Teaching-Methods-Techniques-and-Strategies-in-Teaching.pdf
- 1. Teaching Methods, Techniques and Strategies in Teaching EPP
- 2. What’s the difference? Teaching Approaches Teaching Strategies Teaching Methods Teaching Techniques
- 3. A set of principles, beliefs or ideas about the nature of learning which is translated into the classroom. Teaching Approaches
- 4. It springs from a teacher’s own philosophy of education, the nature of education, the role of the teacher and that of the student. Teaching Approaches
- 5. A long-term plan of action designed to achieve a particular goal. Strategy applies to many disparate fields such as a military strategy, economic strategy, teaching strategy and the like. Teaching Strategy
- 6. – is a systematic way of doing something. It implies an orderly logical arrangement of steps. It is more procedural. Teaching Methods
- 7. – is a well-defined procedure used to accomplish a specific activity or task. It is a teacher’s particular style or trick used to accomplish an immediate objective. Techniques are consistent with a given approach, strategy and method. Teaching Techniques
- 8. An approach gives rise to a strategy which may use more than one method of teaching. One teaching method may be employed differently by two different teachers whose teaching style may lead to the use of different techniques. Techniques has something to do with teacher’s personal style of teaching. SUMMARY
- 10. Teacher-centered Approach – the teacher is perceived to be the only reliable source of information in contrast to the learner- centered approach which is premised on the belief that the learner is also an important resource because he/she too knows something and is therefore capable of sharing something.
- 11. Teacher-centered Approach ❑Teaching consists of teacher telling and prescribing what learners should do. ❑The teacher –centered approach is teacher dominated.
- 12. Banking Approach - teacher deposits knowledge into the “empty” minds of students for students to commit to memory. ❑The students are perceived to be “empty receptacles” willing to be filled.
- 13. Banking Approach ❑ These facts that are deposited are withdrawn gradually every time quizzes/tests are given until at the end of the term everything is withdrawn in the final examinations thus students’ minds are once more empty ready to filled in the next school year.
- 14. Subject-mattered Approach - subject matter gains primacy over that of the learner. By all means teacher finishes teaching subject matter as scheduled even if the learners have not learned it.
- 15. Subject-mattered Approach ❑ Sticking to course syllabus or lesson plan is priority of the subject- centered teachers. It is also teacher- dominated. ❑ In contrast in the learner-centered classroom the teacher makes adjustments in his/her lesson plans to accommodate learner’s interest and concerns.
- 16. Disciplinal Approach – limits the teacher in discussing his/her lessons within the boundary of his/her subject matter.
- 17. Interactive Classroom/Learner- centered Approach – more student talk and less teacher talk. Students are given the opportunity to interact with teacher and with other students.
- 18. Collaborative Approach – welcome group work, team work, partnership, group discussion.
- 19. Individualistic Approach – want individual students working by themselves.
- 20. Constructivist Approach – students are expected to construct knowledge and meaning out of what they are taught by connecting them to prior experience.
- 21. Integrated Teaching Approach – makes the teacher connects what he/she teaches to the other lessons of the same subject (intra disciplinary) or connects his/her lessons with other subjects thus making his/her approach inter disciplinary and multidisciplinary.
- 22. Direct Teaching Approach – teacher directly tells or shows or demonstrates what is to be taught.
- 23. Guided Approach – teacher guides the learner to discover things for himself/herself. The teacher facilitates the learning process by allowing the learner to be engaged in the learning process with his/her guidance.
- 24. OTHER TEACHING APPROCAHES ❑Research-based Approach – teaching and learning are anchored on research findings.
- 25. OTHER TEACHING APPROCAHES ❑Whole Child Approach – the learning process itself takes into account not only the academic needs of the learners, but also their emotional, creative, psychological, spiritual and developmental needs.
- 26. OTHER TEACHING APPROCAHES ❑Metacognitive Approach – the teaching process brings the learner to the process of thinking about thinking. The learner reflects on what he learned and on his/her ways of learning.
- 27. OTHER TEACHING APPROCAHES ❑Problem-based Approach - the teaching-learning process is focused on problems. Time is spent on analyzing and solving problems.
- 29. Demonstration Method - the teacher or an assigned student or group shows how a process is done while the students become observers.
- 30. Demonstration Method ❑This method is employed in presenting lesson that use sophisticated equipment and technical know-how.
- 31. Demonstration Method ❑The demonstrator is knowledgeable in preparing the materials needed according to the steps to be followed.
- 32. Demonstration Method ❑The rest of the class becomes focused on the activity and concentration on the subject is assured.
- 33. The demonstration method in teaching can be defined as giving a demo or performing a specific activity or concept. In other words, the demonstration method is a teaching-learning process carried out in a very systematic manner.
- 34. Demonstration often occurs when students have a difficult time connecting theories to actual practice or when students are unable to understand the application of theories.
- 35. In order to ensure, the demonstration method is a success, three things needed to be followed- (a) The object being displayed during the demonstration method should not be very small. (b) During the demonstration method, clear and simple language should be used so that pupils may understand concepts easily. (c) The pupils should be able to question teachers in order to remove their difficulties.
- 36. ❑ The demonstration method is a great way to call for active participation from the students. ❑ A lot of time teachers can ask the students to participate while presenting to the class. ❑ This keeps them interested throughout rather than getting bored as compared to lectures where they have to sit quietly for hours and listen. ❑ It is a practical way of teaching where a complex or difficult topic can be easily explained with the help of charts, and many other props.
- 37. Characteristics of Demonstration Method 1.The demonstration should be carried out in a simple and easy manner or way. 2.In this strategy, full attention should be paid to all the students in the class. 3.Goals and objectives of the demonstration should be very clear.
- 38. Characteristics of Demonstration Method 3. It should be carried out with a well- planned strategy. 4. A set Time should be dedicated to the rehearsal before the demonstration.
- 39. Steps of Demonstration Method 1. Planning and preparation 2.Introduction of the lesson 3.Presentation of the subject 4.Demonstration method 5.Teaching Aids 6.Evaluation
- 40. 1. Planning and preparation • Thorough detailed preparation of the subject matter. • Well structured lesson planning • Complete collection of material for demonstration. • Rehearsal of demonstration.
- 41. 2. Introduction of the lesson •The teacher should always try to motivate students and prepare them mentally for the demonstration method. •The lesson can also be started with some simple and interesting experiments, some fascinating stories, or a common event that everyone can relate to.
- 42. 2. Introduction of the lesson •The teacher should introduce the lesson to students keeping in mind the following things. ✓ Individual differences ✓ Environmental setup ✓ Differentiated Experiences
- 43. 3. Presentation of the subject In the demonstration method of teaching, the presentation of subject matter is very important. The principle of reflecting thinking should be kept in mind. The teacher should attempt to teach the student in such a way that their previous knowledge can be attached to their new knowledge, thereby further enhancing it.
- 44. 4. Demonstration method The performance in the demonstration table should be ideal for the student. The demonstration should be neat and clean.
- 45. 5. Teaching Aids The teacher can use various teaching aids like models, blackboard, graphs, etc. during the demonstration.
- 46. 6. Evaluation In this last step, evaluation of the whole demonstration should be done, so that it can be made more effective and efficient for the future.
- 48. How to Assess Students' Learning and Performance 1.Creating assignments. 2.Creating exams. 3.Using classroom assessment techniques. 4.Using concept maps. 5.Using concept tests. 6.Assessing group work. 7.Creating and using rubrics.
- 50. Hands-On Learning -is another way to learn. - Some children learn best by looking at visuals. Some children learn best by listening to a parent or teacher speak.
- 51. Project Method - learners solved a practical problem over a period of several days or weeks. The projects may be suggested by the teacher, but they are planned and executed as far as possible by the students themselves, individually or in groups.
- 54. Parts of Detailed Lesson Plan A typical DLP contains the following parts: I. Objectives II. Content III. Procedures IV. Evaluation V. Assignment
- 55. Parts of Detailed Lesson Log A typical DLP contains the following parts: I. Objectives II. Content III. Learning Resources IV. Procedures V. Remarks VI. Reflection
- 56. Learning Objectives •Should be CLEAR •SMART- Specific, measurable, Attainable, Relevant and Time-bound
- 57. How to write/formulate learning objectives? 1.Know your audience. Understanding your audience is a key part of establishing learning objectives. 2.Identify what you expect others to learn. 3.Establish a specific objective. 4.Indicate how the learned skill or knowledge will be used. 5.Outline how the learned knowledge will be measured.
- 58. Using Bloom’s Taxonomy to Write Effective Learning Outcomes •Bloom’s Taxonomy is a classification of the different objectives and skills that educators set for their students (learning outcomes).
- 59. Using Bloom’s Taxonomy to Write Effective Learning Outcomes • The taxonomy was proposed in 1956 by Benjamin Bloom, an educational psychologist at the University of Chicago. • The terminology has been recently updated to include the following six levels of learning. These 6 levels can be used to structure the learning outcomes, lessons, and assessments of your course.
- 61. How Bloom’s can aid in course design? • Bloom’s taxonomy is a powerful tool to help develop learning outcomes because it explains the process of learning: • Before you can understand a concept, you must remember it. • To apply a concept you must first understand it. • In order to evaluate a process, you must have analyzed it. • To create an accurate conclusion, you must have completed a thorough evaluation.
- 66. Formulate learning objectives •Topics- 1. Planting Trees and Fruit Trees 2. Planting Ornamental Plants 3. Basic mensuration 4. Preparing Healthy foods 5. The ideal entrepreneur
- 67. II. Content/Subject Matter •Topic •Reference •Page Number •Authors •Approaches •Strategies •Materials •Subject Integration •Values Integration
- 68. III. Procedures •Preliminaries • Prayer • Greetings • Classroom management • Checking of attendance • Review and Motivation •Lesson Proper • Activity • Analysis • Abstraction • application
- 71. Thank you!