Teaching and

Learning Methods

By: JAMIRA I. SOBO

Teaching and Learning Methods

These ate the activities where the learners derive experience. it is always
good to keep in mind the teaching strategies that students will
experience (lectures, laboratory classses, fieldwork etc.) and make them
learn.

- Should allow cooperation, competition as well as individualism or

independent learning amog the students.
 Some Behaviorist
Teaching Learning Methods

A. Direct Instruction: Barak Rosenshine Medel (in Ornstein & Hunkins, 2018)

Detailed Steps:

1. Satate Learning Objectives/Outcomes: Begin lesson with a short statement of objective or desired
lesson learning outcomes.
2. Review: Introduce short review of previous or prerequisite learning.
3. Present new materials: Present materials in small, sequenced manner.
4. Explain: Give clear and detailed instuctions and explaination.
5. Practice: Provide active practice for al students.
6. Guide: Guide students during initial practice; or provide seatwork activities.
7. Check for understanding: Ask several questiuons, assess students comprehension.
8. Provide Feedback: Provide systematic feedback and corrections.
9. Assess performance: Obtain student success rate of 80 percent or more during practice session.
10. Review and test: Provide for spaced review and testing.
B. Guided Instuction: Medeline Hunter odel (in Ornstein & Hunkins, 2018)

1. Review: Focus on previous lesson, askstudents to summarize main points.

2. Anticipatory set. Focus student’s attention on new lesson. Stimulate interest in the new
materials.
3. Objective: State Explicitly what is to be learned; state rationale or how it will be useful.
4. Input: Identity neede knowledge and skills for learning new lesson; present materials in
sequenced steps.
5. Modeling: Provide several examples or demonstations throughtout the lesson.
6. Check of understanding: Monitor student’s work before they become involved in lesson
activities, check to see they understand directions or tasks.
7. Guided practice: Periodically ask students questions and check their answers. Again monitor
understanding.
8. Independent practice: Assign independent work or proctice when it is reasonably sure that
students can work on their own with understanding and minimal frustration.
C. Mastery Learning; JH Block and Lorin Anderson Model (in

1. Clarify: explain to students what they are expected to learn.

2. Inform: Teach the lesson, relying on the whole group intruction.
3. Pretest: Give a formative quiz on a no fault-basis, students can check their own paper.
4. Group. Based on results, divide the class into mastery and non mastery groups(80% is considered
mastery)
5. Enrich and correct: Give enrishment instuction to mastery group. Give corrective (practice/drill) to
non-mastery group.
6. Monitor: Monitor student progress;vary amount of teacher time and support for each group based
on group size and performance.
7. Posttest: Give a summary test for non-mastery group.
8. Assess performance: At least 75% of the students should achieve mastery by the summative test.
9. Reteach: If not, repeat procedures; starting with corrective instructions(small study groups,
individual turoring, altrernative instructional materials, extra homework, reading materials practice
and drill).
D. Systematic Insruction: Thomas Good and Jere Brophy

1. Review: Review concepts and skills related to homework, provide review exercises.
2. Development: Promote students understanding, provide controlled practice/
3. Assess comprehension: Ask questions, provide controlled practice.
4. Seatwork: Provide uninterrupeted seatwork; get everyone involved, sustain momentum.
5. Acountabillity: Check the students work.
6. Homework: Assign homework regularly; provide review problems.
7. Special review: Proide weekly reviews to check and further maintain and anhance learning.
Teaching-Learning
Environment
- In the choice of the teaching learning methods, equally important is the teaching learning environment.
Brian Castaldi in 1987 suggested four criteria in the provision of the environment or learning spaces in
designing a curriculum.

1. Adequacy - This refers to the actual learning space or classroom. Is the classroom large enough for
students’s mobility for class interaction and collaborative work. Is there enough light and ventilation
so that the learning space is conductive, and safe for learning? To provide learning condition that
will provide opportunities that will develop the 20th century skills, there must be provision for the
utilization of technology for teaching and learning and the use of the learners.
2. Suitability - This relates to planned activities. Suitability should consider chronological and
developmenta ages of learners. Also to be considered will be the socio-cultural, economic even
religious background of the learners.
3. Effeciency - This refers to operational and instructional effectiveness.
4. Economy - This refers to cost effectiveness. How much is needed to provide instructional materials?
VI. assesssment/Evaluation
Learning occurs most effectively when students recieve feedback, i,e. when they recieve information
on what they have already (and have not) learned. The process by which this information is generated
is assessment. It has three main forms:

 Self assessment, through which students learn to monitor and evaluate their oen learning. This
should be a significant element in the curriculum because we aim to produce graduates who are
appropriately reflective and self-critical.
 Peer assessment, in which students provide feedback on each other’s learning. This can be viewed
as an extension of self-assessment and presupposes trust and mutual respect. Research suggests
that students can learn to judge each other’s work as reliably as staff.
 Teacher assessment, in which the teacher prepares and administers tests and gives feedback on the
student’s performance.
Application of the fundamental Components of Other
Curriculum Designs
Major components of a Course Design or Syllabuds

1. Intended Outcomes (or Objectives)

2. Content/ubject Matter (with references)
3. Methods/Strategies (with needed resources)
4. Evaluationnn (means of assessment)