This document discusses various teaching methods and objectives. It begins by defining teaching and methods. It then outlines the objectives of teaching as developing cognition, affective skills, and psychomotor abilities. Several teaching techniques are described in detail like direct instruction, indirect instruction, discussion, cooperative learning and self-directed learning. Specific methods like lecture, demonstration, debate and role playing are also explained. Finally, it lists 30 teaching methods used by the Holy Prophet Muhammad including repetition, memorization, questioning, storytelling, demonstration and practice.

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4. Teaching
Methodology

5. Objectives
At the end of the module the participants will be
able to;
• Discuss classroom teaching methods.
• Differentiate various methods and strategies of
teaching, their strengths and weaknesses.
• Explain various teaching techniques.
• Know about thirty methods of teaching of the holy
prophet (PBUH)
• Explain learning abilities and the factors affecting
and enhancing the abilities.

6. What is Teaching?

8. • Teaching is a
purposeful activity
of influencing the
thinking and habits
of others by using
and manipulating
certain principles
and methods

9. Define teaching
method
The principles and
methods of instruction
used by a teacher to
process a LESSON

10. Teaching method
• Method is a cluster of teaching
procedures utilized in classroom
situation.
• Method is a set of techniques, based on
a course of study, which uses certain
type of materials.

11. • "O Mankind! There has come to you
from your Guardian-Lord an exhortation,
a prescription
for the minds, a guidance and
beneficence for those who believe"
[10:57].

12. A Lesson
Lessons vary depending
on the material being
taught, resources
available, and the teacher.
Generally a lesson consists
of sequential certain
steps.

13. Steps in a lesson
• Preparation: the teacher starts the lesson
with the general concept of the lesson, which is
associated with something already known by
the class.
• Presentation: introducing the new material.
• Association: the new material is compared
with old material and logical connections are
made.
• Generalization: other examples of the new
idea are presented.
• Application: the news ideas are applied to
further material or investigation (eg. practice
problems, a critical thinking exercise, etc).
• Evaluation

14. The objectives of teaching
Teaching objectives extend
from intellectual abilities and
cognition (social insight) to
psychomotor learning
(learning practical skills) and
affective learning
(development of emotions,
attitudes, morals, and values).

15. Cognition
• It begins early, with the acquisition of basic
language and math skills.
• Cognition continues to develop throughout a
student's schooling, and begins to dominate
education at the secondary level.
• Cognition allows us to generalize, abstract, infer,
interpret, explain, and apply information.
• It makes us critical thinkers capable of making
appropriate decisions and judgments, and makes
us aware of different viewpoints.

16. Affective
• It helps develop
values and attitudes.
Theoretical, aesthetic,
social, economic,
political, and
hedonistic values are
considered in school
curriculums.

17. Psychomotor
• It encourages the
development of physical
skills and their
appropriate and creative
uses. Psychomotor
development includes
handwriting, art, and
games at the elementary
level, and practical
science and vocational
skills later on.

18. •Work in pairs
and identify
teaching
techniques

19. Some Teaching Techniques
• Direct instruction
• Indirect instruction
• Discussion
• Cooperative learning
• Self directed
instruction

20. Direct Instruction
• The traditional teacher-centered instruction
technique is called direct instruction. The teacher
provides the students with much of the
information they need, often through lectures,
explanations, examples, and problem-solving.
• The main strength of direct instruction is that it is
efficient, especially in quickly providing
information to the students. It is also an effective
way to allow students to achieve mastery when
learning fundamental facts, rules, formulas, or
sequences.
• However, direct instruction is not an effective way
to teach higher-level thinking, analysis or
evaluation. It cannot be used to teach material
over a long period of time, or present additional
details to students who have already mastered
the basic concepts.

21. Indirect Instruction
• The indirect approach to teaching presents
students with instructional stimuli in the form of
materials, objects, and events, and requires
students to go beyond the basic information that
they are given to make their own conclusions
and generalizations. Indirect instruction allows
teachers to engage their students in activities
which require the students to learn
independently.
• Students take an active role in their learning by
developing ideas, testing their own conclusions,
and discussing their results. This allows students
to independently discover patterns and
relationships in their learning and knowledge. It
develops advanced levels of thinking and
analysis.

22. Discussion
• Discussion involves free,
interactive dialogue between
teachers and students. It is more
than just a question-answer
period, and requires the teacher
to give control of the classroom
to the students.
• A successful discussion requires
that all student responses and
ideas be accepted and
considered.

23. Cooperative Learning
Cooperative learning is a technique
that encourages
collaboration, competition, and
independence. One strength of
cooperative learning is its social
nature. Students are encouraged to
interact and share with one
another, which helps reduce the
students' desire to talk with one
another about unrelated topics.
Cooperative learning helps students
develop conceptual reasoning and

24. Self-Directed Instruction
• Self-directed instruction teaches students
to take learning into their own hands,
apply their knowledge to real-world
problems, monitor their own achievement,
and go beyond the material that is
presented to them. Predicting,
questioning, summarizing, and clarifying
are four important activities that shift the
responsibility of the learning to the
students.

25. •Discuss some
teaching
methods

26. 1. LECTURE METHOD
• In this method the teacher
present the subject contents
to the students with the help
of AV aids. The purpose of
the method is to identify
information to a large group
of students in a short period
of time.

27. Advantages Disadvantages Preparation
Factual material
is presented in
a direct, logical
manner.
May provide
experiences
that inspire
- useful for large
groups.
Proficient oral
skills are
necessary.
Audience is often
passive.
Learning is difficult
to gauge.
Communication is
one-way.
Not appropriate
for children below
grade 4.
There should be a
clear introduction and
summary.
Effectiveness related
to time and scope of
content.
Is always audience
specific; often
includes examples,
anecdotes.

28. Lecture Demonstration
• This method is used
when the teacher
wants to explain
the structure and
function of a device
or about an
experiment or
about specific
procedures.

29. Merits:
• It makes information regarding a device
attractive.
• The students understand
• As more than one sense of the students is
involved in this method therefore, maximum
learning outcomes are expected.
Demerits:
• Carelessness may create problems
• Costly because it may be used for small group of
students
• Time consuming

30. Discussion Method
• It develops thinking process, promotes a
positive attitude towards learning, and
develops interpersonal skills. Group
discussions foster interaction between
students whose skills, attitudes, and
interests differ, and allow the students to
use democratic leadership skills to lead
the direction of their discussion and
participation. In this manner, discussion
sessions help students extend their
knowledge through higher-level
independent thought.

31. Advantages Disadvantages Preparation
Involves
students, at least
after the lecture.
Students can
question, clarify
and challenge.
Lecture can be
interspersed with
discussion
Time constraints
may affect
discussion
opportunities.
Effectiveness is
connected to
appropriate
questions and
discussion;
Often requires
teacher to "shift
gears" quickly.
Teacher should be
prepared to allow
questions during
lecture, as appropriate.
Teacher should also
anticipate difficult
questions
Prepare appropriate
responses in advance.

32. Brain Storming
In this method the
teacher chooses an
issue and then asks
questions from the
students about that
issue.

33. Advantages Disadvantages Preparation
Listening exercise that
allows creative thinking for
new ideas.
Encourages full
participation because all
ideas are equally recorded.
Draws on group's
knowledge and experience.
Spirit of cooperation is
created.
One idea can spark off
other ideas.
Better to use in
mathematics
Creative thinking for
generating new ideas.
One idea can spark other
ideas.
Can be unfocused.
Needs to be limited
to 5 - 7 minutes.
Students may have
difficulty getting
away from known
reality.
If not managed well,
criticism and
negative evaluation
may occur.
Value to students
depends in part on
their maturity level.
Can be unfocused
Some time
confusion is
produced
Teacher
selects
issue.
Teacher
must be
ready to
intervene
when the
process is
hopelessly
bogged
down

34. Video tapes
.• In this method a specific topic is
delivered to the audience through
video or CD player. This method is
better for listening comprehension
and also in scientific experiments

35. Advantages
Disadvantages
Preparation
Entertaining way
of introducing
content and
raising issues
Usually keeps
group's attention
Looks
professional
Stimulates
discussion
Interesting
Keeps students
Professional way
of teaching
Stimulates
discussion
Can raise too many
issues to have a
focused discussion
Discussion may not
have full
participation
Most effective when
following discussion
One way
communication
Costly
Can raise too much
issues
Need to obtain and set
up equipment
Effective only if teacher
prepares for discussion
after the presentation

36. Class Debate
• In this method an issue is given to the
participants to debate on. The teacher
plays the role of a facilitator. In a
classroom situation topic may be given
to the students before the
commencement of the debate. The
students may prepare theirself using
various sources.

37. Advantages Disadvantages Preparation
Pools ideas and experiences
from group
Effective after a presentation,
film or experience that needs
to be analyzed
Allows everyone to
participate in an active
process
Views and expression of all
the participants for
discussion.
Does not require too much
audio-visual support.
Effective after a presentation,
film or experience that needs
to analyzed.
Views and expression of all
the participants for
discussion.
Not practical with
more that 20
students
A few students can
dominate
Some students
may not participate
Is time consuming
Can get off the
track
Require
considerable time
Feasible only for
groups
Few people can
dominate
Disturbance in the
class.
Can get off the
track
Requires
careful
planning by
teacher to
guide
discussion
Requires
question
outline

38. Role Playing
• It is a teaching technique that provides a problem-
solving situation in which students
• Explore the problem
• Alternative available to them
• A courtroom situation should be created in the
classroom
• Roles are assigned to the students
• One role is assigned to two people because in case
of absence of one person the program may not be
affected
• The teacher usually play the role of judge

39. Advantages Disadvantages Preparation
Introduces problem
situation dramatically
Provides opportunity
for students to assume
roles of others and
thus appreciate
another point of view
Allows for exploration
of solutions
Provides opportunity
to practice skills
Problems situations
are defined
dramatically
It provide opportunity
for people to assume
roles of others and
thus appreciate
another point of view
Some students
may be too self-
conscious
Not appropriate
for large groups
Some students
may feel
threatened
Not appropriate
for large groups
Disturbance in
classroom
Teacher has to define
problem situation and
roles clearly
Teacher must give very
clear instructions

40. Demonstration
• In this method a big picture is transmitted to
relatively small group of students in a short time
period. This method is particularly useful in teaching
skills and is more teachers centered rather student
centered.
• The following questions should be kept in mind for
determining the appropriateness
• Does the leaner need to see the process?
• How much time is available for preparation?
• Is there positive support available?
• Can you appeal more than one sense of the
students?
• Can you ask questions during the demonstration?
• Will there be practice time for demonstration?
• Will you permit the students to ask questions?
• Will you support the demonstration with handouts?

41. Advantages
Disadvantages
Preparation
Interactive
More time for
thinking
Self directed
Critical
approach
Creative
More teacher
centered
Require more
time for
preparation
Selection of topic
Selection of
resources
Time division
Task responsibility

42. •Teaching
Methods of the
Holy Prophet
(PBUH)

43. 1. Repetition and enforcement
2. Memorization
3. Presentation
4. Questions and description
5. Exploration and description
6. Dialogue
7. Discussion
8. Debate
9. Dictation
10. Analogy
11. Story telling
12. Action and Imitation
13. Demonstration
14. Examples
15. Use of intellect
16. Problem solving
17. Individualization
18. Motivation
19. Enjoying the morally rights and forbidding the morally wrong
20. Preaching and reminding
21. Punishment
22. Play and leisure
23. Practice
24. Questioning
25. Persuasion and discouragement
26. Indication and physical movements
27. Drawing and demonstration
28. Similarities and contrast
29. Competition
30. Experimentation and observation

44. Questions and Answers

45. Thanks