Methods of teaching

• 1. LECTURE METHOD
• A lecture is an oral presentation of information by the instructor. It is the method of relaying
factual information which includes principles, concepts, ideas and all THEORETICAL
KNOWLEDGE about a given topic.
• In a lecture the instructor tells, explains, describes or relates whatever information the trainees
are required to learn through listening and understanding.
• It is therefore teacher-centered. The instructor is very active, doing all the talking. Trainees on
the other hand are very inactive, doing all the listening.
• Despite the popularity of lectures, the lack of active involvement of trainees limits its usefulness
as a method of instruction.
• The lecture method of instruction is recommended for trainees with very little knowledge or
limited background knowledge on the topic.
• It is also useful for presenting an organised body of new information to the learner. To be
effective in promoting learning, the lecture must involve some discussions and, question and
answer period to allow trainees to be involved actively.
QUALITIES OF A GOOD LECTURE
• 1. A good lecture should not be too long as to exceed the trainees attention span (up to 25
minutes).
• 2. A good lecture should address a single theme.
• 3. In a good lecture technical terms are carefully explained.
• 4. Familiar examples and analogies are given.
• 5. A good lecture establishes fluency in technical content.
• 6. A good lecture uses illustrations and examples.
• 7. A good lecture builds on existing knowledge.
• 8. A good lecture employs a variety of approaches.
2. THE DISCUSSION METHOD ( Inductive )
• Discussion involves two-way communication between participants.
• In the classroom situation an instructor and trainees all participate in discussion. During
discussion, the instructor spends some time listening while the trainees spend sometimes
talking.
• The discussion is, therefore, a more active learning experience for the trainees than the lecture.
• A discussion is the means by which people share experiences, ideas and attitudes.
• As it helps to foster trainees involvement in what they are learning, it may contribute to desired
attitudinal changes. Discussion may be used in the classroom for the purpose of lesson
development, making trainees apply what they have learnt or to monitor trainees learning by
way of feedback.
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 • CONDUCTING A DISCUSSION
• Discussion sessions can be led by the instructor, or can take place in groups. In either case,
the goal is to meet the lesson objectives by allowing the trainees to:-
• a) Relate relevant personal experiences or events which have occurred in the work setting.
• b) Contribute ideas or personal opinions.
• c) Apply what has been learned to familiar situations or solving problems.
• d) Express what had been learned.
• Whether the discussion is instructor led or takes place in groups it must be guided by the
instructor.
• It must be focused on the objectives of the lesson: it is the instructor’s responsibility to see that
the objectives are met. If it is not properly guided, a discussion can degenerate into a
consideration of inappropriate or unimportant topics adding confusion rather than clarification to
the lesson.
• 3. THE DEMONSTRATION LESSON
• “The most effective way to teach an occupational skill is to demonstrate it... one of the two most
essential teaching skills is the ability to demonstrate; the other is the ability to explain.
• Both are vital to the success of either an operation lesson or an information lesson”. APPLIED
TEACHING TECHNIQUES.
• DEFINITION
• Demonstration means any planned performance of an occupation skill, scientific principle or
experiment.
Teacher preparation :
• 1. Rehearse your presentation in advance of the lesson.
• 2. Anticipate any difficult steps, possible interruptions e.t.c.
• 3. Obtain all materials, tools, equipment, visual and teaching aids in advance and check their
useful condition.
• 4. Have all materials within reach and conveniently arranged.
• 5. Time the demonstration NOT to exceed 15 minutes.
• 6. Remove all extraneous materials; check lighting, visibility, student grouping, and proximity to
electric, gas and water outlets.
• 7. Plan to use a skill or method to advantage; work from simple to complex, one step at a time.
PRESENTATION:
• 1. Make sure all students can see and hear the lesson.
• 2. Be enthusiastic, professional, effective but not dramatic.
• 3. Relax; use humor to your advantage.
• 4. Observe all safety rules and procedures.
• 5. Keep eye-contact with the class; ask and encourage class questions.
• 6. Explain WHY and HOW: use the techniques of SHOW and TELL.
• 7. Use a medial summary to strengthen your explanation.
PRECAUTIONS
• 1. Avoid interruptions; keep demonstration smooth and continuous.
• 2. Never demonstrate on a student’s material.
• 3. Work towards one aim.
• 4. Allow time for possible student participation
CARRYING OUT A DEMONSTRATION
• 1. Give a good performance. Remember that the trainees learn by your good example.
• 2. Explain each step or process as you proceed. Follow your lesson plan.
• 3. Make sure the trainees see the demonstration from the angle they will perform it themselves.
• 4. Be sure everyone can see and hear. Maintain eye contact.
• 5. Emphasize key points, and if possible prepare before hand ask key questions as you go
along and allow trainees to ask questions.

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 • 6. Observe all safety rules, precautions and procedures; and emphasis them.
• 7. Use proper instructions, aids such as chalkboard, charts, handouts etc.. to support your
demonstration.
• 8. Provide for trainees participation where possible, during and after demonstration.
• 9. Demonstrate the correct way only. First impressions are important, therefore, make them
correct ones.
• 10. Always summarize the steps and emphasize key points again.
AFTER DEMONSTRATION
• 1. Return all items used during demonstration to their storage places.
• 2. Make arrangements to have the trainees practice the skill as soon as possible in a practical
class session.
• 3. Observe and analyse trainee(s) performance and correct mistakes.
• 4. Offer reinforcement where necessary.
• 5. Coach weak or slow trainees.
• 6. Check trainee’s completed work for accurate performance and record.
• 7. Allow sufficient time interval before demonstrating another operation.
4.Mental Modeling
• Mental Modeling (Culyer, 1987) and a variation of it, the “I wonder . . .”
• model (Bentley, Ebert, & Ebert, 2000), are techniques specifically intended to enhance
students’ ability to direct their own learning by modeling the use of cognitive processes in the
solving of some problem.
• In this technique the teacher models the process & steps of thinking in a certain problem and
how he gets to the solution for students to follow .
Example of mental modelling
• This morning I looked outside and noticed that it wasn’t very sunny. I observed lots of gray
clouds. I wondered if it was going to rain today. I could have just carried an umbrella in case it
did rain and not thought about it anymore. However, I was planning to wear my new shoes, and
I really didn’t want to get them wet and dirty the first time I wore them. So I checked the
newspaper and the weather channel. The paper predicted . . . …...
• In this scenario, the children are exposed to the steps of listing observations, formulating a
question, and identifying possible sources of information.
5. Discovery learning
• As the foundation for conceptual development.
• It is unlikely that children will walk into your classroom with all of the necessary experiences
that relate to the concepts you want to teach, so the challenge is to provide your students with
the opportunities for experiences they need in the context of discovery. That is, allowing
students to find the information for themselves by virtue of some activity you have provided.
The students in your class will then share a common experience that you can develop as it
relates to the concept under consideration. In essence, we are cheating just a bit because,
from an instructional perspective the idea is to have children discover what we want them to
discover. It’s new to them, of course, but it is all part of the strategy for the teacher.
• Discovery learning channels the natural inquisitiveness of children (and the natural
inquisitiveness that remains in adults) by providing structure to the experience without imposing
unnecessary structure on the thinking. That is, unlike the science experiments that you did in
high school that were “wrong” if they didn’t come out the way the book said they should,
discovery learning encourages children to engage in the activity and document what does
happen.
• Even with structured activities in the classroom, twenty students will experience the activity in
twenty different ways. Because of that, for discovery learning to be pedagogically sound it must
be accompanied by a structure that goes beyond the discovery phase of the exercise. Such a

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 structure, or framework, is intended to clarify the experience in terms of the concept being
taught.
Four-Phases Learning Cycle
• Introduction: a question, challenge, or interesting event that captures the students’ curiosity.
• Exploration: the opportunity for students to manipulate materials, to explore, and to gather
information.
• Concept Development: With a common experience to relate to, terminology is introduced and
concepts developed in class discussion.
• Application: This could take the form of an enrichment activity, an opportunity to apply what
has been learned, or a test to assess learning.
Example
• An example might be packaging an egg to withstand being dropped from a height of ten feet or
so.
• After posing the question to the students about how this might be done (Introduction),
• students are provided time to devise various packaging strategies (Exploration).
• Instruction about packaging is not provided before the egg is dropped; the students are on their
own at this stage. Discussions of forces, mass, acceleration, and so forth do not yet enter into
the picture. It is only after the eggs have been packaged, dropped, and checked for survival
that the lesson moves to a discussion of what has been found. With the common experience of
this trial-and-error activity, students are prepared to have a meaningful lesson about the topics
relating to forces and motion (Concept Development).
• Finally, the students might be challenged to package another egg (or something else) to apply
what they have learned (Application).
• You can see that this entire lesson, though arranged by the teacher, is centered on the
students’ thinking. In fact, the students’ thinking will drive the lesson as the teacher assesses
and accommodates the various perspectives that the students will have.
.INQUIRY BASED LEARNING
• It involves the use of prior knowledge and the discovery of new knowledge, but because it also
involves generating the question to be answered.
• It is no coincidence that the tendency to ask questions is characteristic of children as well as of
adults at the top of their professions.
• Scientists, professors, writers, politicians, and others are people who frame questions and then
go about finding solutions.
• Children, with their natural curiosity, are compelled to ask questions and take delight in finding
answers.
• The task for professional educators is to channel that inquisitiveness in ways that are beneficial
to the individual and perhaps even to the world at large. Suddenly our discussion has come a
very long way from rudimentary direct instruction.
• Teaching changes lives, and it changes the world!
The teacher who uses an inquiry approach has a considerable amount of preparation to do and also
must be prepared to teach the students how to use inquiry. Foremost among the concerns would be
helping the student frame a question in a manner that can be investigated. For example, what would
your response be if a child were to ask, “Why do birds fly?” Would you say that birds fly because it’s
faster than walking? Because they enjoy being in the air? Just because? Why birds fly is a legitimate
question, but likely one to be addressed by theologians or philosophers. A more appropriate question
might be “How do birds fly?” This is a question that can be investigated in the context of school.
Students could even investigate what factors allow one type of bird to fly faster or higher than another
or, in the case of ostriches and chickens, not at all. Helping to frame an appropriate question, without
diminishing the validity of the initial question, is a primary challenge the teacher faces

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 • A chief strength of the inquiry approach is that it can integrate the curriculum by involving many
disciplines in meaningful ways.
• Children can read, write, calculate, engage in scientific investigations, address social concerns,
and use the arts, all in the context of answering their own questions.
• While the amount of lecturing that a teacher does is significantly reduced, the intellectual
challenge for a teacher preparing and conducting such activities is considerable, and
considerably rewarding.
• A teacher may use combinations of all of the techniques we have discussed in the course of a
single lesson.
• A lesson plan may begin with a question-and-answer session that stimulates student interest
and thinking and then proceed to a discovery-learning experience that will be followed by a
discussion of what was learned.
• It is important for you to understand that teaching is a task that requires considerable
instructional flexibility, and we still have not even considered the topic of knowing the subject
matter!
7.Flipped Learning
• The Flipped Classroom Model basically involves encouraging students to prepare for the
lesson before class. Thus, the class becomes a dynamic environment in which students
elaborate on what they have already studied.
• Students prepare a topic at home so that the class the next day can be devoted to answering
any questions they have about the topic. This allows students to go beyond their normal
boundaries and explore their natural curiosity.
8.Gamification
• Learning through the use of games is one of the teaching methods that has already been
explored especially in elementary and preschool education. By using games, students learn
without even realizing. Therefore, learning through play or ‘Gamification‘ is a learning
technique that can be very effective at any age. It is also a very useful technique to keep
students motivated.
• The teacher should design projects that are appropriate for their students, taking into account
their age and knowledge, while making them attractive enough to provide extra motivation.
One idea may be to encourage students to create quizzes online on a certain topic. Students
can challenge their peers to test themselves and see who gets a higher score. In this way,
students can enjoy the competition with peers while also having fun and learning.
9.Differentiated Learning
• the process by which differences between learners are accommodated so that all students in a
group have the best possible chance of learning’.
• To inspire and engage pupils across all learning abilities, there are seven tried-and-tested
principal methods of differentiation that educators have been using for decades.
• The seven core differentiated instruction methods are:
• Flexible paced teaching
• Facilitating collaborative learning through group work
• Setting progressively challenging tasks
• Working with different resources (including technology)
• Giving varying levels of verbal support
• Setting tasks with variable outcomes
• Ongoing student assessment and feedback
• These flexible learning methods give teachers the opportunity to tailor their classroom tasks,
schedules and outcomes to different abilities. What’s more, most (but not all) of these
traditional teaching methods can be successfully supplemented and enhanced through the use
of technology.

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10..Project-Based Learning (PBL)
• The Gig Economy has arrived, and education as a whole has been slow to catch up.
• Today’s students are in for a quickly-changing future that will require uniquely human
skills, adaptability, a knack for asking the right questions and the ability to manage
both projects and people.
• The common concerns related to PBL center around an assumption that a lack of focus on
standard subject matter must be inherent in PBL, and that it won’t prepare students for college
and career.
• However, these concerns are largely unfounded.
• Teachers have a unique role in PBL, in that in many ways they become collaborators and
coaches rather than instructors as they help their students navigate their challenging projects.
• If you’re interested in learning more, we put together a guide that can help you get started.

11.Whole Brain Teaching

• The basic components of Whole Brain Teaching:

Class!-Yes!
The Five Rules
The Scoreboard “Game” (and more!)
Hands and Eyes!
Teach!-OK!
Mirror!
Switch!
• It encourages to use as much senses as we can to enhance learning
• Explanation can’t exceed 2 minutes
• Motivation is extremely high
12.Engagement
• Under a new teaching method called “engagement” students are urged to engage with the real
world, analyse everything that happens in different life spheres (not only internship but also
economical, business, social spheres, etc.). Business studies are where this new focus of
engagement occurred at the Leasowes Community College in Dudley.
• Instead of conventional teaching methods, students were taken to visit local businesses where
they were able to witness how the knowledge that they were learning applied to the real world.
• Multiple days were set aside for this practice and all students were required to wear business
suits in order to attend. The idea is to get students engaged and to connect their learning to the
real world. If teachers can show them how what they are teaching connects to the real world
then their own brain cells are going to connect them and associate them.
• The results are there for all to see because before this new method was introduced only 40
percent of students achieved grades of A-C across both years 10 and 11. Under the new
teaching method the institution reported that the numbers had shot up to a massive 91 percent
of students achieving A-Cs in years 10 and year 11.

Assignment :
• Which Method do you prefer ? ONE METHOD only . JUSTIFY your answer and write
BRIEFLY how you will apply it in your classroom in no more than 50 words .

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