METHOD TECHNIQUES AND

STRATEGY

The teacher should identify a

method and a variety of
techniques which he/she plans to
use as a strategy to actively
involve students in
learning .Griffith & Barth(2006)
BEHAVIOURAL OBJECTIVES
 At the end of the lesson students should be able to:
 i) Differentiate between the terms method, strategy and
techniques.
 ii) Explain three advantages and three disadvantages of
three techniques.
 iii)In groups ,discuss three roles of the teacher and
students in each of the approaches.
THE METHOD
 The method, technique and the strategy indicate what the
teacher will do in the lesson and how it will be done . This
is the teaching Act. ( see Griffith and Barth 2006 )chapter4
A teaching method must be selected for its suitability in a
given context.

 There are two main methods to teaching. Transmission or

Direct teaching and problem solving or indirect teaching.
TRANSMISSION
 In transmission or direct teaching information is conveyed or imparted or told.
The teaching approach is expository

It is a teacher centred approach to teaching. It is effective as an instructional

approach when the teacher’s goal is to provide information, teach standard
procedures, and develop step by step skills.
 Some of the techniques used in direct instruction are

 Lectures
Demonstrations

 Didactic questioning
 structured overview
 Discussions
 Work book exercises.
ADVANTAGES OF THE TRANSMISSION
METHOD
 Advantages
 Effective in communicating information at the student’s
level
 Present other information not present in the text.

 Focus student’s attention on relevant information and

helps the student in connecting information.
 Disadvantages

 Limits student’s ability to think critically.

 Limits the skills needed for group work.

PROBLEM SOLVING
 In problem solving students are involved in exploring or
investigating the subject matter.It is also
referred to as discovery learning, and reflective thinking.

Techniques include:
 Debates

 Panel discussions

 Oral reports

 Role plays

 Project
 Field experiments/field trips
 Cooperative group work
ADVANTAGES OF PROBLEM SOLVING
 Constructivist in nature- the student is an active learner.
 Learning is achieved by doing something.

 The teacher moves from the role of teacher to facilitator.

 Enhances creativity and develops problem solving.

 Disadvantages
 More class time to accomplish learning goals

 More challenging for the teacher in ensuring that the

students accomplish the learning objectives.
TECHNIQUES
 The techniques refer to the activities. The technique is
an action performed to achieve the method.
 Read the list of techniques that can be used in Social
Studies (Griffith and Barth pg. 76-78 )
 Hearing ,seeing, both seeing and hearing, and discussion
techniques.
STRATEGY
 The strategy refers to the way in which the techniques
are arranged in the lesson.
 Eg Direct instruction- lecture, discussion, work book
exercise.
DISCUSSION
 In groups discuss the roles of:
 The teacher in the transmission lesson and the problem
solving lesson.
 Discuss the roles of the teacher and the students in the
problem solving lesson.
ROLE OF THE TEACHER IN
TRANSMISSION

 dispense information
 assess and evaluate student’s learning

 plan the content and method of delivery

 explain and demonstrates ideas clearly

 give feedback to the students etc

ROLE OF THE STUDENT

 passive role
 Observes demonstrations

 Interpret information presented.

 Make notes etc.

ROLES OF THE STUDENTS IN PROBLEM
SOLVING

 takes a dominant role in his learning

 investigates and discovers on his own

 manages time etc

 engages in higher order thinking skills.

ROLES OF THE TEACHER IN PROBLEM
SOLVING
 - provides the stimulus
 - creates the environment for inquiry and
discovery learning
 - guides on the side
 - encourages divergent thinking etc.
ACTIVITY
 Complete the following exercise using texts or internet.
i)Give a definition for each of the following techniques:
i)Discussion, ii)group work
2) What are the advantages of using each type in the
classroom?
3) The following are types of discussion
groups :symposiums, panel discussions and buzz groups.
 Differentiate between each.

 Identify the six types of grouping strategies (griffith pg

110.