2. The Foundations of
Contemporary
Teaching Methods
Principles of Method based on
the Newer Psychology of
Learning
01
Principles of Method Based on
the Democratic Ideal
02
Principles of Method Based on
the Objectives Education
03
3. Traditional Method
-the traditional method of study utilized
by the learner was memorizing and the
classroom procedure was the
recitation method.
4. Method should
utilize the
present interest
of learners and
stimulate the
development of
further interests.
Principles of Method based on the Newer Psychology of Learning
Method should
encourage the
pupil
established
worthwhile
goals toward
which to work.
Method should
make provision
for individual
differences in
abilities of
learners.
Method should
make meaning,
explanations,
and
relationships of
ideas clear to
learners.
5. • Infographic Style
Principles of
Method Based on
the Democratic
Ideal
1. Method should
provide for the
teacher-learner
cooperation in
planning, executing
and evaluating
learning activities.
2. Method should
provide proper
balance between
learner freedom and
teacher guidance.
3. Method should
provide
opportunities for the
learners to make
decision and
assume
responsibilities.
4. Method should
provide for the
gradual
development of self-
direction on the part
of learners.
6. Principles of Method Based on
the Broad Objectives of Education
Method should provide a
well-balanced program
of activities for learners.
Method should promote
security and satisfaction of
learning experiences for
every learner.
Method should be
concerned with all aspects
of child development –
physical, intellectual,
social, emotional.
Method should provide
orienting the learners
about their community,
their nation, and the
world.
Method should reflect an
understanding that the fundamental
subjects such as reading, writing,
and arithmetic involve the
development of attitudes, desirable
habits, appreciation, and skills.
7. Different Teaching Methodologies
LABORATORY METHOD
MORRISONIAN TECHNIQUE /
UNIT METHOD
INDUCTIVE METHOD
DEDUCTIVE METHOD
PROJECT METHOD
EXPOSITORY METHOD
PROBLEM METHOD
DEMONSTRATION
METHOD
LECTURE METHOD
METACOGNITION
TEACHING METHOD
8. INDUCTIVE
METHOD
Simply an investigation method.
A method of drawing general
conclusions from particular or
individual differences.
Starts with a series of specific examples
of the concept or principle to be learned
and ends with generalization which may
be rule or definition.
Usually used in mathematics,
language and laboratory subjects.
10. The reverse of the inductive method. Deduction is a
logical process of reasoning from the general to
specific. The Deductive process starts with a rule that
is applied to a particular case for the purpose of
determining and testing the rule.
DEDUCTIVE METHOD
To teach
students to
master
difficulties by
using rules
To remedy
students
tendency to
readily
jumped to
conclusions.
To teach
students to delay
their judgment
until the facts are
carefully
examined.
01 02 03
Objectives
12. THE PROJECT METHOD
A problematic activity carried on in a natural setting
and involving the utilization of physical materials, in a
constructive way.
CHARACTERISTICS
it is planned and the activity
should be executed and
completed by the students; and
the activity should be purposeful,
natural and important.
It is problematic in nature;
14. STEPS OF THE PROJECT METHOD
EVALUATING
EXECUTING
PLANNING
PURPOSING
15. Provide actual
participation in
conducting research
and to develop skill in
the use of laboratory
equipment,
instruments, and
materials for the
experiment.
LABORATORY
METHOD
The teaching procedures that deals
with first hand learning experiences
regarding materials or facts obtained
from investigation or experimentation.
Offer opportunities
for the learners get
real experiences
which in effect
may increase their
interest.
17. STEPS IN THE LABORATORY METHOD
1. Introduction step for
orientation and
motivation
2. Work Period
3. Culminating
Activities
18. MORRISONIAN TECHNIQUE METHOD /
UNIT METHOD
Henry C. Morrison, the proponent of this
method.
The Morrisonian plan of instruction is the
process of taking the contents of a particular
subject as big blocks and as isolated and
fragmentary bits of information. This method is
often used in the teaching of history,
geography, government and economics.
19. STEPS OF THE UNIT METHOD
THE
RECITATION
EXPLORATION
PRESENTATION
ORGANIZATION
ASSIMILATION
01
02
03
05
04
20. THE EXPOSITORY METHOD
APPROACH
PRESENTATION
APPLICATION
Usually used in lower grades because there is a need of explaining
about the subject matter to be presented. A detailed statement or
presentation of the lesson for the day, also used in secondary level and
even in the tertiary level when certain difficulties need further
explanation by the teacher.
STEPS IN EXPOSITORY METHOD
D
D
D
D
D
EXAMPLES:
Charles
Darwin’s
Evolution of
Species,
Gregor Johann
Mendel’s
Science of
Genetics, and
causes
earthquake.
21. PROBLEM METHOD
STEPS
OF
THE
PROBLEM METHOD
Analogous to the inductive method except that only one case is investigated.
The primary objective of this method is to study a typical or common case
exhaustively and in detail in order to make the concepts gathered and
analyzed as basis for comparison in investigating similar cases.
3
4
5
6
The selection of the subject matter to
be studied;
study of details;
comparison of details and other
characteristics with the model; and
generalization
1
2 apperception and motivation;
the model or typical case that will be
subject of comparison;
23. THE LECTURE METHOD
INFORMAL LECTURE
STRATEGY is a
conversational presentation
interspersed with questions,
comments and brief
discussions.
The most common used of imparting knowledge and information among the
students in the secondary and tertiary levels. Usually delivered by an invited
guest speaker or lecturer during school convocations.
FORMAL LECTURE
STRATEGY is an
uninterrupted verbal
presentation by the lecturer.
24. This is an instructional
method where learners are
trained to become aware of
and control over their
learning by utilizing
metacognition process.
METACOGNITION
TEACHING
METHOD
25. FIVE STEPS USED IN THIS TEACHING APPROACH
What
knowledge and
resources are
needed.
DECIDING
It is important to
know whether
you are going in
the right direction.
MONITORING
How am I doing?
How well did I do?
How might I apply
this line of thinking
to other problems.
EVALUATING
This is the step
when the
objectives have
been met.
TERMINATING
Involves method
of thinking out
actions and
purposes.
PLANNING
27. Method as a concept is perhaps as
old as the beginning of education.
The Socratic Method, a dialectal
method employed by Socrates to
develop a latent idea or to illicit
admissions from an opponent is still
used today. This is also true with other
methods utilized in education, e.g.,
Pestaloozi’s, object teaching,
Commeniues’ nature teaching and the
Hebartian formal steps applied to
problem-solving.
