Methods of Teaching

Gandalon, Shamera
Akmad, Norhana
Ascaño, Nova
Berja, Nestle Mae G.
 O
Objectives:
 You will be able to describe
various techniques and
strategies for teaching
 Quickly differentiate the
various teaching methods
 You will be able to answer the
questions based on Teaching
methods & Approach.
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Presentation title
M Motivation:

3
 Rearrange the scrambled
letters to form a word.

N P A I E K S G
Guess
the word

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S P E A K I N G 4
 E O S R I U C C D

D I S C O U R S E
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 U U R M I L U C C I

C U R R I C U L U M
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 C H E R O P S A A P

A P P R O A C H E S
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 E E C N A R T T I I V

I N T E R A C T I V E
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 I
Introduction on
Teaching
Methodology

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 Teaching and learning are the two sides of a coin.
The most accepted criterion for measuring good
teaching is the amount of student learning that
occurs. There are consistently high correlations
between students’ ratings of the “amount learned”
in the course and their overall ratings of the teacher
and the course.

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 Understanding teaching methods are often
interpreted as teacher activities to achieve
lesson objectives. This understanding has been
held for so long among educational experts and
educators. Teaching planning models and
literature on educational technology often
demonstrate this understanding.

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 Various models such as PPSI and its revisions
show the application of the intended meaning.
The model used for GBPP curriculum 75 and 84
proves the application of this understanding. In
such a model, the method column is explicitly
stated to study the material/topic of discussion to
achieve the goal.

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 The teacher is easy to make plans, the teacher only
needs to think and prepare what to do. To learn the
material and achieve goals, what and how students
learn in class do not need to be stated explicitly in
lesson plans or lesson units. Students naturally react
to what the teacher does. In such a model, it is clear
that it cannot be said that students are subjects in
the process of interaction in the classroom.

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 The opposite is true; students are not the primary
concern; it can even be said that the position of the
subject matter is much more important than the
position of students. The teacher thinks more about
how the subject matter can be given/completed and not
on whether students can have the qualities stated in the
objectives. Principals and supervisors are also more
concerned with the completion of teaching the subjects
listed in the curriculum.

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 A
Approaches,
Methodologies
and Strategies
in Teaching
Speaking and
Listening
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 Humanistic Approach

The Humanistic Approach. This is

based on the principle that the whole
being, emotional and social, needs to be
engaged in learning, not just the mind.
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 1. Total Physical Response

• One of the hallmarks of Total Physical Response is its

focus on language learning through psychomotor
associations. This draws on command forms to which
learners respond by physically doing the action; there
is a focus on student’s listening comprehension prior to
oral production skills.
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 2. Silent Way

•This approach is simple but powerful.

The emphasis is on the students’
learning rather than the teaching.

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 3. Self-Directed Learning

•The learners are considerably the center

of this approach in which the learning
process and learning experiences are
organized and controlled by the learners
themselves.
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 4. Oral Drill

• Subsequently, drills are used to foster the

formation of positive habits and focus
mainly on the presentation and practice of
grammatical structures.

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 5. Suggestopedia

• The trademark of this approach is the use

of music (background/accompaniment) to
activities aimed at motivating learners
become more receptive. Additionally, it
intends to create a relaxing atmosphere to
stimulate their learning.
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 Task-Based Learning Approach

TBL helps learners explore the multitude of

communication opportunities provided in their
surroundings. The tasks or activities are authentic, “real-
life” situations which require comprehending, producing,
manipulating and/or interacting in the target language. The
amount of listening or speaking involved to complete the
problem posed is determined by the task itself.
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 Task-Based Learning Approach

These approaches and methods are just but a teacher’s way

of looking at teaching and learning. Given these, we
understand that not all the time, teaching takes priority over
details of content especially the teaching of English in the
field. Allowing students to make mistakes, learning on their
own, discovering how to deal with things are already
welcomed in the classroom settings as they yield better results.
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Presentation title
T The Teaching
of Listening

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 Bottom-Up Processing

Learners need a large vocabulary and a good working knowledge of sentence

structure to be able to process texts bottom-up. Exercises that develop bottom up
processing help the learner to do such things as the following:
• Retain input while it is being process
• Recognize word and clause divisions
• Recognize key words
• Recognize key transitions in a discourse
• Recognize grammatical relations between key elements in sentences
• Use stress and intonation to identify word and sentence functions 32
 T
Task Examples
• Identify sequence
marker
• Identify key words
• Distinguish between
positive and negative
statement
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 Top-down Processing

Exercises that require top-down processing develop the learner’s ability to do the
following:
• Use key words to construct the schema of a discourse
• Infer the setting for a text
• Infer the role of the participants and their goals
• Infer causes or effects
• Infer unstated details of a situation
• Anticipate questions related to the topic or situation
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 T
Task Examples
• KWL charts
• Predict another speaker’s
part of the conversation
• Read news headlines,
guess what happened, the
listen to the news and
compare.
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 Strategies to listening

•COGNITIVE: comprehension,
storing/memory process, retrieval
•METACOGNITIVE: assessing, monitoring,
self-evaluating and self-testing
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Presentation title
T The Teaching
of Speaking

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 Function of speaking

3 Functions
1. Talk as Interaction: primarily a social function. Focus is on the speaker, not
the message.
2. Talk as Transaction: focus on what is said or done. The message is #1!
(Problem-solving activities, asking for directions.)
3. Talk as Performance: public speaking, form of monolog, mimics written
language.

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Presentation title
T Types of
Teaching
Methods

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 There are different types of teaching methods
that can be categorized into four broad types.
1. Teacher-centered methods,
2. Learner-centered methods,
3. Content-focused methods; and
4. Interactive/participative
methods.
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#1 Instructor/Teacher Centered
Methods
 Here the teacher casts himself/herself in the role of being a
master of the subject matter. The teacher is looked upon by
the learners as an expert or an authority. Learners, on the
other hand, are presumed to be passive and copious
recipients of knowledge from the teacher.
Examples of such methods are expository or lecture
methods – which require little or no involvement of
learners in the teaching process. It is also for this lack of
involvement of the learners in what they are taught, that
such methods are called “closed-ended”.

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#2 Learner-Centred Methods
 In learner-centered methods, the teacher/instructor is both
a teacher and a learner at the same time. In the words of
Lawrence Stenhouse, the teacher plays a dual role as a
learner as well “so that in his classroom extends rather than
constricts his intellectual horizons”.
The teacher also learns new things every day which he/she
didn’t know in the process of teaching. The teacher
“becomes a resource rather than an authority”. Examples of
learner-centered methods are the discussion method, the
discovery or inquiry-based approach, and Hill’s model of
learning through discussion (LTD).

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#3 Content-Focused Methods
 In this category of methods, both the teacher and the
learners have to fit into the content that is taught.
Generally, this means the information and skills to be
taught are regarded as sacrosanct or very important.
A lot of emphasis is laid on the clarity and careful analyses
of content. Both the teacher and the learners cannot alter or
become critical of anything to do with the content. An
example of a method that subordinates the interests of the
teacher and learners to the content is the programmed
learning approach.

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#4 Interactive/Participative Methods
 This fourth category borrows a bit from the three other
methods without necessarily laying emphasis unduly on the
learner, content, or teacher. These methods are driven by
the situational analysis of what is the most appropriate
thing for us to learn/do now given the situation of learners
and the teacher.

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 What are some alternative forms of education?

• When it comes to alternative education, you’re probably better versed

than you think. You may even be familiar with terms like Montessori,
unschooling, and worldschooling. In fact, there are so many types that
it can be hard to keep track of them all.
• But what exactly is alternative education? The truth is that it’s a bit of
an ambiguous term, although many think it’s simply the notion of
branching away from traditional schools (like the old one-room
schoolhouse). In reality, it’s much more than that.
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 What are some alternative forms of education?

• One educational site, K12 Academics,

defines alternative education as “a number
of approaches to teaching and learning other
than traditional publicly- or privately-run
schools.”
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6 types of alternative schools (and
their pros and challenges)
 World schooling

• Traveler and writer Eli Gerzon

coined the fancy term of
“worldschooling” to describe a form
of experiential learning that involves
traveling around the world. You can
think of it as a fairly literal take on
the popular saying that the world is
your classroom.
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 Benefits of world schooling

• Exposes children to different cultures and provides a

global education that isn’t limited by perspectives or
beliefs
• Allows students to learn based on experiences and
their surroundings
• Offers a hands-on approach and flexible curriculum
based on an individual student’s needS.
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 Challenges of world schooling

• Students may have less interaction with other

teachers or peers
• Lacks the routine of traditional schools which may
some students may need

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 Unschooling

• Unschooling is an alternative
method of education practiced
by some world schoolers and
homeschoolers, but it’s
accessible to anyone.

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 Benefits of Unschooling

• Encourages positive attitudes about learning and places an

increased emphasis on developing life skills
• Affords greater flexibility (students don’t have to adhere
to a rigorous school schedule) and time for students to be
active in their community
• Some students claim that unschooling causes less stress
than a traditional academic setting.
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 Challenges of Unschooling

• Lack of records — many out-of-school kids lack

report cards and don’t participate in standardized tests
• Out-of-school kids may have difficulties with
knowledge systemization

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 Outdoor education

• Places like Pathfinder and The

Tremont Institute are a few
examples of outdoor education
programs that offer hands-on,
nature-based learning.

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 Benefits of Outdoor Education

• Emphasizes team building, exercise and eliminates

sedentary activities
• Presents a fun opportunity to work on critical
thinking and problem-solving skills, and the chance to
learn survival skills
• Fosters self-directed learning and independence
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 Challenges of outdoor education

• Some outdoor projects are more time

consuming than in-class variants and
enforcing classroom management procedures
can be difficult
• Highly dependent on the weather.
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 Online Learning

• Let’s face it: Technology will

always be a part of education.
Electronic devices are
everywhere, and internet access
is becoming increasingly
common even in the most
remote regions of the world.
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 Benefits of Online Learning

• Provides cost-effective accessible options and

convenient learning environment
• Improves students’ 21st-century learning and
technology skills which prepares them for the future
• Offers customization options and more personalized
learning opportunities
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 Challenges of Online Learning

• Learners with low motivation, self-discipline

or poor study habits may fall behind
• Slow internet connections or older
equipment may make accessing course
materials frustrating
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 Montessori

• Montessori is one of the most well-

known alternative methods of learning
and has been around for over 100 years!
Developed by Maria Montessori, this
alternative educational method nurtures
children’s independence and relies less
on adults. In a Montessori classroom,
you’ll find toys that are within kids’
reach and a teacher whom students view
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as more of a guide than an instructor.64
 Benefits of Montessori Method

• Fosters cooperation and independence

• Encourages real-world and exploratory learning
• Focuses on a child’s developmental stages to offer
an individualized and student-centric curriculum

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 Challenges of Montessori Method

• Some students may struggle with transitioning

from a more traditional school type
• Programs can be expensive and since Dr.
Montessori never patented the term “Montessori,”
any school can claim to practice the philosophy

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 Waldorf

• Based on the philosophy of

Rudolf Steiner, this alternate
form of schooling emphasizes
art and the belief that humans
are innately good and can
transform themselves for the
better — talk about an optimistic
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educational view! 67
 Benefits of Waldorf method

• Provides age-appropriate learning opportunities with

a heavy focus on experiential education
• Encourages students to have a voice in their
education
• Offers integrated curriculum to form connections
across a broader range of subjects
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 Challenges of Waldorf method

• Time-consuming for adults as there is an

expectation for parents to be heavily involved
• Programs can be costly and according to an
article from education.com, some Waldorf
schools may lack diversity
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Bringing alternative teaching
methods into your classroom

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 Not all of these alternative forms of education will appeal to you
(or be feasible). However, learning about these strategies helps you
expand your toolkit and gives you an idea of how to integrate
different practices into your classroom.
You may try one of the above, and it may end up being a total flop.
But at the same time, you might stumble upon some magic that
sticks with your curriculum for years to come.
So how about branching out of your comfort zone and giving one
(or all) of these alternate methods a go? You and your students
may enjoy the change!

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“Tell me and I forget. Show me and I remember. Involve me and I understand.”
-Benjamin Franklin
 References:

Ceneta, S. (2022) Approaches and Methods for Listening and

Speaking
https://discover.hubpages.com/@sangieceneta
Jack, R., & Richards, M. (2008). Teaching listening and speaking
from
theory to practice. Cambridge University. Printed in The United
States of America.
Thank you