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COMMON TEACHING METHODS THE REPORTING METHOD

(Source: Focus on Teaching by Manuel Buenconsejo Garcia, 1989)

Introduction

Observations tend to show that the most commonly employed by teachers

include: (1) the Lecture Method; (2) the Discussion Method; (3) the Reporting
Method; and (3) the Demonstration Method.

The Reporting Method

One very popular method of teaching involves nothing but a simple act of
reporting. So popular is this method that certain teachers overuse it. To them, it
seems to be only existing method of teaching. It is to be stressed time and again
that any teaching method loses its effectiveness the moment the teacher abuses its
use. It could be very effective in a particular classroom situation but not necessarily
in another. That is why the unsettled and will never be resolved. Such query should
not be raised in the first place for every teaching method has its own rightful place
in the teachers primordial task of guiding and directing the learning activities of his
students.

Meaning of Reporting Method

Reporting method aims to provide students with information in a direct,

uninterrupted manner. It resembles a popular television format --- newscasting, a
program which many viewers never fail to watch. This is so because it keeps them
properly informed about certain events that take place every now and then.
Similarly, the reporting method serves the same purpose since it could offer
students with adequately well-organized bits of information.

The task of reporting is commonly done by students. Initially, the teacher

presents the scope and coverage of the subject he teaches and later he assigns
each student particular topic or topics to research on and gives him certain pointers
on how to deliver them orally in front of the class. In this setup, the students tend
assume the responsibility of learning the topics all alone by themselves. Thus the
reporting method has the following limitations:
(a) Not all students are good in reporting; and
(b) Not all classroom activities could be effectively done using this method.

It is worth mentioning at this point that the teacher should not entirely leave
the responsibility of reporting and giving the accompanying explanation to his
students. What is then the role of the teacher in students reporting? At the end of
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the report, the teacher may come in. He may add salient points not taken up and he
may clarify certain points. The teacher should play a supportive role to students
who do the reporting. It is not easy for students, generally speaking, to muster
enough courage to stand and talk before the class. Consequently during the
reporting the teacher may get into the scene the moment the reporter seems to be
at a loss. He must make the topic clearer so the student reporting could go back to
his proper mental setup. These are some things that the teacher may do:
1. Cite some pertinent examples to make the definition and explanation of
certain terms well-illuminated in his students minds;
2. Ask some leading questions or bring new ideas which could be helpful to
the understanding of the topic being new ideas which could be helpful to
the understanding of the topic being reported on; or
3. Ask thought-provoking questions and can present true-to-life situations in
which the ideas absorbed from the topic could be easily applied.

It will also be good for students if the teacher briefs them (the reporters)
regarding the making of a good report. He can even go to the extent of
demonstrating how to make one. He may provide them with some important
reporting practices like preparing an outline, giving explanation in ones own words,
and not copying it word for word from the book, doing away with reading while
reporting, etc.

Activity 1
Features of the Reporting Method

Instructions: Presented below are features or characteristics of reporting as a

method. Explain or discuss each briefly.

Characteristic Brief Explanation/Discussion

1. It is one-shot activity

2. It is highly cognitive

3. It is student-
centered
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4. Its success depends

on effective
students study
habits

Activity 2
Give two (2) strengths and two (2) weaknesses of the Reporting Method

Strengths Weaknesses
1. 1.

2. 2.

Write a comment here:

The Techniques of Reporting Method

The Reporting Method may be categorized into five (5) techniques, viz: (1)
unit or Morrison technique; (2) individual or group technique; (3) reading technique
or storytelling technique; (4) schematic technique; and (5) the so-called symposium.

1. Unit or Morrison Technique

One technique of reporting that is teacher-initiated in the beginning and

student-directed in its middle and final phases is the unit or Morrison technique.
Such procedure, indeed, shows that the teacher needs to structure the learning
environment of students before they are expected to carry out certain tasks. It also
requires teacher and students to join hands for a common purpose, that is, the
learning of the latter.

Meaning of Unit or Morrison Technique. This technique is the process of

taking the contents of a particular subject as big blocks and not as isolated and
fragmentary bits of information. The aim is to approach topics as organized and
integrated body, showing relevance and cognitive relationship. Commonly, the
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teacher assigns every course, the activity does not last in just one sitting; it may
certainly take several days before one unit or chapter is completely taken by the
class.

Applicability of the Unit Technique. This technique is most suitable to

classroom situations whereby a large body of information is to be learned by
students. Such is particularly true in highly academic subjects like science and
social studies. While it is not applicable to skill subjects like mathematics and
reading, if effectively done, it ensures on the part of the students mastery of the
topic. Some educators believe the steps of the technique are synonymous with
steps of mastery approach, namely: (1) pre-test; (2) teach; (3) re-test; (4) re-test;
and (5) post-test. While its focus is highly cognitive, it also aims to develop learning
skills of students especially their study habits.

2. Individual or Group Reporting

Reporting could be done either by individual students or by groups of

students. Each technique has its own particular use. The individual mode of
reporting could be sorted to on a selective basis- where only the capable students in
class are asked to report. Likewise, the group mode of reporting should provide
students with the opportunity to work together as one body. In both modes of
reporting, the teacher should adequately prepare the students. Making assigned
topics clear to them and giving them the possible sources of information could be
helpful in this regard.

Observations show that individual reports seem to fit intellectually superior

students who prefer to work alone by themselves. Likewise, group reporting is
preferred by students having varying mental abilities since in such arrangement the
brighter students could be supportive of the less bright ones. Usually students
belonging to the same group elect one as a leader whom they perceive to be the
brightest or most capable among them. The basis for this selection seems to be his
or her ability to speak fluently and substantially.

To make the reporting highly interesting and enjoyable, the students could be
encouraged to go into contrived situations. The styles of reporting could imitate the
format of any of the popular television and radio programs. Reporters could play the
role of known personalities in certain fields like government, movie, press, etc.
some students even tape music identified with the program and others mimic the
voice, facial expression, and manner of dressing of such personalities.

3. Reading or Storytelling Technique

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In the elementary level, reporting cannot be as formal and long as it is being

done in college. Pupils could simply be allowed to read from their books or to
narrate their own experiences in relation to a given topic.

Both the reading and the storytelling parts of a report have certain aims to
achieve. Reading a passage or two allows the class to focus its attention on
particular point or points. It also makes learning less cumbersome since it does take
a bit of information and not a big chunk of knowledge. On the other hand,
storytelling activity has an apperceptive basis since students are able to bring into
the consciousness of the whole class their very own experiences. There are also
psychological dimensions involved here --- that is in terms of arousing interests
among themselves and of providing opportunities for self-expression.

4. Schematic Reporting

This is a type of reporting which considerably makes use of hardwares of

instruction. Hence, the products of instructional technology are extensively used to
aid the reporter. Although this mode of reporting is ordinarily done by an invited
resource speaker and by the teacher himself (if he does so, it may turn out to be a
lecture rather than reporting), several students could be taught to conduct reporting
using modern media of communication like phonograph records, film-showing, film
clips and tapes, slides, tape-recorders, and the like. How to operate these modern
equipment could be an equally significant learning experience for students.

One important principle involved in this reporting technique is stated as:

These products of instructional technology should be used as means rather than
the end of teaching. This simply means that they could not be a good substitute for
the reporter. The class should not be asked to just view a film and when it is over,
the class is automatically dismissed. The film-viewing is nothing unless it is properly
explained and evaluated by the reporter himself.
Thus, audio-visual devices should serve several purposes during the reporting
like (1) making an interesting vivid and well-done illustration of an idea; (2)
substantiating points shared; (3) sustaining the interest of the audience to the
report; and (4) ensuring permanency in learning.

Schematic technique of reporting could be less sophisticated and, therefore,

less expensive and elaborate. Students could make use of the diagrams, tables,
graphs, etc. that they personally made for the report. Experiences show that such
mode is far more feasible than the reporting done using the modern means of
communication. Schools by and large are not adequately equipped with them.

5. Symposium
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Symposia are closely identified with school forums which are open to all
faculty members and students. This is particularly true when there are school
celebrations being commemorated. Significantly, it involves the following phases:
(1) Identifying the theme of a school celebration;
(2) Breaking down the theme into three or more specific topics;
(3) Selecting the appropriate speaker for each topic;
(4) During the symposium proper, each speaker is given equal time to
expound on the topic assigned to him;
(5) Open forum whereby the audience asks questions to the designated
speakers.

It should be noted that symposium could not be held as often as other

activities simply because it entails a lot of preparation and it involves certain
complexities in its actual implementation. One symposium during a semester or a
school year is enough. Such experience can provide students with opportunities: (a)
to plan and execute certain courses of action; (b) to concretize the concepts of good
leadership and membership; (c) to develop their imagination, creativity, and
resourcefulness; (d) to work in a cooperative and collaborative manner; and (e) to
be more exposed to timely and pertinent issues. This activity can also afford them
chances to listen analytically, to organize their thoughts, and to raise sensible
questions.
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COMMON TEACHING METHODS THE DEMONSTRATION METHOD

(Source: Focus on Teaching by Manuel Buenconsejo Garcia, 1989)

Introduction

Observations tend to show that the most commonly employed by teachers

include: (1) the Lecture Method; (2) the Discussion Method; (3) the Reporting
Method; and (3) the Demonstration Method.

I. The Demonstration Method

Students learn in different manners. One manner is by listening to the

teachers lecture while another manner is by involvement in the actual process of
learning. Still another manner involves a close observation of how things are being
done. Observations show that even a one-year-old baby has the knack of imitating
his or her mother do certain things like applying facing make-up. Preschoolers
usually engage in a simulation game about a family whereby one of them acts as
the father, another one as a mother, and others assuming the childrens role. Even
when they start having their formal studies, they have the tendency to ape their
teachers, ways of talking, behaving, dressing, and even their mannerisms. Teaching
style which calls for students, deliberate efforts to observe how certain processes
are being made holds a lot of promises for their effective learning. This idea is the
central point of Banduras Theory of Social Learning in which he underscored the
importance of adult modeling as the object of students imitative nature. Of all the
adults, the teacher has seemingly the greatest influence on the young who easily
identify themselves with him. Incidentally of all teaching methods, the
demonstration method tends to offer the greatest opportunities for students to learn
by imitation.

II. Meaning of Demonstration Method

Demonstration method is a method of teaching that relies heavily upon

showing the learner a model performance that he should match or pass after he has
seen a presentation that is live, filmed or electronically operated (Good, 1973). He
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also elaborated it as the procedure of doing something in the presence of others

either as a means of showing them how to do it themselves or in order to illustrate
a principle, for example, showing a group of students how to set the tilting table on
a circular saw, how to prepare a certain food product, or perform an experiment in
front of a class to show the expansion of metals under heat.

Based on this definition together with its appropriate illustration, this method
is described as: (1) It is more efficient that verbal description; (2) It tends to
substantiate ideas through concrete or tri-dimensional presentation; (3) It is
opposite of learning by mere verbalization since there is the required follow-up in
terms of students being able to do exactly what has been observed earlier; and (4)
It highly emphasizes the psychomotor aspect of learning.

III. Techniques of Demonstration Method

Teaching by demonstration comes in different forms, namely: (1) teacher-

directed technique; (2) student-directed technique; (3) teacher-student directed
technique; and (4) resource speaker-directed technique.

In the classroom, the teacher commonly presents the demonstration lesson

particularly in two special considerations. First, when there is only one set of
materials available for instructional purposes that makes it impossible for students
to work even in the groups. And second, when the activity requires the handling of
harmful materials and delicate, fragile equipment. Students particularly the more
capable ones could be taught how to show a demonstration although it could be
done with joint teacher-student participation. The teacher in this particularly case
can give the instructions while the selected students follow them. In a more limited
sense, the teacher performs the demonstration with the students giving a helping
hand i.e. handing in the materials over to the teacher as he needs them during the
demonstration. In some other occasions, an invited resource speaker could be the
demonstrating teacher himself. The class may likely welcome this change and
besides their teacher may not be in a position to demonstrate such particular lesson
or procedure. The resource speaker may be found more effective as he can provide
the class with the necessary know-what and know-how in line with this expertise
and special training. For instance, the school physician could talk with authority on
health and control of diseases which the teacher may not be conversant with.

IV. Guidelines for Conducting a Demonstration Lesson

Popham and Baker (1970) suggested the following points to help effect good
demonstrations:

1. The teacher must be sure he can do what he is supposed to demonstrate

He must try out the demonstration before it is actually presented. The
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purpose is two-fold: one is to master the demonstration process and

second is to handle materials competently. Besides the teacher can have a
better control of the situation as he has certain alternatives ready on hand
in case some unavoidable problems related to it may crop up.
2. Plan the demonstrations so that everyone can see it classroom physical
arrangement must be so set to enable all students to see in full view their
teachers demonstration.
3. Visual stimuli printed on the chalkboard or on charts should be large
enough to be seen easily This means that even those students seated at
the farthest part of the room should be able to read the writings located in
front of the class.
4. Be sure that appropriate safety precautions are taken Use of dangerous
chemicals, fire, and even electricity must be dealt with great cautions and
with protective measures.
5. Try to plan the demonstration to precede a practice session
Demonstration should go beyond the level of observation; the students
have the chance to match or imitate what has been shown to them.
6. During the demonstration it may be useful for the students to ask specific
questions to be sure that they understand what is happening Asking such
questions has an evaluative function, whether students could follow up or
they lag behind during the procedural presentation.
7. Demonstrating a procedure of some sort requires through instruction in a
single method before introducing shortcuts or other variations Simple and
uncomplicated demonstration ensures easy and smooth learning. A
complex demonstration may be hard for students to duplicate.
8. It may be a good idea to ask the students to do some sort of post-
demonstration write-up or statement to promote their attention and
responsiveness. Such suggestion will make a good follow-up on the part of
the students.

In addition, the teacher should encourage students to do their work by

themselves. Beautifully executed work done by somebody else may be highly
appreciated but it does not serve any instructional purposes. The teacher should be
judicious enough in discerning whether the work is done by students or not. As
much as possible, students should do their work in class and should not take it
home.

V. Applicability of the Demonstration Method

The demonstration method is used more often in subjects like science,

practical arts, home economics, arts, music, and physical education. It is seldom
employed in other subjects. In science, for instance, the teacher may demonstrate
how to handle laboratory equipment, how to carry out some scientific techniques
like dissecting a frog, how to go on a scientific investigation and be like. How to
make projects, on the other hand is shown in practical arts, home economics, and
arts. In music and physical education, students are expected to repeat on certain
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performances earlier presented like doing some dance steps and playing a musical
instrument. In English for instance, the teacher may demonstrate to make the
different sounds by manipulating the speech apparatuses like tongue, teeth, lips,
etc.

Activity 1
Instruction: Give two (2) strengths and two (2) weaknesses of demonstration
method.

Lecture Method: Strengths

Strength 1:
Strength 2:
Lecture Method: Weaknesses
Weakness 1:
Weakness 2: