TEACHING TECHNIQUES

AND METHODS

Brainstorming
Problem Solving Method
Cooperative Learning Technique
Case Method
Drama Technique

Brainstorming:

OBJECTIVES

Students will be able to say possible

problems of the given case using
brainstorming technique.
Students will be able to say the
possible solutions for the problems
for the given case using
brainstorming technique.

CASE:

Mrs. Yldz has a very passive character,

she reflects it to the class and it affects
her classroom management in a
negative way. Her students also have
realized this situation and it leads her to
come across with some problems in the
class.
What are the possible problems and
solutions for this case?

PROBLEMS:

Lack of student involvement

Noise
Cheating in exams
The students may not attend the class
The students may not listen to the teacher
The students may not do their homeworks or
tasks
The students may come to the class on purpose
The students do different kinds of things in the
class such as sleeping or drawing pictures etc.

SOLUTIONS:

The teacher should choose activities which

appeal to the students
The teacher may set some classroom rules
with the students
The teacher should try to keep the students as
busy as possible and should not let them to be
interested in different things
The teacher should attend personal
development courses
The teacher may want one of her collegues to
help her

The teacher should take the attendance

regularly to solve the problems about
attending the class
The teacher should talk with the students
and decide what to do with the late comers
The teacher may ask for one of her
collegues help in the exams in order to
prevent cheating
The teacher may talk to some students
individually, if it is necessary
The teacher should work cooperatively with
the ministry

SUMMARY OF
BRAINSTORMING:
Brainstorming is a group creativity technique
that was designed to generate a large number
of ideas for the solution of a problem.
It is particularly helpful when you need to
break out of stale, established patterns of
thinking, so that you can develop new ways of
looking at things. This can be when you need
to develop new opportunities, where you want
to improve the service that you offer, or when
existing approaches just aren't giving you the
results you want.

Used with your team, it helps you bring

the experience of all team members
into play during problem solving
There are four basic rules in
brainstorming.These are intended to
reduce the social inhibitions that occur
in groups and therefore stimulate the
generation of new ideas. The expected
result is a dynamic synergy that will
dramatically increase the creativity of
the group.

RULES OF
BRAINSTORMING
Focus on quantity: This rule is a means of

enhancing divergent production, aiming to facilitate

problem solving through the maxim, quantity
breeds quality. The assumption is that the greater
the number of ideas generated, the greater the
chance of producing a radical and effective
solution.
No criticism: It is often emphasized that in group
brainstorming, criticism should be put 'on hold'.
Instead of immediately stating what might be
wrong with an idea, the participants focus on
extending or adding to it, reserving criticism for a
later 'critical stage' of the process. By suspending
judgment, one creates a supportive atmosphere
where participants feel free to generate unusual
ideas.

Unusual ideas are welcome: To get a good

and long list of ideas, unusual ideas are
welcomed. They may open new ways of
thinking and provide better solutions than
regular ideas. They can be generated by
looking from another perspective or setting
aside assumptions.
Combine and improve ideas: Good ideas
can be combined to form a single very good
idea, as suggested by the slogan "1+1=3".
This approach is assumed to lead to better and
more complete ideas than merely generating
new ideas alone. It is believed to stimulate the
building of ideas by a process of association.

OUTLINE OF THE
METHOD

Set the problem

One of the most important things to do
before a session is to define the problem.
The problem must be clear, not too big,
and captured in a definite question such
as What service for mobile phones is
not available now, but needed? . If the
problem is too big, the chairman should
divide it into smaller components, each
with its own question.

Create a background memo

The background memo is the
invitation and informational letter for
the participants, containing the
session name, problem, time, date,
and place. The problem is described
in the form of a question, and some
example ideas are given. The ideas
are solutions to the problem, and
used when the session slows down or
goes off-track.

Select participants

The chairman composes the

brainstorming panel, consisting of
the participants and an idea
collector. Ten or fewer group
members are generally more
productive than larger groups. Many
variations are possible but the
following composition is suggested.

Several core members of the project

who have proved themselves.
Several guests from outside the
project, with affinity to the problem.
One idea collector who records the
suggested ideas.

Create a list of lead questions

During the brainstorm session the
creativity may decrease. At this
moment, the chairman should stimulate
creativity by suggesting a lead question
to answer, such as Can we combine
these ideas? or How about a look from
another perspective?. It is advised to
prepare a list of such leads before the
session begins.

Session conduct
The chairman leads the brainstorming
session and ensures that the basic
rules are followed. The activities of a
typical session are:
A warm-up session, to expose novice
participants to the criticism-free
environment. A simple problem is
brainstormed, for example What
should be the next corporate
Christmas present? or What can be
improved in Microsoft Windows?.

The chairman presents the problem and

gives a further explanation if needed.
The chairman asks the brainstorming panel
for their ideas.
If no ideas are coming out, the chairman
suggests a lead to encourage creativity.
Every participant presents his or her idea,
and the idea collector records them.
If more than one participant has ideas, the
chairman lets the most associated idea be
presented first. This selection can be done
by looking at the body language of the
participants, or just by asking for the most
associated idea.

The participants try to elaborate on the

idea, to improve the quality.
When time is up, the chairman organizes
the ideas based on the topic goal and
encourages discussion. Additional ideas
may be generated.
Ideas are categorized.
The whole list is reviewed to ensure that
everyone understands the ideas.
Duplicate ideas and obviously infeasible
solutions are removed.
The chairman thanks all participants and
gives each a token of appreciation

The process:

Participants who have an idea but no

possibility to present it are encouraged to
write down their idea and present it later.
The idea collector should number the ideas,
so that the chairman can use the number to
encourage quantitative idea generation, for
example: We have 44 ideas now, lets get it
to 50!.
The idea collector should repeat the idea in
the words he or she has written it, to
confirm that it expresses the meaning
intended by the originator.

When more participants are having

ideas, the one with the most associated
idea should have priority. This to
encourage elaboration on previous
ideas.
During the brainstorming session the
attendance of managers and superiors
is strongly discouraged, as it may
inhibit and reduce the effect of the four
basic rules, especially the generation of
unusual ideas

QUESTIONS:
1. Which one of the followings is not
one of the rules of brainstorming?
combine and improve ideas
no critisism
the chairman selects ideas
focus on quantity

2. Which one of the followings is not

one of the possible compositions for
selecting participants in
brainstorming technique?
One idea collector who records the
suggested ideas
Whomever wants can attend
Several core members of the project
who have proved themselves
Several guests from outside the
project, with affinity to the problem

3.

What is the role of a chairman in

brainstorming technique?

4. What happens in creating a

background memo step in
brainstorming?

Problem-Solving Method:

OBJECTIVES

This method helps students to gain

the ability of scientific problem
solving and using it in the every area
of life.
Whit this method,teachers aim is to
raise a youth which can solve
problems in scientific way not just
creating problems.

CASE
Mr.Goodluck is a teacher.He teaches English in a high
school. He carefully plans and prepares his lessons the day
before.If something lasts longer than he expected and
planned,he feels rather irritated.He likes his students but he
thinks that it is waste of time to chat with students at the
beginning of the lesson.He prefers to start the lesson
immediately.During the lessons,he tells everything in front of
the classroom.He asks questions but does not give any time
to students to think on it and answers it himself.He always
implements the lessons in the same way:he is the centre of
the lesson,students just listen to him.He sometimes ask
questions but whenever students give wrong answers,he
gets angry.So the student hesitate to say something.If a
problem emerges,he can not solve it,he is so helpless.He
never makes jokes or smiles during the lesson.So the lessons
are boring. Because of this,students get bored and start to
talk to each other and of course this causenoise in the
classroom and makes him angry,too.Sometimes he wants
students to form groups and give them tasks but while
students are wrking on it they make noise and he stops the
activity.He turns back his traditional way...

WHAT IS PROBLEM
SOLVING METHOD?

Problem solving is a process to choose

and use the effective and benefical tool
and behaviours among the different
potentialities to reach the target.
It contains scientific method,critical
thinking,taking decision,examining and
reflective thinking.
This method is used in the process of
solving a problem to generalize or to
make synthesis.

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.

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.

It helps students to adopt the view of

benefit from others ideas and to help
each other.
It predicates the learning to a more
logical and doughty foundation.
It improves the ability of making proposes
and putting forward the hypothesis.
It helps students to adopt the idea of not
to be hurry to make a decision.

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.

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.

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.

QUESTIONS
1-Which one is wrong about the
problem solving method?
It takes too much time.
It is not possible to apply this
method to all disciplines.
Evaluating the learning is easy.
It has some worldly burdens.

2-Which one is not the step of problem

solving method?
Delimitation of the problem
Planning the application
Preparing the working guide
Deduction

3-Discuss the importance of

problem-solving method.

4-Explain the limitations of the

problem solving method and
solutions for them.

Cooperative Learning
Technique:

OBJECTIVES

At the end of the lesson students

will be able to
develop positive interdepence
contribute each others learning
take responsibilities in group
Works

CASE:
Mr. Tutumlu first used cooperative learning
technique. He wanted students to turn to their
friends, who were sitting behind them to make
groups of four. After that he only said the
subject on which we were going to study. Also,
he said that he rewarded the most succesful
group. He did not do responsibility disribution.
We did not know what we do. Furthermore, we
only had ten minutes. Then he sat his table and
started to read his newspaper. After two minutes
passed, for all hell to break loose. Everything
was so unsystematic. Nobody listened to each
other and everybody wanted to speak. There
was an awfulnoisy in the class so Mr. Tutumlu
got angry, dispelled the groups and he said that
I put forth an effort for you uselessly.

PROBLEMS
1.noisy
2.insufficient time
3.inappropriate classroom setting for the
cooperative learning activity
4.lack of instinct motivation
5.uncertanities of responsibilities
6.lack of communication
7.undetermined, unclearly stated task
8.there is no encouragement and direction
from the teacher
9.competition between the groups

POSSIBLE SOLUTIONS
1.The task can be clearly defined and
understood by all the members of
groups.
2.Roles and individual assigments can be
clearly understood, needed sources can
be made available.
3.Realistic time Schedule can be
developed with appropriate progress.
4.Classroom setting can be arranged
according to activity.

5.The teacher can create and maintain

a mutual feeling of resposibility to
achieve group goals.
6.Careful encouragement and
direction which is needed constantly
can be given to the students.
7.The teacher can observe the group
members studies.

COOPERATIVE LEARNING
TECHNIQUE

Coopeartive learning is asuccesful teaching

strategy in which small teams, each with
students of different levels of ability,use
variety of learning activities to improve their
understanding of a subject.Each member of a
team is responsible not only for learning what
is taught buut also for helping teammates
learning,thus creating and atmosphere of
achivement.Student work trough the
assignment until all the members succesfuly
understand and complete it.Cooperative
efforts result in participants striving for
mutual benefit so that all group members ;

1.gain confidence from each others effort

(yuor success benefits me and my
success benefits you.)
2.recognize that all group members share
a commen fate ( we all sin kor swim
togetherhere.)
3. know that ones performance is mutually
caudes by oneself and ones team
members(we can not do it without you.)
4.feel proud and jointly celebrate when a
group member is recognized for
achievement.(we all congratulate you on
your accoplishment.)

WHY WE USE
COOPERATIVE LEARNING?
Research has shown that cooperative
learning techniques;
1.promote sts learning and academic
achievement
2.increase sts retention
3.enchance sts satisfaction with learning
experience
4.help sts develop skills in oral communication
5.develop sts social skills
6.promete sts self-esteem
7.help to promote positive race relations.

ELEMENTS OF
COOPERATIVE LEARNING
1.Positive interdepence
2.Face to face interaction
3.Individual and group accountability
4.Interpersonal and small-group skilss
5.Group processing

CLASSROOM ACTIVIES
THAT USE COOPERATIVE
LEARNING

1.Jigsaw
2.Three-step interview
3.Think-pair-share
4.Round robin brainstorming
5.Three-minute review
6.Numbered heads
7.Team pair solo
8.Circle the sage
9.Partners

ADVANTAGES OF
COOPERATIVE LEARNING
TECHNIQUE

1.The group provides each member with

an oppotunity to participate and
thereby influences decison making.
2.Face to face learning situations
promote an atmosphere of cooperation
and empathy seldom achieved in other
learning situations.
3.Personal relationships are usually less
problematic. There is also a greater
chance of different opinions and varied
contributions.

4.It encourages broader skills of

cooperation and nagotition.
5.It promotes learner autonomy by
allowing sts to make their own
decisions in the group without being
told what to do by the teacher.
6.Although we do not wish any
individuals in groups to be completely
passive neverthless some sts can
choose their level of participation more
readily than in a whole-class or
pairwork situation.

DISADVANTAGES OF
COOPERATIVE LEARNING
TECHNIQUE

1.It is likely to be noisy.Some teachers feel

that they lose control., and the wholeclass feeling which has been
painstakingly built up may dissipate when
the class is split into smaller entities.
2.Notall the students enjoy it, since they
would prefer to be the focus of the
teachers attention rather than working
with their peers.Sometimes sts find
themselves in uncongenial groups and
wish the could be somewhere else.

WHAT ROLE THE TEACHER

PLAY?
1.The teacher can merelyprovides a setting
and atmosphere in which such attitudes
and behaviours may develop.
2.Careful encouragement and direction is
needed constantly by the teacher.
3.The teacher creates and maintains a
mutual feeling of responsibility to
achieve group goals.
4.The teacher is responsible for
contributing specific info when needed.

SUMMARY
Cooperative learning is a succesful teaching
strategy in which small teams, each with
students of diffrent levels of ability, use
variety of learning activities to improve their
understanding of a subject. All group
members:
-gain confidence from each others effort.
-all group members share a common fate.
-know that ones performance is mutually
caused by oneself and ones team members.
-feel proud and jointly celebrate when a group
member is recognised for achievement.

QUESTIONS
1.What are the benefits of cooperative
learning?
2.What are the elements of
cooperative learning

3.Which is the following statements not

related to the cooperative learning?
a-Your success benefits me and my
success benefits you.
b-We all sin kor swim together here.
c-We all congratulate you on your
accomplishment.
d-Every group member is responsible
for his\her own learning.
e-We can not do it without you.

4.Which one of the following activities

is not used in cooperative learning?
a-jigsaw
b-role play
c-think-pair-solo
d-three-step interview
e-circle the sage

Case Method:

OBJECTIVES

Students will be able to explain what

the case method become.
Students will be able to express
what the limitations and values of
the case method
Students will be able to express the
role of teacher in the process of the
case method.

CASE

He was said that 5/C is the most problem class in the school.
When the bell rang , some teachers looked at him pityingly.
When he entered the class he saw that the students did not
realize him. Everybody was laughing , joking with each
other and shouting .He remembered what other teachers
had said and how they had looked at him. He got angry .
He would not permit of teachers making joke with him.He
would deal with these naughty students.He catched the
student who was the nearest to him and shouted at and
told them to sit down .When he saw that the students
didnt listened to him , he took the ruler and hit on the
desk angrily.
The students stopped making noise in the class and sat
down.They were anxious about what the teacher would
do.The teacher told them not to talk with each other.f it
werent , he would do everything to make them be silent.
After the lesson , he met a colleague and told what he had
done in the class. He said that the students listened to him
during the lesson , they didnt talk with each other.
And then they walked to the teachers room by going on
their talking.

PROBLEMS

Classroom Management
lack of communication
discipline problem in the class

SOLUTIONS

determining some rules with

students in the class
empathy in students

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

HOW IS THE CASE

METHODS 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. I

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.

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

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 thr learner.

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.

QUESTIONS

What are the roles of the teacher in

the case method ?

Which of them is not between the

advantages of the case method ?
Case method is realistic. Case problems ,
taken from real life experiences.
Case analysis treats feelings as facts
Use of already prepared , fictional cases
may limit the realism of case sitiation.
By capturing and analyzing real problems
, the student is able to bridge the gap
between school and real-life experiences.

Drama Technique:

OBJECTIVES

Students will be able to recognise and

practice individual skills
Students will be able to communicate
with other group members,easily
Students will be able to gain an
understanding of the feeling of others
Students will be able to learn to use
body language

DRAMATIZATION

One of the teaching techniques

which teach students how to behave
in which situation by living it
Physical environment/costumes/
accessories are important,effects the
concentration of students
Students use their own imagination
thus improve their creativeness

SOME SUB-TECHNIQUES
ARE USED;

Informal drama: no preparation,no

written material.for ex;traffic
accident,
Role playing: students may get
preparation for their role before
acting,
Formal drama: completely under the
teacher control. Everybody uses
written material

Puppets: students use puppets and say

what they want from behind of the
puppets
Pantomime: students use only mime
and gestures, no oral acts,such as
washing his face,eating something..
Finger game: especially for younger
students. A story is given and want
students to complete it by making their
fingers talk

ADVANTAGES;

It is fun
Provides direct involvement in
learning on the part of all students
Improves language using
Communicating/speaking and
listening skills are improved
Allows for exploration on solutions

DISADVANTAGES:

Needs too much time

Costumes,decors and preparation of
physical environment may create
difficulties
If students be limited, it may be
boring
Students may be too self-conscious
Not appropriate for large groups
Students may feel threatened

Summary:

Provides opportunity to recognise

and practise the skills
Improves using language
Allows for exploration of solutions
The more students involve,the more
they learn

QUESTIONS:
1.

What is the role of the physical

environtment in dramatisation
technique?

2.

What are the benefits of

dramatization?

3.Which is not one of the subtechniques of daramatization?

A)Informal drama
B)Pantomime
C)Drawing
D)Puppets
E)Finger game

4.Which one is one of the

disadvantages of dramatization?
A)It is fun
B)Sts may feel threatened
C)Sts use their imagination
D)Not teacher-centered
E)Helps sts concentrating

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Prepared by:

Birsen Kaya
Gzin Yahaneci
E.Fatma Yldrm
Erden nar
zlem Karabacak

Reference

home.anadolu.edu.tr/~aboyaci/ders/
syonetimi/techniques.ppt