Name: Klint John A.

Bohol

Subject: Educ 4

Date: April 6, 2019

5 TYPES OF TEACHING
METHODS
In
- Science
- Math
- English
- Filipino
- Social Science
5 methods of teaching in Science
1. Hands on Learning:

This is the best teaching method invented so far that involves the active participation of students to
experience scientific concepts than to just have an audience view.

Schools are promoting the use of low cost apparatus in classrooms to helps students to have hands
on learning experience. It can be a string telephone to teach about sound and communication,
matchstick mecanno to teach 3D structures, notched pencil to teach rotation motion or anything
similar.

2. Story Telling

Students love to hear stories and therefore, storytelling is one of the best ways to get their attention in
class.

Teacher can explain the facts of biology or the laws of physics in the form of stories. This is a mental
organizer as human brains can remember stories than just plain facts. Some teachers present the
whole concept as a story while some others use a story to open and end the session.

3. Role Play

This innovative method is becoming an integral part of science education as students can
intellectually and physically involve through activities while learning a new concept.

Activities can be organized in classroom sessions where a group of students can take the role of
atoms or molecules to study a chemical reaction or they can represent a scientist group to
demonstrate the particular scientist’s laws.

4. Sports Based Learning

This is an interesting approach to learn problem-solving in physics or a stepwise method to study

complex chemical reactions.

A game of football or cricket helps them to learn about the percentage, average or probability which
can find its use in physics problems. Sports are mostly played in teams which also promote the
importance of teamwork that helps them to synchronize better in group projects.

5. Visual clues

Using visual clues easily supplements auditory information and students can easily connect better
with ideas.

The multi-sensory experiences improve their understanding and memorization. This includes
drawings, diagrams, and pictures to assist theory and setting up examples to show its application
side.

5 methods of teaching in Math

1. Create an effective class opener.

The first five minutes of the class period set the tone for the entire lesson. Ideally, teachers would
start by sharing the agenda for the class period so that students will know the expectations for what
will be occurring. Next, teachers could post and articulate the learning objective or essential question
to the class so that students know the purpose and, at the end of the lesson, can self-assess whether
the objective has been met for them. Finally, the opener might include one or more warm-up
problems as a way to review and assess students' prior knowledge in preparation for exposure to the
new material. This video shows a class opener for a seventh-grade lesson on rectangular prisms:
2. Introduce topics using multiple representations.

The more types of representations that you can present to students addressing their different learning
styles, the more likely they will truly understand the concept being presented. Different
representations could include using manipulatives, showing a picture, drawing out the problem, and
offering a symbolic representation. For example, when presenting linear relationships with one
unknown, illustrate to students the same problem as an equation, on a number line, in words, and
with pictures. Students who are exposed to and can recognize the same relationship posed in the
different representational modes are more likely to have conceptual understanding of the relationship
and perform better on assessments

3. Solve the problems many ways.

In the best classroom environment, the teacher is able to show different ways to solve the same
problem and encourage the students to come up with their own creative ways to solve them. The
more strategies and approaches that students are exposed to, the deeper their conceptual
understanding of the topic becomes. Empowering students to create their own problem-solving
methods can make the teacher nervous. What if we don't follow their logic? What if they're incorrect?
However, it's worth the risk to have them explore. After an individual, pair, or small group of students
finish solving the class problem using a single method, encourage them to look for alternate ways to
come up with the same correct solution. Having students develop their own methods and then share
the correct steps with the class is a very powerful learning experience. The video below shows how a
teacher encourages students more than one way to solve the same problem on rectangular prisms:

4. Show the application.

In a perfect world, we would always be able to demonstrate how every concept can be applied to the
real world -- and when that's possible, it helps improve the students' understanding. When a concept
cannot be applied in that manner, we can still share how it might be applied within mathematics or
another subject area. Another option is showing how the concept was developed through the history
of math. Consider taking a minute out of each lesson to show your students where or how the math
can be seen or used in life outside of the classroom.

5. Finish class with a summary.

Everyone can get lost in the class period, and it's easy to lose track of time until the bell rings and
class is over. The final seven minutes might be the most critical in making sure that students have
understood the day's learning objective. You can use this time to accomplish three very important
things:

- A quick formative assessment to determine how much was learned, such as students self-
rating their comfort with the concept on a 1-5 scale
- Reviewing the objective for the class period and brief discussion as to where the lesson will go
next time
- Previewing the homework together to avoid any confusion

5 methods of teaching in English

1. Grammatical Approach

A focus on grammar rules is one of the most popular English teaching methods in traditional
academic settings, perhaps due to the focus on grammar in native language courses. Teaching
English as a second language, according to this approach, should not stray from the model.

This approach can only work if the instructor speaks the first language of the students in addition to
English, because much of it is based on the teacher’s ability to translate. English grammar rules
should be taught conceptually in the student’s native language, with examples provided in simple
English sentences that the teacher can translate back to the native tongue so that a solid parallel can
be drawn. These grammar rules should be strictly enforced, and students should be allowed to
practice proper structure and syntax through the use of examples and quizzes.

Also important to this method is vocabulary, as students need a large knowledge bank of English
words in order to interpret and form their own English grammar examples. Grammar and vocabulary
quizzes fuel this approach, and should be at the forefront of instruction. The English language is
examined in terms of grammar rules. Get a firm grasp on this side of the English language with this
advanced English grammar course.
2. Aural Approach

The aural English teaching method focuses on the most natural way to learn a language, which is by
hearing it. Children who are raised to speak English learn it first by hearing it from their parents and
others around them, long before they ever learn how to read or write. The aural approach is similar,
meaning it’s strictly audio-based and should not focus on the reading or writing until long after the
students can grasp the language on a speaking level.

The actual method involves dialogue. In the beginning, the students will mostly be spoken to. The
teacher might use visual cues such as objects to give the students something to associate the words
they’re hearing with. Then, they will be instructed to speak the words themselves, coming to grasp
vocabulary and basic grammar through hearing and speaking, rather than advanced instruction or
writing. Teachers should not write the words they’re saying, and let the bulk of the instruction exist in
dialogue.

For note taking purposes, students should be allowed to write words they’ve learned phonetically, in
their native language, if applicable. Check out this course on hearing, speaking, and pronouncing
English properly for tips on teaching these elements of the language.

3. English-Only Approach

The English only method is one of the most direct approaches to teaching the language. For this
method, neither the teacher nor the student should speak their native tongue at all during instruction.
All instruction should be done in English only.

Vocabulary should be taught first, as it is the easiest to grasp because it can be demonstrated with a
visual aid. As the student builds vocabulary, the instructor can begin introducing abstract words and
elements of the language, but without explaining or focusing on the actual grammatical structure. The
complexities of the language will be learned inherently, with the student picking up on its patterns
through practice and application only.

At the end of each class period, there can be an optional question and answer session where
students are allowed to ask the teacher about that day’s lesson. Here, clarifications may be made and
confusion may be cleared up, but again, this is entirely optional. Sometimes, the best way to learn the
language through this method is to just tough it out and let it come naturally.

4. Translative Approach

The translative approach is a bit like the grammatical approach, only with a broader focus on the
English language’s structure in comparison to the native language of the students. This approach
must be taught by an instructor who speaks the same language as their students, and all the students
must also share a fluency in the same language.

English will be taught as a subject like any other, with different elements of the language such as
vocabulary, grammar, syntax, speaking, reading, and writing focused on every day. This method will
make strong use of notecards, where students can write English vocabulary and grammar concepts
on one side, and then translate the word or idea on the back in their native language.

Quizzes and exams should be given, first asking questions in the native language of the students,
and eventually moving into English-only in the later duration of the course. Lecturing will be the
primary method of instruction during the class, with student questions allowed and encouraged.
Check out this introduction to English grammar course and make sure you’re up to speed on the
basics.

5. Immersive Approach

The immersive approach is one of the best ways to learn the language for older students who are
able to travel for their education. Someone who wants to learn English doesn’t even need to be
enrolled in an English language course to use this method – all they need are the resources involved
in travel.

For students wanting to learn British English, a trip to the United Kingdom is recommended. For
students wanting to learn American English, a trip to the United States is recommended. If the
student wants an academic-heavy approach, there are foreign exchange programs they can enroll in
through colleges, or other academic programs that allow prolonged travel.
Again, an academic program is not required for this method. Staying in a new country and learning
the language through pure immersion and necessity is one of the best ways to learn it quickly.
Students will be surrounded by media in that language, and people who speak that language. It is a
great way to break off from the distractions of your native tongue, and learn how to think in the
English language as well as speak it.

5 methods of teaching in Filipino

1. Create Learning Stations

Provide different types of content by setting up learning stations — divided sections of your classroom
through which groups of students rotate. You can facilitate this with a flexible seating plan.

Each station should use a unique method of teaching a skill or concept related to your lesson.

For example, students can rotate between stations that involve:

Watching a video

Creating artwork

Reading an article

Completing puzzles

Listening to you teach

To help students process the content after they’ve been through the stations, you can hold a class
discussion or assign questions to answer.

2. Use Task Cards

Like learning stations, task cards allow you to give students a range of content. Answering task cards
can also be a small-group activity, adding variety to classes that normally focus on solo or large-
group learning.

First, make or identify tasks and questions that you’d typically find on worksheets or in textbooks.

Second, print and laminate cards that each contain a single task or question. Or, use Teachers Pay
Teachers to buy pre-made cards.

Finally, set up stations around your classroom and pair students together to rotate through them.

You can individualize instruction by monitoring the pairs, addressing knowledge gaps when needed.

3. Interview Students

Asking questions about learning and studying styles can help you pinpoint the kinds of content that
will meet your class’s needs.

While running learning stations or a large-group activity, pull each student aside for a few minutes.
Ask about:

Their favorite types of lessons

Their favorite in-class activities

Which projects they’re most proud of

Which kinds of exercises help them remember key lesson points

Track your results to identify themes and students with uncommon preferences, helping you
determine which methods of instruction suit their abilities.
4. Target Different Senses within Lessons

A lesson should resonate with more students if it targets visual, tactile, auditory and kinesthetic
senses, instead of only one.

When applicable, appeal to a range of learning styles by:

Playing videos

Using infographics

Providing audiobooks

Getting students to act out a scene

Incorporating charts and illustrations within texts

Giving both spoken and written directions to tasks

Using relevant physical objects, such as money when teaching math skills

Allotting time for students to create artistic reflections and interpretations of lessons

Not only will these tactics help more students grasp the core concepts of lessons, but make class
more engaging.

5. Share Your Own Strengths and Weaknesses

To familiarize students with the idea of differentiated learning, you may find it beneficial to explain that
not everyone builds skills and processes information the same way.

Talking about your own strengths and weaknesses is one way of doing this.

Explain — on a personal level — how you study and review lessons. Share tactics that do and don’t
work for you, encouraging students to try them.

Not only should this help them understand that people naturally learn differently, but give them insight
into improving how they process information.

5 methods of teaching in Social Science

MERITS OF THE METHOD: To establishes face to face contact. It develops attention span. Students develop
listening and note taking skills.

DEMERITS OF THE METHOD: It is a teacher centered method not very good for SS. It is a monotonous tiring
and sometimes it becomes a boring method. It brings a lot of burden and reading to the teacher.

DISCUSSION METHOD: The word discussion means exchanging views and debate. Here the discussion can
be among the group of students as a whole group.

WHERE AND WHEN CAN YOU USE DISCUSSION METHOD?

1 the teacher of S.S. can use this method when he is using a project method.
2 when he has to share information and ideas from a large group.
3 when one needs to solve a problem, or do thinking and analytical activity in the class.
4 when one obtain information and ideas from a large group of students.
5 when one needs to check or evaluate students’ progress.

FORMS OF DISCUSSION: Formal, debate, classroom, informal, panel, symposium.

THE PROCESS OF DISCUSSION:

The process can be different depending upon the type of discussion.

1 the ideas are initiated by the teacher than there is exchange of ideas opinions observations comments etc

2 this is a co-operative learning.

STEPS OF DISCUSSION

1 Preparation:

To make discussion a success the teacher as well as the student must make a careful preparation. The
teacher should do in depth reading of the topic. She should do critical reading, should understand the
arguments well and know the gist of the lesson.

CONDUCTING DISCUSSION:

In this stage the teacher initiates the discussion. He controls process and keeps the students disciplined and
keeps the discussion under control or on the right tract.

MARITS OF DISCUSSION METHOD:

• It is based of differences.
• It emphasizes independent study.
• It develops reasoning.
• It develops study habits.
• It is activity oriented.
• It teaches how to study purposefully.
• It helps the teacher to find leadership quality among students.
• It helps in clarifying ideas, issues etc.
• It creates better understanding of the topic, issues, events, ideas or concepts.

DEMARITS OF DISCUSSION METHOD

• It is time consuming method.

• It needs some training and average teacher can not
• Why students do not benefit from this activity.
• Sometimes only a few students dominate.
• There can be some necessary argument and can lead to some major problems.

EXCURSION METHOD

The word ‘excursion’ means a journey, trip, tour planned for social studies students in which the students
actually visit places or site and has the firsthand experience which excursion results in easy, interesting and
effective learning.

It provides ample opportunities to student for ‘seeing’ ‘hearing’ examining, gathering data, and asking
questions, such excursion are most conducive to learning.

MERITS:

* First hand expose.

* Brings reality in teaching.
* Gives concrete experience.

DEMERIT:

• Time consuming.
• It is not applicable to all the students of the students.
• It is expensive.

ROLE PLAY AND DRAMATIZATION METHOD:

Role playing, socio drama or creative dramas are used to present a specific situation for study and discussion.
There is no prepared script. It is unrehearsed, speaking parts are not memorized and minimum properties are
used.

Role play is a way of bringing situation from real life into the classroom.

A role in other words, they pretend to be different person.

A situation they pretend to be doing something different both a role $ a situation.

In role play, students improvise the situation is fixed but they make up the exact as they go.

ROLE PLAYS ARE USE TO TEACH

To clarify social values.

To focus attention on a specific central ideas.
To extend vocabulary.
To gain greater insight into the problems of others.
It develops social skills, communication skills and team spirit.
They provide excellent basis for discussion and evaluation.

FOLLOWUP ACTIVITIES AFTER THE ROLE PLAY

Role Play should be followed by discussion about the theme of the role play.

Students can be interviewed about their role.

The audience can say about each role. They can also do the role play by other group of students.

PROJECT METHOD:

STEPS OF PROJECT METHOD:

Project method is a direct outcome of pragmatism, especially of John Dewey’s educational philosophy.
Pragmatism believes in reality. It is scientific and empirical. It is based on the principle of learning by doing.

Being influenced by John Dewey, Kilpatrick tried to give project method in 1918. This method is democratic in
nature and it emphasizes social skills and team work.

WHAT IS A PROJECT METHOD?

It is a progressive approach of teaching. It is a purposeful act it provides the learner with learning experiences.
Here the teacher acts like a guide assigns the projects to groups of students.’
Each group works on different topics or problems. They work together to prepare the project.
The students work together as a team, they learn by discussing, reading, and exchanging ideas. Then they
take the help of a teacher wherever they difficulties or have questions.
The project method covers the content of many different subjects and the teacher tries to integrate the
information to the main topic.
This method gives complete freedom and choice to students.

ADVANTAGES OF PROJECT METHOD:

It gives freedom and creativity.

Here the teacher and students both grow.
Students can link the subject to real life.
It motivates students.

DISADVANTAGES OF PROJECT METHOD:

It is expensive method.
It is time consuming.
It needs lots of resources.
Some projects cannot be done at school.

SOURCE METHOD:

There are three types of sources in this method.

1 Material resource: Ideas, machines, weapons etc.

2 Oral resources: Songs, folk stories, traditions, customs etc.
3 Written and printed resources: Records, reports, letters etc.

Source method is an activity oriented method. It is generally used in social studies subject also.

Generally sources mean a person, books or document or picture or actual objects that can provide information
for learning. It is learning directly from the actual sources for examples for social studies they can be- A
contract with the bank – or studying the sample of stone collected from the moon or an object found from any
ancient place can also be studied. One can also take students to museums to find the objects to study.

ADVANTAGES OF SOURCES METHOD:

It provides direct, firsthand experience.

It develops a sense of reality
It creates motivating and interesting ambience in the class.
It develops skill of data collection, thinking skill and observation skill.
It makes the subject meaningful.

USE OF CURRENT EVENTS IN SOCIAL STUDIES:

It is very important to have a quality current event program in school. There are many things happening around
the world. In addition to that issues and events which the student need to understand especially in the world
around them.

TOPICS SELECTED FOR CURRENT EVENTS:

• Earthquake
• Cyclone
• Hurricane
• Excessive Rainfall
• Population problem
• Pollution problem
• Unemployment
• Economic development
• Market trend and share
• Price- rise
• Strikes
• Election
• Government
• War issues
• Trends in the economic
• New initiative taken by N.G.O.
• Majority opinion
• International issues

TECHNOLOGY ASSISTED LEARNING:

Any large learning of material can never assure good learning. This can only be achieved when instructional
resources are used skillfully and creatively. They should be used for two main reasons.

1 To provide firsthand experience with some aspects of the problem under consideration.

2 To add realism and furnish the class with a common background of experience.

• Computer.
• CD ROMs.
• Over heal projects.
• Television.
• Films and filmstrips.
• Video tapes.
• Internet websites blogs etc.

Internet is a powerful factor in learning since attention is the task, at hand making for interesting achievement.

TEACHING AIDS: Teaching aids are aid to teaching social studies effectively. Teacher has a variety of aids to
choose to makes his teaching interesting and effective. It helps in teaching different types of learners (visual,
auditory, kinesthetic and tactile)

Printed aids: Books, newspapers, periodicals

Visual aids: Slides, charts, diagrams, film strips, sketches- models, transparency graphs and charts pictorial
material, globes, maps, exhibitions, museums- bulletin boards.
 10
MOTIVATIONAL
ACTIVITY

1. Keep Students Active and Engaged

When students are interacting and engaged, they won't have to time to get bored. Choose students at random
to answer questions, and make it understood that you value their input and ideas. Student interaction and
sharing enhances instructional time and prepares students to function more effectively as a body of learners.
We must recognize the importance of these dynamics and find ways to celebrate student intelligence.
 2. Allow for Creativity and Variety
Assigning a piece of writing? Allow students to pick their own genre—such as reports, poems, creative writing
stories, plays, or songs—when assigning a topic. When students can pick their favorite form of writing, they'll
stay intrinsically motivated.

3. Create a Class Newspaper

Inspire interest in current events by using a local paper as a model for reporting class events. Class projects in
every subject area can be presented as news articles with headers, bylines, lead-ins, bodies, and summary
paragraphs. Word games, weather, horoscopes, and after-school activities can be integrated with whatever
content is being taught.

4. Get Out of the Classroom

Holding class or even just a short discussion in a new environment, whether a park, museum, or the school
library, is a great way to stoke student interest. When you return to your classroom, they may see a new
approach to a problem or assignment.

5. Create a Competition
Participate in a competition. As long as there is appreciation for everyone's best effort and not all attention is
placed solely on the winner, a competition can be a great way to create excitement.

6. Offer Differentiated Instruction

Knowing that you'll have students of differing abilities in your classroom, craft your lessons for everyone—
taking into consideration the different ability levels.

7. Provide Feedback Promptly, Frequently, and Efficiently

Students must be able to see a direct connection between any effort or completed task (such as homework)
and a response from you, both verbal and written. Make sure you mention each student's personal progress,
rather than comparing his or her work with others in the class.

8. Provide Multiple Opportunities for Students to Set Goals

Students should have multiple opportunities to set their own academic goals. Invite them to establish
obtainable goals for a lesson, a unit, or even for the whole year. Ask them what they would like to learn about
a topic and what they think they must do to learn that material. Psychologists tell us that the goals we set for
ourselves (as opposed to the goals others set for us) are intrinsically more motivational. We're more inclined
to pursue those goals and relish in the success that comes about when we achieve them.

9. Start the Day with Fun

Start the day off on a pleasant note: a funny video, a trivia question, or fun fact will help students see the
entertaining side of learning.

10. Share Accomplishments

Provide numerous opportunities for students to share their accomplishments with the class and the class to
share their achievements with the larger school community. Use skits, plays, reader’s theater productions,
library displays, bulletin boards, a class newspaper or newsletter, or other media to promote the efforts of the
whole classroom.