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PPT FOR REVIEW PROF ED.pptx
- 1. Prepared by: Nestor UnitoSr., Ed.D. METHODS OF TEACHING Different Teaching Methodologies
- 2. The Foundations of Contemporary TeachingMethods 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 traditionalmethod of study utilized by the learner was memorizing and the classroom procedure was the recitation method.
- 4. Method should utilize the presentinterest 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 Principlesof 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 MethodBased 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 LABORATORYMETHOD 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 investigationmethod. 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.
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- 10. The reverse ofthe 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
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- 12. THE PROJECT METHOD Aproblematic 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;
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- 14. STEPS OF THEPROJECT METHOD EVALUATING EXECUTING PLANNING PURPOSING
- 15. Provide actual participation in conductingresearch 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.
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- 17. STEPS IN THELABORATORY 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 THEUNIT METHOD THE RECITATION EXPLORATION PRESENTATION ORGANIZATION ASSIMILATION 01 02 03 05 04
- 20. THE EXPOSITORY METHOD APPROACH PRESENTATION APPLICATION Usuallyused 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 Analogousto 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;
- 22. DEMONSTRATION METHOD DEMONSTRATION PAPER EXECUTING PURPOSING PLANNING EVALUATION Basically theshowing method. It is a learning method through imitation. The teacher does the experiment before the class or the learners. The steps used in the project method are also adopted in the demonstration method although modified.
- 23. THE LECTURE METHOD INFORMALLECTURE 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 aninstructional method where learners are trained to become aware of and control over their learning by utilizing metacognition process. METACOGNITION TEACHING METHOD
- 25. FIVE STEPS USEDIN 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
- 26. ALBERT EINSTEIN Teaching should besuch that what is offered is perceived as a valuable gift and not as a hard duty.
- 27. Method as aconcept 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.
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