General Methods in Teaching

1. The concepts and principles of
teaching
General Methods in Teaching
Discussion Method
BS CHEMISTRY II

2. 1 The Concept and Principles of Teaching
Teaching is one of the instruments of education and is a special function is to impart understanding and skill. The main
function of teaching is to make learning effective. The learning process would get completed as a result of teaching. So,
teaching and learning are very closely related.
1.1 Concept of teaching
Teaching is a process in which one individual teaches or instruct another individual. Teaching is considered as the act of
imparting instructions to the learners in the classroom situation. It is watching systematically. Dewey: - considers it as a
manipulation of the situation, where the learner will acquire skills and insight with his own initiation. Teaching can be
defined as engagement with learners to enable their understanding and application of knowledge, concepts and processes. It
includes design, content selection, delivery, assessment and reflection.
To teach is to engage students in learning; thus teaching consists of getting students involved in the active construction of
knowledge. A teacher requires not only knowledge of subject matter, but knowledge of how students learn and how to
transform them into active learners. Good teaching, then, requires a commitment to systematic understanding of learning. The
aim of teaching is not only to transmit information, but also to transform students from passive recipients of other people's
knowledge into active constructors of their own and others' knowledge. The teacher cannot transform without the student's
active participation, of course. Teaching is fundamentally about creating the pedagogical, social, and ethical conditions under
which students agree to take charge of their own learning, individually and collectively.

3. 1.2 Nature and characteristic of teaching:
Teaching is a social and cultural process, which is planned in order to enable an individual to learn something in his life. We
can describe the nature and characteristics of teaching in following way:-
(1) Teaching is a complete social process
Teaching is undertaken for the society and by the society. With ever changing social ideas, it is not possible to describe exact
and permanent nature of teaching.
(2) Teaching is giving information
Teaching tells students about the things they have to know and students cannot find out themselves. Communication of
knowledge is an essential part of teaching.
(3) Teaching is an interactive process
Teaching is an interactive process between the student and the teaching sources, which is essential for the guidance,
progress, and development of students.
(4) Teaching is a process of development and learning.
(5) Teaching causes a change in behavior.
(6) Teaching is art as well as science.
(7) Teaching is face to face encounter.
(8) Teaching is observable, measurable and modifiable.
(9) Teaching is skilled occupation:- Every successful teacher is expected to know the general methods of teaching-learning
situations.
(10) Teaching facilitates learning.
(11) Teaching is both conscious and an unconscious process.

4. Necessary features of teaching
The following statements represent characteristics that are common to all content areas.
Learning Climate: A safe environment supported by the teacher in which high, clear expectations and positive
relationships are fostered; active learning is promoted
Classroom Assessment and Reflection: The teacher and student collaboratively gather information and reflect on learning
through a systematic process that informs instruction
Instructional Rigor and Student Engagement: A teacher supports and encourages a student’s commitment to initiate and
complete complex, inquiry-based learning requiring creative and critical thinking with attention to problem solving
Instructional Relevance: A teacher’s ability to facilitate learning experiences that are meaningful to students and prepare
them for their futures.
Knowledge of Content: A teacher’s understanding and application of the current theories, principles, concepts and skills of
a discipline.

5. 1.3 Planning for teaching
A teaching plan is a document that outlines your goals for teaching a particular subject or topic. It helps you
organize your thoughts and ideas, making it easier for you to be prepared for your classes.
A teaching plan doesn’t have to be complicated – in fact, the simpler it is, the better. However, it should include all
of the necessary details about your lessons. This includes the lesson’s objectives, the teaching materials you’ll
need, and the steps you’ll take to teach the material.
A teaching plan is essential because it helps you be a more effective teacher. Here are some more benefits of using
a teaching plan.
It helps you to be more organized.
It helps you to be more prepared
It helps you to focus on your goals.
It helps you to save time.
It helps you to improve your teaching.

6. 1.4 Principles of teaching
Teaching is a complex, multifaceted activity, often requiring us as instructors to juggle multiple tasks and goals
simultaneously and flexibly. The following small but powerful set of principles can make teaching both more effective and
more efficient, by helping us create the conditions that support student learning and minimize the need for revising
materials, content, and policies. While implementing these principles requires a commitment in time and effort, it often
saves time and energy later on.
Effective teaching involves acquiring relevant knowledge about students and using that knowledge to inform our
course design and classroom teaching. When we teach, we do not just teach the content, we teach students the content.
A variety of student characteristics can affect learning. For example, students’ cultural and generational backgrounds
influence how they see the world; disciplinary backgrounds lead students to approach problems in different ways; and
students’ prior knowledge (both accurate and inaccurate aspects) shapes new learning. Although we cannot adequately
measure all of these characteristics, gathering the most relevant information as early as possible in course planning and
continuing to do so during the semester can (a) inform course design (e.g., decisions about objectives, pacing, examples,
format), (b) help explain student difficulties (e.g., identification of common misconceptions), and (c) guide instructional
adaptations (e.g., recognition of the need for additional practice).
Effective teaching involves aligning the three major components of instruction: learning objectives, assessments, and
instructional activities. Taking the time to do this upfront saves time in the end and leads to a better course. Teaching is
more effective and student learning is enhanced when (a) we, as instructors, articulate a clear set of learning objectives
(i.e., the knowledge and skills that we expect students to demonstrate by the end of a course); (b) the instructional
activities (e.g., case studies, labs, discussions, readings) support these learning objectives by providing goal-oriented
practice; and (c) the assessments (e.g., tests, papers, problem sets, performances) provide opportunities for students to
demonstrate and practice the knowledge and skills articulated in the objectives, and for instructors to offer targeted
feedback that can guide further learning.

7. Effective teaching involves prioritizing the knowledge and skills we choose to focus on.
Coverage is the enemy: Don’t try to do too much in a single course. Too many topics work against student learning, so it is
necessary for us to make decisions – sometimes difficult ones – about what we will and will not include in a course. This
involves (a) recognizing the parameters of the course (e.g., class size, students’ backgrounds and experiences, course
position in the curriculum sequence, number of course units), (b) setting our priorities for student learning, and (c)
determining a set of objectives that can be reasonably accomplished.
Effective teaching involves recognizing and overcoming our expert blind spots.
We are not our students! As experts, we tend to access and apply knowledge automatically and unconsciously (e.g., make
connections, draw on relevant bodies of knowledge, and choose appropriate strategies) and so we often skip or combine
critical steps when we teach. Students, on the other hand, don’t yet have sufficient background and experience to make
these leaps and can become confused, draw incorrect conclusions, or fail to develop important skills. They need instructors
to break tasks into component steps, explain connections explicitly, and model processes in detail. Though it is difficult for
experts to do this, we need to identify and explicitly communicate to students the knowledge and skills we take for
granted, so that students can see expert thinking in action and practice applying it themselves.
Effective teaching involves adopting appropriate teaching roles to support our learning goals.
Even though students are ultimately responsible for their own learning, the roles we assume as instructors are critical in
guiding students’ thinking and behavior. We can take on a variety of roles in our teaching (e.g., synthesizer, moderator,
challenger, commentator). These roles should be chosen in service of the learning objectives and in support of the
instructional activities. For example, if the objective is for students to be able to analyze arguments from a case or written
text, the most productive instructor role might be to frame, guide and moderate a discussion. If the objective is to help
students learn to defend their positions or creative choices as they present their work, our role might be to challenge them
to explain their decisions and consider alternative perspectives. Such roles may be constant or variable across the semester
depending on the learning objectives.

8. 2 Teaching Methods/ Strategies and their selection
2.1 Concept of methods, strategies, tactics, and techniques
Before moving to the teaching strategies, I would like to add a quote from Benjamin Franklin, which says:
‘Tell me and I forgot. Teach me and I remember. Involve me and I learn.’
Strategy:
Strategy usually requires some sort of planning for setting goals. Learning strategies is a teacher of learning activities undertaken
with the aim of the learning process that takes place in the classroom can achieve (goals) to effectively and efficiently. In principle
the learning strategy of conceptual plans that will decisions be taken in the learning process. Viewed from the side of the strategy,
can be grouped into two general categories: exposition-discovery learning, and group-individual learning. Learning strategy is still
conceptual, necessary for the implementation of certain teaching methods. Strategy defines your long-term goals and how you’re
planning to achieve them. In other words, your strategy gives you the path you need toward achieving your organization’s mission
Method:
Method can be considered as a way of learning that must be taken to realize the plan that has been a teacher in real and practical
activities in the classroom to achieve learning activities. Thus, the strategy is “a plan for achieving goals” while the method is “a
way for achieving goals”. Method is a settle kind of procedure, usually according to a definite, established, logical, or systematic
plan. Method is general way in which activity is conducted. A method is a plan for presenting the language material to be learned
and should be based upon a selected approach. Teaching method: refers to how you apply your answer from the question stated in
teaching approaches to your day to day instruction in front of your students. A method is a set of procedures that describe how to
teach a language. A method is the way you apply these theories and principles. A method is an overall plan for the orderly
presentation of language material, no part of which contradict, and all of which is based upon the selected approach. There are
many methods of learning: lecture, demonstration, discussion, simulation, laboratory, field experience, brainstorming, debates,
symposium, and so forth.

9. Technique:
Technique is the various methods and process developed through knowledge, skill, and experience. Technique is a very
specific, concrete stratagem or trick designed to accomplish an immediate objective. Technique is a procedure or skill for
completing a specific task. Teaching technique: these are little sneaky tricks we all know and use to get the job done in the
classroom. Technique means a systematic procedure, formula, or routine by which a task is accomplished. Techniques are
steps to achieve certain goals. Technique is a classroom device or activity and it is more specific than method. A technique
is the tools and task you use to make your method succeed. A technique is implementation. Techniques must be consistent
with a method and therefore in harmony with an approach. Technique is a practical method or art applied to some
particular task or skillfulness in the command of fundamentals deriving from practice and familiarity. Learning techniques
is the way in which teacher in carrying out the method of learning.
Tactics are much more concrete and are often oriented toward smaller steps and a shorter time frame along the way. They
involve best practices, specific plans, resources, etc. They’re also called “initiatives.”
2.2 Criteria for selection of a method/ strategy
Teaching methods are the broader techniques used to help students achieve learning outcomes, while activities are the
different ways of implementing these methods. Teaching methods help students:
master the content of the course
learn how to apply the content in particular contexts
Instructors should identify which teaching methods will properly support a particular learning outcome. Its effectiveness
depends on this alignment. To make the most appropriate choice, an instructor should consider learning outcomes, student
needs and the learning environment.

10. 2.3 Selection of Method / technique
There is no simple and instant way of selecting a teaching method, we must consider several factors.
 purpose or objective of learning
 level required
 class size,
 local constraints
 time duration and available and facilities,
 psychology of learners

11. 3. Methods of teaching
3.1 Lecture Method of Teaching
In the field of education this method of teaching is the best tool to explain any topic to students. In the lecture method,
only the teacher is talking and the students are just listening. It is a teacher directed instruction implies that all those
students being taught at a particular time need to learn the same thing, can benefit from the same type and level of
instruction. This method is normally used for all types of content. This is a technical era; we can have everything on the
internet without the help of others. But that is not the best way to understand any topic. In this method of teaching
students can ask the questions to the teacher and they can raise any query about any topic. In the lecture method of
teaching the teacher are well qualified and they can pay attention to the student personally.

12. Content with exercises
Lecture is very common teaching method among social studies teachers. It is generated by Idealism philosophy. Input is
directly provided by teachers who communicate the new information or process its major function of giving information; it
plays few unique roles which cannot be performed by other inanimate sources.
The teacher may use it to motivate the students. It is through listening to lecture that student are attracted to different areas of
studies in social science.
Moreover, the teacher may use it to integrate various source of information. The lecture follows some scientific steps through
which it is carried out. There are planning and delivery, Instruction, Development and Consolidation. In both two steps
content plays a very crucial role, so lectures are comprised of two components: Content and delivery.

13. 1.Introduction of a Lecture: - Introductory phase also called warm-up phase. Here the main task of teacher is to establish
rapport with the students, creating interest and motivation among them and gradually lead the learners to the next phase. At
this stage the teacher relates the new topic to the one already taught and to the previous experience.
2. Development Phase: - The transaction of ideas and information between the teacher and the learner take place at this
phase. This is also called presentation phase. It is most important phase of a lecture. Teacher explains concepts and
principles, provide facts, furnish data, Quotes, figure, etc., to the learners. Here the techniques of association and
generalization should be fully utilized. In order to explain the content matter, the teacher cites examples, use communication
aids, give analogies and illustrations, etc. Where required, the teacher also adopts different non-verbal communication
techniques such as gestures, postures, etc., to facilitate teaching. The new and the old must be tied together to provide the
students with a cohesive package of concepts that may be used further to achieve added knowledge. It means it is a kind of
preparation and stage setting.
3.Consolidation Phase: - This is the concluding phase of a lecture. Hence the teacher recapitulates whatever he has
explained; then summarizes the main teaching points of the lecture either verbally or writing them on black board or by
using a multimedia. Teacher also asks a few questions on the content matter covered in order to evaluate the students
understanding. Thus, the teacher gets to know the learning difficulty of students and accordingly modify his teaching. The
teacher also gives some assignments to the students which they are expected to complete and bring back for the teacher’s
remarks. The teacher also informs the students what the next lecture would deal with.

14. Elements of Delivery
Vocals
Vocal The basic concept is that you are communicating with each individual in the audience. You have to speak
loudly enough to be heard, clearly.
Intonation Intonation is range of your voice. Some speakers are monotone, which trends to be boring; on the other
hand, some speakers are too histrionic, which tends to become tiresome. A natural speaking voice with a
good range of inflection works best.
Loudness Too soft and the audience cannot hear you. Too loud and they will not want to of the two too loud is
preferable, but somewhat in the middle is “Just right”
Body Language
Rate Speaking too fast does not give students time to digest what is being said. Too slow puts them sleep.
Stress Two extreme are none and wild. Gestures and movement convey a sense of comfort with the material.
They can be used along with vocal variation to stress the importance of something or simply to point out
an important part of a visual
Movement Two extremes of movement are: clutching the podium and pacing the room. Both are distracting to the
communication process. Movement should be a natural flow, from the podium to the board of audience.
Changing location causes the students to refocus their attention, and keep students alert.
Visuals
Chalk board Two extremes of chalkboard use are: Too much time spent writing information on the board, which could
have been provided in a handout; and no use of the board, when it would have been helpful to the learners.
Graphics complexity The biggest problems with graphics are that they are usually too small to read and contain too much
material. Keep graphics simple and large
Graphics use Discuss the graphic in your lecture. A graphic that is not referenced during the lecture is not much help.
The graphic is an elaboration to aid recall of verbal information or propositions

15. Advantages.
This method has certain merits, and I am sure that whenever you will practice it you feel these advantages.
1. Lecture can be used to impart knowledge pertaining to all branches of social studies.
2. Lecture technique is very economical and can be made very effective with proper planning and execution
3. This method is best used when the instructor wishes to teach content of a factual or perceptual nature.
4. This method can profitably be used when the instructor feels it is essential to supply students with a variation in view
points and scholarly analyses or with multiple points of view that are not readily available or that are presented in
inadequate form.
5. This Method is good means of giving students a background in the history of the development of the subject.
6. This method is an excellent way of explaining definitions, labels, and terms essential to an understanding of discipline.
7. This method often conveys to students the feel in that they are receiving information on the “expert level”, that is, there
is a competent basis for the information
8. This method provides the student take adequate notes, permit students to take with them reference material on a
discipline, unlike other methods.
9. You can demonstrate and use any type of media while teaching
10. It can be easily revived.
11. The teacher can be a model.
12. Students become more familiar with the teacher.
13. Large material of any subject can be covered and discussed.
14. Large material of any subject can be explained in a short span of time.

16. Disadvantages.
1. Lecture method is usually somewhat inferior to that of other teaching methods in developing student’s problem-solving
skills. Lecture method is not well suited to the development of high-level intellectual skills and attitudes.
2. The method does not appear to focus on Conceptual learning as much as factual or perceptual learning.
3. The method neither takes into consideration nor accounts for the differences of interest, knowledge, skills and intellectual
abilities and high level cognitive skills of student.
4. Lecture method as usually practiced, does not provide for an immediate feedback about its effectiveness.
5. The amount of information or knowledge absorbed by students via the lecture may vary greatly from student to student.
6. The lecture when properly prepared and delivered, demands an enormous amount of time, energy and focus.
7. In the lecture, the students remain relatively passive.
8. Lecture method does not provide for long term recall of subject matter.
9. It wastes time of student if the lectures are repetitive of what is found in the assigned reading or text books.
10. It gives students no opportunity to express their reactions and is therefore less “democratic” than other procedures of
teaching.
11. It promotes the authoritarian role of instruction and minimizes the importance of student’s spirit of curiosity and scientific
inquisitiveness.
12. It tends to widen the gap between the instructor and the students by setting them apart and on different level of classroom.
13. It bores the students, especially when the instructor has hypnotic, monotonous voice which lulls the class into sleep.

17. Conclusion –
The lecture method is the most convenient and economical way to teach subjects. Apart from the blackboard, there
is almost no need to use scientific equipment, experiments and tools. The lecture method is an information-centric
and teacher-led method. In this method, the teacher acts as a role-playing resource in classroom learning. In this
way, the only teacher speaks while the students listen passively. As the interaction between the student and the
teacher ceased, this caused boredom in the classroom.

18. 3.2 Textbook Reading Systems
The ultimate goal of reading is to obtain information. However, it is not always necessary to slowly indulge in the whole
volume of text to achieve it. This is especially true when it comes to busy students having to go through numerous
textbooks, lecture notes, and handouts on a weekly basis.
Luckily, there are active reading strategies used to improve the effectiveness of how you read and memorize the study
material.
What Is the Right Approach to Reading Textbooks?
There are three styles of reading textbooks: skimming, scanning, and in-depth reading. Which one to use depends on
your learning goals and the deadlines you are facing. Let's take a look at each of them in detail.
Skimming
Skimming is about going through the text by reading the headings and first sentences of paragraphs. There are three
types of skimming:
Preview is used for determining the need to read, such as when searching for material online or sorting emails. Read the
first paragraph, the headings, and the first sentences of the following paragraphs.
Overview is useful for getting a better understanding of the text without planning to proceed to in-depth studying of the
material. In addition to doing the preview, pay attention to text structure and keywords.
Review the text by briefly looking through it to refresh the information in your memory after having read it some time
ago. Prepare to memorize as much as possible before going through the text and concentrate on the order of events and
essential details - names, places, terms.

19. Scanning
When using the scanning method, you don't have to read the entire text but rather look for a specific keyword or an answer to
a question. This approach is perfect for the search of information in a book or an educational article.
Make sure you are aware of what exactly you are looking for. Think about how the information you are searching for may
appear and browse the page without going into in-depth reading until you find out the keywords that sound relevant to your
article or chapter questions.
In-Depth Reading
This is the most time and effort-consuming reading style from the ones mentioned here. However, it is still a lot more
effective and fast than a regular reading process! In-depth reading is a study strategy that allows you to focus on the parts of
the text that are difficult to comprehend and understand the key terms and the author's ideas.
If outstanding reading comprehension is required for you not to fail the course assessment, it is wise to opt for an in-depth
reading method. However, there is no one-fit-all solution when it comes to effective textbook reading.
RIDAApproach
Read - Imagine - Describe - Add
Read a chapter or section.
Imagine the events described as if in a movie or an animation.
Describe what you've read in your own words while recalling the scenes you've imagined.
Add details as you read.
The RIDA strategy engages the imagination, which is great for long-term memory. The trick is to imagine scenes while
reading as vividly as possible. This method is fun and life-changing when it comes to studying literature and history lessons.

20. RAP Strategy
Read - Ask - Put
1. Read through a paragraph or section. It is advisable not to read large volumes at once but rather divide the text into smaller
parts for better memorization.
2. Ask yourself questions about the passage you've read. What was it about? What are its main ideas? What is crucial to
remember?
3. Put the answers to those questions into your own words. At this point, note-taking is recommendable for the sake of future
revision of the material.
The RAP strategy is based on retelling the content you've read and works miracles for in-depth studying of research papers and
textbooks, especially when it comes to phrases or paragraphs challenging for comprehension.

21. SQ3R Strategy
Survey - Question - Read - Recite - Review
1. Survey the material by pre-reading or skimming through the text and paying attention to the headings and figures.
2. Question yourself on the keywords and subheadings you've noticed.
3. Read the text thoughtfully, keeping in mind the review questions and trying to answer them.
4. Recite by making notes after reading. Rely on the short-term memory that captured the key concepts throughout the
reading process.
5. Review the notes you've taken and add the information you might have missed out on before.
The SQ3R method is ideal for delving into massive reading assignments and encourages effective reading through
previewing the material, questioning it, and taking concise notes.
Five "S" Method
Skim - Scan - Select - Slurp - Summarize
1. Skim the text, including the table of contents and summary, if applicable. Briefly browse the material from the
introduction to the end of the chapter, paying extra attention to the first sentences of each paragraph.
2. Scan for the main points and answers.
3. Select sections that deserve the most attention.
4. Slurp the important paragraphs and read them attentively.
5. Summarize what you've studied.

22. 3.3 Discussion Method
Discussion methods are a variety of forums for open-ended, collaborative exchange of ideas
among a teacher and students or among students for the purpose of furthering students thinking,
learning, problem solving, understanding, or literary appreciation. Participants present multiple
points of view, respond to the ideas of others, and reflect on their own ideas in an effort to build
their knowledge, understanding, or interpretation of the matter at hand.
Discussions may occur among members of a dyad, small group, or whole class and be teacher-led
or student-led. They frequently involve discussion of a written text, though discussion can also
focus on a problem, issue, or topic that has its basis in a “text” in the larger sense of the term (e.g.,
a discipline, the media, a societal norm). Other terms for discussions used for pedagogical
purposes are instructional conversations (Tharp & Gallimore, 1988) and substantive
conversations (Newmann, 1990).
A defining feature of discussion is that students have considerable agency in the construction of
knowledge, understanding, or interpretation. In other words, they have considerable “interpretive
authority” for evaluating the plausibility or validity of participants responses.

23. Types of Discussion
Mainly there are two types of discussion:
Spontaneous discussion & Planned discussion
(I) Spontaneous Discussion
It generally starts from students question about some current event that may be related to the topic
under study. Such a discussion is quite helpful to students as it helps them to understand current
events to analyze and relate facts to real life situations In such a discussion the knowledge of facts
is reviewed and an understanding is developed.
(ii) Planned Discussion
Such discussion may be initiated by the teacher by asking one student to present reports and
others to discuss them in detail. This technique needs a careful planning by the teacher by
including pertinent facts to the class and uniting them in the form of conclusions. An extensive
list of questions is made by the teacher and these should be injected into the discussion at
appropriate time. The teacher should at times emphasize a point and should see that all relevant
points are covered during discussion.

24. Advantages & Disadvantages of Discussion Method
oIt follows a spiral of learning principles. It is found to work well to the related content courses.
oIt helps in motivating the students through their participation in discussion.
oIt helps in developing students ability to express himself orally.
oIt helps to develop the powers of thinking and reasoning in the students.
oIt helps the students in analyzing critically and drawing conclusion judiciously.
oIt helps in creating a healthy rapport between the teacher and the taught.
Disadvantages of Discussion Method
oIn this method there is a chance that only a few students may dominate the whole discussion.
o It is possible that discussion is initiated on those aspects of the problem with which few prominent
ostudents of the class are concerned.
oIn this method there are chances that the students may be
oThis method is time consuming.
oThis method is not adaptable to all teaching-learning situations.
oIn this method it is very difficult to assess all the students in terms of learning outcomes.

25. Organization and Control
Following procedure may be adopted for organization and control of discussion:
(i) The discussion may be started by the students by giving facts, describing a situation etc.
(ii) The teacher may introduce the topic by providing data. Discussion should be stimulated by way of questioning by the
teacher.
(iii) The teacher in cooperation with the students should finalize important points and relevant facts.
(iv) For making the discussion interesting and lively it is desirable to cite the personal experiences of the students relat-
ing to the topic.
(v) illustrative material to be collected from various sources (e.g. museum other community resources etc.) and presented
in the class.
(vi) Various proposed solution given by students be presented to the class.
(vii) The summary of the work done and problems discussed be prepared by student leaders.
(viii) Debate-discussion should be initiated by pairs of students on significant and controversial topics.
(ix) Panel discussions, round table discussions, open forums and symposia should be arranged as per nature of the study.
Such type of discussions may have far reaching values for socialization of class-room discussion
The extent of success of the discussion depends primarily on the ability of the teacher in securing the whole hearted
cooperation of the students and selecting, organizing and conducting group discussions. In case teacher finds that student
volunteers are not forthcoming, then he should ask students to relate their experiences in such a way the whole of the
class is represented.

26. CLASS DISCUSSION STRATEGIES: Tech. tools
When it comes to technology, sometimes less is more. BUT! If students and teachers know how
to use technology to make discussions efficient and effective, they can be just what you need to
host meaningful class conversations across settings. These discussion strategies utilize tech tools
that enhance learning and connectedness.
1. Silent Discussions
Silent discussion strategies have been gaining momentum in the physical classroom, but they are
also convenient for online discussions.
Consider…students with devices where the microphones may or may not work? Noisy
distractions in the home environment? Students tuning in live from home with other students
sitting in the classroom?
Silent discussions can bridge the gap. Mentimeter, padlet, google forms

27. 2. Color-Coded Conversations
Students LOVE getting to choose their own font and colors while experiencing the novelty of multiple people
typing on the same doc. Teachers benefit by being able to quickly scan and follow the color-coded
contributors
3. Gallery Walks
There are several ways to organize gallery walks, which depend on the desired outcome and topic. Teachers
can create gallery walks by arranging a mix of photos and images around the room in stations. Students are
grouped and rotate between stations with a specific focus. One of the most important considerations is having
enough rich content for students to engage with that invites divergent thinking and conversations.
Teachers can leverage this activity virtually using the same tactics, and leveraging breakout rooms, Google
hangouts, or a similar tool for students to interact with one another.
4. Panel Discussions
A panel discussion is made up of three roles: a moderator who asks questions (a student or the teacher),
panelists (four to five students), and the audience (the rest of the class).
The moderator guides the discussion, and the panelists function as “experts” on the topics for discussion.
Like a fishbowl discussion, students rotate in and out of the panel positions throughout the discussion so
everyone gets a turn as a speaker and a listener. (Students rotate out of the panel when they’ve fulfilled the
speaking and listening requirements.)
5. Think- Pair- Share/ Snow Ball Activity

28. Group
Activity
Group 1. Role of social media in character building of youth.
Group2. A 5th class student always get good grades in exams' but he has no
friends and always sits alone. As a teacher, how you are judging his behavior.
It is normal?
Group3. Is our education system helping our youth to adjust in labor market
after completing studies.
Group4. A student always comes late in class. What will you do as a teacher?
Group5. Technology is replacing human resource. Discuss?

29. 3.4 Team Teaching
What is Team Teaching?
As the name suggests, team teaching indicates a group of educators, teaching in a team.
It may be comprised of 2 to 5 teachers who will prepare individual lesson plans and
teach a topic, using the same activities and resources to the same group of students. It is
also called ‘shared teaching’ or ‘co-teaching’. Team teaching is most beneficial when
educators are collaborating effectively with one another and share a common purpose.
Teaming an experienced teacher up with an early career member of staff certainly brings
with it some distinct advantages such as being able to elaborate on the thought process
when certain decisions are made. This sort of modelling enables newly qualified teachers
to get the inside picture of how an expert member of staff approaches certain tasks.
Team teaching is utilized for creating inclusive classrooms. Many schools make the best
use of their teaching assistants in this way. They incorporate this type of instructional
practices as part of a professional learning agenda.

30. Team Teaching Models
There are a variety of models to team teaching. The traditional teaming approach, also
known as co-teaching, splits the responsibility of teaching the full class equally between
two instructors. Opposite this model, the one teach/one observe approach has a single
instructor doing all the teaching while the other observes and takes notes. There are
several models in between these two methods. All models will make use of two
instructors and be based on the same general content. The depth of that content and the
role of each instructor varies. Six of the primary team teaching models are:
1. One teach/one observe
2. One teach/one assist
3. Station teaching
4. Parallel teaching
5. Alternative or differentiated teaching
6. Teaming

31. 1. One Teach/One Observe
The one teach/one observe model for team teaching is the least collaborative approach to team teaching. This
model places the responsibility for instruction on one individual, usually the content-area instructor. While this
teacher instructs the class, the other teacher floats around the room making observations. These observations
could be general or specific to a student.
The one teach/one observe model ensures that the entire class receives consistent information from a single
source and that the source is the best qualified to provide that instruction. It can also be a very useful model to
gain helpful information for behavior or instructional plans for individual students. The model's usefulness is
limited, however. It does not utilize either teachers for instruction or student support.
An example of this approach would be a reading coach observing a particular student during a lesson while the
classroom teacher provides all instruction and answers student questions.
2. One Teach/One Assist
The one teacher/one assist model is similar to the one teach/one observe model in that a single teacher, usually
the content expert, provides instruction to the whole class. In this model, however, the second teacher works
directly with individual students. They may address either behavior or academic questions or concerns. In this,
students benefit from the strongest instruction and receive attention to their individual needs.
An example of this model would be a math class where while one teacher is delivering instruction, the other is
walking around the class checking individual students' homework and answering questions or correcting errors.

32. 3. Station Teaching
Also known as rotational teaching, this model deems both teachers responsible for teaching a specific lesson or a specific
part of a lesson to the students. The class is divided into smaller groups and then these groups rotate through lessons by
each instructor.
Depending on the number of students in the class, more groups may be required to retain the advantage of small-group
instruction that this model offers. If this is the case, the additional stations students rotate through may consist of activities
or opportunities for them to apply their learning. An alternative is having students remain in place and teachers rotate.
An example of station teaching would be a class of eighteen students, broken into three groups of six, rotating between one
teacher who teaches a lesson on the "-sh" sound, another teacher who reads a book focusing on that sound and discusses it
with students, and an independent workstation where students identify sight words that use "-sh".
4. Parallel Teaching
This approach allows teachers to split the class in half, with each teacher co-teaching one half. The class can be split up
according to learning profile, for behavior management or randomly.
With this approach, group size is smaller, allowing greater supervision by the co-teacher. While co-teachers are teaching the
same information with this approach, working with a smaller group allows them to identify students who may be having
difficulty understanding. In a larger class setting, identifying these students is much more difficult.

33. 5. Alternative or differentiated teaching
In alternative teaching, one teacher instructs most of the class and the other teacher teaches an alternate or
modified version of the lesson to a smaller group of students. Alternative teaching is also sometimes
described as “big group/small group” teaching.
6. Teaming
Method Teaming is a proven methodology that lets you discover the full wealth of talent in your students,
channel it into winning teams and release it to power your entire organization. Harness every person's talent to
build high-performing teams that communicate and collaborate smartly. Enabled by distributed leadership, the
purpose of teaming is to expand knowledge and expertise so that organizations and their customers can capture
the value."

34. Main characteristics of team teaching
Below are the main characteristics of Team-Teaching:
1.Team teaching involves two or more teachers participating in the process of teaching.
2.The team-teaching activities are decided by the teachers themselves;
3.The team-teaching plan is flexible;
4.The team teaching is based upon the collective responsibility of teaching given to a small group of
teachers rather than giving the entire responsibility of teaching to one teacher only. The responsibility is
shared by all the members of staff.
5.In the team- teaching different aspects of any topic are taught by an individual teacher turn by turn.
6.In the process of team-teaching, the needs of the students, schools and currently used exciting variety
of resources are considered.
7.Every teacher involved in the team-teaching process teaches and executes the team teaching
process cooperatively.
8.Team-Teaching involves collaborative teaching and every teacher taking part in the team teaching
applies his/her experiences, abilities and exciting variety of resources.

35. Different aspects of team teaching
1. Role Differentiation: More than two teachers perform different roles in team teaching. The teacher performs
an active role of a:
(i) Diagnostician: The teacher needs to assess the impact of different conditions on students’ learning outcomes
and they find out the causes of failure.
(ii) Facilitator: The teacher must use group dynamics to facilitate learning.
(iii) Technician: The teacher needs to observe changes in behavior and assess the success of teaching. In some
cases, a teacher needs to function as a decision maker, strategist or guide.
2.Regrouping of students: Normally, class sizes occur between 35 and 55 students. For team teaching, learners
of two to three classes are grouped thus creating a larger group of 100 to 120 students together in one place.
Students may also be grouped based on the subjects.
3.Rescheduling of time: For team teaching, a small group of educators teach a large group of students. Due to
this, a new schedule is needed according to the need of the subject. Team teaching is not feasible in the regular
single-subject classroom in the school.
4.Redesigning Teaching Spaces: Generally, the size of the classroom is according to the number of students in
regular classes. Due to the larger group size, there is a need for larger teaching spaces for team teaching.
5.Common time to plan activities: The group of teachers needs a common planning time to design
their activities for team teaching. For example, they may choose to utilize audio-visual aids for team teaching. It is
significant to have a common time to plan these activities

36. 2.Teaching in a meaningful manner: The team structure provides opportunities for creative and reflective work. In team
teaching, teachers must offer student development opportunities in a meaningful way. It is recommended to make a group
of teachers with different talents. By doing so, the group of teachers will be able to develop concepts such
as critical thinking and independent study skills.
3. Resource centers: For team teaching, resource centers are created in primary and secondary school.
Advantages of team teaching
The concept of Team Teaching was derived in the USA in 1954. Advocates of team teaching believe that there is a wide
range of benefits of team teaching, such as improving the:
 Job satisfaction, staff morale, staff retention and work environment;
 Secondary and Primary teachers learn from primary supply teachers;
 Performance of underprepared students improves due to learning more effectively from different teachers;
 Teachers' workload is decreased with regards to times for planning, marking and using practical applications for
teaching;
 There are more chances to seek expert opinions in a structured environment For example, tips regarding study skills in
an education classroom;
 Interaction between teachers of varying teaching proficiency leads to an increased quality of teaching;
 Thinking from students viewpoint, students can get benefit from being taught by a small group of teachers or teaching
assistants using alternative teaching approaches;
 Benefit from joining or pairing of teachers, teaching assistants or primary supply teachers with a unique teaching
approach (for instance, language teachers with poor artistic skills pair up with a language teachers with good artistic
skills);

37. Challenges of Team-Teaching Method
Following are some of the demerits of using the team-teaching approach in a variety of environments:
 It is difficult to fulfil team teaching demands on time and money;
 It is not always successful to use a single method of team teaching in a school day;
 Team teaching is not suitable for nonprofessional staff or people with rigid personality types;
 Some primary supply teachers with a lack of content knowledge and fear that they will have to do more
work during a school day for the same salary.
 Some adults - teachers do not want to lose total control or share their pet ideas or the spotlight;
 It can be difficult to decide mutually agreeable times during the school day for preparing lesson plans,
and for evaluation and planning carried out by the school teams;
 Team teaching approaches around teaching can take longer and can be draining;
 It can be inconvenient to redo the presentation of content according to the team-teaching method.
 While implementing team teaching, team leaders and skilled management must keep in view the
teaching assistant qualification and creation of a team balance. From education classroom
to inclusive classrooms and from open-plan classrooms to accounting classrooms, team teaching is not
only beneficial for students but it offers a great opportunity for preservice teachers to learn from the
experience of veteran teachers.

38. What are some teaching methods and strategies?
There are a variety of teaching methods and strategies available to instructors to help their students learn or
develop knowledge and skills. Some examples of teaching methods and strategies include: lectures, text-
book reading-----------------------------
What are instructional methods in education?
In education, instructional methods are different strategies that teachers use to help students achieve
learning goals. There are two main types of instructional methods: teacher-centered instruction, where the
teacher plays the most active role (as in a lecture), and student-centered instruction, where the students
play a more active role (as in a seminar or an assignment).

39. 3.5 Demonstration Method
Demonstration method
The word demonstration means to give a demo or to perform the activity. In demonstration method,
the teacher teaches his students using demonstration method in a systematic and a step by step process.
Demonstration method is practical ways of teaching; in this method teacher perform an activity to teach his student a
concept, this often occurred when students find it difficult to connect theories to actual practice and when students are
unable to understand the theories and its applications.
“demonstration is a teaching method used to communicate an idea with the aid of visuals such as flip charts, posters,
power point, etc. A demonstration is the process of teaching someone how to make or do something in a step-by-step
process.
As you show how, you “tell” what you are doing”.
To achieve success in demonstration method the teacher need to do three things which are necessary for this method.
· The object displayed for demonstration should visible to all students
· The demonstrator should use clear language and step by step procedure so the students understand
the concept of demonstration easily.
· The pupils should be given the chance to ask question from teachers to clear their concept and difficulties about the
topic.

40. Characteristic of demonstration method
· The demonstration should be done in a step by step and simple way
· In demonstration method , attention should be given to all students
· The aims and goals should be clearly stated and any objections related to demonstration as well
· A well-planned strategy should be devise for demonstration
Steps needed for Demonstration method
Planning and preparation or How to Conduct Demonstration
Demonstration method needs proper planning for effective demonstration. Keep the following points in mind before given
demonstration to students.
•Comprehensive preparation of the subject matter by the teacher
•Advance lesson planning before demonstration
Plan demonstrations of the correct length to do the job on time
· Make sure that materials, tools, Sheets, and other required items for demonstration at hand and properly arranged
· Explain the objectives of the demonstration and develop interest in students
· Tell students the important points to look for in the demonstration
· Explain the new terms and parts of the demonstration
· Supplement the demonstration with visual aids whenever possible
· Make sure that students can see the object of demonstration and hear clearly
·

41. During demonstration the teacher should face students and talk to them
· Form connections with previous and future lessons if possible
· Perform the demonstration at correct pace for clear understanding
· Perform all operations skillfully and in proper sequence
· Refrain from holding up the progress of the whole group for a few who may not understand.
· Ask questions during demonstrations to check: understanding of the students
· Encourage students to ask: questions during the demonstration if it does not interfere with the sequence of the demonstration
· Stress on safety rules and precautions for students
· Select students to aid with demonstrations when feasible
· Summarize key points of the demonstration to students
· Check the performance of each student after the demonstration by asking questions
· Disseminate Job Operation Sheets at appropriate time
Arrange and collect material related to the topic of demonstration
Rehearsal by demonstrator
Introducing the lesson
Introduction of the topic is very necessary, the teacher should make the Introduction interesting to motivate students and prepare them
mentally for the demonstration.
While introducing the lesson to students the teacher should keep in mind the following factors.
Environment of the classroom
individual differences of students
Experiences of the students
· The teacher can start the lesson with an experiment to make it interesting for the students
· The teacher can start the lesson with a common event or a story
· The experiment should be able to grab the attention of students

42. Presentation of subject matter
· In demonstration method the presentation of subject matter is very important
· In demonstration method the principle of reflecting thinking should be kept in mind.
· In demonstration method The teacher should relate the current topic to the previous knowledge of the students
Demonstration
The performance of the teacher in the demonstration should be ideal and interesting for the student.
· The demonstration should be neat and clean and visible to all students
Teaching Aids
The teacher can also use different teaching aids like graphs, models, blackboard during demonstration.
Evaluation
· The evaluation is the most important step of the demonstration, in this step teacher evaluate the result of his
demonstration and get feedback from the students
Merits of demonstration method
· Demonstration method helps students to understand the topic easily
· Demonstration method helps students in teaching learning process and keep them active
· Demonstration method leads to concrete learning
· Demonstration method use the principles of reflective thinking
· Demonstration method helps to motivate students in teaching learning process
· Demonstration method arouses the spirit of discovery in students
· Demonstration method imparts maximum knowledge to students

43. Demerits of demonstration method
· Students are not involved in practice therefore they cannot benefit directly and gain personal experiences because
teacher carry out the demonstration
· Demonstration method is costly because it requires costly materials
· Demonstration method is time-consuming method
· Demonstration method is not based on learning by doing but rather by seeing
· Demonstration method does not provide training for the scientific method
· Demonstration method lack of experienced teachers to carry out the demonstration
Conclusion
It is the suitable method for teaching at the secondary classes. Teacher can ask students to complete the task on time
and for the topic where he can’t use Demonstration method, he can use other methods to explain the concept. The can
ask a group of students to demonstrate the experiment.

44. 3.6 Project Method of Teaching
The project method of teaching is a medium of instruction in which the students are given a number of projects or situations
out of which they have to choose the problem they want to solve. After the student has chosen the problem they want to
solve, they will have to come up with a solution to the problem on their own. This is one of the most proactive approaches to
learning, but what about the teacher in this case? The teacher, in the case of the project method of teaching, assumes the role
of a guide than a dictator and guides the class through the lesson at their own pace.
The project method is an alternative classroom model that gives more focus on the aspect of student learning rather than the
teaching aspect of the lesson. It emphasizes trusting the students and not imposing a learning style onto them. The
responsibility of the work falls directly on the students since even the curriculum content and technique are considered from
the student's POV. So this method is completely student-centric.
Who Developed the Project Method of Teaching?
The project method of teaching is generally considered to have been formulated, developed, executed, and perfected by
educator William H. Kilpatrick. Even though it is deemed to have been proposed as a concept back in 1908 as a means of
improving the method of teaching agriculture, Kilpatrick is credited with elaborating upon the concept and popularizing it
worldwide in his famous article, "The Project Method" which was published in 1918.

45. Project Method - 5 Steps
Given below are the 5 main steps that constitute the project method of teaching:
Project Selection
The first step in the process of the project method is the selection of the project work. The students are given some problems
from which they should select the subject or project which has the maximum utility and fulfill a specific practical need. In
this process, teachers act as guides and motivate the students to keep on track and choose wisely on the basis of their aptitude.
Planning
Planning is the next step in the project method of teaching. In this phase, students should do planning for the project work and
the teacher will guide them and help them in the process. The students can be brought together to express their views and give
suggestions in the form of a discussion, where the teacher can raise points of objection and problems related to the project
they have taken.
Execution
Following the planning phase comes execution, where the students execute the project work as per their plan as created in the
previous step. The students assign their duties among themselves according to the interest of the individual students and on
the basis of their respective capabilities. Every student will hence be contributing toward the completion of the project in their
own way - collecting data, visiting places, gathering information, reading history, and so on. The teacher again comes in as a
guide and provides the necessary information, helping them to keep on the right track.
Evaluation
The fifth and final stage of the project method is evaluation. The whole work is reviewed by the teacher and students get
judged or assessed on the basis of their performance. They carry out the project as planned, following which the mistakes
they have made in the process are noted down.

46. Types of Project Method of Teaching
The proponent of Project Method, Kilpatric, classified it broadly into four types as explained below:
Constructive Method
In the constructive project method, the learners are instructed to construct something related to social life such as models,
maps, charts, parcels, and so on.
Artistic Method
This type of teaching is generally employed in the field of aesthetics and arts such as music, fine arts, culture, literature,
and so on.
Problem Solving Method
The problem-solving method is used to solve problems related to real-life situations on any subject such as how to send
an email, how to operate bank accounts, how to use a particular product, and so on. Solving these problems will ideally
make the students efficient in social life.
Group Work Method
This method employs all the students with a task to complete in the form of a group. The team then sets out to complete
that task with the teacher acting as a guide. This can be as complex as an engineering project that requires different areas
of expertise to collaborate on something as simple as setting up a garden in the school.

47. Advantages of Project Method
Now that we have covered what the project method entails and its subtypes, let’s get into the advantages of this method
of teaching:
Active Learning Experience
The project method emphasizes the concept of learning by doing. Students actively get involved in the learning activity,
hence helping them in enhancing their skillset, first-hand experiences, and thinking capacity. Incorporating active
learning in students’ daily lives can be quite helpful in the long run.
Inculcating a Sense of Responsibility
In the project method of teaching, the teacher is a guide and the activities carried out in the class are carried out by the
students themselves. This helps improve self-reliance and self-responsibility among students. It helps students learn on
their own and develop their own style of learning.
Improves Collaboration Among Students
Since the project method employs a methodology where students work in collaboration with their group, it helps
students bond with one another on a professional as well as personal level, hence making their overall learning
experience interesting and insightful. It instills in them a sense of cooperation and builds on their social skills
immensely.

48. Improves Communication Skills
It helps students improve their communicative skills drastically because students are given the opportunity to
express themselves freely among their peers as well as their teachers, hence helping them communicate more
effectively.
Improves Critical Thinking Skills
Critical thinking skills are 21st Century Skills that students of all ages need to have in today’s time. It is
something that needs to be cultivated with respect to the future of the students and needs to be dealt with
utmost diligence.
Disadvantages of Project Method of Teaching
As with any method of teaching, the project method also has certain disadvantages, some of which are given
below:
Time Consuming
Teaching students using the project method can be time-consuming as there are a lot of things that need to be
taken into consideration when teaching using this method such as the student's ability to comprehend the
subject, the speed with which they do so, the factual accuracy of the project and so on. There are a lot of
factors that need to be observed and duly corrected by the teacher. This is the perfect segue into the next
point: the lack of expert teachers.

49. The Lack of Experienced Teachers
The project method of teaching can only be conducted by experienced teachers who have several years of
experience, which a lot of teachers may not have. This leads to a shortage of teachers and hence
incapability to execute this form of teaching effectively.
Not Suitable for All Subjects
The project method of teaching is most suitable for subjects that require practical knowledge, and so
subjects such as arts, literature, and so on may not benefit a lot from this form of teaching.
Conclusion
The project method of teaching is just one type of teaching method that can be applied in a classroom.
There are several other teaching methods that can be employed in different situations that make them
effective. The context, subject, and type of learning style the students prefer all come into play when
determining such a method of teaching.