with the other students' work. It's
also significant because it addresses several issues that can hinder a learner's progress.

6. Appreciation Lesson – This cannot be taught in the same way as one teaches scientific facts. It is
designed to lead the class to understand and enjoy something. This is also called intelligent or
intellectual enjoyment.
Name: SHEENA D. NAVASCA
Subject: EDUC 2
Instructor: Dr. Ivy F. Solano

EDUC 2

Output No. 7

1. Enumerate and explain the different time-tested method.

Inductive Method

The inductive method can also be called the discovery method. Its principal aims are:

 To help learners discover for themselves important rules or truths through careful observation of
enough specific examples that will support the generalizations;

 To make meanings, explanations, and relationships of ideas clear to learners; and

 To enable learners to carry out their own investigation, independent of the teacher’s.

Deductive Method

In the deductive method, the organization of the subject matter begins with law, rule, definition,
formula or concept. Then, individual cases are studied.
The aims of the deductive method are:
1. To teach learners to master difficulties by utilizing truths or rules to be established by other
learners;
2. To teach learners to delay judgment until truth is proven or until analysis is completed
3. To remedy or overcome a learner’s tendency to jump to conclusions quickly.

Type-study Method –this is similar to the inductive method, except that it deals only with one case
instead of many. It aims to study a typical case thoroughly and in detail to make the gathered concepts
as bases for comparison in studying similar cases. It also aims to organize into a coherent whole all
necessary and related details.
Name: SHEENA D. NAVASCA
Subject: EDUC 2
Instructor: Dr. Ivy F. Solano

Problem Method - is a purposeful activity which removes difficulty or perplexity in learning through a
process of reasoning or reflective thinking

Problems are of three types, namely:

Mental – these are problems that are contemplative, reflective, academic, reconstructive or
imaginative in character. Arithmetic problems, genetics, chemistry, and physics fall under this
category.
Symbolic – these are problems that require written language, drawing, modeling, or
constructing solutions.
Real – these are material, physical or practical problems.

Project Method - is a significant and practical activity that is problematic in nature, planned, and
completed by learners in a natural manner, involving the use of physical materials to complete the unit of
experience.

Projects can be classified into four main types, namely:

Construction project – to make something into a concrete form such as preparing a diorama or
a painting for the library.
Enjoyment project – the motive is participation in an activity that is accompanied by
enjoyment or satisfaction such as planning and taking part in a school program.
Problem project – the motive is to master some intellectual difficulties which come from the
learner himself/herself. Curiosity or interest is the fuel for this kind of project such as preparing
a prototype of a biodigester in an environmental engineering subject; determining if Maria Clara
can survive in modern-day society; or determining if the BALIKATAN exercises will continue
in the Philippines.
Learning project – the inner drive is toward the acquisition of a skill or some knowledge as in
learning how to play the piano or how to swim.

Laboratory Method The laboratory method was formerly used to designate a teaching procedure that
uses apparatus and similar materials in experimentation to discover or verify facts and to study the
scientific relationships of these facts. At present, it is being applied to home economies, practical arts,
and livelihood education. Its aims are:
1. To give first-hand experience in the laboratory which may increase a learner’s interest;
2. To enable student participation in original research; and
3. To develop skill in the use of laboratory equipment and instruments.

Demonstration Method In this method, the teacher must show the correct way of doing things in the
laboratory, thereby saving time. This “telling-or-showing” method is the oldest approach in learning –
imitation when schools lack the necessary facilities. This method is a very practical way of teaching
Name: SHEENA D. NAVASCA
Subject: EDUC 2
Instructor: Dr. Ivy F. Solano
especially in science like telling and showing the parts of the Bunsen burner.

Expository or Lecture Method - is closely similar to the storytelling method, except that the lecture is
more of an exposition, while storytelling is more of a narration. The lecture method plays a very
important role in the teacher-centered learning.

Unit Method - is the process of taking the contents of a particular subject as big blocks and not an
isolated in fragmentary bits of information. The aim is to approach topic as an organized and integrated
body, showing relevance and cognitive relationship.

STEPS OF THE UNIT METHOD

1. Exploration
2. Presentation
3. Assimilation
4. Organization
5. Recognition
Name: SHEENA D. NAVASCA
Subject: EDUC 2
Instructor: Dr. Ivy F. Solano

EDUC 2

Output No. 8

1. Explain the need for a greater range of student participation in the learning experience.

The learning environment, course contents, instructional tactics, learning activities, and
assessments are all within the control of the instructors. Student motivation is influenced by how
these are created and aligned, and student learning is influenced by how they are designed and
aligned. A variety of teaching strategies can assist a teacher in moving away from traditional
lesson delivery and aid in a meaningful learning experience. To react to diverse learning styles,
teachers might use a variety of strategies, can develop lessons one day for tactile learners and the
next for visual learners. Teachers can also allow pupils to work independently and in groups to
address the diverse requirements of their students.