INDICATING

METHODS OF
TEACHING
RICHLY DAVE BACULAD
METHOD OF TEACHING
This part of a syllabus tells how the lessons will be taught, either in a deductive or
inductive way. More specific methods are lecture, experimental, discovery, and
others. Teaching methods are selected based on the type, content, and purpose of
the lesson(s). The type of learners and the physical features of the teaching
venues/classrooms are also considered in the selection of teaching method.

e.g : Lecture
Discussion
Demonstrations
Collaboration
Inquiry-based learning
Project-based learning
Flipped classroom
 ORGANIZING
CONTENTS OF
INSTRUCTION
PART2
 Organizing contents of instruction
It involves breaking down the content into smaller, more
manageable chunks and then arranging them in a logical order.

THERE ARE SPECIFIC STEPS TO BE

CONSIDERED IN UNIT PLANNING
a. The Main Topic
b. The Selection of Contents/Subtopics
c. The Task Analysis
d. The Sequencing and Scheduling
e. The Selection of Teaching Strategies
f. The Learning Motivation and Reinforcement
Techniques
g. The Planning for Feedback and Corrective
Procedures
h. The Planning for Assessment and Evaluation
Procedures
 A. THE MAIN TOPIC
The main topic is important because it provides focus and direction
for both the teacher and the students. It helps to ensure that the
learning is organized and purposeful, and that all of the activities and
assessments are aligned with the overall learning objectives.

How to create your Main topic?

a. Identify the subject
b. Narrow the focus
c. Define the learning
objectives
B. THE SELECTION OF CONTENTS/
SUBTOPICS
In some cases, the main topic may be a broad concept that is
broken down into smaller subtopics that are explored in more
detail.
In selecting the content, the main topic and the range of students"
interest and abilities should be the major
considerations
How to create Subtopics?
a. Review the learning
objectives
b. Brainstorm ideas
c. Organize subtopics
d. Develop supporting
materials
e. Review and adjust
C. THE TASK ANALYSIS
The purpose of task analysis is to understand how a task is performed,
identify any potential problems or inefficiencies, and develop
solutions to improve task performance

There are several steps involved in

conducting a task analysis:
a. Identify the task
b. Break down the task
c. Determine the goals
d. Analyze the steps
e. Identify potential problems
f. Develop solutions
D. THE SEQUENCING AND SCHEDULING
Sequencing in teaching refers to the order in which the learning
activities and materials are presented to students
Scheduling in teaching refers to the allocation of time for different
learning activities and materials
Component tasks may be organized into hierarchical order.
A hierarchical order is present when certain high
order tasks cannot be adequately learned unless the
student has mastered low order tasks.
E. THE SELECTION OF TEACHING
STRATEGIES
In this development stage of planning process, teachers
should decide the kind of teaching methods to employ,
the use of media and materials, the type of learning
activities to be provided for student and ways of
grouping
There students
are many for instruction.
different types of teaching strategies that educators
can use to facilitate learning and engage their students. Here are some
common types of teaching strategies:
a. Direct instruction
b. Inquiry-based learning
c. Cooperative learning
d. Problem-based learning
e. Project-based learning
f. Differentiated instruction
g. Flipped classroom
F. THE LEARNING MOTIVATION AND
REINFORCEMENT TECHNIQUES
For instruction to be effective, the
planned strategy has to be supplemented
by procedures that aim to motivate
students to learn.

Motivating students during discussions is essential to create a

positive and engaging learning environment. Here are some
strategies that can help you motivate your students during
discussions:
a. Set clear expectations
b. Encourage active participation
c. Use engaging prompts
d. Provide feedback
e. Use group work
f. Use multimedia resources
g. Provide positive reinforcement
G.THE PLANNING FOR FEEDBACK AND
CORRECTIVE PROCEDURES
In planning a unit of instruction, teachers also have to consider methods of
providing feedback on student performance. Practical ways of making use of
feedback to organize corrective instruction should also be considered.

Here are some key steps to consider when planning for feedback and corrective
procedures:
a. Set clear learning goals
b. Use a variety of assessment methods
c. Provide timely and constructive feedback
d. Develop corrective procedure
e. Communicate with the students
H. THE PLANNING FOR ASSESSMENT AND EVALUATION
PROCEDUR ES
Assessment of learning outcomes should be an ongoing process in any
instruction. This is a critical feature of the progressive evaluation component in
our general model of instructional planning to check on student progress and
the effectiveness of the planned strategies.

The following are some key steps to consider when planning

for assessment and evaluation procedures:

a. Identify the purpose of the assessment and evaluation

b. Determine the type of assessment and evaluation
c. Develop assessment and evaluation instruments
d. Determine the frequency of assessment and evaluation