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Methods of Teaching
Solusi University
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METHODS OF TEACHING
1 OBJECTIVES
After completing this unit, you will be able will be able to: describe and use the various approaches/methods of teaching , elaborate the advantages and disadvantages of each approach/method, identify when to use a certain approach/method, with reasons, differentiate various approaches/methods from one another.
2 INTRODUCTION
Pedagogy is the art or science of being a teacher. The term generally refers to the strategies of instruction. Education today is used to refer to the whole content of instruction, learning and actual operations. Education encompasses teaching and learning of specific skills and also something less tangible but more profound: the imparting of knowledge and positive judgment. Education is therefore an application of pedagogy or teaching methodologies.
Current global education issues centre on teaching methodology such as, which teaching methods are most effective, how to determine which knowledge to be taught, which knowledge is most relevant and how well the learner will retain incoming knowledge. So the essence of our job as teachers is making sure that the curriculum serves as a catalyst for powerful learning for students who with our guidance and support become skilled and committed to the process of learning. It is imperative therefore, that when teachers are planning for instruction they include effective teaching techniques for efficient implementation of the curriculum.
2 METHODS, TECHNIQUES AND STRATEGIES
A method is a way of doing something. It is made up of procedures and activities. Procedures give the detail of how the process operates. Procedures are the detailed analysis of operations or the step by step elements of a method. An activity is a duty or task the learner does. Activities are an integral part of procedures. Procedures and activities indicate the details of how the method works and how the learner is to be involved respectively, e. in the lecture method, its procedures are to deliver a prepared exposition, and to explain terms. The related activities are listening and taking down notes or reading the accompanying handouts. Procedures and activities provide the specific operations and tasks to be followed.
2.1 What is a teaching method?
Teaching methods may be defined simply as a way of carrying out actual teaching in the ‘classroom’. They are the means by which the teacher attempts to impart the desired learning or experience. The concern is with the way the teacher organizes and uses teaching techniques or skills, subject matter, teaching aids or resources to meet teaching objectives. The particular method that a teacher uses is determined by a number of factors. These include:
The content to be taught The objectives which the teacher plans to achieve Availability of teaching and learning resources and the ability and willingness of the teacher to improvise if convectional teaching aids are not available. Evaluation and follow-up activities. Individual learner differences. Size of the class
A teaching method is a general approach to teaching, which involves a choice between whether learners will be told or whether they will largely find out for themselves. If the teacher provides the class with most of what they have to learn, then the teaching using the transmission method. This means the content, skills and attitudes are largely handed down to the learners. Thus the class is learning passively. On the other hand, if the teacher or teaching resources requires that learners think about the questions or problems, then they are employing the problem solving method. In other words, the method is largely concerned with the learners in facilitating student examining, investigating and exploring content, skills and attitudes by the teachers. For example, those teachers who usually lecture, dictate notes, have recitations or make students copy notes directly from textbooks favour the transmission method. Those who favour the problem-solving method would prefer their students to use the inquiry process to arrive at answers.
Some general teaching methods include the following:
Demonstration Lecture method Question and answer Explanation Group work Discussion
As a teacher, one has to employ these techniques so as to make the learning process as learner centred and as interesting as possible and to inculcate critical thinking.
2.1 What is a teaching technique?
Methods, techniques and strategies mean different things although they are all part of the planning.
3 THE TEACHING METHODS
3 Lecture method
Lecture method is most convenient and inexpensive method of teaching any subject. It hardly requires the use of scientific apparatus, experiment, and aids materials except for the black board. Lecture method is teacher controlled and information centered approach in which teacher works as a role resource in classroom instruction. In this method, the only teacher does the talking and the student is passive listens. This creates dullness in the classrooms as the interaction between the pupil and teacher ceases to occur.
In the field of education, lecture method is used very frequently. This method is used in order to acquire knowledge and concept. Lecture method mainly focuses on cognitive objectives. The main emphasis of this strategy is the presentation of the content. In this method teachers plans and controls the whole teaching – learning process. To make the lecture interesting, the teacher can take the help of audio -visual aids.
3.1 Principles of lecture method
A student can learn better through listening. Through lecture method, the teacher makes an attempt to impart perfect and complete knowledge of the subject or the topic students. Subject matter can be correlated with other subjects. New knowledge is given related to previous knowledge.
3.1 When to use lecture method
It is used to give an overview of a large unit. This method is an effective way for motivating pupils and developing their interest in the subject. It is used for supplementing the pupils reading and for clarifying main concepts. This method helps to save the time of students by providing important information in short time period. This method is used to provide background.
3.1 Steps of the lecture method
Preparation for the lecture :-
This includes silent points like
appropriate language and manner of presentation according to the nature of students.
of audio-visual aids and instructional materials.
planning the motivational technique
anticipating certain difficulties and problem during the lecture.
finding suitable solution and alternatives to these barriers to a successful lecture.
Introduction to the lecture:-
It should be done briefly and if it is executed poorly, it can initially kill off the enthusiasm of the student.
Conclusion of the lecture:-
Following technique can be used to wrap up the lecture.
summarising the major points presented.
forming generalization
giving implications.
3.1 Advantage of lecture method
It is economical with regard to time.
It helps in developing the habit of concentration among the students.
Ask questions when you do not understand. Let as many people as possible take part in the discussion. Do not allow individuals to dominate the discussion.
3.2 Ways of handling the discussion method
Gatawa (1993) posits that a useful way of employing the method is to:
Discuss the learners into groups of 5 or 6. Give the learners a question for discussion a day or two before the topic is executed. Give each group specific areas of research in preparation for the discussion. Have each group write down its major points on sheets of paper which can be collected, assessed and filed at the end of the lesson.
3.2 Types of discussion methods
(a) Small group discussion
The class is divided into small groups of about 5 members. Each small group has a leader and a secretary to take down main points and read them at the end. To develop an air of intimacy group members will sit in a circle so that they face each other. Small group discussion stimulates free exchange of ideas removes inhibition (resistance) and encourages unity of purpose among pupils.
(b) Panel discussion method The average size of the members is 5 moderate to moderate and introduce the topic. Each panel member gives a short statement (facts and opinions). The audience is given opportunity to ask questions before the panel moderates, give the summary of the main points made.
(c) Debates Debates focus on the pros and cons of the issue. There are two teams each of which argues on one side of the issue. The points are presented alternatively by the speakers/teams. The winning team is decided by 2-3 judges who must agree on the team which had the strongest arguments. The teams are assessed for delivery accuracy, precision of arguments and impact on the audience. A debate is likely to be good and lively when there is a current topic that leads itself to an opposing point of view.
Debates make students clarify their own thinking and develop skills of presenting arguments in support of their thinking. Help pupils appreciate different viewpoints.
3.2 Using discussion in conjunction with other teaching strategies
Structured classroom discussions can be used in conjunction with almost all other teaching strategies. You can use discussion as part of: Direct Instruction : As a part of a direct teaching session, a discussion could be used to explore an issue for a short time (maybe 15 mins). Group work :Interactions between students are an integral part of small group learning and can be assisted by a set of discussion rules or strategies Co-operative Learning : Some forms of co-operative learning can include structured discussions within the learning groups. Problem Solving : When you are using problem solving as a teaching strategy, discussions can be used to help generate possible solutions and comparing ideas. Student Research : Discussion can be used to help students clarify their project, to work out how they might go about completing their project and to share results.
Activity Discuss the advantages and disadvantages of the discussion method.
3 Group work
Organising your students to work in small groups is a teaching strategy that is strongly recommended by many educators. Like discussion, group work relies on input from students. Sometimes, group work does not produce the learning outcomes that the teacher hoped for, but this could be as a result of inadequate preparation by the teacher. When using small group work, you must pass control for some parts of the lesson to the students. You have to create the learning situation and then let the students complete the tasks. The teacher’s role becomes one of monitoring, rather than directing the learning.
All group work involves students working together without direct intervention from the teacher (for at least some of the time). This does not mean that students are left to their own devices, but it does mean that the teacher must structure the learning environment. This allows the students to work productively, guided indirectly by you.
3.3 Why Use Groups?
The main reason for using this strategy is that it can offer greater opportunities for students to learn than would be possible in whole-class teaching. This doesn’t mean that it is always
Students have to learn how to work in groups. This may not be easy for students who are used to teacher directed methods of instruction. Some students may find it hard at first to be accepted as group members. Some students prefer direct instruction and are not happy when the teacher asks them to work independently. If it is to be used effectively, group work requires a lot of preparation, probably more than the equivalent direct instruction lesson. The physical arrangements of many classrooms are not suitable for small-group work. To be effective, the groups must be able to work without interfering with one another.
Activity Which limitations do you think may apply to your teaching situation? Discuss what you could do as a teacher to overcome these problems
3.3 Teaching Skills you will need when using group work.
Controlling the Group Dynamics You cannot expect students to work effectively in groups if you sit back and leave the students to the activity. You must control a number of factors that influence group dynamics so your students can work efficiently. Some of the important things you will have to do as part of this control are: Form groups of an appropriate size If the groups are too large it will be difficult for the leader to keep them on track, and each student will have limited opportunities to contribute. Four or five seems to be the best number of students for a small group discussion. Determine an effective group composition If you form homogeneous groups, (students of similar abilities, knowledge, opinions, etc) this may help the groups be cohesive and cooperative. However, heterogeneous groups (mixed groups) may be more productive. Make suitable spatial arrangements Group members should be able to see and hear one another without difficulty. Since group work is a communication activity, the students should be able to make easy eye contact. You should try to locate the groups so that you can circulate from group to
group without interrupting the students who are working, and so that groups do not disturb one another. Prompt students to think in a different way. If a group is stuck for ideas, or some students seem to be losing interest, you can present them with some new ideas, suggestions or materials. Give students information directly. If a group seems to be making no progress because they don’t have some important information, provide it for them. If you explain to students why you are giving them the information and how they could get it for themselves in future, you will be helping them to learn to be independent. Help the students to focus and refocus on the task. You can help the group complete their tasks by directing their attention to some crucial point. It may be that once you give them some clues, they are then able to complete the task. Ask questions such as ‘what if’ and ‘perhaps you could try’.
3 Question-Answer Method of Teaching/Socratic Method of Teaching
3.4 Question-Answer Method of Teaching Question answer teaching strategy is an old strategy also known as “Socratic Method of teaching”. It was developed by the famous philosopher Socrates. According to Parke, “the question is the key to all educative activity above the habit-skill level. It strategy is focused on to achieve the cognitive objectives and bringing knowledge to the conscious level. It has the following principle:
Theory of unfoldment, all knowledge is within the child, teacher cannot teach any ting from outside. The knowledge can be emitted by linking the questions with his answers.
3.4 Steps of Question-Answer Method To prepare questions and arrange them in a logical sequence. To present the questions in such a way that curiosity arises among the learners. To ask new questions by linking with the learners response
3.4 Advantages of Question-Answer Method of Teaching
While asking questions, the teacher keeps in mind the abilities, needs and interest of the learner. It involves the learners’ participation towards the subject matter and in teaching acts. It helps in achieving cognitive objectives and bringing knowledge at conscious level. Classroom verbal interaction is encouraged It is a useful strategy at all the levels of education
Before being presented to the class, the role-play should be rehearsed and worked through in groups.
3.4 Suggestions for using role playing
Role-play can provide interesting and challenging ways to for students to work in other languages. Language learning can be successfully integrated with learning about other cultures or groups. Role-play can be used to develop skills and explore feelings, attitudes, values and problem solving strategies. Role-playing can be used as a means of developing communication skills, especially with young children. Role-play can be used to explore issues of gender equity in the classroom.
3 Co-operative learning
Co-operative learning encourages students to work together to maximise their own learning and that of their peers.
There are two essential components of co-operative learning methods:
A co-operative task and a co-operative incentive structure (which is unique to cooperative learning). This means that students are encouraged and motivated to help one another to learn (rather than being in competition with one another) and that they are dependent on the efforts of one another to achieve success. They are also responsible for the learning of both themselves and the group. A small group working together to solve a mathematics problem, to work on a project for World Environment Day, or to create a group chart are examples of co-operative task structures. The students are working co-operatively on a group task or work together to produce a group product. A small group taking part in group competitions such as debates, spelling championships, tables races, etc are working together for the team. Students are competing together to complete the group task. This is an example of a competitive task structure. If a group is working together to produce a group product, they are pursuing group goals. A group co-operating together to help each group member complete their tasks from the chalkboard, learn some vocabulary in or write a report on a visit is an example of a group working together to reach individual goals.
3.5 When should co-operative learning activities be used?
Not all lessons are best taught in a co-operative learning situation. When topics require searching out of answers and exploring other solutions, co-operative grouping allows individuals to help each other and contribute ideas. The teacher also has to make some organisational decisions eg, organising materials and re-arranging the furniture in the classroom. Sometimes students need help to learn to work co-operatively with others. It can be helpful for teachers to assign roles to members of the group. One student can be the organiser for the group, one can be recorder to write down the group’s answers, one could be the encourager to keep participants interested and excited and one could be reporter to the class.
3.5 Co-operative learning approaches: Jigsaw method.
There are a number of approaches used to develop co-operative learning. One popular way is called the jigsaw method.
The teacher divides the class into teams of 5 or 6, making sure there is a mix of abilities in each team. The team has various tasks to complete, so there is one task for each team member, eg. one member will have task A, one member task B, etc. The students given task A to complete come together to form a new team. New teams are also formed for task B, etc. The newly formed teams work on completing their task by discussing issues and then working individually or collectively. When the tasks have been completed, the students reassemble in their original teams. Each team member (eg A, B, etc) shares their information which is compiled together into the overall assignment or task, and presented to the teacher.
3 Problem solving method
Approach
The essential features of problem solving are:
Students work individually or in small groups. The task is one that requires some realistic problem to be solved, preferably a problem that has many possible solutions. Students use multiple approaches to learning. The results of the problem solving are shared among all the students.
Facts are limited No analytical data You are flexible Decisions must be made immediately Objective finding/brain storming Finding different ways of solving the problem Ideas with the greatest potential to solve a problem are adopted.
3.6 Problem solving as a cycle
Identify Make comparison with others. Monitor weak areas/ signals in that area. Compare current performance with past trends. Make a checklist of things you want to compare.
Explore Analyse the root cause. Who caused it? Who does it affect? Who has done something about the problem? What category- symptoms, circumstances, what is it that is not functioning as desired? When did it happen? Why did it happen? Where is the problem occurring? What is the response needed now? How should the process be working? How are the others dealing with it?
Set goals Write down the goal statement focusing on the successful end of the process. What is the aim of fixing the gap between the problem and the goal?
Look at alternatives/ options Develop alternatives/ possible solutions by: Looking at past solutions Reading Thinking Asking questions Discussing Brain storming Sleeping on it Developing thoughts around the problem
Select Select the best option Consider ideas that have been gathered Consider resources, i. money, people, time, policies and procedures and then narrow down choices to one that promises optimal outcomes.
Implementation Most crucial part of the problem solving- provide an action plan and communicate the action plan to others, especially those directly involved. Communication is very vital when it comes before action and events.
Evaluation review the effectiveness of the intervention against the desired outcomes. Ask questions like; - did it work, if not why? –what went wrong? A careful analysis is required.
3.6 Problem solving in learning
Problem Solving Approach for teaching science is a technique which provides children an opportunity to solve scientific problems quite independently or through guided approach by following systematic steps. When you want use this approach to teach a science topic, you will have start your lesson with a problem. The children then, will think of some possible solutions of the problem (hypotheses) based on their previous knowledge. To test this hypotheses, children are engaged in self-study, mutual discussion (learner- learner interaction, and teacher- learner interaction), and practical work. They test their hypotheses one by one, and finally they are able to find out the best possible solution for the problem i. conclusion.
3.6 Steps in Problem Solving Approach
- Problem I Identification of the problem. Statement of the problem - clear description. Explanation of the problem - by discussing it with fellow students (learner- learner interaction), so that they co understand the nature of problem. Delimitation of the problem- concentrating on only those parts of the problem which are within the reach of students.
- Hypotheses: Formulating hypotheses for investigation.
- Experiment: Testing the hypotheses.
- Conclusion: Inferring which hypotheses is the best solution of the problem.
P 3.6 Advantages of using problem solving as a teaching strategy
Goals and objections of demonstration are very clear. It is a well-planned strategy. Time is given for rehearsal before the demonstration.
3.7 Steps of Demonstration method
There are six steps of demonstration process.
- Planning and preparation: proper planning is required for good demonstration. For this following points should be kept in mind
Through the preparation of subject matter.
lesson planning
collection of material related to the demonstration.
rehearsal of demonstration.
In order to ensure the success of demonstration, the teacher should prepare lesson minutely and very seriously.
- Introducing the lesson
The teacher should motivate students and prepare them mentally for the demonstration.
The teacher should introduce the lesson to students keeping in mind the following things:
-individual difference
-Environment
-Experiences
The lesson can also be started with some simple and interesting experiments. Very common event or some internal story.
The experiment should be able to hold the attention of students.
- Presentation of subject matter
In demonstration presentation of subject matter is very important.
The principle of reflecting thinking should be kept in mind.
The teacher should teach the student in such a way that their previous knowledge can be attached to their new knowledge.
- Demonstration
The performance in the demonstration table should be ideal for the student.
The demonstration should be neat and clean.
- Teaching Aids
The teacher can use various teaching aids like models, blackboard, graphs etc during demonstration.
- Evaluation
In this last step, evaluation of the whole demonstration should be done, so that it can be made more effective.
3.7 Advantages of demonstration method
It helps a student in having a deeper understanding of the topic.
It helps students remain active in teaching -learning process.
It leads to permanent learning.
Methods of Teaching
Course: Teaching Methods (EDUC 340)
University: Solusi University
