- This approach is very teacher-centered

MODULE 5 REPERTOIRE OF TEACHING PRACTICE

Inductive method
LESSON 1 REPERTOIRE OF PRACTICE IN TEACHING - Process of arriving at a generalization
- The teacher presents students with many
Repertoire in teaching refers to the sum of available examples showing how the concept is used.
tools, techniques, strategies from which a practitioner - The intent is for students to notice by the way of
may draw, choose from to address a particular purpose. examples how the concept works.

Direct Teaching Method

- Teacher-centered (teacher provides information,
facts, rules, and action sequences).
- Uses straightforward, explicit teaching
techniques usually to teach specific skills
- It is a teacher-directed method wherein the
teacher stands in front of the classroom and
presents the information.

Indirect Teaching Method

- Student-centered (student is an interactive
participant)
- Seeks a high level of student involvement in
observing, investigating, drawing inferences
from data, or forming hypothesis
- It takes advantage of students’ interest and
curiosity, often encouraging them to generate
alternatives or solve problems.
- The role of the teacher shifts from lecture
director to that of facilitator, supporter, and
Teaching Methods and Techniques resource person.

Teaching Approach- a set of principles, beliefs, or ideas ➢ Teaching methods and techniques
about the nature of learning that is translated into the
classroom. Lecture Method
- Outlining technique
Teaching Method- the systematic way of doing something. - Component technique
It implies an orderly logical arrangement of steps. It is - Sequential technique
more procedural. - Relevance technique
- Transitional technique
Teaching Technique- are such steps we follow when we
teach. It is the teacher’s style or tricks to accomplish an Discussion method
immediate objective. - Small group discussion technique
- Socialized classroom technique
Teaching Strategy- are methods of approaching a - Direct instruction technique
problem or task, modes of operation for achieving a - Panel discussion technique
particular end, or plan design for controlling and - Recitation technique
manipulating certain information. - Interview technique

➢ Different methods of teaching Reporting method

Deductive method - Unit or Morrisonian technique
- Breaking down learning from general to specific - Individual or group reporting technique
- The teacher conducts lessons by introducing and - Reading or storytelling technique
explaining concepts to students and then - Schematic technique
expecting students to complete tasks and to - Symposium technique
practice the concepts.

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Investigatory method Presentation of Facts, Concepts and Skills
- Laboratory technique
- problem-solving technique ● Presentation: visual aids, printed materials or
- Research technique present the equipment
- Field study technique ● Levels of Instruction: Symbolic, Iconic, Enactive
- Experimenting technique
Demonstrate a Concept or Skill
Activity method
- Project technique ● Establish set
- Field trip technique ● Present prerequisite knowledge and rationale
- Dramatization technique ● Model the correct performance
- Role-playing technique ● Have students practice under controlled
- Brainstorming conditions
- Debate technique ● Provide opportunities for transfer to more
complex situations
Demonstration method
- Teacher-directed technique Supervise and Critique Student Work
- Student-directed technique
- Teacher-student directed technique Five Steps Teachers Have to Observe in Giving
- Resource speaker technique Feedback:

Self-pacing method ● State clearly what is to be achieved or task to be

- Programmed instruction performed
- Mastery learning ● Break down the task into subtasks as much as
- Modular learning technique possible
● Describe the degree of student progress toward
Integrated method meeting each subtask
- Lecture-dsicussion ● Make corrections and give suggestions for
- Lecture demonstration improving performance
- Film-showing discussion ● Verify student mastery of the task

Traditional method Guidelines in providing feedback:

- Textbook learning
- Role-learning technique ● Give feedback immediately or as close to the
- Directed technique actual time of performance
- Memorization technique ● Descriptive language rather than judgmental
language
—-END OF VIDEO TRANS— ● Focus on present performance rather than on past
ones
Class Recitation ● If possible, suggest alternatives rather than a
Focus on the recall and comprehension (Kauchak & single solution
Eggen, 1989) ● Tell the students only what they are able to
Close-ended questions manage at a given time rather than all that has
BASIC PRINCIPLE: Many students should be involved in happened
the recitation ● Focus feedback on modifiable areas rather than
those over which students have little control
Class Discussion ● Emphasize achievements instead of shortcomings
and maintain an optimistic and supportive class
● Engage students in higher order thinking skills atmosphere
(HOTS)
● Analysis, synthesis and evaluation (Aban, 1998)
● Class discussions are facilitated by guide
questions
● Higher order thinking skills would require open
ended questions unlike in class recitaiton

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3
LESSON 2 CLASSROOM DISCUSSION STRATEGIES

Advanced Organizer:

Uses of Classroom Discussion Strategies:

● Develop leadership skills

● Summarize group opinion
● Arrive at a consensus
● Become an active listener
● Appropriately handle controversy
● Develop paraphrasing skills
● Develop self directed learning skills
● Develop analysis, synthesis and evaluative skills

Phases in preparing and Conducting Classroom

Strategies

1. Planning and Organizing a Discussion Lesson:

● Teacher has to consider goals carefully

● Has to decide on appropriate activities
● Has to consider student's experience and
development
● Needs to consider the time allotted for the
activities
● The discussion they ought to produce a specific
product such as summary, list, or a series of
conclusions

Preparation for a Guided Discussion:

● Introduction
● Discussion
● Conclusion

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2.Conducting/Implementing A Guided Class

Discussion

● Select a topic that students can gainfully discuss

● Establish a specific lesson objective with desired
learning outcomes
● Conduct adequate research to become familiar
with the topic
● Organize the main and subordinate points of the
lesson in a logical sequence
● Plan at least one lead-off question for each
desired learning outcome