iv- methods of teaching
TRANSCRIPT
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Chapter IV
METHODS
of
TEACHING
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method of instruction consists of orderly,
systematic, and scientific acts projected towards a
specific objective of developing an individual intoa complete whole
Teaching strategy therefore is an adaptive techniquetargeting several ways of instruction
Make every teaching process fruitful and enjoyable
facilitate learning
solve a classroom problem
improve instruction
achieve the ultimate learning
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A. LECTURE METHOD
o a teaching procedure for clarifying or explaining a major ideao an authoritarian form of teaching
o not commonly used in the elementary and high school
o types of lecture
ACCORDING TO DELIVERY
1. Formal Lecture
uninterrupted
in big seminars
there is an open forum2. Informal Lecture
delivered conversationally
interrupted
in classroom
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ACCORDING TO PURPOSE
1. Expository Lecture
essentially explanation2. Descriptive Lecture
describes concrete objects, situation, or condition
3. Narrative Lecture
telling a story
When To Use The Lecture Method
1. textbooks and other references are lacking or inadequate
2. more effective under the situation
3. preparing for examination
4. hurrying up to cover essentials of his subject
5. visual materials such as slides, pictures, graphs, films, and
specimen need explanation
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STRENGTHS WEAKNESSES
1.develops the ability to listen
2.trains the students in note taking
3.more subject matter covered
4.attains the objective sought
5.may use inductive or deductive
method of subject matter dev
6.maximizes all necessary inputs
7.provides proper perspectives
1.encourages passive attitude
which violates the principle ofdoing by learning
2.waste of time where students
are immature, and if what is
lectured is in the textbook
3.may not fully grasp the meaningof certain words, phrases,
statements
4.may degenerate into a dictation
5.lack the opportunity to study in
advance6.students become mere
recipients instead of a thinker
7.lecturer may be telling too much
or too little
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TIPS ON EFFECTIVE LECTURING
Consider the Lecture
well prepared
logically organized
clearly outlined
consistently stimulating
useful and informative
Consider the Lecturer
mastery of the subject matter
conversationally interactive and motivating
should maintain a pleasant and cheerful disposition
inquisitively alert in class reactions
should adjust his pace to the difficulty of the subject matter and the
ability of the students
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GENERAL STEPS FOLLOWED
attention getting device is used
class given an idea of what the
lecture is about
audience interest driven
important points presented first
less important come later
audience interest maintained
closure, completion, or culmination
summary or reorganization
comprehension is the measure of
success
INTRODUCTION
BODY
CONCLUSION
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B. LABORATORY METHOD
essentially, experimental method- enlarged and expounded
supplement class work
similar to supervised study
also called a research method because offers opportunity for
scientific investigation
students get information from real experiences all the students perform the experiment and learn by doing
two types
1.experimental- aims to train students in problem solving with
incidental acquisition of information and motor skill
2.observational- acquisition of facts is the dominant aim. Factscan be acquired through visits to museums, exhibits, and art
galleries, watching demonstration, listening to lectures, viewing
films, and going on field trips
has been tried in all other subjects- phy and bio sciences, social
sciences, English, math, vocational, and commercial subjects
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C. DEMONSTRATION: TELLING-SHOWING
METHOD
differentiated from experimental method where the teacher aloneperforms the experiment while the class observes
uses
1. teaching skills
2.showing processes
3.defining a problem in concrete terms4.conveying information
5.where school lacks facilities
types
1.product demonstration
showing quality of a product,the advantages of using it,how to use ,and how to acquire it
2.parts demonstration
showing parts of a whole, their relationships and functions
3.process demonstration
showing the sequential steps or procedure
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D. QUESTIONING METHOD
technically refers to recitationsometimes graded but most often used to generate a highly interpersonal
interaction
group work, discussion, exchange of ideas, cooperative thinking, respect
for individual differences, initiative, constructive criticism, application of
principles learned characterize the new type of recitation
purposes of recitation
1. develop wholesome attitude
2. provide practice in democratic ideals and processes
3. provide problem-solving activities towards reflective thinking and
critical evaluation
4. encourage freedom of expression and respect for opinion of others
5. develop creative expression and resourcefulness
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How To Conduct the Recitation1.should be well planned
will insure the smooth unfolding of activities
assignment/homework
2.should be purposive
goals clear
reasons for activities and requirements explained
values derived discussed
3.should provide foractive pupil participation and self-activity
discussions, conversations, creative dramatics, debates, buzz sessions, class meetings,supervised study insure maximum participation
cooperative effort
spirit of friendliness4.should utilize lifelike situations
activities that students will meet in the world outside
barangay activities, health brigades, 4-H activities
solving problems, planning and evaluating projects
5.should provide forindividual differences
varied interests, capacities, and needs of pupils
activities, results, and supervision differ for bright classes and classes with
slower students
competing with his fellows is frustrating
6.should provide forevaluation
can be evaluated for improvement
constructive criticisms
polite and discreet comments
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THE ART OF QUESTIONING
Functions of Questions
1. focus attention on the important points
2. stimulate reflective thinking
3. train students to organize their own ideas and express them in their own
words
4.motivate students to study harder
5.discover attitudes, appreciation, and habits
6.measure the achievement7.provide practice, drill, or review
8.set-up orderly procedures in classroom activities
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Characteristics Of Good Questions
1. brief, clear, unequivocal, grammatically correct
2. not lifted from the book or other reference
3. suited to the age, experience, and ability of the student
4. deal with only one idea
5. vary in difficulty6. applicable for all students
7. relay the exact message of what is to be done
8. thought-provoking and challenging
9. not self-answering
10.relevant to the lesson under discussion
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QUESTIONING STRATEGIES
1.Convergent Strategy
teacher-directed instructionall students in class respond in unison to low level
questions
common set of answers
2.Divergent Strategy
thought provoking questionsdiverse answers which could either be right or wrong
conduct reinforcement and rationalization
3.Evaluative Strategy
judgmental criteria for the correctness and wrongness of
responses-
logical development
internal consistency
validity
responsibility
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D. Reflective Strategy
questions attempt to elicit motives, inferences, speculations,
contemplation
responses belong to a higher-order thinking- critical, analytical,problem solving
RULE IN ASKING QUESTION
APC formula
asking the question
pausing for a few seconds(wait- time)
calling a respondent
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The Role Of Wait-time In Higher Cognitive Learning
FOR THE TEACHER FOR THE STUDENTS
less teacher talking
less repetition of questions
fewer questions per period
more questions with multiple
responses
fewer lower-level questions
asked
more probing
less repetition of students
responsesmore application-level questions
asked
less disciplinary actions
longer responses
more student discourse and
questions
fewer non responding students
more student involvement in
lessons
increased complexity of answers
and improved reasoning
more responses from slower
studentsmore peer interaction and fewer
peer interruptions
less confusion, more
confidence, higher
achievement
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TECHNIQUES IN HANDLING STUDENT RESPONSES AND QUESTIONS
1.the NR class
invoke questions that increase students interestrephrase the question
assign it as a research project
2.the incorrect response
avoid giving negative nonverbal signals
rephrase the question patiently3.Dealing with idiosyncrasies (unfavorable teachers behavior that are
hindrances to effective classroom interaction)
a. repeating question
wastes valuable time
encourages inattentionb. repeating students response
serves as an affirmation
has to come up with generalization for multiple answers
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c. answering the question
morale defeater
discourages volunteering
d. not allowing a student to complete a long responseby completing the response or by adding personal comments
do not develop logical response system
discourages from participating
e. not attending to the responding student
show courtesy by listeningf. always same students
negates instructional equity
always encourage all students to share in the group thinking
track participation through seat plan
4. answering student questions
a. should first ask other students to answer
b. should not allow indiscriminate, trivial, irrelevant questions
c. promptly admit inability to answer
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E. REPORTINGo the process of assigning a certain topic for learning purposes
o applicable to some subjects
o must not be used as an excuse for not preparing and discussing
o guide in proper reporting technique
1. designation of topic
divides a big learning unit into smaller topics
2. research and data collectionincorporate additional information to widen the scope
3. conceptualization and organization
gathers enough data or information
makes an outline and arranges them in a logical sequence
considers all the educational paraphernalia
4. oral presentation
delivery stage
makes use of all strategies
has mastered the content
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5. closure
ends by giving a summary or initiating an open forum
The teacher jots down notes, makes further elaboration, and maintains proper
learning atmosphere.
Reporter is justifiably graded using rubrics.
two types of reporting
a. direct type- the specific topic is assigned to a student
b. indirect type- topic is assigned to groups
Advantages of Student Reporting
1. students are trained to make research
2. students are trained to organize their ideas
3. students are trained to speak before their classmates4. students are trained to listen and take notes systematically
5 reporters remember better the information they have reported
6. teamwork and cooperation are developed
7. audience learns respect and courtesy
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Disadvantages of Student Reporting
1.assimilation of the lesson is poor
2.maybe abused by the lazy teacher
F. CASE STUDY METHODo widely employed in medical field
o real hospital based cases
o can be applied in the medical technology field where problems about lab medpractice both local and international affect the total health care delivery
o problem based learning (PBL) can also be one good application
G. ROLE PLAYING METHODo participants given specific problem or situation to portray
o time element is crucial to allow practice
o requires extraordinary amount of skill, finesse, and acuity of
observation and analysis
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Steps for Initiating a Role play Strategy
1. identifying the problem
2. establishing the situation in which the action is to occur
3. establishing roles and selecting participants
4. presenting the act
5. playing the situation6. analyzing and evaluating the presentation
G. BUZZ SESSION
o small group discussion
o topics provided for brainstorming and discussion for a definite time
o usually composed of 6 members
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H. DEBATE FORUM
o communicative exercise in which individuals or groups discuss reasons
for or against a specific view or issue
o requires higher level of thinking
o requires thorough synthesizing of all known theories of the issue and
internalizing to sound convincing in an argument
o 2 groups are formed
1. affirmative group- the one which supports the issue
2. negative group- the one to speak against the issue
o judges make their decisions based on the arguments and evidences
presented
o develop logical reasoning ability and public speaking skills
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I. PANEL FORUM
a direct, conversational, interactional discussion among small group of
experts or well-informed lay persons
discuss a problem to stimulate thinking in the audience
the leader tries hard to avoid biased presentation of controversial issues
J. ROUND TABLE CONFERENCE
a small conferencecommonly adapted during general meeting and informal gathering like focus
group discussion
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TEACHING STRATEGIES1. TEAM TEACHING
involves 2 or more teachers who work cooperatively with the same group of
students for some period of timeeach teacher teaches the subject in which he has specialized, thus giving the
students the best possible instruction in all areas
2. SIMULATION
miniature representation of a large-scale system or process that involves the useof replicas in phased sequences
requires active manipulation and operation of models3. MODULE
a self-learning kit
consists of a package of learning activities that have to be accomplished by thestudent
essential parts are
a. rationale of moduleb. pretest- shows the degree of preparedness of student
c. objectives- statement of how student is expected to perform
d. instructional activities- study guide
e. posttest- measures how mush student learned
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4. SEMINAR WORKSHOP
a mini-lecture
less than 20 participants
integrated with hands-on experience
topics like technological innovations and updates
usually included in a 3-day PAMET national convention activities
5. COMPUTER ASSISTED INSTRUCTION (CAI)
most current instructional aids
facilitates learning
up-to-date and bigger hospitals use computers, too
gives doctor fast and accurate diagnosis of illness
patients history and laboratory results can be analyzed by thecomputers
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GENERAL STRATEGIES OF TEACHING
APPROACH
INDUCTIVE
STRATEGY
DEDUCTIVETRANSDUCTIVE
DISCOVERY
PARTICULAR TO GENERAL
guides student to develop
concept by discovering
common features and using
these as basis for grouping
items
GENERAL TO PARTICULAR
a rule or concept that
students have learned or that
the teacher provides so that
students can discover
applications or new ex
DIVERGENT THINKING
useful in creative
expression, in word
association and
relationship
teacher acts as
facilitator; students dothe manipulation
DIRECTED
PARTICULAR TO GENERAL
teacher directs the
instruction step by step
moving from examples of
attributes to a generalizedmeaning of concept
lesson includes teaching
questioning, data of some
nature, student research,
lab exercises, list of
generalizations
GENERAL TO PARTICULAR
the teacher provides
direction and starts with the
definition of the concept and
moves to a particularexample of it
youll be using
demonstrations, videos or
files, student activities, guest
speakers, assigned readings,
student reports
CONVERGENT
THINKING
useful in teaching
specific motor skills,
word association andrelationship
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TEACHING APPROACHESa term that indicates how teaching is to be conducted and how learning
is to be acquired
1. DISCOVERY APPROACH- learning through self exploration
learned by careful observation, comparison and abstraction,
generalization and application
2. CONCEPTUAL APPROACH- learning through stated facts
learned by deriving ideas, rules, principles or generalizations
3. PROCESS APPROACH- learning by doing
learned better if what they learned is put into practice; emphasis is on
the acquisition of skills
4. INQUIRY APPROACH- learning by askinglearned by asking from known experts answers to problems or by
conducting a research or investigation
5. COMMUNICATIVE APPROACH- learning through appropriate language
learned more if language warrants them to be understood