Methods of teaching

6. The methods of teaching
refers to the regular ways or
orderly procedure employed
by the teacher in guiding
pupils, in order to
accomplish the objectives of
learning situation.

7. All the teachers should
have the capacity of
using different methods
in teaching
At least specialize in one
method.

8.  1. acquisition of different goals through
different methods.
cognitive, affective, and skill oriented changes
can be acquired. No single method is
sufficient to cater all the needs.

9.  In learning, mental and physical activity
should take place then only the skill can be
developed.

10. Variety of methods adopted
in the teaching makes
teaching more effective and
interesting.
How many methods can be
used in a class of 45
minutes.

11.  1. it should provide a variety
of related experience and
activities meant for
individuals as well as a group
and should be designed to
bring about anticipated
developmental changes in
pupils.

12. 2.It should give scope for
the creative expression of
the child’s individuality
3.It should be capable to
promote interest among the
students.

13.  4.It should train the students in
the technique of self-study and
the method of processing
information through personal
effort.
 5.It should stimulate the desire
for further study and
exploration.

14.  1. the objective of instruction.
 A particular situation can be managed by a
particular methodology
 2.The nature of the child.
 Method should provide learning experience
appropriate to the ability, interest, and need
of the child.
 Developmental stages of life also should be
considered

16.  Scientific method.
 That is divided into two.
 1. inductive method and deductive method
What is scientific method.
S M is one of the method for discovery
learning. Training in this method necessitates
the encouragement of innovative
demonstrations and laboratory experiments.

17.  Begins with the statement of the problem and
students are expected to find the solution for
this problem.
 For that he or she has to collect the data,
then analysis the data
 Solve the problem the last step.
 This method can be called as a method of
solving a problem scientifically.

18.  According to T.M. Risk,
Problem Solving may be
defined as planned attack
upon a difficulty or perplexity
for the purpose of finding a
satisfactory solution

19.  James Rose defines problem
solving as an educational device
whereby the teacher and the
pupils attempt in a conscious,
planned, purposeful manner to
arrive at an explanation or
solution to some educationally
significant difficulty.

20.  Gerald A. Yokam, and R.H.
Simpson, has defined problem
solving method as a method in
which a person uses his ability
to solve the problems which
confront him, enables a man
to exercise control over his
activities and his environment.

21.  John Dewey has outlined his
method in the following series of
five steps.

22.  Problem must be chosen so that the student
can partially but not completely understand
them in terms of old ideas, and sufficient
time must be allowed for the student to
grapple with the situation, possibly with
appropriate hints to direct his thinking, but
allowing him to put the ideas together
himself. The student should have an exact
idea about the problem and be able to define
it in the concise terms.

23.  The student should focus on hypothesizing,
the relationship between two or more
variables or difference between two
treatments. A review of literature would give
students more content information; various
possible causes of the problem may be listed.
These possible causes are hypotheses or
“educated guesses”. Next the students are
asked to outline a laboratory procedure to
test out their proposed solution.

24.  Students are permitted to
enter the laboratory to
conduct their tests and note
down observations. The
teacher’s job at this juncture is
to ensure that the students
work carefully and collect
accurate data.

25.  All inferences bearing on the data at hand
must be considered tentatively. This phase of
problem solving demands an unusual amount
of guidance from the teacher. Interpretation
of data should be based on paper use of
techniques and charts; graphs, tables can be
used to record the data.
 At this stage, students can become (careful
)(less) in their work and it is an opportunity
to develop; skills in constructing tables and
graphs.

26.  The students are asked to determine if
their results substantiate the expected
solution. Conclusions drawn on the basis of
the data should be accurately reported after
proper interpretation. Findings should be
reported concisely, and recommendations for
further work should be mentioned. The
students should be able to make
generalizations and apply it to their daily life.

27.  P. Ausubel, David,
identified several factors
which influence problem
solving. Some of these are;
1. Problem solvers focus
more on the problem on
hand, than other aspects.

28.  2. They are able to relate
additional content
information with the
problem they are working
on.

29.  3. Problem solvers, besides
being more persistent,
possess self confidence
 4. They are objective in their
approach to problem solving.

30.  Teaching with print
 Practical work
 Audio teaching
 Video teaching
 Computer teaching
 Teleconferencing
 E-mail based teaching
 WWW based teaching and learning

31.  The criteria for selection of teaching methods
are manifold. However, the most important
factors are:
 Human factor
 Objectives of teaching
 Subject area
 Time and material factor

32.  The human factors
influencing the selection of
teaching methods are:
 The teacher
 The students
 The environment from which
they come

33.  The objectives are defined in
terms of changes to be effected
in knowledge, skills and
attitudes. Methods will have to
be selected with regard to their
ability to impart new knowledge,
influence attitudes and develop
practical skills

34.  Each subject area has its
own specific features. A
particular topic could be
taught in different ways
using different methods by
different teachers.

35. Decision on the choice of
teaching methods depends
on time, financial resources
and other factors.
Preparation time varies for
different teaching methods.

36. Some selected aspects of
the relationship between
principles of learning and
teaching methods are
discussed below:

37.  : The motivation to learn is
enhanced if the
presentation of the teaching
material is interesting and
emphasis particularly on
applied value

38.  : The principle of active
involvement implies that
the deeper the involvement,
the higher the motivation,
the more the students
retain and the better they
are equipped to apply it

39.  : individuals have different capabilities of
leaning, having personal styles of study and
application. They should be subject to
individual control of performance. The
overall methods of teaching have to initiate
not only ‘work in groups’ but also provide
the opportunity for individual reading,
thinking and applying knowledge gained.
This can be done through

40.  Compulsory individual assignments
 Use of teaching aids for individual
reading, like audio and video tapes,
teaching machines, computer
terminals accessible to individual
students
 The breaking down of projects into
modules of assignments for each
individual

41.  Voluntary additional work by the more
gifted students
 Different types of feedback are
needed and have to be provided in
learning
 The principle of transfer requires that
education should help the student to
transfer what he has learned, to live
situations

42.  Zurev has classified the teaching
methods into
 Oral
 Observation
 Practical

43.  Oral methods include talks,
narration, discussions, lectures and
work at a book. Observation methods
involve demonstrations of natural
objects, charts, models, slides and
films. Practical methods involve
conducting experiments and doing
relevant laboratory work

44. The lecture is one of the oldest and most
basic pedagogic tools. Although experience
and educational research show the lecture is
less effective than activity methods at school
level, many teachers find spending at least 30
to 50 per cent of their teaching time in
lecturing. The use of lecturing depends on
the subject matter, the teaching philosophy
of the teacher and the overall learning
situation

45.  Carter Good’s dictionary defines lecture
method as
 An instructional procedure by which the
lecturer seeks to create interest, to
influence, stimulates, or mould opinion, to
promote activity, to impart information, or
to develop critical thinking, largely by the
use of the verbal message, with a minimum
of class participation; illustrations, maps,
charts, or other visual aids may be
employed to supplement the oral technique.

46.  Wasley, Edgar B. and Wronski, Stanley
P. suggested that the lecture method
serves four basic purposes
 To motivate
 To clarify
 To review
 To expand

47.  Characteristics of good lecture
Introduction of a new
topic
Summarizing a topic
Supplementary
information
Posture

48.  Appearance
 Manner
 Gesture
 Voice
 Vocabulary
 Use of audio – visual aids and
blackboard
 Time

49.  The lecture method is the most way of
getting a large amount of information
across to a large class. A teacher can
convey the information in minimum
time, thus enabling the syllabus to be
covered the syllabus to be covered
within stipulated time. It is economical
in terms of both money and time

50. The lecture is useful in
imparting factual
information in efficient
manner to convey facts to
students who have difficulty
reading their texts

51. The lecture helps to
channelize the thinking of
students in a given
direction

52.  Some abstract topics in science
are best taught by the lecture
method. The teacher, through
taching style and presentation can
give her message to the learner.

53.  The method is apt to be misused.
The ‘pouring in’ of information is
psychologically unsound unless it
can be done in a meaningful way
 Science is best learnt by doing.
There is no provision for activities
in this method as the students are
passive

54.  The rate of imparting information
by the teacher may seem too fast
for the students who are restless
by nature, preoccupied with their
own immediate problems and
often handicapped by limitations
of vocabulary and background of
experience.

55.  A poorly planned, poorly delivered
lecture fails to motivate the
students
 The lecture method is not very
successful in imparting attitudes
and skills, as it does not touch the
effective and psychomotor
faculties of the learner

56.  As student interaction is
minimum, social attitudes and
values may not be fostered
 The lecture method cannot cater
to individual grasping capacities
of the students

57.  Purpose of Demonstrations
 Demonstration methods may
be used in science teaching in a
number of ways. They are suitable
for the following purposes
 Demonstration purposes at the
start of a lesson or a unit

58. Showing method and
technique
Applying a concept
Solving problems
Reviewing ideas

59.  An effective demonstration requires
methodical planning by the teacher. The
important points to be noted are as follows

60.  The need and relevance of the demonstration
 The objectives of the demonstration
 Mastery of subject matter
 Lesson notes including a list of principles to
be explained and the questions to be asked
in class
 Through rehearsal of experiments before the
class
 Proper arrangement of apparatus on the
demonstration table

61.  A successful demonstration will have the
following characteristics:
 Visibility – The demonstration should be
visible to all and the set up should be at a
good height. Students should be seated
either in gallery type classrooms or to be
allowed to come near
 The apparatus used for demonstration should
be larger in size

62.  A blackboard behind the demonstration table
will facilitate summarizing the related
principles and key concepts
 The lighting and ventilation should be
adequate and allowances must be made for
glare, etc.
 Rehearsal is necessary prior to a
demonstration so that the teacher becomes
well versed in handling the apparatus

63.  The pace of the demonstration should be
accurate, neither too fast nor too slow. This
helps students to follow the demonstration
carefully
 Apparatus should be arranged in proper
order so that the teacher does not flounder.
For instance, a right handed teacher may
prefer to keep the used apparatus on the
right hand side

64.  The teacher should make allowances for
seasonal variations, power cuts etc. while
planning her experiments
 For recording the data the students should be
given sufficient time

65.  The teacher should enliven her demonstration
by asking suitable reflective type questions
 Emphasis should be given to the major points
in the demonstration, so that students are
aware of the objectives of the demonstration

66.  The demonstration method has several
advantages that make it very useful in
teaching all subjects.
 Demonstrations allow the teacher to guide
thinking and channelize learning in desired
direction

67.  The apparatus is expensive
 The experiment involves some risk
 The experiments involves some risk

68.  The experiments involve some difficult and
complex operation
 Several experiments have to be performed
sequentially

69.  Demonstrations help in economizing
resources. Some equipment or items are too
expensive for general use. For instance, due
to high cost factor many high school physics
laboratories may have only one spectrometer.
Thus, demonstrating the experiment to the
whole class becomes an economical exercise

70.  Demonstrations enable the teacher to
conduct activities that may be too dangerous
for students to carry out themselves like
some chemical reactions in the laboratory
produce toxic fumes. High voltage apparatus
may be needed in some experiments. Under
such circumstances, it would be wiser for the
teacher to use demonstration techniques

71.  Demonstration is one of the best techniques
to get student participation. Students can
take the readings under the watchful eyes of
the teacher, observe physical changes

72.  Demonstrations save teacher’s time and
effort. A teacher will undoubtedly find it
easier to prepare materials for one
experiment than for 40 experiments. It is
easier to perform one experiment than to
supervise 40

73.  Demonstrations can sometimes be one of the
best means to illustrate and verify facts
 Demonstrations can promote relevant and
useful discussion in the classroom, giving
opportunity to question and to review

74.  All students may not be able to see the
details and results of a demonstration.
Visibility is a major problem for a teacher

75.  Not all students get a chance to participate in
the demonstration. Students thus have little
opportunity to become familiar with science
apparatus, especially in large classes

76.  Sometimes the pace of the demonstrations
may be so fast the students may have trouble
in understanding what is going on

77.  Laboratory method
 Most laboratory approaches can be classified
in to one of the following
 Verification and deduction
 Induction
 Science process oriented
 Technical skills oriented
 Exploratory

78.  Heuristic is derived from the Greek word
“HEURISKIN” meaning discovery. This method
was advocated by Professor Armstrong who
felt that by placing a student in the position
of a discoverer he would learn much more
than being merely told about things.


79.  W.M. Ryburn says – “This method as the name
implies is a method by which the pupil
discovers things for himself. The pupil is put
in the position of a pioneer and finds his way
along the path of knowledge as did those first
discovered the facts, principles and laws
which are known to all”

80.  It is a plan of action.
 A project is a bit of real life that has been
imparted into school
 This is learning by doing or learning by living.

81.  Providing a problem
 purposing
 Planning
 Executing
 Evaluating
 recording

82.  Here both theory and practical go hand in
hand.

83.  Here the teacher motivates the student by
narration of stories, situation related to the
subjects etc.,

84.  Supervised study should promote self-
learning, which motivates students to think
through many aspects of a study assignment.
 Extra class, double period plan, divided
period plan, library period plan, extra period
plan etc.,

85.  The grammar- translation method.
 It is also known as classical method.
 The behavior of the language is explained in
terms of rules which is further illustrated.
 Rule is memorized. The student are required
to memories the rules of grammar and
translate passages from mother tongue into
English and vice-versa.

86.  It is natural method- or mothers method.
 It is based on the philosophy “fluency in
reading and facility in writing follow fluency
in speech”

87.  The use of mother tongue is allowed but
strictly controlled and limited to concept
translation procedure of this method.
 It is built on a life situation, fluency in
language is achieved in each situation.

88.  Two considerations are there.
 English should be studied from utilitarian
point of view
 It should be studied as a means of
international understanding.

89.  Story telling
 Probing method
 Questioning method
 Socratic method
 Upanisadic method
 Practical method.

90.  Individualization of instruction
 Personalized system of instruction
 Programmed instruction
 Computer assisted instruction