This document describes different teaching methods including demonstration/performance, discussion, and case study. It provides details on how each method is conducted and their advantages and disadvantages. Demonstration/performance involves illustrating a skill or principle with a concrete example. Discussion allows for an exchange between the instructor and students on course topics. Case study follows a real-life situation step-by-step to illustrate a general principle through analysis of specific details. The document suggests ways to maximize the effectiveness of each method, such as preparing demonstrations and keeping discussions focused.

1. as reported by Marvin B. Gonzaga
BSED – Bio. Sci.

2. 2. Demonstration/Performance

3. Demonstration/Performance
• Used to illustrate a general principle with a concrete
example or to provide a model of a skill, which students
can practice.
Description of
what is to be
shown and a list
of main points
Demonstration
proper with a
running
narrative
Students are
given the
opportunity to
perform the
procedure

4. • Aimed at comprehension or application of general
principle to a specific instance. It is designed to teach a
skill or procedure.
Advantages
Disadvantages
Maximizes the efficiency of
Does not work well in large
student participation by providing groups unless the details are
a good model.
large enough to be seen by all.
Student interest is usually very
high because of their active
involvement.
Setting up is very time
consuming.
Often the only way of conveying
complex operations required in
some skilled tasks.
They don’t always go as
planned.
If the students will be practicing
the skills, set up time and
equipment costs are large.

5. Suggestions for Maximizing Effectiveness:
1. Keep demonstrations simple and straightforward.
• Most useful to either highlight a principle for clarification
2. Precede the demonstration with a description.
or make it memorable or as a preliminary to student
3. Do everything area.
practice in a skill to make the demo work the first time.
4. Use the same equipment that the students will be
using.
5. Be sure everybody can see clearly.
6. Give a step-by-step description of your actions.
7. Review the major steps and ask a few key questions.
8. During student practice time, be available, circulate,
answer questions, and make suggestions.

6.  Demonstrations require a lot of preparation time
and must be supported with various audio-visuals.
 They are particularly useful in teaching skills
and are more teacher-centered than studentcentered.
There are several adaptations of demonstrations:
 Projects
 Peer Tutoring
 Research Papers
 Practice
 Field Trips
 On-The-Job Trainings
 Simulated Experiences
 Videotapes

7. 3. Discussion

8. Discussion
• Intended to be a free give and take between instructor
and students on current topic of concern in the course.
• Characterized by probing questions from the instructor
designed to elicit student:
Interpretations
Opinions
Questions

9.  Low Cognitive Level:
When the instructor questions are closed-ended, factual
questions.
 High Cognitive Level:
The discussion can provide the opportunity for learning
analysis and evaluation skills.
The discussion also serves as a common method for the
exploration of attitudes.

10. Advantages
Disadvantages
1. Students are actively involved in
processing information and ideas.
1. It is the least effective method for
conveying factual information.
2. Student needs and interests are
dealt with more readily and
spontaneously.
2. Can be very time-consuming and
unfocused.
3. Student diversity of backgrounds
can be exploited in the generation
of ideas, approaches and
examples.
3. At first, the instructor has difficulty
in getting the students involved and
the temptation to slip into a review
or mini-lecture is great.
4. Students practice formulating
questions and communicating
ideas.
4. Class size must be restricted.
5. Can be used to examine student
attitudes.

11. • Discussion serves best when the students have a
background in the content of the discussion, through
their coursework or because the discussion focuses on
some common experience/problem.
• It is used when the instructor wants the students to
practice analysis and evaluation or to examine opinions.

12. Purpose:
involve
students in
content
transmittal
Limited to
small groups
and require
considerable
time
Does not
require
much
audio-visual
support
Variations
include:
debate, panel
discussion,
reviews
interviews, etc.

13. 4. Case Study

14. Description
• In this method, a situation drawn from real life is followed
step-by-step to illustrate a general principle or problem
solving strategy.
Unsophisticated Students
• Borders on a lecture
• The instructor gives
general principles and
have the students
identify the specific
materials they have at
hand.
Advanced Students
• The students are
expected to study
the materials and
generate the
illustrated principles
and questions from
the specifics.

15. Example

16. Cognitive
Advantages
Level
Disadvantages
1. The students’ level of
1. Case preparation is time
involvement is much greater than
• Some factual learning occurs, mostly the instructor. of
consuming for in the form
in a lecture.
general principles.
Students
•2. Provides a method is of
The case higher level primarily2.aimed atneed time to scan the
the application of
cognitive learning than plain
materials or outline main points
general principles to specific instances information. analysis
lecture.
and critical or at the
and evaluation of themore
3. The cases tend to be situation. 3. Students need a base of
interesting since they are drawn
from real life.
information about the process or
problem area.
4. The learning is generalized
more readily to other real life
situations.
4. There is a tendency to
overcomplicate cases drawn
from real life by giving too much
detail.
5. The instructor can still maintain
a high degree of control over the
class flow.
5. Case study lends itself best to
smaller classes.

17. Most Effective
Suggestions for Maximizing Effectiveness:
Common Use
• Case studies are most useful when students are learning
1. Make clear to the students what the process is
a process of information analysis or question asking.
and follow it closely in the case analysis.
• They are particularly beneficial if which will draw on go
2. Select sample students cases the students can
through several cases sequentially , when the instructor
the students’ backgrounds or interests.
begins by directing the process andfor using a shifts to
3. Be clear in what the objectives gradually case
allowing the students to direct the process.
are.
4. Don’t make the cases too complex.
5. If more than one case will be used, move from
simple to complex cases.
6. Avoid the temptation to answer your own
questions.
7. Be well versed in the case details and alternatives
yourself.

18. THE END (FOR NOW)
Thanks for
Listening!
(Naa pay part
2)