Lesson 2

Teaching Methods and Techniques

Objectives

After working on this module, you should be able to:

1. distinguish the differences among teaching method and teaching strategy, teaching
approach and teaching technique;
2. describe the concepts and teaching approaches of the K to 12 Basic Education
Curriculum
3. compare direct and indirect instruction with deductive and inductive methods of
teaching.
4. Trace back the brief history of teaching method

According to the United States Secondary Education Commission, “Even the best
Curriculum and the most perfect syllabus remains dead unless quickened into life by the
right methods of teaching and the right kind of teachers”.
In your elementary and high school including college experiences, while it’s true that
you came from different schools, different teachers and different way of being taught by
your mentors, we cannot deny the fact that teachers see to it that they deliver their lessons
well in order for their students to learn.
In this section, your analyses and realizations on the activities will be concretized in
the abstraction part and your answers will be enlightened. You will also have a chance to
look back on the evolution of teaching method.

Activity

What instructional methods have you been exposed to?

 in high school?
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 …in college?
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 …in non-formal settings?

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Analysis
1. How did you find the activity?
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2. What strategy did you employ in order for you to remember how your former
teachers teach?

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3. What went good in the presentation of their topics?

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4. What went bad in their delivery?

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5. How would you treat those challenges as future teacher?

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6. What is this telling us about the way lessons should be taught?

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7. What have realized in this activity as future teacher?

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Abstraction
 Teaching is like fishing…
 You use different lures for different fish
 You use different methods for different learners.
 Teaching is like beautiful music…
 Where, instructional methods are the instruments
 When played alone they make sound…
 When played together in tune, rhythm, and feeling, they become amazing
music!
 Toolbox…
 What is in your “toolbox”?
 Did you put in varied methods and strategies?

Good teachers know what to teach, how to teach and understand the need of their
students. In addition, they are able to communicate effectively, can plan for and organize
classes efficiently and have a deep commitment to the optimal development of the student.
In the process of teaching, methods opted for teaching plays a vital role, which are means
through which the teachers organize and guide learning experiences in order to effect
change in the behavioral change in the students. A teaching method may be understood as
the technical aspect of teaching- learning process whose central focus is “how” rather than
“what” to teach.

TEACHING TECHNIQUE-It is a well-defined procedure used to accomplish a specific activity

or task.

Teaching Strategy
Teaching Strategy is a “careful plan” that serves an important function in achieving a
specific outcome. According to E. Stones and S. Morris, “Teaching strategy is generalized
plan for a lesson, which includes structures, desired learner behavior in terms of goals of
instruction and an outline of planned tactics necessary to implement the strategy. The
lesson strategy is a part of a larger development scheme of the curriculum.”

There are two aspects involve in teaching strategy. 1. A generalized plan for the
presentation of a lesson and 2. A desired learner- behavior in terms of goals instruction.
These aspects further explain the meaning of a lesson. It is part of a development scheme of
the curriculum and plan includes an outline of tactics of teaching which help in implementing
the strategy. Teaching strategies include broad methods of instruction, e.g, a lecture
strategy, a case study strategy and programmed instruction strategy.

1. Did your teachers made use of the sample teaching strategies? How?
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2. Do you think that these are really needed in getting the interest of their learners?
Why
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TEACHING APPROACH is a set of principles, beliefs, or ideas about the nature of

learning which is translated into the classroom

EXAMPLES OF TEACHING APPROACHES

Teacher - Centered Learner - Centered Subject Matter Centered

Learner Centered Teacher Dominated Interactive Banking Approach Constructivist Disciplinal
Integrated Individualistic Collaborative Indirect, Guided Direct

Teaching Approaches in the K-12 Basic Education Curriculum

Teaching Approaches in the K-12 Basic Education Curriculum METHODS OF TEACHIN G

* DIRECT METHOD– teacher dominated
* INDIRECT METHOD – students dominated DIRECT and INDIRECT METHOD
* DEDUCTIVE METHOD– from complex to simple
* INDUCTIVE METHOD – from concrete to abstract DEDCUTIVE and INDUCTIVE METHOD
* DEDUCTIVE METHOD– from complex to simple
* INDUCTIVE METHOD – from concrete to abstract
DEDUCTIVE and INDUCTIVE METHOD INTERACTIVE APPROACH, AND THE DIRECT-
DEDUCTIVE, INDIRECT-INDUCTIVE METHOD

DIRECT-DEDUCTIVE METHOD – the teacher tells directly the rule and the generalization and
follows it up with concrete examples and illustrations
INDIRECT-INDUCTIVE METHOD – it gives more opportunities for the students participate in
the learning process.

Teaching Method

Teaching Method tend to be synonymous with technique according to Webster. It is

a systematic way of doing something. It implies an orderly logical arrangement of
steps. It is more procedural. Wikipedia states that teaching method comprises the
principles and methods used by teachers to enable student learning. These
strategies are determined partly on subject matter to be taught and partly by the
nature of the learner. For a particular teaching method to be appropriate and
efficient it has to be in relation with the characteristic of the learner and the type of
learning it is supposed to bring about. Suggestions are there to design and selection
of teaching methods must take into account not only the nature of the subject
matter but also how students learn.[1] In today's school the trend is that it
encourages much creativity. It is a known fact that human advancement comes
through reasoning. This reasoning and original thought enhances creativity.

Objectives of Teaching Method

Teaching procedures in Physical Education should be governed by the objectives of its

teaching. The specific goals or purpose as well as the nature of the content of a unit
determine the methods to be used in teaching it. Suitable methods are needed for the
achievement of comprehensive objectives of teaching physical education such as to expose
the students to knowledge and experiences helpful in the development of understandings,
critical thinking, practical skills and interests discussed earlier. Methods also give training in
a constructive thinking, reasoning and critical judgment. The goal expectations in the
teaching of physical Education involve deeper and extensive participation of students.
Besides the lecture or question- answer method, students should be exposed to a variety f
learning experiences involving book learning, observation, interviewing, surveying,
interpreting, reviewing, recording, reporting and evaluating. Learning experiences should
be geared to the type of growth and behavior changes to be brought about in the student
and the need to make him an enlightened, discriminating, dynamic, productive and
democratic citizen.

Evolution of teaching method

Ancient education
About 3000 BC, with the advent of writing, education became more conscious or self-
reflecting, with specialized occupations such as scribe and astronomer requiring
particular skills and knowledge. Philosophy in ancient Greece led to questions of educational
method entering national discourse.
In his literary work The Republic, Plato described a system of instruction that he felt would
lead to an ideal state. In his dialogues, Plato described the Socratic method, a form of
inquiry and debate intended to stimulate critical thinking and illuminate ideas.
It has been the intent of many educators since, such as the Roman educator Quintilian, to
find specific, interesting ways to encourage students to use their intelligence and to help
them to learn.
Medieval education
Comenius, in Bohemia, wanted all children to learn. In his The World in Pictures, he created
an illustrated textbook of things children would be familiar with in everyday life and used it
to teach children. Rabelais described how the student Gargantua learned about the world,
and what is in it.
Much later, Jean-Jacques Rousseau in his Emile, presented methodology to teach children
the elements of science and other subjects. During Napoleonic warfare, the teaching
methodology of Johann Heinrich Pestalozzi of Switzerland enabled refugee children, of a
class believed to be unteachable[by whom?], to learn. He described this in his account of an
educational experiment at Stanz.[citation needed]
19th century
Main article: Prussian education system
The Prussian education system was a system of mandatory education dating to the early
19th century. Parts of the Prussian education system have served as models for the
education systems in a number of other countries, including Japan and the United States.
The Prussian model required classroom management skills to be incorporated into the
teaching process.[16]
20th century Newer teaching methods may incorporate television, radio, internet, multi
media, and other modern devices. Some educators [who?] believe that the use of technology,
while facilitating learning to some degree, is not a substitute for educational methods that
encourage critical thinking and a desire to learn. Inquiry learning is another modern teaching
method. A popular teaching method that is being used by a vast majority of teachers is
hands on activities. Hands-on activities are activities that require movement, talking, and
listening, it activates multiple areas of the brain. "The more parts of your brain you use, the
more likely you are to retain information," says Judy Dodge, author of 25 Quick Formative
Assessments for a Differentiated Classroom (Scholastic, 2009).

1. Westwood, P. (2008). What teachers need to know about Teaching methods.

Camberwell, Vic, ACER Press

2. ^ Jump up to:a b
"Teaching Methods". Teach.com. Retrieved 1 December 2017.

3. ^ "Lecture Method: Pros, Cons, and Teaching Alternatives". Blog.udemy.com.

Retrieved 1 December 2017.

4. ^ "Cnc". Cirtl.net. Retrieved 1 December 2017.

5. ^ Jump up to:a b Vanaja, M. (2004). Methods Of Teaching Physics. New Delhi:

Discovery Publishing House. p. 100. ISBN 978-8171418671.

6. ^ Jump up to:a b "Teaching Styles: Different Teaching Methods &

Strategies". Concordia University-Portland. 2013-01-05. Retrieved 2018-07-27.
 7. ^ Du, Wenjiang (2012). Informatics and Management Science V. London:
Springer. p. 267. ISBN 9781447147954.

8. ^ Neeraja, K.P. (2011). Textbook of Communication and Education Technology

for Nurses. London: Jaypee Brothers Medical Publishers Ltd.
p. 313. ISBN 9789350253502.

9. ^ Heidgerken, Loretta (1965). Teaching in Schools of Nursing: Principles and

Methods. Philadelphia, PA: Lippincott. p. 390.

10. ^ "What Is the Collaborative Classroom?". Archived from the original on 27

June 2012. Retrieved 14 December 2012.

11. ^ "Archived copy". Archived from the original on 2015-09-26. Retrieved 2015-
09-25.

12. ^ Jump up to:a b c Petrina, S. (2007) Advance Teaching Methods for the
Technology Classroom (pp.125 - 153). Hershey, PA : Information Science Publishing.

13. ^ Donche, V (2013). "Differential use of Learning Strategies in First-Year

Higher Education: The impact of Personality, Academic Motivation, and Teaching
Strategies". The British Journal of Educational Psychology. 83:2.

14. ^ "Debriefing". Debriefing.com. Retrieved 1 December 2017.

15. ^ [1]

16. ^ Gatto, John Taylor. A Different Kind of Teacher: Solving the Crisis of
American Schooling. Berkeley Hills Books. ISBN 978-1-893163-21-8.

17. ^ Cleaver, Samantha. "Hands-On Is Minds-On". Scholastic.com. Retrieved 4

March 2015.

Achinstein P 2010. Evidence, Explanation, and Realism: Essays in Philosophy of Science.

London: Oxford University Press. Asbaugh AF 1988. Plato's Theory of Explanation: A Study of
the Cosmological Account in the Timaeus. USA: State University of New York Press. Behr AL
1988. Exploring the lecture method: An empirical study. Studies in Higher Education, 13(2):
189–200.

 Asbaugh AF 1988. Plato's Theory of Explanation: A Study of the Cosmological Account

in the Timaeus. USA: State University of New York Press.

 Behr AL 1988. Exploring the lecture method: An empirical study. Studies in Higher
Education, 13(2): 189–200.

 Brown GA, Daines JM 1981. Can explaining be learnt? Some lecturers' views. Higher
Education, 10(5): 573–580.

 Brown G.A, Armstrong S 1984. Explaining and explanations. In: EC Wragg (Ed.):
Classroom Teaching Skills. New York: Nichols Publishing Company, pp. 121–148
  Martin RJ 1970. Explaining, Understanding and Teaching. New York, McGraw- Hill

 Jarvie IC 1991. Explaining Explanation. David-Hillel Ruben New York.

 B. S. Manoj, Multi-Track Modular Teaching: An Advanced Teaching-Learning Method,

Amazon, ISBN 978-93-5361-582-6, June 2019.

 Paul Monroe, A Text-Book in the History of Education, Macmillan, 1915, OL1540509W

 Gilbert Highet, The Art of Teaching, 1989, Vintage Books, ISBN 978-0679723141

NEED OF MODERN METHODS IN PHYSICAL EDUCATION

1. There are many roads to successful learning to be tried for meeting particular needs and
situations. To make the subject interesting, vital and living the teacher should also use
permutations and combinations of methods, devices and techniques for example to lend
color to class teaching. He may use lecture or discussion method or a combination of these
two. The teacher should be conversant with a variety of methods of physical education.
2. Different lessons or units should also be taught by different methods of teaching. It can be
very monotonous to use the same method for ever circumstance. In the past few decades a
tremendous increase in equipment materials, means and teaching procedures has been
witnessed. These used be utilized to provide variety and color to teaching physical
education. To create and maintain their interest and to avoid monotony children should be
exposed to varied experiences.
3. No single method can be the best for all situations and for all teachers and students. The
suitable method should emerge out of the abundance of information and skill of the
teacher. It should be harmonized with the content to be taught. Every teacher of physical
education should be familiar with the different means for reckoning the desired ends.

A method opted for teaching depends chiefly upon the preference given by the
teacher and the activity to be taught. However, which method to be used, depends upon
training background, insight and experience of the teacher. A physical educator has to consider
the nature of pupils, tasks to be performed, skills to be acquired, objectives to be realized and
situations to be tackled. We should consider the following points before selecting any method
for teaching:

1. The conduct and organization of class should be such that each student can begin from the
level where he/she is and not from an arbitrary standard.
2. AS it is not realistic to teach each student if separately, majority of the class should benefit
by a diversified and we taught programme aimed at the middle of the class.
3. Special assistance must be given to those who need it, to encourage the best performers, to
assist the more inept and to pay enough individual attention so that none feel ignored.
4. Some heterogeneity can enhance learning experiences and provide an opportunity to play
and work with those who are inferior and those who are superior.
5. When classifying students for sports, dance and other activities, one must consider the fact
(hat one student may excel in one activity and another in a different activity likewise, the
inept performer in one unit of instruction may do much better in another unit.
6. Special attention should be given to those students who are not able to benefit by being a
member of regular class, and they need individual attention.

Factors to consider in choosing Teaching Methods

1. Characteristics of students
2. Subject matter to be taught
 3. Type of the institution
4. Facilities available
5. Exigencies of time and space
6. Personality of the teacher
7. Social and educational philosophy

In order for you to know how and what to teach in the Department of Education, the
following slides which were copied from the lectures during the National Training of Teachers
in Teachers’ Camp, Baguio City will help you understand the framework and thereby help
you come up of a plan suited to the K to 12 learners.
Application
As future teacher, choose one method your former teacher used where you think you
did not find interest learning the topic. This time come up of a teaching method where you
believe would be effective and draw out the interest in all the types of learners.
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