METHODS AND

STRATEGIES OF
TEACHING

JOEY B.
BOLINAS
Course Facilitator
 INTRODUCTIO
 N have different ways of absorbing
Students
information & demonstrating their
knowledge. so teachers often use techniques
which cater to multiplelearning stylesto
help students from retain information
& strengthen understanding . so
the methods accepted by the teachers
must link the teacher & her pupils into an
organic relationship with constant mutual
 The method of teaching is which
approaches most likely tothe method
of investigation.
---BURKE
 A device implies the external mode or form
in which teaching may take from
time to time .
Teaching methods is the
stimulation
,guidance ,direction, & encouragement for
MEANIN
GThe
 procedural dimension like sustentative ,
environmental , & human relations are
interrelated. In the educative processit
refers to the methods & techniques , which
maybe used by the teacheror learner
to achieve the desired educational objectives.
OBJECTIVE
 Aim at developing love for work.

S



Inculcates
efficiency
Develops
the desire to do work with maximum
which one is capable of.
the capacity for clear thinking.
 Provides adequate opportunities for
participation.
 Expands students interest.
 Provides opportunities to pupil to apply
practically
the knowledge & skill acquired by them.
 Adaption of 3 As ---age , ability ,& aptitude.
 General support of the profession.
 Teamwork & sense of security.
 Mastery of the subject matter.
 Provision for a good library & teaching learning
material.
 Cooperation of the parents.
 Role of the teachers training institutes.
CHARACTERISTIC
S
PRINCIPLES FOR SELECTION
 Methods should be suited to objectives &
the content of the course.
 Should be adopted to the capacity of
the student.
 Should be in accord with
sound psychological
principles.
 Should suit the teacher personally &
capitalize on her special assets.
 Methods can be used creatively.
METHODS EXAMPLES

1. Inspirational: based 1. Simulation, micro

on high activity teaching
of teachers.
2. Expository : cognitive 2. Lecture
emphasis is method
high, student
activity &
emphasis on
experience is
low. 3. Field trip
3. Natural-learning : learning
takes place in
natural way .
METHODS EXAMPLES

4. Individualized : 4. Programmed
emphasis on each instruction, self
learner to learn study , case method,
at his own place. computer oriented
instruction.
5. Encounter : providing
experience
through 5. Role play,
confrontation. simulation
6. Discovery : high
on all 6. Problem solving
dimensions. techniques.
7. Project , socialised
7. Group classroom
method.
LECTURE
METHOD
TECHNIQUE OF
LECTURE METHOD

 Rapport

 Voice

 Gesture

 Eye contact
 Lecture outline and students notes

 Enthusiasm

 examples
DEMONSTRATIO
N METHOD
GUIDELINES FOR
GOOD
DEMONSTRATION
 It should be planned

 Equipment should be visible to the whole class

 All equipment should be placed in order before
starting the demonstration
 Purpose of demonstration should be defined
before the procedure
 Demonstration should be quick and slick

 Demonstration should be interesting

 Students should be actively participate in the

demonstration method
STEPS OF LECTURE-CUM-
DEMONSTRATION METHOD
 Planning and preparation
 Introduction of the lesson

 Presentation

 Performance of procedure

 Blackboard summery

 supervision
DISCUSSION METHOD
PRINCIPLES OF DISCUSSION METHOD
 There should be a leader
 there should be participants

 Every person should feel free to

participate
 Discussion should keep to the
point
 The discussion should be closed with a
report,decision,recommendation or
summing up of the matters discussed.
 All group members should come to the
discussion with a basic knowledge of the
TYPES OF DISCUSSION
 1.CLOSED GROUP
DISCUSSION
 Study group

 Work shop

 Staff meating

 Briefing sessions

 Round table
2.DECISION MAKING
 Public discussion or discussion techniques for
large groups
 Pannel discussion

 Symposium

 Discussion techniques for small group

 Individual conference

 Seminar

 Role play

 Case analysis

 Group discussion