Group IV

Topic: Improved Instructional Process

1. Discovery Method
1. 2. 3. 4. 5. 6. It stresses the learning of concepts, theories, principles, and content through discovery rather than rote memorialization ( Anderson,1969) Act of an individual using his mental processes (cognitive abilities) to drive a concept or principle. (Carin and Sund,1971 It allows the students to become active in the learning process(Hendrix,1961) It is a matter of rearranging or transferring evidence.(Bruner,1961) Some suggestions in using the discovery approach follow: Be enthusiastic; Always encourage your students. What appears as a silly answer to you might be due to the inability of a student to communicate Deliberately encourage the students to make hypotheses (guesses) Write down the students hypotheses about experiment or demonstration on the board. Have the class consider each guess before an experiment is done.

Types of Discovery Guided discovery Pure discovery Guidelines in the use of the discovery approach 1. There should be a well-planned structured instructional strategy. 2. Teacher should not answer questions, although he can give clues and hints. 3. The teacher should not expect the students to find out for themselves all the concept, ideas and generalization of its course.

2. Conceptual Approach
This approach gives much emphasis on a given subject as an organized body of knowledge. The organization of knowledge that makes it distinct from other kinds of information the worst example of which is gossip.

Role of the teacher in the conceptual approach As much as possible, he should help gather sufficient data to enable them the expected generalization. He should be able to master the cognitive hierarchy of his discipline.

Conceptual

Scheme Principle Generalization Concept Fact

As much as possible, he should help gather sufficient data to enable them the expected generalization. He should be able to master the cognitive hierarchy of his discipline. Role Fig.1 - Hierarchy of Cognition

Term
Concept Generalization Principle Concept Scheme Statement of truth.

Meaning
Synthesis or constellation of related facts. General statement relating two or more concepts. Statement of fundamental processes Main pervasive theme underlying a major field of study.

The process of conceptualization 1. Fact refers to particular rather than universal. Stated as simple positive statement. 2. Concept - a mental image of something which assists a person in classifying his experiences. 3. Generalization - may be stated as a law, rule, principle or conclusion

3. Process Approach
Which knowledge is used as a means to develop students learning skills. The three major points of process approach 1. Emphasis on process implies a corresponding de-emphasis on the subject content. 2. It centers upon the idea that what is taught to children should be functional and not theoretical. 3. It introduces the consideration of human intellectual development.

Learning Skill in Selected Subject 1. Social Studies a. Thinking Skills b. Academic Skills c. Social Skills 2. Science a. Basic Skills b. Integrated Skills 3. Language (English and Filipino) a. Speaking b. Listening c. Reading d. Writing 4. Mathematics a. Basic Skills b. Complex Skills

5. Physical Education a. Gymnastics b. Organized Games and Relay Skills c. Rhythmic Skills d. Body Mechanics e. Locomotor Skills

4. Inquiry Approach
Search for truth, information, or knowledge. Research and investigation and to seeking for information by asking question. Search for the solution to a problem through an exploration and evaluation of alternatives. Can either be inductive or deductive.

5. Programmed approach
an instructional technique in which the material to be learned is organized and presented in a format permitting self instruction and self-testing and learn the students at his own pace with minimum of formal instruction. It is a teaching technique that provides learners with small discrete increment of instruction plus immediate reinforcement for correct response. It is popularly associated with the use of teaching machine. o Computer o Television o Punch board Programming The decision making as to what shall be learned and the determination of the sequential steps by which division or part of the subject matter should be presented to produce effective and effecient learning experience. Essential elements of programmed approach 1. An ordered sequences of stimulus items 2. His response are being reinforced by immediate knowledge of result 3. He moves by small steps 4. He makes few error and by practicing makes mostly correct response 5. He moves from what he knows, by process of successively closer approximation, toward what he is supposed to learn from the programmed

CHARACTERISTICS 1. It requires clearly defined objectives in terms of student behavior. 2. It presents the materials to the student inan organized and logical sequence. 3. It requires from the students over response to the materials presented 4. It provides feedback to the students so that he knows whether or not his response was correct. According to Barley Harley (1973) programmed approach can be described as follows; 1. Programming itself is the writing of sequential steps structured so as to bring about the learning experience. In this approach the student answer the question by using of frames. Each frames gives the student a progressive way of learning about the topic. And the level of learning in answering question in each frames; the student can make two form of response. Linear form it uses structured responses which require the student to think of or recall the response. Branching form it uses of multiple choice questions requiring only to recognize the correct response. 2. Programmed materials are self instructional. 3. his type of instruction is highly individualized. 4. It requires the so called criterion-referenced type of evaluation and not the norm referenced typed 5. It requires the teacher to play three disticnt rules in todays school-director, analyst, tutor. 6. It is not a complete instruction by itself. 7. Programmed instruction requires a lot of materials. o Programmed textbook o Audio tapes o Video tapes B. F. Skinner some consider him as father of programmed instruction (Chen 2006) According to Chen, programmed approach is desirable in any instructional settings becuase it provides the following benefits; 1. Immediate knowledge of result students continuously answer question and receive feedback to ensure comprehension 2. Individualized learning students can complete programmed instructional activities at their own pace without feeling held back or pushed by other classmates 3. Expert instruction students are required to complete a logical sequence of instruction that has been designed by expert REMINDERS FOR INSTRUCTION 1. The teacher must have a clear knowledge of education and his function as a teacher. 2. The teacher must bear in mind that the teaching machine does not teach, but it is simply a device for representing learni8ng materials. They simply must examine the

program to determine what the learner is required to do and wether the learners responses reflect he kind of competence which he wishes to achieve. 3. The teacher must bear in minds that any set of questions and answer materials constitute a self instructional program. 4. The teacher can evaluate the effectiveness of a self instructional program by finding out what students can actually learn and remember from the program. 5. The teacher must remember that the important feature of almost all selfinstructional materials is that the record of the students responses provides a basis for revising the program.

6. PAPER PRESENTATION
It is a preparation for our written reports It is the process of preparing written reports like reading books and proceeding through the topic problem. Mechanics of preparing paper presentation 1. The lenght of report should be determined the difficulty of the presentation on the part of the class and their ability to accomplish the work assigned. 2. The nature and the method of the report has to be adopted to the students interest, needs and ability. 3. The availability of materials must be taken into consideration in giving the assignment. Tips to instructor in making paper presentation 1. Dont overdo written works. 2. Be reasonable in standards and deadlines, allow sufficient time for students to complete assignments with the care and throroughnes expected. 3. Make known to the class in advance the standards by which assignments will be evaluated and rated 4. Make writing assignments a learning not busy work assignment; provide suggestions for adequate use of library sources. 5. Select or guide the students in selecting important topics 6. Consider some of the writings investigative sheets and present data in such tabular and graphic form. 7. Do the students courtesy of reading and reacting to their writing efforts. Marginal notations and reacttions can convey much to the students and may prove helpful in stimulating improved works in future. Furthermore, an instructor should; 1. Restrict the list of topic suitable for the assigned paper or report. 2. Require students to hand in during the first weeks after giving the assignments.

3. Decide early, and distribute in mimegraphed form, full details of format requirements. Decide too the standards for typing versus longhand and penalties for inadequate proofreading, misspelling, poor organization of ideas or poor expression. 4. Include a question about the paper or report in the examination.

7. Field Trips or Educational Tour

Exercise designed to provide complete sensory experience with things and phenomena which cant be brought into the school. Is a teaching technique. It gives students firsthand experiences with things and phenomena in their natural surroundings. Purposes of a Field Trip 1. To serve as a preview of a lesson and for gathering instructional materials. 2. To create teaching situations for cultivating observation, keenness and discovery. 3. To serve as a means of arousing specific interest. 4. To supplement classroom instruction and to secure definite information for a specific lesson. 5. To verify previous information, class discussion and conclusions or individual experiments. Mechanics-Organization and Procedure 1. Evaluate the advantages of the trip. 2. Determine the purpose 3. Examine survey data for; a. Materials b. Situations around 4. Make necessary arrangement with; a. School authorities. b. Owners or representative of place to be visit. 5. Initiating the trip a. Develop the needs b. Have the students definitely fix the aims for the trip. c. Teachers presentation d. Student preparation 1) Equipments 2) Study of reference materials 3) Spirit of alertness 6. Instructional en route and the lesson a. On the way b. At the place c. The return

d. The follow-up 1) Report from the students 2) Discussion of report 7. Appraise the lesson a. Teaching values 1) Enriching and vitalizing. 2) Motivating 3) Socializing b. Constructive

Strengths Field trip has these following advantages: 1. Shows the phenomena in their proper settings. 2. Blends school life with the outside work. 3. Stimulates interest in natural and man-made things and situations. 4. Promotes the consideration of problem arising from individual and group participations in natural social settings. 5. Gives opportunities to develop keenness and accuracy of observation. 6. Set up a challenges to solve and thus stimulates constructive, creative thinking. 7. Helps the students to organize their knowledge. 8. Develops initiative and self-activity. 9. Provides helpful practices and cultivates the habit of spending leisure time profitably. 10. Serves to arouse ambitions and to determine aims. 11. Provides valuable correlation of subjects. 12. Effects a genuine socialization of school procedures. Weaknesses Lack of preparation on the part of a teacher. Lack of know-how of field trips purposes. Field trip format stems primarily from the difficulties of its administration. Field trip involves unscheduled cost for transportation, meals and money. Field trip is a very time consuming.

8. Debates & Forums

Is an act of oral and informal controversy. Is considered as an act because; 1. It requires skills in performances. 2. It is involves a systematized body of principles intended to develop skills in the performance.

Values of Debates 1. The individuals participating in a debate. 2. The individual sharpens his reasoning and learn logic. 3. The debator gains poise and self-control. 4. The debator learns to argue effectively in a controlled manner. 5. Debates develop skills in the process of influencing others. 6. Debate trains men in accurate and quick thinking 7. Most valuable of all is the person is placed in a position of leadership. Reminders of debate participants should be emphasized: 1. Ones attitude in debate should be properly adjusted in relation to the subject, the opponents, and listening audience. Arguments should be directed toward the issues, never toward the man. 2. Refutation or the answering of opponents arguments should be woven throughout the main speeches in a debate. Ways of answering an argument that is to be refuted; a. Pointing out that it is not relevant or important to the question. b. Showing that its not supported by facts. c. Indicating fallacies in reasoning. d. Arriving at a contrary argument by sound reasoning. e. Supplying more and better evidence to support ones side of the argument. f. Turning the argument so that it actually helps ones side. Makes each point and the presumption of the entire side. Debaters should not be caught in inconsistencies. In answering points of the other sides, it is well to have a large supply of evidences that can be drawn on the support ones position. A knowledge of the attitude of the audience as well as the information A card-index file should be kept of all points and evidences that may be used.

3. 4. 5. 6.

Strengths 1. It offers a respite from the monotonous classroom routine. 2. It trains students in the useful art of argument and organized activity. Weaknesses 1. Judgment may be biased 2. It can only deal with one particular issue which may entail much preparation time 3. There may not be enough willing participants pro or con bodies. FORUMS Gives the opportunity for the audience to make part or participate in the discussions. Give opportunity for the audience to voice out their opinions.

2 types of Forum a. Panel forum b. Symposium forum - Panel forum Is a direct, conversational, interactional discussion among a small group of experts or well informed persons. 1. 2. 3. 4. 5. In a panel-forum, participants are reminded that: There are no formal talks. The method of public conversation is to be used throughout the meeting. Individual contributions to the conversation should be brief. Remarks should be addressed to each other. Panel members should listen as well as speak.

Duties of the leader: 1. He must understand what is expected of him in different circumstances. 2. He should approach his job with a broad understanding. Things to remember for the panel participants: 1. Each member should be thoroughly prepared by reading the subject matter beforehand. 2. Each member should work hard to achieve a unified effort. 3. Each member must try to interact freely. 4. Their attention should be focused on the group rather than on themselves. 5. They are obliged to give all views a full and fair hearing. 6. They should be good listeners and always attentive. 7. They should strive to be objective and to contribute to group cohesiveness and relaxed permissive atmosphere. 8. They should break in and contribute spontaneously. 9. They should talk loud enough to be heard by everyone in the listening audience. 10. Sometimes use the occasion for announcing a point to make a transition or new points into the discussion. - Symposium Forum Used to give the audience pertinent information about the topic or to consider the relative merits of various solutions to a controversial problem. 1. 2. 3. 4. 5. The preparation for the symposium: Deciding the purpose of the meeting. Choosing the topic Choosing the speakers Choosing the chairman Briefing the chairman and speakers on the objective and procedures.

9. Team Teaching
This is an approach or organizing teaching personnel to improve instruction. It involves two or more teachers who work cooperatively with the same group of students over a period of time. Advantages of Team Teaching 1. Specialization is recognized. 2. Careful planning and execution is possible. 3. Effective teaching is possible. 4. Learners are better stimulated and challenge 5. More time is available for preparation. 6. Individual differences of the learners can be met. 7. Better education guidance of the pupil/students is possible. 8. Pupils/students are exposed to variety of points of view. Disadvantages of Team Teaching 1. Large group arrangements entail difficulty in scheduling time and physical facilities. 2. Teaching their own specialization may be carried too far such that the students lose sight of the objectives of the lesson. 3. The disadvantages pertains to time. Planning recording and evaluating need time. Teachers have to put time for projects. 4. Another disadvantages is about space and 5. facilities. The program needs lecture or seminar room, overhead projector, sound system and a bigger space. Pointers 1. Keep a profile of teacher expertise in the different departments. Additional authorities from the community should also be tapped. 2. Selection of team members must be based on instructional competence and the possession of personal qualities such as unselfishness and willingness to share. 3. Since the major strength of team teaching is the special expertise of each member, the pre-planning phase should be an open, honest and straight-forward exchange of work regimen. A smooth working relationship promotes an academic atmosphere for team teaching. 4. Adopt team teaching on a trial basis until you have undergone all stages of the program successfully. It must be proving effective and satisfactory to all concernedthe students, teachers, administration and parents. 5. The objectives must be clearly understood by the members. The design of the evaluation procedure must be mutually agreed upon. 6. During the planning stage the roles to be assumed by each team member should be defined, including the specified job responsibilities. 7. Early planning will provide sufficient time and resources for team members to prepare for their own part thoroughly.

8. Small groups may be formed from a large group activity to discuss further topics of great interest to them. Two or more heads are better than one

10. Modular Approach

Introduction Modular teaching is one of the most widespread and recognizes teaching learning techniques in United States, Australia and many other Western countries including Asian region. Modular is used in almost all subjects like natural science, especially in biology and medical education and even in social sciences as well as in computers education. All kinds of subjects are being taught through modules. It is a recent development based on programmed learning; a well established and universally recognized phenomenon. It considering the individual differences among the learners which necessitate the planning for adoption of the most appropriate teaching techniques in order to help the individual grow and develop at her/his own pace. A module is a specific type of learning resource. Essentially self contained Self instructional package Self paced learning according to pupils need and ability. Cover either single element or a group of content elements of subject matter. or area of skill. It is a recent development based on Programmed instruction.

Definition. Module is a unit of work in a course of instruction that is virtually self -contained and a method of teaching that is based on the building up skills and knowledge in discrete units CHARECTERISTICS OF MODULE It should be independent. Self-contained. Self instructional. Well defined. Clearly defined objectives. Concern individual differences. Association, structure sequence of knowledge. Systematically organized learning. opportunities. Utilization of a variety of media.

Active participation by learner. Immediate reinforcement of responses. Mastery of evaluation strategy. Evaluation of the work.

ESSENTIAL COMPONENTS Rationale: An overview of the content of module and explanation of why the learner should study it. Objectives: What is expected outcome of module? This is stated in behavioral/performance terms. Entry Test: To determine if the learner has prerequisite skills needed to enter the module and check. Multi Media Materials: A wide variety of media is used so learners can involve actively and utilize their senses. Learning Activities: Presentation, demonstration, drill, simulation, discovery problem solving etc. may be useful. A wide variety of learning activities increase student interest and cater student needs. Self-Test: This provides a chance to review and check ones own progress. Post Test: To check whether the objectives attained. STRUCTURE OF MODULE : The title The Introduction. The overview. The instruction to the users. The pre-test evaluation and feedback. The objectives The learning activities. The formative test, evaluation and feedback The summative evaluation and feedback. Principles underlying the Planning of Learning Activities Plan learning activities on the basis of entry behavior of the learners. Base learning activities on the terminal behavior. Base learning activities on the needs of learner. Make careful gradation Provide adequate for individual differences. Provide adequate with his progress.

ADVANTAGES Learning became more effective. It establish a system of assessment other than marks or grade Users study the modules in their own working environment. Users can study without disturbing the normal duties and responsibilities Modules can be administered to single use, small group or large group. Modules are flexible so that implementation can be made by a variety of patterns. It is more appropriate to mature students It enables the learner to have a control over his learning and Accept greater responsibility for learning. It already got wider accessibility in the present educational scenario. DEMERITS o Modules are economical in their use. o Administrators, supervisors, teachers need to be re-trained. o Publishers must provide the required instructional materials. o Appropriate only for matured students. o Colleges must establish more relevant entrance requirements. o This methods demands smart classrooms. CONCLUSION When we analyzing the modular method of teaching, we can understand that this is more effective, recent and more technology based teaching method in the present educational field. In recent years, the consent of modular curriculum has been under discussion in secondary schools. Modular approach provides more flexibility to distance teaching mode as well to learners.

11. INTEGRATIVE APPROACH

Integrative Teaching Is concerned with the development of a well rounded personality-one who can adjust and respond to situations in a meaningful way. Transform the classroom into a democratic workshop wherein the teachers work together in solving their problems. Promotes cooperative learning by having students and teachers plan together. It fosters creativity by developing creative self-expression through art, music, dramatics, etc.

12. Thematic Approach

This is a way of teaching and learning, whereby many areas of the curriculum are connected together and integrated within a theme.

 It allows learning to be more natural and less fragmented than the way, where a school day is time divided into different subject areas and whereby children practice exercises frequently related to nothing other than what the teacher thinks up, as he or she writes them on the chalk board. It allows literacy to grow progressively, with vocabulary linked and with spelling and sentence writing being frequently, yet smoothly, reinforced. It guides connected ideas to follow on easily. It is, after all, how we, as adults, learn new things. Dont we start at a point of interest and branch out from it like ripples from a stone thrown in the water?

13. DRAMATIZATION METHOD

DRAMATIZATION is acting out a story or a play. It makes use of facial expressions, gestures, costumes and action. Types of Dramatic Aids or Methods of Dramatization 1. The PLAY Generally a stage performance where lines are spoken by the players during the act. ROLE PLAYING is when one acts as if he is the person he is acting, with the same costume or face. 2. PAGEANTS This is a form of dramatic aid wherein, the characters wear costumes they are portraying and they dont talk. It is the narrator who does all the talking. All they do is to walk or they are in a procession. 3. TABLEAU This is a form of dramatic aid which shows a picture-like scene represented by one or more silent and motionless persons in proper attitude and costume, after without suitable accessories. 4. PANTOMIME Type of dramatic aid which is similar to a play but there are no words spoken. It is merely acting, without words. 5. PUPPET SHOW This dramatic aid needs a small scale stage on which miniature figures such as marionettes are moved by means of strings or wires to each position desired. There has to be participants at the backstage to say the words these puppets are supposed to say.

STRENGTHS 1. It produces nearly the reality of life. 2. It makes a special appeal to adults in a way that they enjoy and understand. 3. It gives the opportunity of students to clarify thought through their attempts to produce the action and expression of a story. 4. It may evoke visual image more vivid than that of the written word. WEAKNESSES 1. Confusion with what is to be portrayed by the dramatic expression. 2. It leads to vagueness of imagination. 3. This requires lots of time to practice. 4. This requires very careful performances and few students may qualify.

14. AUDIOTUTORIAL METHOD

This method is to be specifically adapted to the needs of those who use it. It was developed to handle large numbers of students in as personal a manner as possible. STRENGTHS 1. The AT problem solving approach has not only minimized the amount of information passing from teacher to students, it has intensified their interaction. 2. AT has not dehumanized the students. 3. Visitors observing the method quickly notice that the instructors are busy with the students, even though they may not be directly answering questions or yielding information. 4. As students become more confident in his abilities and can work independently, the nature of the dialogue becomes more sophisticated. 5. There is the teachers own evaluation on the progress of the student. 6. Tests are prepared by the combined effort of the assistants and instructors and are aimed at measuring the students ability to use the acquired skills as making accurate observations, interpreting a graph, formulating a hypothesis, designating an experiment and the like, rather than measuring the method directly. WEAKNESSES 1. The teacher sometimes does not understand her real place in an audio tutorial scheme. 2. Some equipment are expensive. 3. There is no substitute for an alive teacher to inspire and motivate a class. 4. Using a wrong program which does not meet the students need due to negligence.