1. Demonstration
Method

2. • The teacher shows how to operate,
manipulate an equipment while the class
observes.
• Demonstration is a learning activity which
is performed by student, a group of 3 to 4
members or a teacher while the rest
become observers.

3. Guidelines for its
Effective Use

4. Before
1. The Demonstrator/s must be well selected.
2. When planning the activity make sure that the materials are
easily available.
3. Get ready with the equipment and tools to be used.
4. The demonstrator must try several times before the activity
5. The observers must be prepared and motivated to ensure
concentration throughout the activity.
6. The demonstrator must be ready with on the spot revisions
such as alternative step or substitute material.
7. Arrange the observer around the demonstration area
8. Give question or pointers depending on the kind of
demonstration

5. During
1. The place must be quiet
2. Extreme care must be taken in
performing some delicates steps
3. The activity must be interrupted by
unnecessary announcements or noise
in the surroundings.
4. They are allowed to take down notes or
record some data which may be
analyzed after

6. After
1. Allow some question which bothered them during
demonstration.
2. An examination of observed data and all information
recorded follows.
3. Have an analysis of trends, pattern or uniform
occurrence that can help in arriving at a conclusion.
4. The conclusion or summary must be cooperatively
undertaken by whole class.
5. Asses by way of a short test, an oral evaluation or a
performance of one of the steps.

7. Advantages
1. It follow systematic procedure, hence student will be able to learn
from a well tried procedure since the demonstrators are selected and
adjudged to be skilled.
2. The use of expensive equipment and machines will be maximized.
3. Possible wastage of time, effort and resources will be avoided since the
demonstration is supposed to be well planned in advance.
4. It will not result to trial and error learning as what happens with
unplanned learning activities.
5. The findings are reliable and accurate since the procedure has been
tried before.
6. The value of confidence is developed among the demonstration for
such hands on demonstration
7. Curiosity and keen observing ability are instilled among the observers.

8. Guided/Exploratory
Aproach

9. Inquiry Approach
“ we will never be able to help children learn if we tell them
everything they need to know. Rather, we must provide
them with opportunities to explore, inquire and discover
new learnings.”

10. Instructional Characteristics
1. Investigative processes
Such as:
• Inferring
• Measuring
• Predicting
• Classifying
• Analyzing
• Experimenting
• Formulating conclusion

11. 2. The procedure in gathering
information is not prescribed by the
teachers.

12. 3. The children are highly motivated to
search, hence active participation is the
best indicator of inquisitiveness.

13. 4. The answers arrived at are genuine
products of their own efforts.

14. 5. Focused questions before, during and
after are critical ingredients that
provide direction and sustain action.

15. Outcomes of Inquiry
Teaching

16. 1. Because of its emphasis processes of
gathering information, teacher are
likely to doubt whether they are
gaining a clear understanding of
content being introduced

17. 2. Its dependence on first hand
experience with objects and
phenomena occurring in the
environment is certainly in agreement
with the most often cited theory of
Piaget on intellectual development

18. 3. The inquiry approach 4. A deep sense of
which predominantly responsibility is
allows some degree of developed when
freedom develops children are left to
initiative and manage their own
divergent thinking. learning, be it in
pursuit of answers,
mastery of content or
simple solving
problem that
confronts them
instanly

19. 6. Experiencing 7. Participation in
success in inquiry activities
discovery lessons strengthen one’s
build up the intellectual
children’s feeling capabilities.
of confidence.

20. How to facilitate
Inquiry Teaching

21. 1. Arrange for an 2. Choose tools
ideal room setting . equipment that
can easily be
manipulated.

22. 3. The materials to be 4. The
used or examined question/problem is to
must lean easily to be answered should
the processes to be originate from them,
employed and the followed by
end product desired. formulation of
hypothesis.

23. 5. The procedure 6. At the completion of
should be likewise the activity , require an
be planned by evaluation of steps
them.
undertaken as to its
effectiveness and the
clarity of the results.

24. 7. Above all, teacher herself should
internalize her changed role to that
of a guide, facilitator and counselor

25. Problem Solving
Method
Is a teaching strategy that employs the scientific
method in searching for information

26. 1. Sensing and defining the problem

27. 2. Formulating hypothesis

28. 3. Testing the likely hypothesis
By:
Observing
Conducting experiment
Collecting and organizing data

29. 4. Analysis, interpretation and
evaluation of evidence

30. 5. Formulate conclusion

31. Advantages

32. 1. This approach is 2. The scientific
most effective in method can
developing skill in likewise be used
employing the effectively in other
science processes. non-science
subjects.

33. 5. A keen sense of 6. The students
responsibility, become
originality and appreciative and
resourcefulness grateful for
are developed achievement of
scientist.

34. 3. The student’s 4. Problem solving
active involvement develops higher
resulting in order thinking
meaningful skills.
experiences as a
strong motivation
to follow the
scientific
procedure

35. 7. Critical thinking , 8. The students
open mindedness learn to accept the
and wise judgment opinion and
evidence shared
by others.

36. Project Method
Teaching method the requires the
students to present in concrete
form the results of information
gathered about a concept, principle
or innovation.

37. Advantages
1. It is teaching 2. Constructing
strategy that projects develops
emphasizes student’
“learning by manipulate skills
doing”

38. 3. The planned 4. It can be
design of the employed
project tests the among students
students
originality in
who are weak in
choosing materials oral
to be used. communications
.

39. 5. The completed 6. it instills the
project add to values of initiative,
one’s feeling of industry and
accomplishment creativity
and satisfaction

40. 7. Working on a 8. In addition.
project in group Learning a
develop spirit of concept, students
cooperation and become productive
sharing ideas. and enterprising.

41. Guidelines for its effective use
1. Assign the project to a 2. The student must be clear
student who is capable about the objectives of the
and interested. project including the
criteria that must used in
evaluating the finished
project.

42. 3. The design of the 4. The material must
project must be be carefully
carefully checked selected as to
before the student suitability and
starts. durability to avoid
wastage.

43. 5. There should 6. Give recognition
be minimal and simple awards
supervision as for well
constructed
soon as the project to add to
construction is students feeling of
going on. confidence and
accomplishment.

44. Metacognitive approach
Beyond

45. • Therefore, a metacognition
approach is an approach that goes
beyond cognition.
• An approach that makes our
students think about their thinking
• It has something to do with our
students monitoring their own
cognitive processes as are engaged
in their cognitive task.

46. Example
• making the students conscious of their
thought processes while they are
thinking .

47. Example
• Have our student describe what is going on in their mind.

48. The End