Lesson 5.

3 CPE 108

Mindanao State University

COLLEGE OF EDUCATION
Bachelor of Elementary Education

THE TEACHER AND THE SCHOOL CURRICULUM

Prepared by Prof. Michael B. Cahapay

Unit 5, Lesson 3: Designing of Methods

PART I: LESSON TARGET

Objective: At the end of the lesson, you will be able to design relevant methods for a
given instructional context.

PART II: CONTENT FOCUS

Topic: Designing of methods

Central Question: How are methods, as well as teaching strategies, designed?
Value Integration: Being introspective

PART III: SCHEMA ACTIVATION

Conduct a short remote interview with an elementary school teacher. What are the
common methods that he or she employs in classroom instruction? How does he or she
select these methods? Provide evidence of the discussion. Please use the prescribed
worksheet.
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PART IV: SEMANTIC WEAVING

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As we have defined, the method is the detailed plan for an organized presentation of the
instruction. It further consists of teaching strategies, which are very precise tasks
offered to the learners in the classroom. When we are directed in this lesson to design
the method as an element of instruction, we select a number of teaching strategies and
then organize them following a certain set of principles.

To design the method element of instruction, there is a need for a variety of teaching
strategies. There are three arguments to support this position. First, not all students
learn equally well when the same teaching strategies are employed. S students prefer to
learn in an inquiry method while others favor the expository method. Second, certain
teaching strategies are more applicable to particular situations. For example, lectures
are as not appropriate when one is trying to develop student confidence as individual
tasks would do. Third, no single method is superior to another in all learning situations.
It is known that lectures provide efficient use of teaching resources but may not
produce effective student application of certain skills in a science experiment.

When considering a variety of methods, one should also distinguish among categories as
well as within the same category to locate the most appropriate teaching strategies. The
methods here are presented in order of range from low reality, high teacher
participation, and low learner involvement to high reality, low teacher participation, and
high learner involvement. The teaching strategies per method, although not complete
and exhaustive, are also presented.

Expository teaching method involves the transmission of information in a single

direction from a source to learners. The source may take the form of books,
televisions, or persons, although it is commonly a teacher in the classroom.
Learners are passive in this method. Examples: lectures, demonstrations,
narrations, illustrations, drill activities, reading tasks, visual presentations such as
the use of graphics, maps, organizers, charts, diagrams.

Interactive teaching method involves deliberate encouragement of interaction

between the teacher and the learner. It incorporates features of the expository
method with interactive and responsive elements. Teachers and learners have
the opportunity to interact with this method. Examples: think-pair-share, diads,
peer tutorials, peer teaching, guided discussions, class discussions, group
projects.

Group teaching method involves the division of a class into specifically small
groups that work relatively independently to achieve a goal. This task is usually
achieved through a group discussion procedure. The teacher becomes the
coordinator of the activities and guide to the process. Examples: brainstorming,

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Lesson 5.3 CPE 108

fishbowl, jigsaw, envoy, workshops, peer tutorials, buzz sessions, panel

discussions, cooperative tasks, learning teams, games.

Inquiry teaching method is also known as a problem-solving method and involves

learners actively engaged in determining answers to questions or solving
problems. Learners are given a question, problem, issue, or dilemma to solve
which they learn through the process of finding an answer. The teacher becomes
a facilitator and learners are active. Examples: projects, experiments,
investigations, laboratory works, case studies, writing exercises.

Models of reality as a method involves replication of the real world to create

models of reality and involve learners in learning situations that resemble real life
as possible. Learners are active and have a powerful understanding of the
situation. Examples: physical simulations, work models, role plays.

Given this array of methods and the teaching strategies within their categories, a
challenge often faced by beginning teachers is how to select the most appropriate ones.
The following considerations are discussed in order of importance in the selection of
methods.

Objective is the first consideration to limit the range of possible method or

methods. Our kind of instruction today is focused on the outcome. This
outcome is being reproduced in the way we place value on the formulation of
the objective of the instruction. Thus, we will place the objective as a
consideration in first order when selecting the appropriate teaching methods for
a lesson.

Table 1. Aligning objective and method

Objective Method
Expository Interactive Group Inquiry Model
Level 1 •
Level 2 • • • •
Level 3 • •
Level 4 • •
Level 5 • •
Level 6 •

Table 1 shows the match between levels of objective and suggested methods as
indicated by the dots. These ideas were synthesized from various empirical studies
across educational contexts and adapted for our purposes.

Once the methods have been selected based on their alignment to the objective of the
lesson, we further assess them based on other developmental and practical
considerations. These considerations appear to be the most common in scholarly
discussions. It includes appropriateness, resources, and constraints.
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Appropriateness. Having limited the range of potential methods to which satisfy

the needs of the objectives, it is important to consider which remaining methods
are appropriate to the characteristics of the target learners. These
characteristics include ability, interest, and level of development. For example,
we cannot choose a pure group discussion for first graders from a low ability
group. If a group discussion is needed, the teacher in this case has to specify the
conditions e.g. level of discussion, amount of assistance, etc.

Resources. Having considered the nature of objectives and the characteristics of

the learners, the resource consideration comes. When each potential method is
assessed in terms of this consideration, the number of viable methods remaining
is likely to be reduced substantially further. For example, we cannot plan a
speech laboratory exercise if our school does not have a speech laboratory. If
the method is indispensable to attain the objective, the teacher should look for
alternative strategies within the same method.

Constraints. All situations have some constraints that operate, which will further
reduce the choice of the most appropriate method. These constraints include
time, finance, teacher ability, school policy. For example, we cannot include a
role play for a lesson in a subject with a time designation for just thirty minutes;
a group project that requires expensive materials that the learners cannot afford;
or certain teaching strategies that the teacher is not well acquainted with.

Once the teaching strategies have been selected, there is a need to organize them. As a
rule of thumb, the following criteria are adapted and should be observed in organizing
the teaching strategies.

Continuity. This criterion requires that if an objective emphasizes a particular

skill, then this skill requires focus per teaching strategies for learners to have
repeated exposure to practice this skill. For example, if the objective demands
analysis as the desired skill, each teaching strategy should offer particular
opportunities that will require learners this particular skill.

Integration. This criterion refers to the relationship between or among the

teaching strategies. They should be related that they provide a unified and
integrated experience for the learners. For example, if the first teaching strategy
served as an introduction to the desired skill, the second teaching strategy
should serve as emphasis, the third teaching strategy should serve as practice,
etc.

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PART V: REACH TO ENRICH

Once you have selected a method and then the particular teaching strategies, another
task is to become familiar with their elements and guidelines. Read how selected
teaching strategies are conducted in the classroom. A good resource to start is found
here: https://bit.ly/3khHGAn

PART VI: WRAP IT UP

This lesson walks you through the process of designing the method as another essential
element of instruction. It is important to be familiar with the categories of methods such
as expository teaching method, interactive teaching method, group teaching method,
inquiry teaching method, and reality model method. These methods further consist of
more precise tasks called teaching strategies.

Furthermore, when selecting from this array of methods and teaching strategies within
these methods, we should bear in mind certain considerations. As an emphasis on the
importance of outcomes in our educational system today, we put primary order on the
objectives. We should understand that certain objectives can be effectively accomplished
by certain methods, thus we should match them. Other developmental and practical
considerations include appropriateness, resources, and constraints.

Finally, when the teaching strategies have been selected, there should be a sense of
organization. The criteria of continuity and integration between or among the selected
teaching strategies should be observed.

PART VII: INWARD REFLECTION

The process of designing the methods involves different considerations to produce

relevant, appropriate, and responsive instruction. It requires you to be introspective at
all times.

Teaching is an introspective practice. Thus, you are expected to become introspective

at every professional decision you make. As a teacher, how will you show the value of
being introspective in the future? Write your thoughts in at least 100 words. Please use
the prescribed worksheet.

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Lesson 5.3 CPE 108

PART VIII: NOSY FOR TRUTH

Do you have any questions about the lesson? It is time to turn to your mobile phone or
our group chat. Your course adviser is ready to hear your thoughts.

PART IX: SUMMATIVE ASSESSMENT

Instructions: Choose one objective per subject area regardless of grade level from
your last task on the formulation of objectives. Kindly indicate the level of the objective,
identify the topic, and then select the possible method or methods and then the
teaching strategies. Describe the procedure on how the objective will be executed
through the selected methods and teaching strategies. There should be one table for
each subject area. A sample is given below. Attached to each table is the checklist as a
guide and to be accomplished by the course adviser for assessment.

Table 1
Subject and Grade Level: Science V
Objective Topic Procedure
The learners will be able to Symbiotic Methods: Group Teaching, Interactive
describe all the symbiotic relationships Teaching
relationships, that include
mutualism, commensalism, Teaching Strategy 1: Jigsaw
parasitism, predation, and Step 1: Divide the class into 5 groups.
competition, found in the Step 2: Assign symbiotic relationships to five
ecosystem. members per group: one on mutualism; one
on commensalism, and one on parasitism; one
Level 2: Understand on predation; and one on competition.
Step 3: Allow the assigned members to
process their assigned social studies concepts.
Step 4: Gather the members with the same
assigned social studies concept into an “expert
group” to discuss their assigned concept.
Step 5: Have members return to their
original groups and take turns sharing their
respective social studies concepts.

Teaching Strategy 2: Discussion

Step 1:
Step 2:
Step 3:
Step 4:
Step 5:

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Teaching Strategy 3: Game

Step 1:
Step 2:
Step 3:
Step 4:
Step 5:

Checklist
Match between the objective and the selected method or methods Yes No
Flow of continuity between or among the teaching strategies Yes No
Sense of integration between or among the teaching strategies Yes No
Clear description of the procedures of teaching strategies Yes No

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