Teaching Methods

1. Teaching Methods E-Learning

2. We think too much about effective methods of teaching and not enough about effective methods of learning.

3. IMPORTANCE OF EDUCATION • All religions attaches great importance to knowledge and education. • They are not students of our generation, where they sit down and listen. I think things have changed now; they want to explore, cut and paste.

4. Teaching vs learning John Amos Comenius, a 16th Century scholar; summarised the approach that teaching should follow, “The main object is to find a method by which teachers teach less but learners learn more”

5. Analogies… • Teaching is like fishing… • You use different lures for different fish • You use different methods for different learners. • Teaching is like beautiful music… • Where, instructional methods are the instruments • When played alone they make sound… • When played together in tune, rhythm, and feeling, they become amazing music!

6. What is a “Method”? a (1) : a systematic procedure, technique, or mode of inquiry employed by or proper to a particular discipline or art (2) :a systematic plan followed in presenting material for instruction b (1) :a way, technique, or process of or for doing something (2) : a body of skills or techniques

7. Teaching Method Objective oriented activities and flow of information between teachers and students

8. TYPES OF TEACHING • ACTIVE • PASSIVE • LEARNER ORIENTED • TEACHER ORIENTED

9. Teaching Types • Lecture • Lecture discussion • Seminar • Symposium • Panel discussion • Group discussion • Tutorials • Role play • Integrated teaching (horizontal and vertical) • Talking point sessions • Workshops • Conferences

10. lecture • is an oral presentation intended to present information or teach people about a particular subject • Lecture discussion • It uses teacher questioning to involve students actively in the learning process • Seminar • the function of bringing together small groups for recurring meetings, focusing each time on some particular subject

11. Symposium • a meeting or conference for the discussion of some subject, especially a meeting at which several speakers talk on or discuss a topic before an audience. • Panel discussion •  involves a group of people gathered to discuss a topic in front of an audience

12. Tutorials • method of transferring knowledge and may be used as a part of a learning process. More interactive and specific than a book or a lecture, a tutorial seeks to teach by example and supply the information to complete a certain task • Role play • To refer to taking a role of an existing character or person and acting it out with a partner taking someone else's role (games)

13. Integrated teaching • allows learners to explore, gather, process, refine and present information about topics they want to investigate without the constraints imposed by traditional subject barriers • Workshops • a room, group of rooms, or building in which work, seminar, discussion group, that emphasizes exchange of ideas and the demonstration and application of techniques, skills, etc.

14. Conferences •  is a meeting of people who "confer" about a topic. • a meeting, as of various committees, to settledisagreements between the two branches of the legislature

15. Teaching Assistance • Lecture-Explaining • Resource People • Case Study • Group Discussion • Pictures/Video • Audio • Field-trip (tour) • White board • Handouts

16. What Factors do we consider when selecting an instructional method? • The intended specific outcome or purpose • Size of group • Learners’ preference for learning • The content sometimes dictates the method • Required preparation

17. Let’s Try Some Tools for your teaching tool box

18. Problem-solving (Decision-making) Technique

19. OBJECTIVES • This method helps students to gain the ability of scientific problem solving and using it in the every area of life. • With this method,teachers aim is to raise a youth which can solve problems in scientific way not just creating problems.

20. Essential Elements of a Forked-Road Technique are: • A problem where a learner must decide between two possible choices of action • Must have factors to consider • Must make a decision based upon the factors considered

21. STEPS OF PROBLEM SOLVING PROCESS 1-Choosing the topic and emergence of problem. 2-Delimitation of the problem. 3-Planning the application. 4-Preparing the working guide. 5-Providing the sources. 6-Examining the problem. 7-Getting a conclusion. 8-Disputating the topics,views and findings.

22. TECHNIQUES USED IN PROBLEM SOLVING METHOD • A) INDUCTION • It is like teaching with discovering method. • Cases are observed carefully. • The similarities and dissimilarities are found. • Then you can reach the general rule or law with the techniques "generalization" or "making abstract" from the similarities.

23. TECHNIQUES USED IN PROBLEM SOLVING METHOD B) DEDUCTION It is reverse of induction technique. Some general laws and rules which are reached before are given to the students and want them to apply this method to different singular case. The convenience of it to the one of the case is controlled mentally.

24. Example • You have been hired in a new position and your supervisor tells you that the company will purchase you a new computer. • Your supervisor explains that you can spend up to $2150.00 on a new desktop computer and software. Furthermore, because of existing purchasing agreements you must select between Dell and HP. • The choice is yours, however your supervisor has requested a decision in two days.

25. Forked Road Template

26. Forked Road or Possibilities Factors? • Selecting between turf grass and natural grass. • Choosing a greenhouse covering. • Determining whether to attend the National Convention. • Selecting from among seed varieties. • Determining best pest control. • Selecting a career choice. • Promoting a management practice. • Determining whether to invest in new equipment. • Selecting lumber types. • Choosing a “path” of action.

27. Instructional Tips • Get learners to define the problem (best) • Or, you define the problem • Record for all to see • Use the template to facilitate the problem-solving (decision-making) effort • Complete the template yourself • Assist students in identifying the factors to consider • Provide the resources for seeking out information on the possibilities • Have students identify a solution • Allow students to share their solution with rationale for their choice

28. ADVANTAGES OF PROBLEM SOLVING METHOD • It provides the active participation of the students in teaching-learning activity. • It habituates student to study regularly and organized. • It provides students o gain scientific view and thinking. • It makes students to be interested in learning. • It helps to improve the sense of responsibility of students. • It provides students to face the problems boldly and to deal with it in a scientific approach.

29. DISADVANTAGES OF PROBLEM SOLVING METHOD • It takes too much time. • It is not possible to apply this method to all disciplines. • It can load some worldly burdensomes to students. • It can be diffucult for students to provide the materials and sources which is required for solving the problem. • Evaluating the learning can be difficult.

30. Case Teaching Method

31. WHAT IS THE CASE METHOD ? • A case is an account of an actual problem or situation which has been experienced by an individual or a group. • It includes facts available to those facing the problem, along with a description of perceptions and attitudes of those who are confronted with the problem

32. CMT – Participants perspective • Case – stories representing reality • Provide data and background of a major decision • Understand realities of a particular organisation • CMT – range of teaching styles and objectives using cases for teaching

33. HOW IS THE CASE METHOD’S ANALYSIS ? • The discussion analysis is initiated when the teacher asks, in some manner , “what is the issue or the problem in this case ?” • The second step is the analysis of the facts in the situation.Here the emphasis is upon the what actually happened rather than personal opinion of the facts.

34. A third step in the analysis may be conceived as sentiments and beliefs .Here expressed feelings or attitudes are considered. • The strongest proposal is chosen , sometimes it becomes apparent that more than one decision is best.

35. ROLES OF THE TEACHER Teacher • should be flexible. Accept the fact that this is necessary in using case materials. • should ask questions when necessary, • should never become emotionally involved in the case discussion • should summarize at the end and leave time to pull together the key points of the case

36. ADVANTAGES • The case method is realistic. • By capturing and analyzing real problems , the student is able to bridge the gap between school and real-life experiences. • Case analysis treats feelings as facts • By treating human emotion and feelings, the case approach captures the interest and imagination of the learner.

37. DISADVANTAGES • Although the case method is realistic it is not actual reality • The case method tends to collapse time and space dimensions • If used extensively, it will definitely limit the content material which can be covered. • Use of already prepared , fictional cases may limit the realism of case sitiation.