This document discusses different aspects of teaching methods and lesson planning. It provides definitions and classifications of teaching strategies, methods, and techniques. It also outlines the key components of writing learning objectives, including focusing on student performance and specifying conditions, behaviors, and criteria. Additionally, it describes different levels of cognitive, affective, and psychomotor objectives. Finally, it briefly compares the advantages and disadvantages of direct instruction and lecture-based teaching methods.

2. “If your plan for one year…plant rice; If
your plan is for ten years…plant a tree;
But if your plan is for
eternity…EDUCATE children.”

3. BASIC CONCEPTS
• 1. Strategy of Teaching
–Science of developing a plan to attain
goal and guard against undesirable
results.

4. BASIC CONCEPTS
• 2. Method of Teaching
–Series of related and progressive acts
performed by a teacher and the
students to attain the objectives of the
lesson

5. BASIC CONCEPTS
• 3. Techniques of Teaching
–Personalized style of carrying out a
particular step of a given method

6. THE TEACHER AS A CORPORATE
PROFESSIONAL
• Polished Look
–Dress suited for a professional
–Tasteful accessories
–Tasteful make-up for female
–Personal hygiene

7. THE TEACHER AS A CORPORATE
PROFESSIONAL
• Polished Demeanour
–Professional walking
–Professional “sit”
–Professional “handshake”

8. THE TEACHER AS A CORPORATE
PROFESSIONAL
• Polished Language
–Voice
–Gesture

9. CLASSIFICATION OF TEACHING
METHODS
• Traditional
–Old fashion way of teaching

10. CLASSIFICATION OF TEACHING
METHODS
• Time-tested
–Methods that stood the test of
time and are still being used at
present

11. CLASSIFICATION OF TEACHING
METHODS
• Progressive
–Newer and more improved
methods of teaching

12. CHARACTERISTICS OF A GOOD
METHOD
Makes use of the principles of
learning
Utilizes the principles of “learning
by doing”
Provides for growth and
development

13. CHARACTERISTICS OF A GOOD
METHOD
Liberates the learners
Stimulates thinking and reasoning

14. Variables Affecting Teaching Method
•
•
•
•
•
•
•
Objectives
Nature of students
Nature of subject matter
The teacher
Technology
School environment
Teacher’s knowledge of group dynamics

15. Lesson Planning
• Learning Objectives
– Statements of what students will be able to
DO when they have completed instruction

16. Lesson Planning
• Components of Learning Objectives
– Description of what the student will be able to
do
– Conditions under which the student will
perform the task
– Criteria for evaluating student performance

17. Goal vs. Learning Objectives
• Goal
• Statement of the intended general
outcome of an instructional unit or
program

18. Goal vs. Learning Objectives
• Goal
• Statement of one or several specific
performances, the achievement of
which contributes to the attainment of
the goal

19. Goal vs. Learning Objectives
• Goal: To enable the students to make reliable and
accurate assessments of learning
• Objectives:
– Construct multiple-choice questions to measure
student achievement
– State the accuracy of test scores
– Determine the reliability of the exam

20. Importance of Objectives
1. Selection of content
2. Development of an instructional strategy
3. Development and selection of instructional
materials
4. Construction of tests and other instruments
for assessing and then evaluating student
learning outcomes

21. How to Write Objectives
1. Focus on student performance not teacher
performance
2. Focus on product—not process
3. Focus on terminal behaviour—not subject
matter
4. Include only one general learning outcome in
each objective

22. Elements of Objectives
1. Behaviour—what competency?
2. Criterion—how well?
3. Conditions—parameter indicator

23. Levels of Cognitive Objectives
1. Basic Knowledge—recall and memorize
2. Comprehension—translate from one form to
another
3. Application—use information in a new
situation

24. Levels of Cognitive Objectives
4. Analysis—examine a concept and break it
down into its parts
5. Synthesis—put information together in a
unique or novel way to solve a problem
6. Evaluation—make a quantitative or
qualitative judgments using standards of
appraisal

25. Levels of Affective Objectives
1. Receiving—being aware of or
sensitive to the existence of certain
ideas, material or phenomena and
being willing to tolerate them

26. Levels of Affective Objectives
2. Responding—committed in
some small measure t the
ideas, materials, or phenomena
involved by actively responding to
them

27. Levels of Affective Objectives
3. Valuing—willing to be perceived by
others as valuing certain
ideas, materials, or phenomena

28. Levels of Affective Objectives
4. Organization—relate the value to
those already held and bring it into a
harmonious and internally consistent
philosophy

29. Levels of Affective Objectives
5. Characterization—to act
consistently in accordance with the
values he or she has internalized

30. Levels of Psychomotor Objectives
1. Observing—active mental attending of a
physical event
2. Imitating—attempted copying of a physical
behavior

31. Levels of Psychomotor Objectives
3. Practicing—trying a specific physical activity
over and over
4. Adapting—fine tuning. Making minor
adjustments in the physical activity in order to
perfect it.

32. Direct Instruction/Lecture
• Advantages
• Disadvantages
– Teacher controlled
– Many objectives can be
mastered in a short
amount of time
– Student involvement is
limited
– Leads to valid evaluation
– Depends in part to rote
learning

33. Thank You!