Instructional Methods B.Ed. 2nd Semester
- 1. Instructional Methods Presented by Dr. Jay Prakash Singh Associate Professor School of Education
- 2. For Teaching • Inductive Method • Deductive Method • Analytic Method • Synthetic Method • Lecture Method • Demonstration Method • Inquiry Method • Problem Solving Method
- 3. Inductive Method • It begins with specific details, concrete data and examples and ends with an abstract. • Learners are more engaged in the teaching- learning process. • Learning becomes more interesting at the outset because we begin with the experiences of our students. Begin with what they know.
- 4. • It helps the development of our learners’ higher order thinking skills. To see patterns and analyze the same in order to arrive at generalizations requires analytical thinking. • It requires more time and so less subject matter will be covered. • Need much time to lead students to formulate generalizations. • Teachers got to ask the right questions, organize answers and comments to pave the way to the derivation of generalizations or principles.
- 5. Example: Mathematics • 700 रु. का 8% ब्याज की दर से 3 वर्ष का साधारण ब्याज ज्ञात कीजिए. • 100 रु.का 1 वर्ष का ब्याज = 8 रु. • 1 रु. ,, 1 ,, ,, ,, = 8/100 • 700 रु. ,, 1 ,, ,, ,, = 8/100x700 • 700 रु. ,, 1 ,, ,, ,, = 8/100x700x3 दर x मूलधन x समय 100
- 6. Example: Science • To find out the body parts of animal that if it has a backbone. • Teacher will say: the dog has a backbone. The fish, frog and cow also have backbones. • Then the students will conclude that: the dog, fish, cow and frog are vertebrates.
- 7. Advantages of Inductive Methods • The learners are more engaged in teaching- learning process. The learners formulate the generalization or rule. • Learning becomes more interesting at the outset because teachers begin with the experiences of the students. Teachers begin with what they know. • It helps the development of the learners’ higher order thinking skills. To see patterns and analyze the same in order to arrive at generalizations requires analytical thinking.
- 8. Disadvantages of Inductive Method • It requires more time and so less subject matter will be covered. Teacher needs much time to lead students to the formulation of generalizations. • It demands expert facilitating skills on part of the teacher. Teacher got to ask the right questions, organize answers and comments to pave the way to the derivation of generalizations/principles.
- 9. Deductive Method • Teacher-dominated approach. • It begins with the abstract rule, generalization, principle and ends with specific examples and concrete details. • Cover a wider scope of subject matter. • Learning is passive process, the learners do not take part in the generation of conclusion or generalization. • Drill or exercises come after the explanation of the rule or principle.
- 11. Example: Science • Teacher will define: All animals with backbone are classified as vertebrates. • Teacher will give examples: dog is vertebrate because it possesses backbone. Fish, frog and cow are vertebrates, they possess backbone.
- 12. Advantages of Deductive Method • Wider scope of subject matter because the instruction is direct by stating at once the rule or the principle at the beginning of the class. • Teacher does not have to worry on what questions to ask for learners to generalization or conclusion.
- 13. Disadvantages of Deductive Method • Passive learning. Less involvement on part of the learners. • The learners do not take part in the generation of conclusion or generalization. • Learners’ involvement will be drill or exercises that come after the explanation of the rule or principle. • Lesson appears uninteresting at first. Teacher begins the lesson with the abstract with what the learners do not know.
- 14. Inductive Method Deductive Method In this method, teaching formula are used from ‘specific to general’ and ‘example to principle’. In this method, teaching formula are used from ‘general to specific’ and ‘principle to example’. In this, the student acts as a researcher and finds a principle/formula by keeping himself active. In this, principle/formula is already known to the student. He only proves the known principle/formula. Though this method, tendency/attitude towards discovery develops in students. In this, students do not get opportunity to develop tendency/attitude towards discovery.
- 15. Inductive Method Deductive Method This is the best method for teaching. This is the best method of learning. This method is more useful for teaching in junior classes. This method is more useful for teaching in senior classes. In this method, the student determines principle and formula himself, because of which qualities like self- confidence and self- dependence develop in him. In this, principle/formula are already known, because of which there is lack of self- confidence in him.
- 16. Inductive Method Deductive Method This method is helpful in discovery of new knowledge. In this method, the student uses the knowledge given by others. This is a scientific method through which scientific attitude develops in the students. In this method, students do not get opportunity to develop scientific attitude. This method is pathway of discovery or research. This is pathway to ‘follow’ because the student follows the given principle/formula. This method gives emphasis on basic and creative activities. This method gives more emphasis on problem- solving.
- 17. Inductive Method Deductive Method In this method, both teacher and student are active. So, this is student-centered method. In this, teacher is more active. Student is passive learner. So, this is teacher- centered method. Through this method, teaching-learning process becomes interesting. In this, teaching-learning process becomes boring. In this method, every step is important and student learns to write them. In this method, students do not learn to write many steps. Its speed is slow because of which it consumes more time and requires more hard work. Its speed is fast because of which it consumes less time and requires less hard work.
- 18. Analytic Method • The term “analytic” is derived from word ‘analysis’ which means ‘to break or resolve a thing into its constituent elements’. • It is a method of unfolding of the statement in question or conducting its different operations to explain the different aspects minutely which are required for the presentation of pre-discovered facts.
- 19. • This method involves “breaking up the unknown problem into simpler parts” which can be recombined to find solutions. • The procedure adopted is to go “from unknown to known” and find out desired results.
- 20. Example (Algebra) • If a/b=c/d, then prove that (ac+4b2 )/bc = (c2 +4bd)/cd Proof: (ac+4b2 )/bc = (c2 +4bd)/cd (ac+4b2 )/b = (c2 +4bd)/d acd+4b2 d = bc2 +4b2 acd = bc2 ad = bc a/b = c/d (Given)
- 21. Merits • This method is a logical method and there is no room for doubts in the mind of the students. • Thinking and reasoning power of students is developed by this method. • The self-confidence of students develop. • It encourages scientific originality and creativity among students. • Logical approach to prove proposition and statements.
- 22. • Active participation in teaching-learning process. • The student gets clear understanding of the topic and helps him to go through the whole process himself. • Student proceeds from unknown to known.
- 23. Demerits • This method is a lengthy method. • It is not possible to learn all topics through this method. • This method is not suitable to all age groups students. • This method is not useful at lower stage of learning which involve objective thinking and exploratory approach. • The method has slow speed, time taken for reasoning and thinking is long.
- 24. Synthetic Method • This method is opposite of Analytic method as synthesis is complement of analysis. • The term “synthetic” is derived from word ‘synthesis’ which means ‘combine together’. • Student proceed from ‘known to unknown’. • Facts already known are applied to new situations so that the combination of known facts help us to find new facts.
- 25. Example (Algebra) • If a/b=c/d, then prove that (ac+4b2 )/bc = (c2 +4bd)/cd Proof: Given a/b = c/d Adding (4b/c) to both sides- a/b + 4b/c = c/d + 4b/c (ac+4b2 )/bc = (c2 +4bd)/cd
- 26. Merits • It saves time and labour as the method is a short method. • Majority of students benefitted by this method. • Most of the topics (in Maths) are covered by this method. • There is systematic presentation of facts which makes the method a neat one. • The memory of the student is glorified. • Accuracy is developed by the method. • Student proceeds from known to unknown.
- 27. Demerits • There is possibility of forgetting in this method. • Students become passive listeners and they resort to cramming. • Teacher is unable to carry all in the class with him. • Students have least confidence. • It increases the elements of doubts among students. • Thinking and evolving a sense of discovery among students.
- 28. Analytic Method Synthetic Method In this method, students get opportunities to get/know new knowledge. In this, readymade or already prepared materials are available to students, because of which they do not work hard. Though this method, self- dependence and self- confidence develop in the students. In this, there is lack of self- dependence and self- confidence because students do not search the solutions of the problem themselves. By this method, students can not learn to solve the problems quickly and clearly. This is appropriate method to solve the problems quickly and clearly.
- 29. Analytic Method Synthetic Method ‘Analysis’ means to divide the problem into its various parts. ‘Synthesis’ means to move towards the determined goal by integrating various small parts of a problem. Through this method, tendency or attitude towards discovery is encouraged. In this, already discovered facts are written inshort. In this method, we move from ‘unknown to known’. In this method, we move from ‘known to unknown’. In this method, students get full opportunities to use their mental power. In this method, students do not find any opportunity to use their mental power. Through this habit to memorise develops in students
- 30. Analytic Method Synthetic Method In this method, both teacher and students are active. In this method, students is passive and teacher is busy in thinking. This is a long method. This is a short method. This requires more hard work and consumes more time. This requires less hard work and consumes less time.
- 31. Lecture Method • Lecture method is aimed at helping students acquire procedural knowledge exercised in the performance of some task. Procedural knowledge refers to skills needed in the performance of a task.
- 32. INSTRUCTIONAL CHARACTERISTICS • The strategy is teacher-directed. • The emphasis is on the teaching of skill. Each step must be mastered, hence the students gain “how” rather than “what”. It is termed procedural knowledge. • Taught in a step-by-step fashion, it ensures the learning of the entire procedure with no step missed. • Lesson objectives include easily observed behaviors that can be measured accurately. • This is a form of learning through imitation, sometimes termed “behavioral modeling”. • This can also be used to teach facts, principles, and laws.
- 33. Steps of the Direct or Lecture Method • To employ the methodology in teaching skill/s, follow these steps: • Provide the rationale, • Demonstrate the skill, • Provide guided practice until mastery, • Check for understanding and provide feedback, • Provide extended practice and transfer, and • Assess learning at the end.
- 34. GUIDELINES FOR ITS EFFECTIVE USE • The students must be given ample time for practice. • They must be included in the planning stage since this technique is highly task-oriented and aimed at mastery of every step. The lesson objectives are student-based. • Describe the testing situation and specify the level of performance expected. • Divide complex skills and understanding into sub-skills or into its component steps so they can be taught easily and with precision.
- 35. • Design own strategy in teaching each skill which will eventually contribute to the learning of the entire skill. • Before the demonstration, carefully rehearse all steps. The steps should be observed and followed. • Assign practice for short periods of time, then continue learning by imitating others. • Provide feedback and encouragement through praises. Positively motivated, the students will never get tired practicing. • Be able to construct good performance- based tests.
- 36. Merits of Lecture Method
- 37. Demerits of Lecture Method
- 38. Demonstration Method • As the name implies, in the demonstration method the teacher or an assigned student or group shows how a process is done while the students become observers. • The demonstrator is knowledgeable in preparing the apparatus needed according to the steps to be followed. The rest of the class becomes focused on the activity and concentration on the subject is assured.
- 39. • Demonstration is a learning activity which is performed by a student, a group of 3 to 4 members or a teacher while the rest become observers. • Teacher-dominated. • Teachers show how to operate, manipulate an equipment while the class observes. • Teacher should be knowledgeable in preparing the apparatus needed according to the steps to be followed. • The rest of the class becomes focused on the activity and concentration on the subject is assured.
- 40. Examples • How to focus a microscope. • Preserving flowers and other specimens. • Performing First-Aid. • How to mix ingredients for a menu.
- 41. GUIDELINES FOR ITS EFFECTIVE USE BEFORE • The demonstrator/s must be well-selected. He/she/they must be skilled in operating modern equipment and proficient in undertaking scientific investigations. • When planning the activities make sure that the materials are easily available. Likewise, get prepared with possible substitutes. • Get ready with the equipment and tools to be used. Demonstration should be scheduled as to day and class period. • The demonstrator must try the activity several times before the real demonstrations for a smooth sequencing of the steps as well as accuracy of the result.
- 42. • The observers must be prepared and motivated to ensure concentration throughout the activity. • The demonstrator must be ready with on- the- spot revision/s such as alternative steps or substitute materials when needed. • Arrange the observers around the demonstration area or at a distance where they will be able to observe fully what is going on. • Depending on the kind of demonstration to be undertaken, pointers or questions may be given to focus students’ attention and avoid irrelevant observations.
- 43. DURING • The place must be quiet in order to sustain the observers’ attention and interest during the activity. • Extreme care must be taken in performing some delicate steps. • The activity must not be interrupted by unnecessary announcements or noise in the surroundings. • They are allowed to take down short notes or record some data which may be analyzed after.
- 44. AFTER • Allow some questions which bothered them during the demonstration. • An examination of the observed data and all information recorded follows. • Have an analysis of trends, patterns or uniform occurrences that can help in arriving at a conclusion. • The solution or summary must be cooperatively undertaken by the whole class. • Assess learning by way of a short test, an oral evaluation or a performance test.
- 45. ADVANTAGES • The demonstration method follows a systematic procedure. • The use of expensive equipment and machines will be maximized. • Possible wastage of time, effort and resources will be avoided since the demonstration is supposed to be well- planned in advance. • It will not result to trial and error learning as what happens with unplanned learning activities. • The findings are reliable and accurate since the procedure has bee tried before. • The value of confidence is developed among the demonstrators for such hands-on demonstration. • Curiosity and keen observing ability are instilled among the observers.
- 46. Inquiry Method • We will never be able to help children learn if we tell them everything they need to know. Rather, we must provide them with opportunities to explore, inquire and discover new learning. The core of inquiry is a spontaneous and a self- directed exploration.
- 47. STEPS IN THE INQUIRY METHOD • Define the topic or introduce the question. • Guide students plan where and how to gather data and information. • Students present findings through graph, charts, PowerPoint presentation, models, and writing.
- 48. INSTRUCTIONAL CHARACTERISTICS • The following are commonly observed characteristics of the discovery/inquiry method: • Investigative processes such as inferring, hypothesizing, measuring, predicting, classifying, analyzing, and experimenting, formulating conclusions and generalizations are employed. • The procedure in gathering information is not prescribed by the teachers. • The children are highly motivated to search, hence active participation is the best indicator of inquisitiveness.
- 49. • The answers arrived at are genuine products of their own efforts. • Focused questions before, during and after are critical ingredients that provide direction and sustain action.
- 50. OUTCOMES OF INQUIRY TEACHING • Its emphasis is on the processes of gathering and processing of information • Its dependence on firsthand experience with objects and phenomena occurring in the environment is certainly in agreement with the most often cited theory of Piaget on intellectual development. • The inquiry approach which predominantly allows some degree of freedom develops initiative and divergent thinking.
- 51. • A deep sense of responsibility is developed when learners are left to manage their own learning, be it in pursuit of answers, mastery of content or simply solving a problem that confronts them instantly. • Educators strongly believes that facts and concepts that learners discover by themselves become stored as part of their permanent learning. • Experiencing success in inquiry- based/discovery lessons builds up the learners’ feeling of confidence. • Participation in inquiry activities strengthens learners’ intellectual capabilities.
- 52. HOW TO FACILITATE INQUIRY TEACHING • Arrange for an ideal room setting. • Choose tools and equipment that can easily be manipulated. • The materials to be used or examine must lend themselves easily to the processes to be employed and the end product desired. • The questions/problems to be answered should originate from the learners, followed by the formulation of hypothesis.
- 53. • The procedure should likewise be planned by them. • At the completion of the activity, require an evaluation of the steps undertaken as to its effectiveness and the clarity of the results. • Above all, the teacher himself/herself should internalize his/her changed role to that of a guide, facilitator, and counselor rather than the traditional authority who not only determines the material to be learned but also dictates how it should be learned.
- 54. Problem Solving Method • Problem solving is a teaching strategy that employs the scientific method in searching for information. The five basic steps of scientific method or investigatory process are: 1. Sensing and defining the problem 2. Formulating hypothesis 3. Testing the likely hypothesis 4. Analysis, interpretation and evaluation of evidence 5. Formulating conclusion
- 55. GUIDELINES FOR ITS EFFECTIVE USE • Provide sufficient training in defining and stating the problem in a clear and concise manner. • Make sure that the problem to be solved fits the age, interests and the skills of the students. • Group the students and allow each one to share in the tasks to be performed.
- 56. • Guide them at every step by asking leading questions in case of snags. • Get ready with substitutions for materials which may not be available. • The emphasis is on the procedure and the processes employed rather than on the products. • The development of skills and attitudes takes priority over knowledge. • Involve the students in determining the criteria with which they will be evaluated.
- 57. ADVANTAGES • This method is most effective in developing skill in employing the science processes. • The scientific method can likewise be used effectively in other non-science objects. • The student’s active involvement resulting in meaningful experiences serves as a strong motivation to follow the scientific procedure in future undertakings.
- 58. • Problem solving develops higher level thinking skills. • A keen sense of responsibility, originality and resourcefulness are developed, which are much needed ingredients for independent study. • The students become appreciative and grateful for the achievement of scientists. • Critical thinking, open-mindedness and wise judgment are among scientific attitudes and values inculcated through competence in the scientific method. • The students learn to accept the opinions and evidence shared by others.