Principles and Methods of Teaching Module 2.2

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Module in Principles and Methods of Teaching

LORETA R. CINCO, MAED

Module 2.2 | 1
Module in Principles and Methods of Teaching

This module may not be reproduced in any form


without the permission of the author. All efforts were
made to ensure that this module comply with the
requirements of copyright clearances and appropriate
credits. The authors will attempt to incorporate in the
future printing any corrections that may arise from
further reviews and critiques.

Copyright 2020

EASTERN VISAYAS STATE UNIVERSITY


TANAUAN CAMPUS
HAVANA ST., SAN MIGUEL, TANAUAN, LEYTE

ALL RIGHTS RESERVED

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Module in Principles and Methods of Teaching

Introduction:

Teaching methodologies that work well with a whole group


such as in a classroom setting instantly capture the attention and
interests of everyone. Listening to an invited specialist on a topic
related to the lesson awakens their curiosity and eagerness to hear
new information every minute, a reaction which may be different when
the source is the same face they see every day.

With the advantage surely to be gained from each mode of


lesson presentation, the teacher is encouraged to decide on the most
appropriate procedure to be undertaken. The experiences to be gained
from a variety of suitable learning activities dictates the right choice of
methodology to employ.

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Module in Principles and Methods of Teaching

In this module you are expected to:


 Distinguish among approach, method and
technique;
 Determine when to use direct and indirect method
of instruction;
 State the advantages of indirect method.

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Module in Principles and Methods of Teaching

3. Project Method

In the problem method, learners solve a practical problems over


a period of several days or weeks. It may involve organizing a
fund raising campaign for the flood victims, doing an advocacy
for breastfeeding or publishing a class newspaper. The projects
may be suggested by the teacher, but they are planned and
executed as far as possible by the students themselves,
individually or in groups.
Projects work focuses on applying, not imparting, specific
knowledge and skills and on improving student involvement and
motivation in order to foster independent thinking, self-
confidence and social responsibility. It is sometimes referred to
as “self-directed study”. It can be assignment or tasks agreed
upon by both teacher and student and student. The project may
be a task or a product.

4. Cooperative Method

Cooperative learning makes use of a classroom organization


where students work in groups or teams to help each other
learn. Concepts from group work theory and group dynamics
serve as the basis upon which skills in democratic procedures
and collaborations are developed.
This approach involved strategies and procedures that can help
small groups solve their own problems and acquire information
through collective effort. The learning environment in
characterized by strong motivation and smooth interpersonal
interactions.

Examples of Cooperative Learning Students


a. Round-robin
b. Corners
c. Think, Pair, Share
d. Round Table
e. Jigsaw

5. Peer Tutoring / Peer Teaching

It is said that “the best way to learn something is to teach it”.


Make students teach other in a “Think, Pair, Share” manner.
After teaching, we ask each student to get a partner. One

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Module in Principles and Methods of Teaching

student will be A and another B. A shares what she learned with


B. and B, in turn, will share what she learned from A. Teacher
listens for formative assessment of learning
Peer tutoring is commonly employed when the teacher request
the older, brighter and more cooperative member of the class to
tutor (coach, teach, instruct) other classmates. This is based on
the rationale that the former is better equipped than the other.
This is due to their closeness in age, skills, study habits and even
learning styles.

Deductive Method versus the Inductive Method

All teaching methods can be classified into two, namely,


deductive and inductive method. The direct method and
demonstration method of instruction are deductive. The inquiry
method, problem-solving method, and project method are
inductive.

 Deductive Method

In the deductive method, the teacher tells or shows


directly what he/she wants to teach. This is referred to as
direct instruction. How does the teacher proceed when
he/she teachers deductively. Here is an example:

He/she begins a science lesson by defining vertebrates as


all animals with backbone. Then he/she gives examples –
dog, fish and frog. They are all vertebrates because they
possess backbones.

The deductive method is a teacher dominated. Teacher


begins with the abstract rule, generalization, principle and
ends with specific examples and concrete details.

 Inductive Method

The opposite of direct method and deductive method is


the inductive method. This is also called indirect method.

The inquiry method or problem solving method and


project method fall under indirect, guided and exploratory
approach to instruction. They begin with questions,
problems and details and end up with answers,
generalizations, conclusions. Therefore, they will fall under
inductive method of teaching, the opposite of the
deductive method.
Example is to examine animals and study their body parts.
Each has a backbone. The dog has a backbone. The fish

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and the frog also have backbones. Dog, fish and frog are
vertebrates. Then she defines vertebrates.

6. Partner Learning

As the name of this method implies this is learning with a


partner. A student chooses partner from among his/her
classmates. It can be employed when you get your students
rehearse. What they have learned and explore their
understanding of content with a partner.

This is also mean assigning “study buddy”. (The teacher who is


after the learning of every student, may assign the “study
buddy”). Study buddies become responsible for each other’s
learning. However, each student is held accountable for his/her
own learning.

A. Identify what teaching method describes in each of the


following statements below. Write the answer on the lines
before the number.

_Peer tutoring/Peer Teaching1. It is said that they best way to


learn something is to teach it.

____Project Method__ __2. It begins with questions,


problems and details and end up with answers,
generalization and conclusions.

__Cooperative Method_ 3. It makes use of the classroom


organization where students work in groups or
teams to help each other learn.

_____Project Method___ _4. The learners solve a practical


problem over a period of several days or weeks.

__Partner Learning 5. This way mean assigning “study


buddy”.

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B. Choose two (2) teaching methods. Explain each by giving or


citing examples.

1. Partner Learning
*formation of a learning unit between two students who
purposefully assist each other to acquire the skills, knowledge,
and attributes necessary to attain one's learning goals. Learning
Partners actively, yet voluntarily, seek each other to facilitate
many aspects of their learning.

2. Peer Tutoring / Peer Teaching


* an instructional strategy that consists of student partnerships,
linking high achieving students with lower achieving students or
those with comparable achievement, for structured reading and
math study sessions.

C. For elaborative learning – For reflection and discussion.

1. Is assessment of learning for grading purposes also a


cooperative process in the sense that your quiz “for
instance” is also a cooperative quiz?

*Yes

2. Did you ever have a learning partner in your life as a


student? What were your learning experiences with that
learning partner? Are you happy you had one?

*Yes, we've experienced the difficulty of our modules. We`re


having a hard time to understand sometimes but we`re helping
each other to understand more what`s in the module or what
activity we are going to do .

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