teaching methods and techniques

1. Teaching
Methods and
Approaches

2. Agenda

3. Introduction
• 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. Teaching is the process of attending to
people’s needs, experiences and feelings, and intervening so that
they learn particular things and go beyond the given.
•

4. Approaching teaching as a process
Some of the teaching we do can be planned in advance because the people involved
know that they will be attending a session, event or lesson where learning particular
skills, topics or feelings is the focus. Some teaching arises as a response to a question,
issue or situation. However, both are dependent on us:
• Recognizing and cultivating teachable moments.
• Cultivating relationships for learning.
• Scaffolding learning – providing people with temporary support so that they deepen
and develop their understanding and skills and grow as independent learners.
• Differentiating learning – adjusting the way we teach and approach subjects so that
we can meet the needs of diverse learners.
• Accessing resources for learning.
• Adopting a growth mindset.

5. Teaching Approaches

6. Approaches

7. Teaching Methods
“A thousand teachers, a thousand methods”
The term teaching method refers to the general principles,
pedagogy and management strategies used for classroom
instruction. It is the term of pedagogy; main focus is on effective
presentation of subject matter to have mastery over it. It is step by
step scientific way of presenting the subject matter. It is overall plan
for systematic presentation based on a selected approach means
method is the practical realization of an approach through a
procedure in a system. Teaching method is what kind of activity we
use in order to teach. Method refers to the procedure within an
approach.

8. Difference between Methods
and Approaches
Approach and method are two important concepts in performing any task.
These two factors can actually decide the success of your task. Approach is
the way you are going to approach the project. Method is the way in which
you are going to complete the project. This is the main difference between
approach and method

10. APPROACH
Meaning: It is the view of looking at
Things. The procedure of Teaching
learning is called An approach or the way
we Teach.
Scope: It is broader term than Method.
Logic: It has no scientific logic.
Purpose: To realize the goals of
Education.
Objective: To achieve educational
Objectives and national Objectives.
Examples: Teacher centered approach
Child centered approach Evaluation
approach Management Approach
etc.
METHOD
Meaning: It is the style of presentation or
We can say practical realization Of an
approach through a Procedure in a
system.
Scope: It is narrower term as compared To
approach.
Logic: It has scientific logic.
Purpose: To make effective presentation
Of subject and content in the Classroom
Objective: To have the memorization of
facts and concepts.
Examples: Play way Method, Lecture
Method, Project Method, Story telling
Method etc.

11. Strategy
It is a long term plan of action designed to achieve a particular goal. The term
strategy has been borrowed from military science. According Encyclopedia Strategy
is the science or art of planning and directing large military movements and
operations. It refers to the pattern of acts that serve to attain certain outcomes. If we
use strategy in teaching learning situations, then it is known as instructional
strategies.
According to E. Stones and S. Morris teaching strategy is a generalized plan for a
lesson which includes structure, desired learner behavior in terms of goals of
instruction and an outline of planned tactics necessary to implement the strategy.
For Example:
1. Blackboard is a strategy to provide visual structure during a lecture or discussion.
2. Free writing is a strategy for encouraging students to explore ideas in writing.
3. Debate is a teaching strategy in which students organize planned presentation for
various view points.

12. Techniques:

13. Lecture
Lecture Method is a process of teaching whereby the teacher tells the students his planned facts.
The students listen and take notes. It is one of the oldest methods in use. The success of this
method depends on the ability of the teacher to speak fluently in good tone and style.
The lecture method may be used in the following situations:
•When introducing a new topic
•To stimulate interest of learners in a new topic
•To clarify some misunderstood points
•When there are no appropriate or adequate text books for the learners
•When students are mature enough e.g. Sr. Secondary & in tertiary institutions.

14. How to Use the Lecture Method
•Consider the objectives of the lesson
•A good command of the language
•Preparation of the materials or lecture, supporting aids and examples to help drive home the
important points.
•An interesting introduction to stimulate students to listen.

15. MERITS
• It can cover a wide topic within a short time.
• Teacher can teach a large group at the same
time.
• Fewer instructional materials are used.
• There is uniformity of facts given to the
students.
• Students are given facts so they are saved the
time and effort.
• Teacher has full control of what students are to
learn.
DEMERITS
• Students may be passive.
• Method is teacher-centered.
• No communication or interaction among learners.
• Method does not encourage students enquiring or
creative mind.
• Individual differences not considered or neglected.
• Students with hearing problems may not get the
points.
• The Method assumes too much in respect of students
understanding.
• As students are not involved, they may sleep off and
they are prone to forget easily what is taught.
Lecture Method

16. Discussion
Discussion Methods is an organized teaching/learning process. By this method,
the class may be arranged in groups or panels. The class may remain together to
exchange views, opinions or ideas on pre-determined topics. This is a method in
which the students are actively involved if the groups are in small numbers and
heterogeneous. The teacher should guide the students, ensuring that students
speak only when allowed, they learn to respect the views of others and they avoid
personal or verbal attacks during and after discussions.

17. MERITS
• Students are encouraged to listen, think,
analyze and evaluate points made.
• Students learn from one another.
• Students have opportunity to practice oral
communication skills.
• Students get training in respecting other
people’s views.
• It gives students training in looking for facts on
their own.
DEMERITS
• Not all topics are amenable to this method. For
instance, it is not very suitable for mathematics,
technical drawing or the sciences, in general.
• Brighter students may show off while shy or
weaker ones may find it difficult to argue
convincingly.
• It is not ideal for a large group.
Discussion

18. Debate
Debate refers to a discussion in which two or more people advocate opposing
positions on a topic or question in an attempt to make an audience (or the other
advocates) accept their position. A reasoned debate allows students to explore and
gain understanding of alternative viewpoints and, for the participants, develops
communication, critical thinking and argumentation skills. The approach is often
used in disciplines where practitioners are required to present and defend particular
positions against other parties, such as Law, Politics, and Social Work. However,
while the use of debate as a teaching approach is clear for those subjects where it
is a relatively common part of the working environment, the skills that it helps
develop are widely applicable and so many other disciplines could also benefit from
requiring students to develop debating experience.

19. Debate is a formal contest of argumentation between two individuals or teams. In a
debate, there are two opposing sides and these opposing sides attempt to prove each
other wrong. Each side listens to the other side to find flaws and spot differences in
order to produce counter-arguments. In simple words, one side searches for
weaknesses on the other side. Debates, unlike arguments, have a conclusion. At the
end of a competitive debate, one side is declared the winner and the other side
becomes the loser.
Debate in its simplest form requires:
• a question,
• statement or idea
• two opposing positions (at least 2 ), each of which is defended against the others by
an evaluator, often with an impartial moderator ensuring that the discussion remains
focused.
This simplicity means that the approach can be used in a wide variety of settings and
disciplines.

20. Difference between Debate and Discussion
Discussion: A discussion is an exchange of ideas,
information, opinions between a group of people.
Debate: A debate is a formal contest of
argumentation between two individuals or teams.

21. Inquiry
The inquiry method is a student-centered learning approach with the concept of students who are
actively involved in the teaching and learning activity under the monitoring and supervision of
teachers. Inquiry method steps:
1.Pose a question
2.Conduct research
3.Interpret information
4.Share learning
5.Assess learning/ inquiry process

22. The inquiry method is trying to instill curiosity among individuals about something. This method requires
a student to question the truth and accuracy of the information obtained. The importance of this method
requires students to make sense of what they have learned. According to Beyer B.K, Inquiry is one way
of making out of what we experience. It requires thinking....it requires learners to make their meaning out
of what they experience.
• The philosophy of inquiry method is a process rather than content oriented.
• It is conceptual instead of factual emphasis.
• This method emphasizes knowledge related to “how” and not “about,” which means how knowledge is
acquired and not about knowledge.
• It is student-centered, not teacher-centered.
• It is active, not passive.
For example, a math teacher might demonstrate how to solve a problem in a traditional lesson, but
during an inquiry-based lesson the teacher can see how each student views a problem and the steps
they take to get a solution in their own unique way

24. Problem Solving
Problem solving is the act of defining a problem; determining the cause of the problem; identifying, prioritizing,
and selecting alternatives for a solution; and implementing a solution.
7 steps to problem-solving
•Step 1: Identify the Problem. ...
•Step 2: Analyze the Problem. ...
•Step 3: Describe the Problem. ...
•Step 4: Look for Root Causes. ...
•Step 5: Develop Alternate Solutions. ...
•Step 6: Implement the Solution. ...
•Step 7: Measure the Results.

25. Constructivist 5E
The 5E Model, developed in 1987 by the Biological
Sciences Curriculum Study, promotes collaborative,
active learning in which students work together to solve
problems and investigate new concepts by asking
questions, observing, analyzing, and drawing
conclusions.
According to Beverlee Jobrack, “Educational
movements, such as inquiry-based learning,
active learning, experiential learning, discovery
learning, and knowledge building, are variations of
constructivism.”
It suggests that people construct knowledge and
meaning from experiences. By understanding and
reflecting on activities, students are able to reconcile
new knowledge with previous ideas

26. Critical and Creative Thinking
• Students develop capability in critical and creative thinking as they learn to generate and evaluate knowledge, clarify concepts and ideas,
seek possibilities, consider alternatives and solve problems. Critical and creative thinking involves students thinking broadly and deeply
using skills, behaviours and dispositions such as reason, logic, resourcefulness, imagination and innovation in all learning areas at school
and in their lives beyond school.
• Thinking that is productive, purposeful and intentional is at the centre of effective learning. By applying a sequence of thinking skills,
students develop an increasingly sophisticated understanding of the processes they can use whenever they encounter problems, unfamiliar
information and new ideas. In addition, the progressive development of knowledge about thinking and the practice of using thinking
strategies can increase students’ motivation for, and management of, their own learning. They become more confident and autonomous
problem-solvers and thinkers.
• Critical thinking is at the core of most intellectual activity that involves students learning to recognise or develop an argument, use evidence
in support of that argument, draw reasoned conclusions, and use information to solve problems. Examples of critical thinking skills are
interpreting, analysing, evaluating, explaining, sequencing, reasoning, comparing, questioning, inferring, hypothesising, appraising, testing
and generalising.
• Creative thinking involves students learning to generate and apply new ideas in specific contexts, seeing existing situations in a new way,
identifying alternative explanations, and seeing or making new links that generate a positive outcome. This includes combining parts to
form something original, sifting and refining ideas to discover possibilities, constructing theories and objects, and acting on intuition. The
products of creative endeavour can involve complex representations and images, investigations and performances, digital and computer-
generated output, or occur as virtual reality.

27. TEAM TEACHING
Team teaching can be defined as a group of two or more teachers working together purposefully, regularly, and
cooperatively to plan, conduct and evaluate the learning activities for the same group of learners. Quinn and Kanter
(1984) define team teaching as "simply team work between two qualified instructors who, together, make presentations to
an audience.“
For example, one teacher may present the new material to the students while the other
teacher constructs a concept map on the overhead projector as the students listen to the
presenting teacher.

28. TEAM TEACHING
Challenges of Team Teaching
• Co-teachers must click, not conflict
• Requires supporting and carrying 100 percent of the load by both
teachers
• Depending on the co-teaching implementation they choose, both
teachers may have to be equally involved in the planning, grading,
correcting, and supporting in the classroom
Benefits of Team Teaching
•Creates effective, fun learning
•Teachers can use their knowledge effectively together
•Keeps co-teacher involved in class
•Allows for shared ideas including enrichment and differentiation
•Breaks up the monotony of one person doing all instruction
•Creates many spontaneous teachable moments

29. COOPERATIVE LEARNING
Cooperative Learning involves structuring classes
around small groups that work together in such a way
that each group member's success is dependent on the
group's success.
Cooperative learning is an educational approach
which aims to organize classroom activities into
academic and social learning experiences. There is
much more to cooperative learning than merely
arranging students into groups, and it has been
described as "structuring positive interdependence."
An example of a very popular cooperative learning
activity that teachers use is jigsaw, where each student
is required to research one section of the material and
then teach it to the other members of the group.

30. Collaborative Vs Cooperative Learning
While collaborative learning is a voluntary activity, wherein those students who are genuinely interested can
participate, cooperative learning is a compulsory activity for all the students who are present in the classroom and so
they have to participate to reach the goal.

31. Think Pair-Share Benefits
• It helps students to think individually about a topic
or answer to a question.
• It teaches students to share ideas with classmates
and builds oral communication skills.
• It helps focus attention and engage students in
comprehending the reading material.
Think-pair-share is based on the social
constructivist learning theory, which emphasizes
collaborative learning. As students collaborate to reflect and
discuss in a think-pair-share, information is retained at a
higher level. This strategy also fosters student ownership of
learning and promotes participation.
Here students work together to solve a problem or
answer a question about an assigned reading. This
strategy requires students to (1) think individually
about a topic or answer to a question; and (2) share
ideas with classmates. Discussing with a partner
maximizes participation, focuses attention and
engages students in comprehending the reading
material.

32. Process of Think pair-share
•Decide upon the text to be read and develop the set of questions or prompts that target key content concepts.
•Describe the purpose of the strategy and provide guidelines for discussions.
•Model the procedure to ensure that students understand how to use the strategy.
•Monitor and support students as they work through the following:
T : (Think) Teachers begin by asking a specific question about the text. Students "think" about what they know
or have learned about the topic.
P : (Pair) Each student should be paired with another student or a small group.
S : (Share) Students share their thinking with their partner. Teachers expand the "share" into a whole-class
discussion.

33. Computers in Teaching Economics
ICT facilitates the acquisition of important cognitive skills required for effective economic analysis and evaluation. It provides the
cognitive scaffolding for students to acquire complex concepts and understand the connection between them, allows teachers and
students to communicate both their thoughts and interests in the subject matter, and offers a better match
to students’ learning style. Moreover, it is a medium through which students can observe the real-life
implications of economic theories. Moreover, it is a medium through which students can observe the real-
life implications of economic theories.
Link for further reading: https://www.economicsnetwork.ac.uk/iree/i2/lim.htm

34. Audio Visual
Resources

35. Co Curricular Activities
In a course, co curricular Activities are mostly extensions of the academic learning experience.
Extra-Curricular Activities on the other hand are not offered by the institute itself and is not
really connected to the academic structure as such.
For example, sports and athletics activities are considered Extracurricular Activities, while
something like a science fair is considered a Co Curricular activity since participation in a
science fair results in academic learning to a great extent. However, both these terms do not
necessarily follow their true meaning and can be used in place of the other while making a
resume.

36. Co Curricular Activities Key Skills
Student Government -Leadership skills
-Communication skills
-Collaboration
-Organizational skills
Foreign Language -Communication
-Interpersonal skills
-Critical Thinking
-Work Ethic
Sports -Collaboration
-Creativity
-Communication
-Work Ethic
Arts -Creativity
-Attention to Detail
-Collaboration
-Work ethic
Sorority / Fraternity -Collaboration
-Interpersonal
-Leadership
-Organization

37. Work Study -Time management
-Multitasking
-Independence
-Problem solving
Resident Advisor (RA) -Conflict management
-Communication
-Organization
-Time management skills
Club Exectuive Board Position -Leadership
-Communication
-Collaboration
-Organization
Music, Drama & Theatre -Confidence
-Self-presentation
-Collaboration
-Attention to detail
-Creativity
Volunteering & Fundraising -Leadership
-Ingenuity
-Commitment
-Entrepreneurship
-Proactivity.

38. List of CCA
•Debate and Discussion
•Essay Writing Competition
•Recitation Competition
•Story Writing competition
•Drama
•Celebration of festivals in institutes
•Declamation Contest
•School Decoration
•Folk dance and songs
•Writes up for school magazine
•Preparation of charts and models
•Photography
•Organising exhibitions and school programs

39. IMPORTANCE OF CCA
Book 21st Century Skills: Learning for Life in Our Times, the authors Bernie Trilling and Charles Fadel have
premised that “the world has changed so fundamentally in the last few decades that the roles of learning and
education in day-to-day living have also changed forever”.
Also, in the book Five Minds for The Future, the author Howard Gardner has outlined five specific mental
abilities which will help one to be successful and happy. The five mental abilities or Minds as written by Howard
Gardner are – The Disciplinary Mind (expertise in various subjects), The Synthesizing Mind (ability to integrate
concepts from different disciplines to solve a problem), The Creating Mind (ability to think creatively to solve
problems), The Respectful Mind (appreciation of the diversity in individuals), and The Ethical Mind (fulfilling
one’s duties and responsibilities in the society as a citizen).
These concepts emphasize that in the 21st Century, education and learning must surpass the four walls of a
classroom. So, the core aim of education and learning should be to foster holistic development. However, the
importance of co-curricular activities cannot be overlooked in fostering holistic development.

40. Holistic development essentially means intellectual, physical, emotional, and social development which
can be achieved only through proper education. Therefore, education plays a fundamental role in holistic
development.
Co-curricular activities help in the holistic development of students and assist in developing critical skills
and abilities to be successful and happy in 21st Century life and workplaces. Therefore, the importance of
co-curricular activities is immense during school and college education.
Further reading : https://idreamcareer.com/blog/importance-of-co-curricular-activities-for-
students/#:~:text=Typically%2C%20co%2Dcurricular%20activities%20are,%2C%20communication%2C
%20and%20collaborative%20abilities.

41. VISITS
1. sport complex
2. local businesses
3. parks and farms
4. Industrial complexes
5. museums, galleries and cultural centres
6. theatres and exhibitions
7. theme parks
EDUCATIONAL VISITS GUIDELINES
Pre-Visit Preparation, requirements
During Visit Protocols
Post- Visit Formalities and Reports
Recent emphasis on the value of
learning outcomes from educational
visits including study support and
work-related learning has resulted in
an increase in opportunities for young
people to leave the classroom and
venture further afield with their school,
academy or college - both during
curriculum time and as part of a
programme for 'out-of-schools-hours'
learning. Broadly speaking, an
educational visit is any time students
leave the school grounds.

42. Need and Importance of Visits
Memories of school Educational trips are among the most prominent of the formative years, largely because they are a
welcome break in the routine for both students and teachers. While their purpose is essentially to educate, they can also be a
fun bonding experience for everyone involved.
• Reinforcement: it reinforce to understand the topic better.
• Engagement: Convert learning into mobile classrooms, instructing students to collect data, then quizzing them or assigning
a project based on what they learned during the outing.
• Socialization: Taking students into a new environment gives them the experience of traveling in a group and teaches them
to be respectful of the locations they visit.
• Exposure: Kids get to visit a place to which they have never been before. This can be particularly advantageous to students
who are less fortunate and don't have the opportunity to travel.
• Curiosity: Students learn more about the subjects on which the trip focused.
• Retention: The type of memories that Educational trips create, called “episodic memories,” helps children retain
information for longer periods.
• Real-World Experience
• Classroom Inspiration
• Connection to Community
• New sight
• Bonding
• Informal Learning environment

43. Thank You