Teaching Methods

Educ.112
What instructional methods
have you been exposed to??
 …in elementary?
 …in high school?
 …in non-formal settings?
Analogies…
 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!
Analogies…

 Toolbox…
 What is in your “toolbox”?
What is a “Method”?

 a procedure or process for attaining

an object: as
 a (1) : a systematic procedure,
technique, or mode of inquiry employed
by or proper to a particular discipline or
art (2) : a systematic plan followed in
presenting material for instruction
 b (1) : a way, technique, or process of
or for doing something (2) : a body of
skills or techniques
Teaching Method

 Objective oriented activities and

flow of information between
teachers and students
 Classification of teaching method
Direct Approach
 Makes use of expository
strategies
 Aimed at mastery of
knowledge and skills
 Teacher-oriented
 Direct transmission of
information from teacher
 Teacher-controlled
 Highly structured
 Content-Oriented
 Learner is passive, receives
ready information from the
teacher
Indirect Approach
 Makes use of explanatory
strategies
 Aimed at generating
knowledge from experience
 Learner-centered
 Students search information
with teacher supervision
 Learner-controlled
 Flexibly organized Experience
oriented
 Learner is active in search of
information
Teaching
Methods

 Deductive Method
 Lecture Method
 Tri-Question Method
 Role Playing and Sociodrama
 Discussion Method
 Demonstration Method
 Semantic Webbing Method
Teaching
Methods

 Unit Method
 Field Trip
 Lecture Method
 Project Method
 Moral Dilemma Method
 Textbook Method
 Participatory Method
Teaching
Methods

 Oral History Method

 Survey Method
 Chronological Method
 Area or Regional Method
 Simple Valuing Method
What Factors do we consider
when selecting an instructional
method?
 The intended specific outcome
or purpose
 Size of group

 Learners’ preference for

learning
 The content sometimes dictates
the method
 Required preparation
Instructional/Teaching Methods
vs. Instructional Aids?
 Assist the teacher in the
teaching/learning process
 White board
 Handouts

 Props

 Pictures/Video

 Audio

 Computer based simulation

 Models

 Others?
Deductive Method

 Process of teaching that

starts with a rule or
general statements that is
applied to specific
cases/examples.
 From known to the
unknown.
When to use:

 When the students are

asked to test a rule or further
develop it,
 to answer questions or to
solve problems by referring
to laws, principles and
theories.
 Steps:
 I. Statement of the Problem – Teacher
tells what the problem is.
 II. Statement of the Generalization –
Recall of rule/principles/ generalization
that may help solve problems identified.
 III. Apply the rule/ Inferring – looking for
the principle/ rule/ generalization that fits
the solution of the problem.
 IV. Verification – Establishing validity
using references/ materials. Try out the
rule using other example.
 Lecture Method

 telling method where facts,

concepts, principles and
generalization are stated,
presented, defined, interpreted by
the teacher and followed by the
application or testing of these
concepts, principles, and
generalization in new examples
generated by the students.
 When to use:
 When there is an immediate need of a
relevant information to make the
students understand a part in the
lesson.
 When information is not available and
time can be saved by the teacher
directly telling it.
 When an idea or principle can be
learned only by explanation.
 When the source material is not
available.
Advantages

 It is economical in terms of
student time.
 The teacher serves as a role
model for students.
 Lectures bring enjoyment to the
learners.
 It helps students develop their
listening skills.
 Disadvantages
 It lends itself to the teaching of the facts
while placing little emphasis on problem
solving, decision making, analytical
thinking, or transfer of learning. (Black.
1993)
 Lecturing is not conducive to meeting
students’ individual needs.
 Lecturing brings with it the problem of
limited attention span on the part of the
learners.
 Time consuming.
 Demonstration Method

 refersto tell and show

method. It is usually
performed by a teacher or
trained students while the
rest of the class become
observer.
 When to use:

 when process is significant but

apparatus needed is limited.
 when the school lacks facilities for
every students.
 When equipment is sophisticated,
expensive and dangerous.
 When lesson requires skill in
investigative procedure or technical
know how.
 Steps:
I. Preparation
Motivation

Identify objectives/ problems/ procedure

II. Explanation of Concepts, Principles,

Process, theory, etc.
III. Demonstration of Concepts, process by
the teacher while students closely observe
IV. Discussion of students observation
V. Verification/ justification/ conclusion
 Demonstration Techniques:

1. Teacher-directed technique
 - Teacher does the demonstration
especially when there is only one
set of material available, making it
possible for students to work on,
when the activity requires the
handling of harmful materials and
delicate, fragile equipment.
Techniques:

2. Student-directed
-The most capable
students demonstrate
with the teacher’s
guidance while others are
observing
Techniques:

3. Teacher-student
directed
- Teacher does the
demonstration with the
students handling the
materials over the teacher.
Techniques:

 4. Resource speaker-
directed
 An invited speaker act
as a demonstrating
teacher.
 Role Playing
 Involves an activity which a
student or a group of
students dramatizes his or
their real reactions to
certain problematic
situations.
 The purpose is to find out
how students will normally
conduct themselves once
they are confronted with a
particular kind of conflict or
difficulty.
 Role Play vs Drama
 Drama: a type play to be
performed by actors on stage,
radio, or television; a play that is
highly emotional, tragic, or
turbulent.
 Role Play: the act of imitating the
character and behaviour of
someone who is different from
yourself, for example, as a training
exercise, or in language learning.
 Steps
 1. Identiying the Problem
- decide exactly what you want the group to
learn from the episode.
 2. Establishing the Situation for Role
Playing
- design the situation to fit the objectives they
want to achieve.
 3. Establishing Roles and Selecting
Participants
- sketch out clearly the type of people
involved.
 4. Presenting the Act
- Talk about the objective of the role
playing during the presentation
and explain the skills and insights
the activity hopes to acquire.
 5. Playing the Situation

- the playthrough and is supposed

to be the most difficult step.
 6. Analyzing and Evaluating the
Presentation
 Requirements in the Analysis:
 a. What happened?
 b. Why did it happen that way?
 c. What were the feelings and
motives involved?
 d. What variations would have
produced other results?
Tri-Question Method

 Based on Cary Goulson

Teaching model
 Uses only three
questions
 Usually used in teaching
history or past
Sample of a Tri-Question Method

1. What happened?
2. Why it happened?

3. What was the effect

of the event?
Field Trip Method

 A method that brings students to

actual historical places, subjects
of discussions, etc.
 It abolishes the “walls” that
divide the classroom from the
outside world.
 Field trips connect people.
Planning a Field Trip includes the
following steps:

 Preliminary Planning
 Preplanning

 Taking the Trip

 Post-field Trip Activities

Advantages (Educational benefits
derived from field trips)
 Fieldtrips are opportunities for
rich and memorable
experiences which are
fundamental to learning that
lasts.
 Field trips bring us to the world
beyond the classroom.
Advantages (Educational benefits
derived from field trips)
 Field trips have a wide range of
application.
 It can bring about a lot of
realization which may lead to
changes in attitudes and
insights.
Disadvantages

 It is costly
 It involves logistics

 It is extravagant in time

 Contains element of
uncertainty.
Moral Dilemma Method

 Moral Dilemma…a conflict in

which you have to choose
between two or more actions
and have moral reasons for
choosing each action.
Steps
 You are presented with two or
more actions, all of which you
have the ability to perform.
 There are moral reasons for you
to choose each of the actions.
 You cannot perform all of the
actions and have to choose which
action, or actions when there are
three or more choices, to perform.
Textbook Method

 One of the most common

resources in the classroom is
the textbook.
 In this method, the teacher rely
mostly on a subject textbook to
deliver the lesson.
SEMANTIC WEBBING
METHOD
 Semantic webbing is a method
that students can use to
organize information from a
reading passage or other source
as part of the prewriting
process.
SEMANTIC WEBBING
METHOD
 Another term for a semantic web
is graphic organizer; the
purpose is to give students a
visual sense of the organization
of their ideas to help them
outline those ideas in their
writing. There are several types
of semantic webs, including one
that describes a character.
Semantic Webbing

 builds a side-by-side graphical

representation of students'
knowledge and perspectives
about the key themes of a
reading selection before and
after the reading experience.
Semantic Webs achieve three
goals:
 “Reviving” or ‘ reactivating”
students’ prior knowledge and
experience,
 Helping students organize both
their prior knowledge and new
information confronted in reading
and
 Allowing students to discover
relationships webbing and
convergent webbing.
Semantic Webbing takes two
forms:

divergent
and
convergent
webbing.
Steps to Divergent Webbing:
 Write a key word or phrase from a reading
selection on the chalkboard.
 Have students think of as they know that
relate to this key idea. Write these words to
the side on the chalkboard.
 Ask students to group these words into
logical categories and label each category
with a descriptive tittle.
 Encourage students to discuss/debate the
choice of the category for each word. Write
the student’s conclusion’s (the categories
and their component words) on the
chalkboard.
 stinger
Gather
nectar

small
Bee

insect
3 body
parts
queen
lay eggs
Simple Valuing Method

 Focuses on how students

value the topics being
presented based on their
own experience or
background knowledge.
Examples of simple valuing

1. The use of incomplete

sentence.
This can be used as follows:
 Motivation

For me, democracy is_______

Today, I learned that________
After the discussion, I feel that___
Examples of simple valuing

2. Giving a Title.

Give a title according to the

following:
Picture

Paragraph read

News/story read
Examples of simple valuing

3. Rank Order. E.g. the following

are problems of a college student.
Rank them from the greatest
problem to the least based on
your perception.
A.Moneys

B.Love life

C.Physical Appearance

D.Projects
Examples of simple valuing

4. Values voting.
e.g.How many of you think
that our government is
good for the people?
Examples of simple valuing

5. Reacting to Statements:
Students may be asked to react to
pronouncements given by known
or unknown persons.
e.g.Section 3 are the brightest
section of all first year.
Examples of simple valuing

6. Values continuum. Used

to evaluate some issues or
current happenings using
scales. Scales to be used
could be from 1 to 5 or 0 to
10.
Examples of simple valuing

 Film/ T.V Showing. Students are

able to reflect from the
characters.
 This is one of the most effective
methods because it considers
all senses of the pupils.
Area or Regional Method

 Method of teaching that uses

proximate area of the school or
place of students as guide
reference to lessons.
 MTB-MLE is considered as an
example of the kind of method.
Participatory Method

 Used to make the

learners observe actual
happenings for self-
fulfillment and learning
through direct experience.
Participatory Method…could be

1. Indirect participation, like

being in the sidewalk
watching as particular event
is happening.
2. Direct participation, like
being a participant in an
event taking place.
Oral History Methods

 Method used in gathering

historical facts from the
community
 Elders, scholars, etc.are the
common sources of historical
information
Oral History Methods

 Examples of historical
facts are the naming of
the place; origin of
people; past officials;
significant events that
took place in the
community.
Survey Method
 Many kinds of information can
be gathered through survey in
which pupils can be trained to
do much activity.
 Through survey pupils may
learn the problems of their
community; attitudes of the
people; needs of the people.
End