This document discusses different teaching methods including lectures, discussions, and deductive and inductive teaching. It provides details on each method such as how lectures can be used to introduce topics but are better suited for lower-level learning, while discussions allow for student participation and analysis. It also contrasts deductive (rule-driven) teaching where teachers explain concepts first before examples, versus inductive (example-driven) teaching where students derive rules from examples themselves. The document provides advantages and disadvantages of each approach.

1. By: Shiney M. Abraham

2.  a procedure or process for attaining an
object: as
a (1) : a systematic procedure,
technique, or mode of inquiry
employed by or proper to a particular
discipline or art (2) : a systematic
plan followed in presenting material
for instruction
b (1) : a way, technique, or process
of or for doing something (2) : a
body of skills or techniques

3. Objective oriented activities and flow ofObjective oriented activities and flow of
information between teachers and studentsinformation between teachers and students

5. Lectures are probably most useful
for giving a general introduction to a
topic area, delivery of information, give
broad overviews of content which is then
followed by more active individual work
from students to practice the material in
more depth. .
It is Most Effective Common method in
teaching lower cognitive levels of
knowledge and comprehension.
The lecture itself does not teach the
students to analyze; it merely illustrates
the process.

6. Advantages Disadvantages
1. The lecture can be used in any
size class and is often the
only option in large classes.
1. The lecture is a teacher-
centered, which does not
allow for differences in
student learning styles or
rates
2. A well-presented lecture can be
motivating to the students and
inspire them to pursue a topic
on their own.
2. Minimal student participation
(promotes passivity in
students).
3. The instructor has total control
over what occurs in class
3. Learning from lectures depends
on the students' abilities to
take notes.
4. Because the lecture is teacher-
centered, it tends to promote
one-way communication

7.  Viewed by students as a complete learning
experience; think lecturer presents all they
need to know
 Lowenstein and Bradshaw, 2001

8.  Formal
 Expository
 Provocative

9.  Formal lecture
 In a formal setting the lecturer delivers a well-
organized, tightly constructed, highly polished
presentation
 Preparation is time consuming
 Ignores the interactive dimension of teaching
 Sometimes fails to motivate students

10.  Variation on Formal Lecture
 Lecture/Recitation
 During a formal lecture, the lecturer stops and asks
students to respond to a particular point or idea by
reading or presenting materials he/she had prepared
for class.

11.  Expository lecture
 Less elaborate than the formal lecture
 Faculty does most of the talking, questions from
students are periodically allowed

12.  Provocative
 Instructor does most of the talking but
challenges students knowledge and values with
questions
 Lecture-practice
 Lecture-discussion
 Lecture-lab

13.  Begin well in advance of the presentation
date
 Organize your thoughts and information
 Write down what you want to say
 Practice saying it
 Time yourself – realize that it will take more
time to present in front of a class then at
home

14.  First five minutes
Teacher outlines the objectives, outcomes, and
expectations held for the participants
 Identify what learner should gain
 Make a connection between what the lecture material
is and real life
 Outline the key concepts to be addressed
 Describe rules of operation and establish open
atmosphere
Students decide whether to trust the speaker
to do what was promised and whether to
attend to the lecture

15.  Body of lecture
 Contains the critical information the learner
needs to know
 Must be well organized with smooth transitions
between topics
 Contains
 General themes that tie together as many topics as
possible
 Sufficient depth and complexity
 Testimonies and exhibits to support main points

16.  Conclusion (last 5 minutes)
 Interaction deserves closure
 Conclusion should tie the introduction and
the body together
 Contains a review of key points or topics
covered
 May offer suggestions related to the
application and transfer of knowledge

18. It is techniques used for pulling
knowledge and ideas. It can be
applied as a small groups or larger
group discussion composed of 5 to
7 individuals assigned to discuss a
certain topic within certain time
limit

19. Discussion serves best when the
students have a background in the
content of the discussion.
It is used when the instructor wants
the students to practice analysis and
evaluation or to examine opinions.
The discussion is a common method
for allowing exploration of attitudes.

20. Advantages Disadvantages
1. The students are actively
involved in processing
information and ideas
1. Discussion can be very time
consuming and unfocused
unless the instructor makes an
effort to direct the flow.
2. students can share their
experiences and participate in
making decisions.
2. An instructor often has difficulty
in getting the students involved
3. It provides means of
communication and feedback
between the lecturer and the
learner.
3. Class size must be restricted.

21. 1. Recitation
a. Teacher asks questions and the students
answer
b. Questions based on readings, lectures, labs,
etc…
c. Purpose is to determine student
understanding and to clarify misunderstanding
d. Low-level questions too often used; becomes
drill and review
e. Should allow demonstration of understanding
and application to new situations
f. Questions should be prepared in advance and
sequenced
g. Call on volunteers as well as non-volunteers

22. 2. Guided Discussion
a. Help students construct knowledge for
themselves
b. Students must have base knowledge to
work from
c. More varied interaction pattern than
recitation
d. Pace is slower with more development of
ideas, clarification of points
e. Questions should aim at higher cognitive
levels
f. Students should interpret, explain, apply,
illustrate, generalize, conclude (Wilen,
1990)

23. 2. Reflective Discussion
a. Open expression of ideas
b. Introduce topic and ask initial question, but allow
it to go where it will
c. Excellent approach to controversial ideas: AIDS,
cloning, nuclear testing, etc…
d. Conflicting laboratory data can be a good topic
e. Indisputable facts are not good discussion topics
f. Challenge students to think critically and examine
beliefs, attitudes
g. No set interaction pattern
h. Not imperative that all students speak up
i. Still rests on students having enough background
knowledge

25. In deductive (rule-driven, top-down) teaching the
teacher introduces and explains the concept
and the rules relating to it. Then the teacher
lets students to practice the new concept.
GENERAL RULE > EXAMPLES >
PRACTICE

26.  It gets straight to the point, and can
therefore be time-saving.
 It confirms many students' expectations
about classroom learning, particularly for
those learners who have an analytical
learning style.

27.  Teacher explanation is often at the expense
of student involvement and interaction.
 Explanation is seldom as memorable as
other forms of presentation, such as
demonstration.
 Encourages the belief that learning is simply
a case of knowing the rules.

28. In inductive (example-driven, bottom-up)
teaching the teacher gives students the data
and lets students draw their own conclusions
from the data. The students notice how the
concept is used and figure out, and verbalise
the rule.
EXAMPLES > PRACTICE > GENERAL
RULE
(Stern, 1992)

29.  Learners discover for themselves.
 Utilizes HOTS
 Students are more actively involved in the
learning process, rather than being simply
passive recipients.
 Challenge the learners.
 If the problem-solving is done collaboratively,
learners get the opportunity for extra
practice.

30.  The time and energy spent in working out
rules may mislead students into believing
that rules are the objective of language
learning, rather than a means.
 The time taken to work out a rule may be at
the expense of time spent in putting the rule
to some sort of productive practice.

31.  Students may hypothesise the wrong rule, or
their version of the rule may be either too
broad or too narrow in its application.
 It can place heavy demands on teachers in
planning a lesson. They need to select and
organize the data carefully so as to guide
learners to an accurate formulation of the
rule, while also ensuring the data is
intelligible.

32.  An inductive approach frustrates students
who, by dint of their personal learning style
or their past learning experience (or both),
would prefer simply to be told the rule.

33. The end 