Teaching Methods

Teaching Methods

Pupil-
Pupil- centered(socialised Use of instructional
Teacher-centered centered(Inside the classroom technology
class) techniques)

1) Lecture 1) Laboratory 1) Programmed Instruction

1) Seminar
2) Demonstration 2) Heuristic 2) CIA
2) Symposium
3) Biographical 3) Project 3) Use of teaching
3) Workshop
4) Historical $) Assignment machines
4) Penal Discussion
5) Team-teaching 5) Discussion 4) Personalized Instruction
Teacher Centred Mixed Student Centred
Large Group method Small Group method Individualized method

● Lectures ● GD ● Tutorials
● Team teaching ● Seminar ● Assignments
● Video presentation ● Panel discussion ● Project work
● Brainstorming ● Case Study
● Project Method ● Programmed instruction
● Tutorial ● Computer assisted
● Case Study learning (CAL)
● Role play ● Interactive video
● Simulation ● Open learning
● Demonstration ● Personalised System of
instruction (PSI)
● Heuristic Method
 Two Types of Teaching Approaches
Directive
Direct Exposited Method
Deductive
Approach Demonstrative
Inductive
Exploratory
Indirect/ Reflective
Guided Exploratory Method Constructivism
Approach Problem Solving
Laboratory
Inquiry
Metacognition
 When to use

Direct Instruction/ Guided Instruction/

Expository Exploratory

• Content oriented • Experience oriented

• Factual Information • Developmental/formulation
of concept, principles, skills,
attitudes, and values
• Similar information direct • Information not available –
available- no effort to look for it needs to be discovered yet
 Characteristics
Expository Strategy Exploratory Strategy

• Less delivery time • More delivery time

• Utilizes expositive • Utilizes discovery
strategies such as: Direct strategies such as: Inquiry
teaching, Deductive teaching, Inductive
Process, Teacher process, Teacher
controlled method facilitated method
• Less student involvement • High student involvement
• Passive-Active • Active- interactive
 Direct/Expository Instruction Approach
• Direct instruction is a way of teaching which is aimed at helping students
acquire some basic skills and “procedural knowledge.”
• It is straight forward and is done in “a step-by step manner.”
• The emphasis is on how to execute the steps of the entire procedure.
• This may involve a simple or a complex skill such as solving a problem by
using mathematical equations.
• Attention is focused on every detail of the procedure.
• It includes presentation and recitation, as well as teacher-student
interactions.
• Content mastery and overlearning of fundamental facts.
• Teachers need to arouse of heighten the interest of the students.
• Performance-based subjects such as Science, Mathematics, Music and
Physical Education are taught by this technique.
• Strategies use in Direct Instruction:
• 1.Lecture and Student Recitation
• 2.Deduction
• 3.Expository/Didactic method
• 4.Demonstration method
To employ this methodology, follow these steps:
• -Provide the rationale
• -Demonstrate the skill
• -Provide guided practice
• -Check for understanding and provide feedback
• -Provide extended practice and transfer
 Characteristic of a Direct Instruction
• Teacher-directed and teacher dominated
• Teaching of skill. The students gain “how” rather than “what” (procedural
knowledge). Each step must be mastered
• Step by step procedure with no step missed
• Lesson objectives easily observed behaviors that can be measured accurately.
The level of performance can be assess from the number of steps performed
correctly
• Form of learning through imitation ( behavioral modeling)
 Behavior Modeling
• Behavior modeling is based on the social learning theory, which emphasizes that
people learn by observing other persons whom they believe are credible and
knowledgeable. ... Behavior modeling is more appropriate for teaching skills
and behavior than for delivering factual information.
• Behavior modeling is based on the social learning theory, which emphasizes that
people learn by observing other persons whom they believe are credible and
knowledgeable.
• According to the social learning theory, people learn new skills, or behaviors come
from mainly two ways: the process of observing others and seeing the
consequences of their behavior, or directly experiencing the consequence of using
that behavior or skill.
• Behavior modeling is more appropriate for teaching skills and behavior than for
delivering factual information. Relevant research indicates that behavior modeling
is the most effective methods for teaching interpersonal and computer skills.
Factors about behavior modeling
• According to the previous literature and research, there are some factors need to consider
when employing behavior modeling in training sessions.
• The selection of trainer is important. The selected trainer should be experienced, skilled and
familiar with this technique.
• Using video clips to describe the accurate action and ensure trainee can understand the
positive example and distinguish from the negative one.
• Do not highlight more than seven learning points in any parts of the skills.
• Consider the following carefully before implementing this technique: identify inadequate
specific skills; present positive model; provide time for trainee to practice under the eye of
trainer and ensure trainee will reinforce the correct behavior when bake to work.
• Divide the specific skills in small parts, and start with the easy step. This can help trainees to
learn more effective and improve the accuracy.
• Ensure it is easy for trainees to identify the correct action during the process of learning.
• Establish the support environment and encourage trainee to practice. Trainer need to
provide more positive reinforcements rather than criticisms.
• Ensure the goal set before learning session has reached and trainee can implement the
correct action in their work.
• Provide wallet-sized card with printed learning points to help trainee to remember. This
strategy can reminder trainee of each important learning point and helps them grow in
terms of understanding level and maturity
• Provide review session after accomplish all teaching parts.
EXAMPLES
• Sample Lessons with Step-By-Step Tasks
• Executing steps of a folkdance
• Steps in preparing a meal
• Writing a letter
• Solving Math problems
• Vikoo (2003) is discussing types of teaching methods explained that teaching methods could be
presented under three main categories:
• 1. Cognitive Development Methods
• Here, if the focus of the instructional objectives is to develop intellectual skills in learners, then the
cognitive development methods of teaching are recommended. This method helps learners to
comprehend, analyze, synthesize and evaluate information. It helps learners develop good cognitive
abilities. Though the cognitive development methods are essentially didactic. Some of the teaching
methods in this category includes:
• • Discussion Method
• • Questioning/Socratic Method
• • Team Teaching Method
• • Talk Chalk/Recitation Method
• • Field Trip/ Escortion Method
• • Team Teaching Method
• 2. Affective Development Method:
• This domain includes objectives which describe changes in interest, attitudes and
values. It further deals with the development of appreciation and adequate
adjustment. Education has a lot to give the learner in order to assist him/her
develop in these areas, hence teachers are encouraged to include learning
experiences that are worthwhile, teach in ways that arouse interest and develop
proper attitude in learners.
• This mode of teaching are basically Philetic, here students feelings or opinion are
aroused. Some teaching methods under this category includes:
• Modeling Method
• Simulation Method
• Dramatic Method
• Simulation Games
• Role-Playing Method
• 3. Psychomotor Development Methods
• These are activity based methods of teaching that aim at motor skills development in
learners. This method requires that learners are able to illustrate, demonstrate, or perform
certain skills using their manual dexterity.
• It is a heuristic method of teaching that involves inquiry and discovery methods of teaching.
It is a more student activity based method. This method includes:
• Inquiry Method
• Discovery Method
• Process Approach Method
• Demonstration Method
• Laboratory/Experimentation Method
• Programmed Learning Method
• Dalton Plan/Assignment Method
• Project Method
• Microteaching Method
• Mastery Learning
 INSTRUCTOR/TEACHER CENTRED METHODS
Here the teacher is in the role of being a master of the subject matter.
The teacher is looked upon by the learners as an expert or an authority.
Learners on the other hand are presumed to be passive and copious recipients of knowledge
from the teacher.

Examples of such methods are Expository or lecture methods – which require little or no
involvement of learners in the teaching process. It is also for this lack of involvement of the
learners in what they are taught, that such methods are called “closed-ended”.
 Deductive Method Inductive Method
1. It does not give any new knowledge. 1. It gives new knowledge.

2. It is a method of verification. 2. It is a method of discovery.

3. It is a method of instruction. 3. It is a method of teaching.

4. Child gets ready made information and makes use 4. Child acquires first hand knowledge and
of it. information by actual observation.
5. It is quick process. 5. It is a slow process.

6. It encourages dependence on other sources. 6. It trains the mind and gives self confidence and
initiative.
7. There is less scope of activity in it. 7. It is full of activity.

8. It is a downward process of thought and leads to 8. It is an upward process of thought and leads of
useful results. principles.
 The Didactic Classroom
What the Teacher does What the Students Do
Identifies desired learning outcomes and selects tasks Follow the teacher’s plan and do pre-selected tasks as
accordingly. required.
Presents information(for eg. How osmosis works in Read, watch or listen to new learning content.
plant cells or why smoking is bad for you)
Models procedures or techniques (for example, how Observe and then copy or imitate.
to conduct an experiment or calculate a percentage)
Orchestrates activities and manage behavior Do as told( or not)

Asks questions to check understanding and recall of Try to recall the information they received to answer
information. questions.
Selects assessment foci and creates assessments to Prepare for assessment by revising previously
check understanding and recall learned, pre-selected information
Feeds result and comments on performance back to Listen to or read feedback and (possibly) try again
students(through marking or verbal comments)
 Didactic Socratic
Positive Learning Active Learning
[Master-Disciple] [Shared Inquiry]
1. Teacher centered: based on the assumption that the 1. Problem centered: based on the assumption that the
teacher is the primary agent in learning. student is the primary agent in learning
2. Teacher’s role: to impart the results of experience, 2. Teacher’s role: to uncover the question that the answer
personal study, and reflection. hides. To be a co-learner.
3. Primarily deductive: the usual methods are lecture, 3. Primarily inductive: the usual methods discussion,
story telling, use of analogy and aphorism. dialogue, and problem solving.
4. Test of truth: authority and experience. 4. Test of truth: reason and evidence.

5. Learning is the reception of ideas. 5. Learning is a conflict of ideas: a thesis, antithesis, and a
synthesis that results in new knowledge(Hegel).
6. Student’s role: to be passive, open, reception, trusting 6. Student’s role: to be active, questioning, critical, and
and unquestioning. discriminating-learning to trust one’s own judgment
(independent thinking)
7. Evaluation is factual recall of data- commonly in the 7. Evaluation is application of understanding
form of objective tests-right and wrong answers. interpretation of data-commonly in an essay, speech,
journal, or a review.
8. Ultimate goal: wisdom viewed as the internalization of 8. Ultimate goal: wisdom viewed as an informed ignorance
truths and beliefs. (knowing what does not know-the Socratic paradox).
 Scientific Method

• It is a problem solving method

• Involves reflective thinking, reasoning and results from achievement of certain
abilities, skills and attitudes
• Any method of solving a problem systematically may be called scientific
method
• Also known as “the method of science” or “the method of the scientist”
 Steps in Scientific Method
1. Problem
a) Sensing the problem
b) Defining the problem
Synthesis or Induction
c) Analyzing the problem or Inductive Method
2. Collection of data
3. Hypothesis formation
4. Experimentation Analysis or Deduction
5. Principle formation or Deductive Method
 ANALYSIS AND SYNTHESIS
1. Synthesis is a higher process that creates something new. It is
usually done at the end of an entire study or scientific inquiry.
(QUALITATIVE)
2. Analysis is like the process of deduction wherein a bigger concept
is broken down into simpler ideas to gain a better understanding
of the entire thing. (QUANTITATIVE)
 Biographical Method
• Associates the facts and principles of biology with the life of the
scientists.
• Helps the students to learn the facts and principles along with
hardships undergone by the scientists, their experiments, apparatus
and improvisations.
• Students will realize the importance for hard work, perseverance,
success and happiness.
• Develop the attitude of science and scientists.
Biographical Method
•Associate the facts and principles of biology with the life of scientist.
•Helps the students to learn the facts and principles along with
hardships undergone by the scientists, their experiments, apparatus
and improvisations.
•Students will realize the importance for hard work, perseverance,
success and happiness.
•Develop the attitude of science and scientist.
 Historical Method
• Invention
• Discovery
• Adventures
• Life histories of scientist
• Example:
• Archimedes and his bath
• Principles of Archimedes- “Eureka, Eureka”
• Newton and the Apple
• Newtons – Gravitational Force
Team Teaching
■ As the name suggests itis a group of teachers, working as a team and teaching.
The team can range from 2 to 5 teachers who will teach the same group of students.
■ The different type of teaching may include- Teaching a same group at the same time, shared
teaching as per the area of expertise or teaching different subgroup within a large of
students.
 Team Teaching
• Arose in 1957
• Noall-
• “A combination of two or more teachers who work with variable size group of
students during an adjustable period which covers two or more regular
section”
• Best-known and commonly used plan is Trump plan of team teaching
• Professor J. Lloyd Trump, Associate Secretary of the National Association of
Secondary School Principals
 Characteristics of Team Teaching
• The plan of team-teaching is flexible.
• The teachers decide their activities themselves in the team teaching.
• In team teaching, the entire responsibility does not fall on one teacher only
but it is shared by others too. Hence, this method is based on collective
responsibility.
• In the team-teaching various aspects of any topic if one subject is taught by
two or more teachers turn by turn.
• The needs of the pupils, and schools, and existing resources and also
considered.
 Characteristics of Team Teaching
• It is an instructional arrangement.
• It involves teaching to be conducted by two or more teachers.
• It calls for team spirit in teaching process.
• Team spirit of teachers is bound to benefit the students to the maximum.
• It is a sort of pooling of expertise and resources such as experience, interest,
knowledge and skills of teachers.
• It is economical in the sense that it results in more work in less time.
 Advantages
1. Students get advantage of best faculty
2. Better Quality
3 Optimum use of teaching techniques and devices
4. Closer integration of staff
5. Variety of ideas
6. Better involvement of students

Disadvantages
1. Finding teachers is difficult
2. Not useful for all subjects
3. Requires much time in planning and scheduling
4.Integration problem
 Pupil Centered (Inside the Class Room)
In Pupil -centered methods, the teacher/instructor is both a teacher and a learner
at the same time.
In the words of Lawrence Stenhouse, the teacher plays a dual role as a learner as
well “so that in his classroom extends rather than constricts his intellectual
horizons”.
The teacher also learns new things everyday which he/she didn’t know in the
process of teaching. The teacher, “becomes a resource rather than an authority”.
Examples of pupil - centred methods are discussion method, discovery or inquiry
based approach and the Hill’s model of learning through discussion (LTD)
Laboratory Method
 Laboratory Method
•The laboratory method is a planned learning activity dealing with
raw or original data in the solution of problem.
•It is procedure involving first hand experiences with material or facts
derived from investigations or experimentation.
•It uses in almost in physical and chemical studies.
 Objective of Laboratory Methods
■ To give first hand experience to students.
■ To provide student participation in original research.
■ To develop the skill in the use of laboratory equipment and
instruments.
■ To make use of power of observation and reasoning.
■ To make use of reality to make learning easier and permanent.
■ To build scientific attitude in the students.
Advantages
■ Build scientific attitude.
■ Sense of achievement
■ Develop practical skills
■ Psychological method of teaching
■ Close student teacher relationship
■ Contact with reality
■ Retention of learned material
■ Learning by doing
Disadvantages
■ All knowledge can not be verified through experiment.
■ Shortage of resources.
■ Lack of fund
■ Student may feel heavy burden
■ Teacher find it difficult to attend to the individual needs of
student
■ Need experienced and well qualified teachers only.
Heuristic Method
Heuristic method is pure discovery method of learning science independent of
teacher.
The writings and teaching of H.E. Armstrong, professor of chemistry at City and
Guilds institute London have had much influence in promoting science teaching in
school.
In Heuristic method student be put in the place of an independent discover.
Thus no help or guidance is provided by the teacher in this method.
In this the teacher set a problem for the students and then stands aside while
discover the answer. In this method students find out the solution through
experiments, group discussions or any other mean.
Psychological Basis Or Principles of Heuristic
Method
PRINCIPLE OF FREEDOM

PRINCIPLES OF EXPERIENCE

PRINCIPLE OF ACTIVITY OR LEARNING BY DOING

PRINCIPLE OF PURPOSEFULNESS

PRINCIPLE OF LOGICAL THINKING

PRINCIPLE OF PLAY-WAY

PRINCIPLE OF INDIVIDUAL WORK

 Merits
• Habit of enquiry and investigation
• Habit of self learning and self direction
• Develop scientific attitudes
• Psychological maximum- learning by doing
• Scope for individual attention
• Develops in the students a habit of diligency
 Demerits
• Long and time consuming method.
• Expects great efficiency and hard work, experience and training.
• Not suitable for beginners.
• Formational rather than informational
• Too much stress
• Merely for sake of doing
• Evaluation is tedious
• Presently enough teachers are not available
Meta-heuristics
The main difference is that heuristics are problem-specific methods (created to
solve a particular problem and probably nothing else) while meta-heuristics are
problem-independent methods that can be applied to a wide range of problems.

Heuristic means local search, metaheuristic means generalized local search.

Normally, metaheuristic is more generic and applicable to solve wider range
problems containing multiple local optima and 1 global optima.
Advantages
•It develops habit of enquiry and investigation among students.
•It develops habit of self learning and self direction.
•It develop scientific attitudes among students by making them truthful and honest
for they learn how to arrive at decisions by actual experimentations.
•It is psychologically sound system of learning as it is based on maximum learning by
doing.
•It develops in the student a habit of diligence
•In this method most of the work is done in the school and so the teacher has no
worry to assign on the home task.
•It provides scope for individual attention to be paid by the teacher and close
contacts. These contacts helps in establishing cordial relations between the teacher
and the taught.
Disadvantages:
•It is a long time consuming method and so become difficult to cover the prescribed
in time.
•It pre suppose a very small class and gifted teacher and the method is too technical
and scientific to be handled by an average teacher.
• This method expects of the teacher a great efficiency and hard work, experienced
and training.
•There is a tendency on the part of the teacher to emphasize those branches and
parts of the subject which lends themselves to heuristic treatment and
measurement and quantitative work and therefore not so suitable.
•It is not suitable for beginners. In the early stages, the students needs enough
guidance which if not given, may develop a distaste for students.
 Project Based Learning
• Teacher plays a facilitative role rather than the role of an expert.
• It allows the students a great degree of freedom to choose from
among the options given to them; hence it provides a psychological
boost.
• It encourages the spirit of research in the student.
 Project Method
■ This method is based upon the philosophy of pragmatism( philosophy of practical
experience) and principal of learning by doing. In this strategy pupil perform constructive
activities in natural condition.
It demands work from the student.
■ It takes students beyond the walls of the classroom.
■ It is carried out in a natural setting, thus making learning realistic and experiential.
■ It encourages investigative learning and solution to practical problems.
■ It is focused on the student as it enlists his/her active involvement in the task set.
■ It encourages the spirit of scientific enquiry as it involves validation of hypothesis based
on evidence gathered from the field through investigation.
■ It encourage the sprit of research in the student
■ The teacher plays facilitator role rather than the role of expert
■ It promotes a better knowledge of practical aspects of knowledge gained from books.
■ It enhances the social skill as it requires interaction with the social environment.
 Project Method
• Devised by Kilpatrick
• Given a project shape by Stevenson
• Based on the philosophy of pragmatism
• John Dewey- education should be for life and through life
• School-miniature society
PROJECT BASED LEARNING VS. PROBLEM BASED LEARNING
Similarities
•Both PBLs:
•Focus on an open-ended question o task
•Provide authentic applications of content and skills
•Build 21st century 4 C’s competencies
•Emphasize student independence and inquiry
•Are longer and more multifaceted than traditional lessons or assignments

Differences
Project Based Learning Problem Based Learning
Often multi-disciplinary More often single-subject

May be lengthy(weeks or months) Tends to be shorter

Follows general, variously-named steps Follows specific, traditionally prescribed steps

Includes the creation of a product or performance The ‘product’ may simply be a proposed solution,
expressed in writing or in an oral presentation.
Often involves real-world, fully authentic tasks and More often uses case studies or fictitious scenarios as
settings “ill-structured problems”
Types of project
1. Individual and social /group projects
In individual projects every student solve the problem in their own according to their
capacity, interest, attitude and needs. In group projects social, citizenship
qualities and synergism are developed.
2. Simple and complex projects :
In simple project students are completing only one work at a time. It gives deep
information about the project in one angle and in complex project students are
carried out more than one work at a time. They focuses on the work in various
subjects and angle. Here the student get knowledge about the various activities and
dimensions.
3. Constructive projects : Practical or physical tasks such as construction of article,
making a model, digging the well and playing the drama are done in this type of
projects.
4. Aesthetic projects: Appreciation power of the students develop in this type of
project through musical programmes, beautification of something, appreciation of
poems and soon.
5.Problematic projects: In this type of project develop the problem solving capacity of
the students through their experiences. It is based upon the cognitive domain.
6.Drill Projects :It is the mastery of the skills and knowledge of the student. It
increases the work efficiency and capacity of the students.
Advantages
■ As students get proper freedom to execute the project in accordance with their
interest and abilities, because of which they get their psychological needs satisfied to
considerable extend.
■ Habit of critical thinking developed.
■ They can develop coordination between body and the mind.
■ Promoting social interaction and co-operation among the students.
■ They acquire permanent kind of knowledge because they gain knowledge through
their own efforts.
■ Mostly projects are undertaken in the classroom as classroom assignments,
because of which load of homework from students get reduced to considerable
extent.
■ It helps to widens the mental horizon of pupil.
Disadvantages
•Takes lots of time to plan and execute the project.
•It is not possible of design different projects for different topics and it
is also not possible to cover all topics and content in a single project.
•Larger no. of finance is required.
•Prove successful only when the teacher is highly knowledgeable and
alert.
•Sometimes the project may be so ambitious and beyond the students
capacity to accomplish.
Dates Important days

January 04 World Braille Day—A form of written language for blind people. in which the characters are represented by patterns of raised dots
that are felt with the fingertips.
January 24 National Girl Child Day also known as Balika Divas.

February 21 International Mother Language Day

February 28 National Science Day—To commemorate invention of the Raman Effect in India by the Indian physicist Sir Chandrasekhara Venkata
Raman on the same day in 1928.
June 21 International Day of Yoga— United Nations proclaimed 21 June as International Yoga Day.

September 5 Teachers' Day is celebrated on 5th September every year, which is also the birthday of Dr Sarvepalli Radhakrishnan. the first Vice-
President of independent India and the second President of the country.
September 8 International Literacy Day—To highlight the importance of literacy in life and remind ourselves of the status of literacy and adult
learning worldwide.
September 14 Hindi Day

October 5 World Teachers' Day—UN World Teachers' Day commemorates the work of teachers and their contributions to society.

October 11 International Day of Girl Child

October 20 World Statistics Day

November 1 National Education Day—It is also the birthday of Maulana Abul Kalam Azad. eminent educationist and the first Education Minister of
independent India.
November 14 Children's Day—It is also the birthday of independent India's first Prime Minister Pt. Jawaharlal Nehru.

November 20 Universal Children's Day

Some important topics
which were asked in
previous year questions
 EDUCATIONAL APPROACHES
• Behaviorism:-
• EL THORNDIKE is profounder
• Learning could be explained change in observable behavior
• Learner is passive organism.
• Law of exercise – PRACTICE
• Law of effect –PUNISHMENT AND REINFORCEMENT
• Gestalt psychology:-
• Whole is greater than sum of parts
• We look at whole fruit then we will look at parts
• Constructism learner actively construct knowledge
• Accommodating and assimilation are basic of learning
 EDUCATIONAL APPROACHES
• Idealism:-
• As we know that mind is the centre of understanding and GOD is the source of all
knowledge and all creation spirit and mind constituted reality.
• Man has a superior nature.
• FROEBEL, KANT, VIVEKANAND, SRI AURBINDO.
• Naturalism:-
• Nature as a whole of reality
• Senses are gate to knowledge and nature is source of all the knowledge.
• Mind the subordinate to nature.
• TAGORE, HERBERT SPENSER
 EDUCATIONAL APPROACHES
• Pragmatism:-
• Focus on activity and doing.
• There is no absolute value of life.
• Truth is created during the course of experience.
• Humanism:-
• Interest and welfare of human beings.
• Humans as centre and measure of all activities.
• SELF ACTUALISATION.
• It advocates cooperation, natural tolerance and social understanding.
 EDUCATIONAL APPROACHES
• Rationalism:-
• Reason rather than experience is the basis of knowledge.
• Focus on Reason.
• Empirism:-
• Experience is everything.
• Existentialism:-
• Individual existence freedom and choice.