3. INTRODUCTION
• WHETHER TEACHERS ARE ENTERING THEIR FIRST YEAR IN THE
CLASSROOM, OR THEY ARE CLASSROOM EXPERTS, EDUCATORS ARE
ALWAYS SEARCHING FOR NEW WAYS TO IMPROVE THE LEARNING
EXPERIENCE FOR STUDENTS.
• BY LEARNING NEW STRATEGIES AND TEACHING METHODS,
EDUCATORS CAN PROMOTE LEARNING AND ACTIVELY STIMULATE
CHILDREN‘S NATURAL THIRST FOR KNOWLEDGE.
• THE IMPACT OF AN EFFECTIVE ELEMENTARY SCHOOL TEACHER CAN
REMAIN WITH A CHILD FOR THE REST OF HIS OR HER LIFE.
4. LECTURE METHOD
• THE LECTURE IS DEFINED AS THE METHOD OF INSTRUCTION IN
WHICH THE INSTRUCTOR HAS FULL RESPONSIBILITY FOR PRESENTING
FACTS AND PRINCIPLES ORALLY. LECTURES MAY BE FORMAL OR
INFORMAL.
• FORMAL LECTURES: THE FORMAL LECTURE METHOD IS PRIMARILY
USED WHEN PRESENTING INFORMATION TO LARGE GROUPS.
COMMUNICATION IS VIRTUALLY A ONE WAY COMMUNICATION FROM
INSTRUCTOR TO STUDENTS.
• INFORMAL LECTURES: THE INFORMAL LECTURE INCLUDES ACTIVE
STUDENT PARTICIPATION. LEARNING IS BEST ACHIEVED IF STUDENTS
PARTICIPATE ACTIVELY IN A RELAXED ATMOSPHERE, THEREFORE, THE
INFORMAL LECTURE IS ENCOURAGED OVER THE FORMAL
5. ADVANTAGES OF LECTURE METHOD
• IT PROVIDES AN ECONOMICAL AND EFFICIENT METHOD FOR
DELIVERING SUBSTANTIAL AMOUNTS OF INFORMATION TO LARGE
NUMBERS OF STUDENT.
• IT AFFORDS A NECESSARY FRAMEWORK OR OVERVIEW FOR
SUBSEQUENT LEARNING, E.G., READING ASSIGNMENTS, SMALL
GROUP ACTIVITIES, DISCUSSION.
• IT OFFERS CURRENT INFORMATION (MORE UP TO DATE THAN MOST
TEXTS) FROM MANY SOURCES.
• IT PROVIDES A SUMMARY OR SYNTHESIS OF INFORMATION FROM
DIFFERENT SOURCES.
• IT CREATES INTEREST IN A SUBJECT AS LECTURERS TRANSMIT
PASSION ABOUT THEIR DISCIPLINE.
6. DISADVANTAGES OF LECTURE METHOD
• IT DOES NOT AFFORD THE INSTRUCTOR WITH WAYS TO
PROVIDE STUDENTS WITH INDIVIDUAL FEEDBACK.
• IT IS DIFFICULT TO ADAPT TO INDIVIDUAL LEARNING
DIFFERENCES.
• IT MAY FAIL TO PROMOTE ACTIVE LEARNING UNLESS OTHER
TEACHING STRATEGIES, SUCH AS QUESTIONING AND
PROBLEM-SOLVING ACTIVITIES, ARE INCORPORATED INTO
THE LECTURE.
7. DEMONSTRATION METHOD
• DEMONSTRATION INVOLVES SHOWING BY REASON OR
PROOF, EXPLAINING OR MAKING CLEAR BY USE OF
EXAMPLES OR EXPERIMENTS.
• DEMONSTRATIONS OFTEN OCCUR WHEN STUDENTS HAVE A
HARD TIME CONNECTING THEORIES TO ACTUAL PRACTICE
OR WHEN STUDENTS ARE UNABLE TO UNDERSTAND
APPLICATION OF THEORIES.
8. MAJOR PURPOSE OF DEMONSTRATION METHOD
• WHEN PRACTICAL, ALLOW TRAINEES TO REPEAT THE PROCEDURE
IN A HANDS ON PRACTICE SESSION TO REINFORCE THE LEARNING
PROCESS.
• BY IMMEDIATELY CORRECTING THE TRAINEES‘ MISTAKES AND
REINFORCING PROPER PROCEDURES, YOU CAN HELP THEM LEARN
THE TASK MORE QUICKLY.
• THE DIRECT DEMONSTRATION APPROACH IS A VERY EFFECTIVE
METHOD OF INSTRUCTION, ESPECIALLY WHEN TRAINEES HAVE THE
OPPORTUNITY TO REPEAT THE PROCEDURES.
9. ADVANTAGES OF DEMONSTRATION METHOD
• SAVES TIME IN PRESENTING
• CONCENTRATES ATTENTION OF LEARNERS ON
RELATIONSHIPS TO BE UNDERSTOOD
• MAKES EFFICIENT USE OF POWER OF OBSERVATION
• IS A MEANS OF STRONG MOTIVATION, AND
• CAN BE USED IN TRAINING GROUPS OR INDIVIDUALS.
10. DRILL AND PRACTICE METHOD
• THE TERM DRILL AND PRACTICE IS DEFINED AS A METHOD OF INSTRUCTION
CHARACTERIZED BY SYSTEMATIC REPETITION OF CONCEPTS, EXAMPLES AND
PRACTICE PROBLEMS.
• DRILL AND PRACTICE IS A DISCIPLINED AND REPETITIOUS EXERCISE, USED AS
A MEAN OF TEACHING AND PERFECTING A SKILL OR PROCEDURE.
• TO DEVELOP OR MAINTAIN ONE‘S SPECIFIC SKILLS, THE SUB SKILLS BUILT
THROUGH DRILL AND PRACTICE SHOULD BECOME THE BUILDING BLOCKS FOR
MORE MEANINGFUL LEARNING.
• EFFECTIVE USE OF DRILL AND PRACTICE DEPENDS ON THE RECOGNITION OF
THE TYPE OF SKILL BEING DEVELOPED AND THE USE OF APPROPRIATE
STRATEGIES TO DEVELOP THESE COMPETENCIES.
11. LIMITATIONS OF DRILL AND PRACTICE
• TEACHERS NEED TO MAKE SURE THAT WHEN HAVING
STUDENTS PRACTICE, THERE IS A CLEAR LINK BETWEEN
CONCEPT AND ACTION.
• STUDENTS MUST BE ABLE TO RELATE WHAT THEY ARE
DOING TO WHAT THEY ARE LEARNING. SIMILARLY, DRILLS
ARE NOT EFFECTIVE WHEN STUDENTS ARE NOT PREPARED
ENOUGH; THEY WILL NOT BE ABLE TO MAINTAIN A PACE IF
THEY ARE STILL UNCLEAR ABOUT A CONCEPT.
12. PROJECT METHOD
• PROJECT METHOD IS OF AMERICAN ORIGIN AND IS AN
OUTCOME OF DEWEY‘S PHILOSOPHY OF PRAGMATISM.
OXFORD LEARNERS‘ DICTIONARY DEFINE PROJECT METHOD
AS A ‘PLAN OF ACTION‘.
• ACCORDING TO DR. KILPATRICK , A PROJECT IS A UNIT OF
WHOLEHEARTED PURPOSEFUL ACTIVITY CARRIED ON
PREFERABLY IN ITS NATURAL SETTING AND J. A. STEVENSON
,A PROJECT IS A PROBLEMATIC ACT CARRIED TO
COMPLETION IN ITS MOST NATURAL SETTING‘.
13. CONCEPT OF PROJECT METHOD
• THE PROJECT METHOD, ALSO DISCUSSED UNDER HEADINGS LIKE PROJECT
WORK, PROJECT APPROACH, AND PROJECT-BASED LEARNING, IS ONE OF
THE STANDARD TEACHING METHODS.
• IT IS A SUB-FORM OF ACTION-CENTERED AND STUDENT-DIRECTED
LEARNING AND AN ENTERPRISE IN WHICH CHILDREN ENGAGE IN PRACTICAL
PROBLEM SOLVING FOR A CERTAIN PERIOD OF TIME.
• IN PROJECT METHOD, TEACHING AND LEARNING ARE CONSIDERED FROM
THE CHILD‘S POINT OF VIEW AND IN THIS METHOD KNOWLEDGE AND
SKILLS ARE LEARNT BY PUPILS THROUGH PRACTICAL HANDLING OF
PROBLEM IN THEIR NATURAL SETTING.
14. ADVANTAGES OF PROJECT METHOD
• THE PROJECT METHOD IS BASED ON SOUND PSYCHOLOGICAL
PRINCIPLES AND LAWS OF TEACHING WHICH PROVIDE SCOPE FOR
INDEPENDENT WORK AND INDIVIDUAL DEVELOPMENT.
• IT PROMOTES HABITS OF CRITICAL THINKING AND ENCOURAGES
THE STUDENTS TO ADOPT PROBLEM SOLVING METHODS.
• IT HELPS IN ENHANCING SOCIAL INTERACTION, INCULCATES
SPIRIT OF CO-OPERATION AND EXCHANGES OF EXPERIENCES
AMONG THE STUDENTS
15. DISADVANTAGES OF PROJECT METHOD
• THE PROJECT IS UNECONOMICAL IN TERMS OF TIME AND IS NOT POSSIBLE TO FIT IN
TO THE REGULAR TIMETABLE.
• IT DOES NOT PROVIDE ANY TRAINING IN MATHEMATICAL THINKING AND
REASONING.
• THE LEARNING IS INCOMPLETE AND UNIFORM LEARNING OR BALANCED LEARNING IS
NOT POSSIBLE FOR ALL STUDENTS AS EACH STUDENT PERFORMS A DIFFERENT
ACTIVITY.
• TEXTBOOKS AND INSTRUCTIONAL MATERIALS ARE HARDLY AVAILABLE.
• IT IS AN EXPENSIVE METHOD AS IT MAKES USE OF A LOT OF RESOURCES WHICH ARE
NOT IMMEDIATELY AVAILABLE IN THE SCHOOL.
• SYLLABUS CANNOT BE COMPLETED ON TIME USING THIS METHOD.
16. PHASES OF PROJECT METHOD
PROJECT METHOD TEACHING INVOLVES THREE PHASES.
• IN PHASE ONE, THE TEACHER BUILDS AN INTEREST IN THE TOPIC BY
ENCOURAGING STUDENTS TO SHARE PERSONAL RELEVANT STORIES THAT
ACT AS GUIDELINES TO HELP FORMULATE QUESTIONS TO INVESTIGATE.
• IN PHASE TWO, THE TEACHER ENABLES STUDENTS TO GO ON FIELD TRIPS;
INTERVIEW EXPERTS SUCH AS WAITERS, FARMERS OR NURSES, DEPENDING
ON THE TOPIC OF STUDY; AND SHARE THE NEW KNOWLEDGE WITH THEIR
CLASSMATES.
• IN PHASE THREE, THE TEACHER GUIDES THE STUDY TO ITS CONCLUSIONS
AND HELPS THE CHILDREN REVIEW THEIR ACHIEVEMENTS.
17. PROBLEM SOLVING APPROACH/INQUIRY METHOD
• THE USE OF, AND EVIDENCE BEHIND, TWO RELATED
STUDENT-CENTRED APPROACHES TO TEACHING HAS
GROWN SIGNIFICANTLY OVER THE PAST DECADES -
PROBLEM SOLVING APPROACH AND INQUIRY METHOD.
• EACH OF THESE TERMS DEFINE A TYPE OF LEARNING
ENVIRONMENT THAT IS SIMILAR TO ONE ANOTHER,
BUT HAS OVER TIME BEEN DEFINED SLIGHTLY
DIFFERENTLY.
18. ROLE OF A TEACHER
• GIVE SUGGESTIONS NOT ANSWERS
• OFFER A PROBLEM SOLVING HEURISTIC APPROACH
• TEACH A VARIETY OF PROBLEM SOLVING STRATEGIES
• ALLOW TIME FOR THE STUDENTS TO STRUGGLE WITH THE PROBLEM
• CHOOSE PROBLEMS THAT REQUIRE TIME TO THINK THROUGH A
SOLUTION
• PROVIDE A VARIETY OF PROBLEMS
• ALLOW STUDENTS TIME TO PRACTICE A HEURISTIC AND STRATEGIES
• GIVE SIMILAR OR THE SAME PROBLEM IN DIFFERENT WAYS
19. ROLE-PLAYING---GAMES AND SIMULATION
PURPOSE OF ROLE-PLAYING
• ROLE PLAY INVOLVES IMAGINATION, AND
IMAGINATION IS MORE IMPORTANT THAN
KNOWLEDGE. FOR KNOWLEDGE IS LIMITED TO ALL WE
NOW KNOW AND UNDERSTAND, WHILE IMAGINATION
EMBRACES THE ENTIRE WORLD, AND ALL THERE EVER
WILL BE TO KNOW AND UNDERSTAND. ALBERT
EINSTEIN
20. PRINCIPLES FOR EFFECTIVE ROLE PLAYING
• AS A TEACHING TECHNIQUE, ROLE PLAYING IS BASED
ON THE PHILOSOPHY THAT MEANINGS ARE IN PEOPLE,
NOT IN WORDS OR SYMBOLS. IF THAT PHILOSOPHY IS
ACCURATE, WE MUST FIRST OF ALL SHARE THE
MEANINGS, THEN CLARIFY OUR UNDERSTANDINGS OF
EACH OTHER‘S MEANINGS, AND FINALLY, IF
NECESSARY, CHANGE OUR MEANINGS.
