The document discusses the lecture-cum-demonstration teaching method, which combines lecturing with hands-on demonstrations to impart both theoretical and practical knowledge to students in an engaging way. It outlines the steps to effectively plan and conduct lectures combined with demonstrations, and analyzes the advantages of making students active participants in their learning through this approach.

1. SUBMITTED BY,
K SATHISH KUMAR
1st M.ED.,
DEPARTMENT OF EDU
ALAGAPPA UNIVERSITY
INTRODUCTION TO TEACHER EDUCATION

3. LECTURE
METHOD
+
DEMONSTRATION
METHOD
=
LECTURE –
CUM-
DEMONSTRA
TION
METHOD

4. LECTURE METHOD Traditional method
Chalk and talk method
Teacher centered method
Teacher is active and
learners are passive
One way communication
Easy to use in large group
Save time and money

5. DEMOSTRATION
METHOD
 Doing method
 Pre plan
 Learner can see and hear
 More sense organs involve
 Easy to understand
 Develop psychomotor and
Cognitve domain
 Lead experiences from
concrete to abstract

6. LECTURE –CUM-DEMOSTRATION
METHOD
1.Simple method
2.Easy to impart concrete knowledge to abstract experiences
3. Experiment and explanation going on simultaneously
4. Instructor ask relevant questions
5. Students remains active participant

9. PURPOSE OF LECTURE-CUM -
DEMONSTRATION METHOD
 Gaining learning
 Problem solving
 Verify the facts
 Develop scientific skill

10. STEPS
(A)PLANNING
 Identifies the concepts to be explained
 Formulate objectives
 Rehearsal of theexperiment
 Questions framing
 Collection and arrangement of materials

11.  Introduces the lesson by motivating the students
 Students personal experiences or real lifesituations
 Students environment
 Telling story
 Simple and interesting experiment
(B) INTRODUCTION OF THE
LESSON

12.  Consideration the interest of students
 While demonstration questions should be asked
which help the students to understand
 Provide illustration (explanation)
 Language should be clear and simple
 All material related to demonstration should be clean
 All material should not be display at once
 Demonstration would be clearly visible to all learner
(C) PRESENTATION OF THE CONTENT

13.  Summarize the principles, facts and important points
(D) BLACK BOARD WORK

14. MERITS
 Save money and time
 Useful for all students of varying ability (different)
 Provide more information in less time
 Leads the students from concrete experiences to abstract
concept
 Active students
 Trained mental facilities

15. DEMERITS
 Lack of opportunity for practical ability
 Learners only observe the demonstration
 Instructor may follow their own pace (speed)
while demonstration
 Not possible to teach all topic

16. ROLE OF
TEACHER
 Possess knowledge of both
theoretical and practical skill
 Should be enthusiastic and
motivating
 Related theoretical principles
with practical demonstration
 Students participate in the
session by conducting question
answer session on demonstration

17. TIPS DURING DEMOSTRATION
 Know your audience
 Set yours objective
 Plan your preparation time
 Class room arrangement
 Be organized
 Follow safety prevention

18. Tutorial Teaching Method
Meaning of Tutorials Teaching Methods:
Tutorial teaching method is follow up study of lectures. It is
highly individualized remedial teaching.
The student prepares an essay
The assignment is submitted before/after the tutorial
The assignment is graded
Presentation of the essay by the student, followed up
by discussion
Informal atmosphere
No content delivery by the tutor
Small group and personal interaction

19. Principle
To provide remedial help for the learners and develop
their cognitive and affective domains of behaviors.
This strategy is based on following principles:
1. Principle of individual differences
2. Remedial teaching

20. Steps
If talk about its structure, involves the following steps:
1.Diagnosis: After delivering the lecture in the general class,
the teacher tries to find out those students who have some
problems in understanding the content. These students are
divided into particular groups on the basis of similar problems.
2.Prescription: The teacher tries to generate teaching
relating to the needs, abilities and capabilities of teach group
of students. These classes are known as tutorial classes.
3.Follow-up: The teacher tried to evaluate his teaching in
terms of learning outcomes of the learner.

21. Tutorial classes are of three types:
1.Supervision tutorials:
In this type of tutorials, the teacher select those student who are above
average intelligence. Teacher assigns a problem to the student and he is asked to
present a paper on this problem. The student presents his paper related to the problems
before the teacher and his classmates. The teacher observes and supervises his paper
presentation. These audience may put questions and he has to answer them. When he
is in a difficulty to satisfy the queries of the audience, the teacher helps him by giving
appropriate and satisfactory answers to the listeners.
2.Group Tutorials:
These steps of tutorials are arranged for students of low intelligence. Those
students who have difficulties in classroom teaching, are grouped together on the basis
of nature of the problem. Teacher provides them remedial teaching and thus, helps to
make the lecture clear and legible.
3.Practical Tutorials:
this type of remedial classes tries to remove difficulties in practical work.
These tutorials can be organized after lecture and practical in the objects like Science,
Arts, Music etc. these tutorials are basically employed to achieve psychomotor
objectives.
.

22. Designing Tutorial Sessions
Developing learning outcomes of tutorial sessions
 Aligning theory sessions with tutorials
 Working out tutorial activities
Aligning learning outcomes with tutorial activities
Mapping out learning outcomes and assessment activities
Crafting strategies for the learning of each student
 Using ICT for tutorials

23. Tutorial Activities
 Solving problems
 Discussing different perspectives
 Asking questions
 Answering questions
 Working out different approaches to problems
 Engaging students in debates
 Feedback on student work

24. Characteristics of Effective Tutors
Facilitators of tutorial activities
Designer of problems/exercises and assignments
 Moderator of group discussion
 Architect of collaborative learning
Provider of SMART feedback
 User of ICT to supplement tutorial activities
Empathetic and supportive

25. Advantages of Tutorials Method
As individual differences are taken into consideration, it is
supposed to be an effective and efficient way of teaching.
Teacher is like a doctor to diagnose the weaknesses of the
learners and on the basis of these weaknesses, he provides
specific treatment of teaching.
Teacher is helping and cooperative to the learners, thus, he
gains the confidence of the learners in revealing their
problems

26. Disadvantages of Tutorials Method
Due to over-crowded classes, it is very difficult for the tutor to
solve the problems of each student and in each and every subject.
The schedule allotted for teaching is so tight that remedial teaching
is not possible at teach and every step.
Feeling of jealousy inculcates in the tutorial groups
Even in tutorial groups, equal opportunities are not provided to all
the students. There are some students who dominate the tutorial
group.
Teacher, sometimes becomes biased and does not show equal
interest towards all the group members.

27. Suggestions:
1.There should be some criteria for forming the tutorial groups.
2.It is the moral duty of a teacher to be just for his pupils.
3.The teacher should be sympathetic, cooperative and should
have patience towards the weak students who may demand
further attention.
4.The teacher should opt democratic behavior so that he is
able to encourage and motivate students to take part in
discussion.