Different

Teaching

Methods

of

Teaching Strategy defined

-A comprehensive approach consisting
of orderly, systematic and scientific acts
projected towards the accomplishment of
a specific objective of developing an
individual to be one complete whole.
McClosky, 1971 A teaching
approach that is used either in solving a
classroom problem or in improving
instruction.
Ober et al., 1971 A purposely
conceived and determined plan of action
designed to facilit a particular kind of
learning in a given situation and in term
of specific learning objective.
Fraenkel,
1973

Represent
combinations
of
certain
specific
procedures or operations grouped and
ordered in definite sequence that
teachers can use in the classroom to
implement
both
e
and
affective
objectives.
**di ko alam yung e dun sa e and affective
objectives. Yun ang nakalagay sa prezi

DIFFERENT STYLES OF TEACHING

METHODOLOGIES
-LECTURE is a discourse which explains,
describes, or narrates a topic, a fact, a point
of view, a principle, an event, a situation,
any material object, or any subject matter. It
is aimed to serve as a guide through great
mass of information.
-It is an AUTHORITARIAN form of teaching.

According to DELIVERY
Formal Lecture
-an interrupted oral delivery
-no questions asked
-big seminars
-open forum after the lecture
-audience may share what they know
about the topic.
Informal Lecture
-delivered conversationally
-interrupted once in a while
-questions, comments, discussions
-classroom setting

According to PURPOSE
Expository Lecture

-explains and clarifies a topic, fact, a

principle, a point of view, an abstract
idea, or an subject matter
-requires clearness
-exact, unity, coherence, emphasis
Descriptive Lecture
-describes concrete objects, situations
or conditions
-objective or subjective
Narrative Lecture
-narrates events in chronological order
-teaching history

When
is
lecture
method
most
appropriate?
When textbooks and other references
are inadequate or lacking
When the lecturer believes that the
lecture is more effective than any other
device
When
preparing
learners
for
examination
When the teacher is hurrying up to be
able to cover the minimum essentials of
his subject or course
Why is lecture considered a BAD or
GOOD approach?
STRENGTHS
Develops the ability to listen
Trains in note taking
More subject matter may be covered
in a shorter time
Teacher can explain more clearly,
concisely and effectively
May use either inductive or deductive
method
Provides a different perspective on
what is discussed in the reference text
Ideas from different references may be
fused in a single discussion
WEAKNESSES
Waste of time if information is already
found in the textbook
Learners may not fully grasp the
meaning of certain words, phrases or
statements
Learners may not be able to jot down
all important points
Encourages
passivity
(does
not
conform learning by doing)
Lecture may degenerate into a
dictation

Lecture may be telling too much or too

little
Learners lack opportunity to study in
advance; becoming mere recipients
instead of a thinker.

TIPS ON EFFECTIVE LECTURING

Consider the lecture
Well prepared
Logically organized
Clearly outlines
Consistently stimulating
Useful and informative
Consider the lecturer
Always personify mastery of the
subject matter
Conversationally
interactive
and
motivating
Maintain a pleasant and cheerful
disposition
Inquisitively alert in class recitations
Learn to assimilate discussions in
well-maintained environment
GENERAL STEPS FOLLOWED
Introduction
May use attention-getting device
Give the class an idea of what the
lecture is all about
Audience interest can be driven
Body
Important points should be presented
first
Less important should come later
Substantiates
the
whole
lecture
process
Audience interest must be maintained
Conclusion
Closure, completion or culmination
Summary or reorganization
Comprehension is the measure of the
success of the lecture
DEVELOP YOUR CRITICAL THINKING
Should you learn first before you
should teach?
Which is more important: The WHY or
the HOW of teaching?
Who among your teachers can be
considered an EPITOME OF AN
EXCELLENT TEACHER? Justify.

DIFFERENT METHODS of TEACHING

(continuation)
CASE STUDY METHOD
Group effort
Situations/problems --- brainstorming --final decision --- presentation --informal report
Diversity of responses
Wider perspective of a certain problem
Widely employed in medical field
MT field
PBL or Problem Based Learning

ROLE PLAYING METHOD

Spontaneous acting out of problems or
situations; simple; minimal demands
Requirements: Extraordinary skills,
finesse, acuity of observation, analysis;
time element; practice (precise and
distinct)
Recommended
Steps:
Problem
identification,
establish
situation,
establish roles & select participants,
present the act, playing the situation,
analyze and evaluate presentation

BUZZ and PANEL METHOD

Buzz Session
Small group discussion (6 members)
Odd row seat to turn back
Each row with total number of seaters
divisible by 3
Topics --- brainstorming and discussion
Given a definite time to finish
Secretary: write all responses
Reporter
Panel Forum
Direct, conversational, interactional
discussion
Small group of experts/well-informed
persons
Discussion of problem for the benefit
of an audience
Communication pattern: distinctive
features
Different points of view or information
Leader:
avoiding
biased
or
controversial issues
Politicians

DEBATE and ROUND TABLE METHOD

Debate Forum
Discussion; free to state beliefs
Informal: teacher initiates problem
bud does not take any side
Formal: structured speech; requires
affirmative and negative groups;
definite time to speak
Relevant and timely issues
Logical reasoning, public speaking
skills
Round Table Conference
Quite similar to panel
Small discussion seated face to face
around a table; without a large
audience
Small conference
Informal semisocial gathering
6-8 members (<20)
To do own talking
General meeting

MISCELLANEOUS FORMS
Team Teaching
2
or
more
teachers
working
cooperatively with the same group of
students for some period of time
Simulation
Miniature representation of a largescale system; use of replicas; active
manipulation and operation of model
Module
Self-learning kit; package of learning
activities; part or complete course or
as a curriculum design; elements
Statement of purpose/rationale
Pretest: degree of preparedness
Objectives:
How
student
is
expected to perform
Instructional activities: study
guide
Post-test: How much student
learned
Seminar Workshop
Mini-lecture;
certain
number
of
participants (<20); with hands-on
experience; technological innovations
and updates
Computer Assisted Instruction

Computer as medium of instruction;

on-line activities; requires training for
both teacher and students

Lesson Plan and Syllabus

THE LESSON PLAN

Elements:
Objectives:
cover the 3 domains of learning
estimate that can be accomplished
Subject Matter
Topics, references, materials
Procedures
Methods,
strategies,
techniques,
approaches, tools
Depends upon the nature of the
lesson
The Assignment
Well-explained
Well-understood

Daily lesson plan is most often used in

teaching the elementary and high
school levels
CLASSIFICATION
Detailed
New teachers
All the questions (left)
Expected answers (right)
Semi-detailed
Used-mostly
No expected answers
Brief
Long years of teaching experience
Short
Few guide questions
No expected answers
THE COURSE SYLLABUS
1973, Good:
is a condensed outline or statement
of the main points of a course of study
or of books or other documents
American College Dictionary:
Tabular or other brief statement of
the main points of a discourse, the
subjects of a course of lecture
In Practice:

term lesson plan which is usually

used in the collegiate and graduate
levels; used to guide the professor in
his teaching and the students in their
learning.
PARTS OF A SYLLABUS

Course Number and Title

For easy reference
Depends upon the policies and
practices of the institution of learning

Course Description
Brief: scope
Major topics or units
Some subtopics to be taken

Objectives
General: body of knowledge, values,
attitudes, skills
Specific: Cognitive, affective,
psychomotor

Content Outline

Time Allotment

Required number of weeks and time

Dependent on the number of units

Evaluation techniques

Major topics, units, sub-topic/units

Must not follow book outline chapter
by chapter

Teaching Strategies

Methods, approaches, delivery

techniques
Suitable to the course

Evaluate student performance

Requirements to fulfill
How performances are scored
Transmutation

References

Last portion

 List of books, magazines, journals

Facilitate learning
TYPES OF SYLLABI
Detailed
Major--- sub --- smallest sub-unit
Brief explanations of the major topics
Guide questions
With references
Semi-detailed

Same divisions
No explanations, guide questions,
references
Smallest subdivisions may be
eliminated
Brief
Major topics subdivided
No explanations, guide questions, etc.
References listed at the end