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The drill lesson

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Part of lesson plan.

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The drill lesson

  1. 1. The Drill Lesson
  2. 2. Nature and Purpose  A development lesson is followed by a drill lesson instead of a review.  The drill is for automatization of certain facts, habits or skills.  It aims to fix associations for permanency or to perfect skill  It is needed for mastery and all subjects need a little amount of drill.
  3. 3.  Necessary for the mastery of the multiplication table and correct usage, correct spelling, and correct grammar and for remembering important historical dates.  For training and motor skills such as handwriting, typewriting and shorthand, and shopwork.  The mechanics of reading, pronunciation of foreign word, and the habitation of certain acts must be drilled.  The term drill refers to activities that involve memorization.  The term practice refers to activities involving acquisition of skills and skill application
  4. 4. Drill Procedure  1. Motivation- drill must be motivated in order to arouse pupils maximum and sustained effort. Interest may be sustained throughout the lesson if the pupils are made aware of the outcomes to be achieved, the standards to be attained, and the progress they are making.  2. Focalization- drill requires concentration and so children’s attention should be focused on the specific facts, habits, or skills. If a model is furnished, this should be worthy of imitation.
  5. 5.  3. Repetition with attention- the use of games is a very effective in getting repetition with enjoyment and in sustaining interest. Teaching aids and devices can also make repetition not too monotonous. Intrinsic device are better than extrinsic ones. A good device is one that is simple, intrinsic, concrete, and based on psychological principles.  4. Application- to show that he has profited from the drill, the pupil must be able to apply what he has learned. The drill should be conducted in the way knowledge is to be used.
  6. 6. Principles of Drill Work  1. Utilization of the principles of learning- the pupils should be ready for the drill. They will not ready to memorize something they have not previously learned. Exercise or practice is necessary to learning, but it must be correct practice.  2. Way of conducting the drill- the teacher should conduct the drill in systemic way- fast, precise, uninterrupted by discussion. The teacher should be dynamic, alert, enthusiastic, perhaps with an air of patience to hurry the sluggards along. There should be no set of order of calling fro responses.
  7. 7.  3. Standards- attainable standards that can guide pupils in their performance should be set up. The factors of accuracy, speed, quality and quantity should be considered in setting up standards.  4. Individualization- for the teacher to drill the class on the same things is wasteful and uneconomical. A good way would be to divide the class into groups according to their weaknesses or needs.
  8. 8. Outcomes of Drill  Drill results in establishing habits, skills and rote associations. Habits are automatic responses. The teacher aims not just at forming a habit but at developing the habit into skill. for example, one may learn to typewrite and to use the proper key. This is a habit. To typewrite fast and without looking at the keyboard is a skill. Rote association means remembering words or ideas in a definite order, such as reciting a poem or singing a song.
  9. 9. Thank you! Presented by: Princes Alagao Charlene Marie Besas Rizza Jackie Lou Bisnan Rhogelyn Oca Rachelle Ardaniel

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