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General Methods of teaching

Unit 1. Teaching
1.1 What is teaching?
Teaching is the mean where by the Experienced members of the group guide the
immature and infant members in their adjustment of life. ( Yoakam and Simpson)
Teaching is a system of actions intended to produce learning. ( B.O Smith)
Teaching is an intimate contact between a more mature personality and a less mature
one, which is designed for the education of the latter. (H.C Morrison)
Activities those are designed and performed to produce change in behavior. (Clark)
1.2 Maxims of Teaching: The term maxims of teaching may be defined as rules for
presenting difficult terms and concepts to make them easy to comprehend in class
room teaching. Some important maxims of teachings are.
From simple to complex

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From known to unknown

From part to whole and whole to part (BF skinner preferred it)
From concrete to abstract
From direct or seen to indirect
From particular to general
From analysis to Synthesis
From empirical to Rationale
From psychological to Logical
1.3 Difference between Teaching Strategy, Method, Tactics and
Techniques:
Teaching strategy is a generalized plan for a lesson which includes structure, desired
learner behavior, in terms of goals of instruction and an outline of planned tactics
necessary to implement the strategy (E. Stones and S. Morris). It is a mean to achieve
learning objectives.
Here is the list of teaching strategies; lecture strategy, demonstration strategy, team
teaching strategy, chalk and talk strategy, Question Answer strategy, interactive
procedure, Group discussion strategy, Tutorial strategy
Teaching Method is a style of the presentation of the content in the classroom. All the
methods can be classified under three heads, Telling (Lecture, Questioning, Discussion,
etc.), Showing (demonstration, Excursion), and doing (project, role playing, practical etc.)
Teaching Method (Pedagogy) Teaching Strategy (Military Science)
Its art Its science
It is mode of content presentation It is a mean to achieve learning objectives
It employs Macro Approach It employs Micro Approach
Its implemented by Techniques Its Implemented by Tactics
Its evaluated in terms of mastery over the It is evaluated in terms of achieving
subject matter objectives

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Unit 2 General Methods of Teaching

1. Lecture Method of Teaching. Lecture method of teaching is the oldest teaching
method applied in educational institution. This teaching method is one-way channel of
communication of information. Students’ involvement in this teaching method is just to
listen and sometimes pen down some notes if necessary during the lecture, combine the
information and organized it. It is based on the philosophy of idealism. This method
refers to the explanation of the topic to the students. The emphasis is on the
presentation of the content. The teacher clarifies the content matter to the students by
using gestures, simple devices, by changing voice, change in position and facial
expressions. Teachers are more active, and students are passive, but the teacher also
asks questions to keep the students attentive. This method is economical and can be
used among large number of students. It saves time and covers syllabus. It is the
simplest method for teachers and does not require any arrangements. It gives the
students training in listening.
Advantages of Lecture Method of Teaching
 We can cover large amount of syllabus in single period.
 Using of this method exclude the using of any equipment or Lab.
 Learning material is not required. ▪ Student listening skills developed.
 Logical arrangement of the material to present it orally
 Help to learn languages Disadvantages of Lecture Method of Teaching
 Psychologically this method is acceptable because individuals are not alike. Teacher
delivers the same lecture to both students without recognizing the individual differences.
 Learning is an active process thus study should encourage to actively participate in the
class room instead of just listening the teacher.
 Language using in the lecture is above the standard of the students. They are not able
get full advantage of the lecture.
 Lecture are often forgotten by the students soon after while learning is retained if
activities are experienced.
 Attention level is not the same while student listening the lecture.
2. RECITATION METHOD
Recitation is a traditional technique in which the teacher or student reading of question
from the text and the students recite answers which they find in the textbook or have
memorized. Because recitation involves rote answers and repetition of answers from

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the text, overuse can produce monotony and boredom in the classroom.
3. Discussion Method
Discussion methods are a variety of forums for open-ended, collaborative exchange of
ideas among a teacher and students or among students for furthering students thinking,
learning, problem solving, understanding, or literary appreciation. Participants present
multiple points of view, respond to the ideas of others, and reflect on their own ideas to
build their knowledge, understanding, or interpretation of the matter at hand.
Advantages
a. Emphasis on Learning instead of Teaching. Discussion Method emphasizes pupil-
activity in the form of discussion, rather than simply telling and lecturing by the teacher.
Thus, this method is more effective.
b. Participation by Everybody. In this method, everybody participates in the discussion,
and therefore thinks and expresses himself. This is a sure way of learning.
c. Development of Democratic way of Thinking. Everybody cooperates in the
discussion, and the ideas and opinions of everybody are respected. Thus, there is a
development of democratic way of thinking and arriving at decision.
d. Training in Reflective Thinking. Students, during the course of discussion, get
training in reflective thinking, which leads to deeper understanding of the historical
problem under discussion.
e. Training in Self-expression. During discussion, everybody is required to express his
ideas and opinions in a clear and concise manner. This provides ample opportunities to
the students for training in self-expression.
f. Spirit of Tolerance is inculcated. The students learn to discuss and differ with other
members of the group. They learn to tolerate the views of others even if they are
unpleasant and contradictory to each other’s views. Thus, respect for the viewpoints of
others is developed. g. Learning is made Interesting. History is a dry subject. The
learning of history is made interesting through Discussion Method. More effective
learning is possible when the students discuss, criticise and share ideas on a particular
problem. Active participation by the students in the discussion makes learning full of
interest for the students. This also ensures better and effective learning.
Limitations
1. It is a time-consuming method.
2. All topics are not able to teach through this method.
3. It may be pooling of ignorance many times.
4. Good text books on this line have not get been produced.
5. Sometimes the project may be to ambitions beyond pupil’s capacity to accomplish.
6. The students may not follow the rules of discussion.
7. This method cannot be used for teaching small children.

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4. Demonstration Method
Demonstration method of teaching is a traditional classroom strategy used in technical
and training colleges and in teacher education. Demonstration Strategy focus to achieve
psychomotor and cognitive objectives.
STEPS:
1. Introduction: In this step objectives of the lesson are stated. The teacher may be
called demonstrator. He demonstrates the activity before the student that is to be
developed.
2. Development. Students try to initiate the demonstrated activity. If there is any query
the teacher tries to satisfy them by further demonstration and illustrations.
3. Integration. At this step, the teacher integrates all the activities and then these
activities are rehearsed revised and evaluated.
Principles This teaching strategy is based on the following principles
1. Learning by doing maxim is followed
2. Skills can be developed by limitation 3.The perception helps in imitation
Advantages of Demonstration Method
1. It helps in involving various sense to make learning permanent
2. Though, teacher behavior is autocratic, he invites the cooperation of pupils in
teaching learning process
3. It develops interest in the learners and motivates them for their active participation
4. It helps in achieving psychomotor objectives
5. Any simple or complex sill becomes easy to understand
5. Heuristic Method: Henry Edward Armstrong who introduced this method for
teaching science, “Heuristic method is a method of teaching which involves our
placing of children as far as possible in the attitude of a discoverer”. In this
method, the student has to find out the answer to his/her own problem by
unaided efforts. So we can say that it is a self-learning technique.
6. Project method: According to Kilpatrick, “A project is a whole-hearted purposeful
activity proceeding in a social environment. Project method of teaching has evolved
from the philosophy of pragmatists. It is experience-cantered strategy related to life-
situation.
This teaching strategy focus on
➢To socialize a child
➢To achieve cognitive, affective and psychomotor objectives
This teaching strategy is based on the following principles The project method is an
educational enterprise in which children solve a practical problem over a period of several
days or weeks. It may involve building a rocket, designing a playground, or publishing a class
newspaper. The projects may be suggested by the teacher, but they are planned and

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executed as far as possible by the students themselves, individually or in groups. Project

work focuses on applying, not imparting, specific knowledge or skills, and on improving
student involvement and motivation in order to foster independent thinking, self-confidence,
and social responsibility.
Types of Project Method of Teaching:
A. Constructive. When learners must construct some things related to social life. e.g. charts,
models, maps, parcels etc.
B. Artistic. These projects are generally allotted in the aesthetic fields of life. e.g. in music,
drawing, painting art and culture.
C. Problem-Solving. These projects are given to solve the problems related to any life-
situation or related to any subject e.g. how to operate bank accounts? Or how to send an
email or letter. These general problems if solved, will make a child efficient for social-life.
D. Group-Work. A team of students is assigned a work to be performed. e.g. to develop a
garden in the school.
Advantages: 1. it helps in developing social norms and social values among the learners. 2.
It provides invaluable opportunities for correlation of various elements of the subject matter
and for transfer of training or learning. 3. It helps in growing knowledge very effectively as a
results of their close cooperation on social participation in the spirit of democracy.
Disadvantages: 1. the project cannot be planned for all subjects and whole subject matter
cannot be taught by this strategy. 2. It is not economical from the point of view of time and
cost. 3. It is very difficult for a teacher to plan or to execute the projects to the learners and
supervise them
7. Activity method
Activity method is a technique adopted by a teacher to emphasize his or her method of teaching
through activity in which the students participate rigorously and bring about efficient learning
experiences. It is a child-centered approach. ... Learning by doing is the focus in this method
Different types of activity method:
1) Exploratory – knowledge getting
2) Constructive – experience getting
3) Expressional- presentation
1) Exploratory- (knowledge getting). A group of students may be asked to make a study of
various sources of food acritical consumed at home by questioning dear parents and study
labels on food packets. the data may be compiled and interpreted by the group.
2) Constructive –experience getting An excursion to an industrial or agricultural area is highly
use full activity because students through direct observation get firsthand experience or
knowledge about the situation they react directly to the situation and get readily response.
3) Expressional –presentation activity • A debate can be arranged to any social problem. • A
chart can be shown, showing the climate condition of Pakistan.
Advantages: • It must develop the power of self-creativeness and activity. • Power of
observation also develop through this method. • The student develops the art of speaking while
developing self-confidence and the power of understanding. • In the lower classes, it is easy to

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teach the history to students through this method in an effective manner.

Disadvantages: • It is a time consuming • There is a fear among teachers that drama use may
cause sort of uncontrolled fun among learners. • It encourages incorrect forms of language if
the teacher is not encouraged to correct mistakes immediately so as not to discourage
students. • Difficulty enacting • Implementation of this technique requires money
8. PROBLEM SOLVING METHOD: Ross stated that problem solving is an educated al
device whereby the teacher and pupils attempts conscious and planned purpose effort
to active at an explanation or solution to same educational difficulty. Students are
presented with problems which require them to find either a scientific or technological
solution. It is a student-centered strategy which require students to become active
participants in the learning process. Problem solving is a teaching strategy that employs
the scientific method in searching for information.
Steps:
1) Recognize the problem
2) Define the problem
3) Collecting relevant data
4) Organize and evaluate data
5) formulate tentative solution 6) conclusion
Advantages:
1) Student involvement increased
2) Develop reflective thinking
3) It provides the active participating of the students in teaching learning activity
4) Its habit age the students to study regularly and organize
5) It provides or gain scientific view and thinking
6) Its makes students to be interested in learning
7) It provides to students to face the problem badly and to deal with it in a scientific
approach

9. Inductive method: An inductive approach involves the learners detecting, or

noticing, patterns and working out a 'rule' for themselves before they practice the
language. A deductive approach (rule-driven) starts with the presentation of a rule and is
followed by examples in which the rule is applied.
Merits
1 it is a logical method
2 it is based on actual thinking and experimentation
3 it reduces depended on memorization and frame work
4 it gives freedom from doubt and help in understanding
Demerits
1 it is limited in rang
2 inductive reasoning is not conclusive.
3 it is likely to be laborious and time consuming

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10. Deductive method

it is the opposite of the inductive approach the learner proceeds from general to abstract to
concrete and formula examples the pre-constructed formula definition to the students and they
are asked to solve the problem with the help of formula for definition is accepted by the learner
as well as established truth.
Merits
1 the method is shirt and time saving
2 it combines with an inductive method to remove the incompleteness and inadequacy of the
lecture
3 it enhances speed and efficiency in solving problems
Demerits:
1. It is very difficult for a beginner to understand
2. Pure deductive works requires a formula for every type of problem.
3. Memory is more important than understanding and intelligence.
4. The students cannot become active leaners
11. Drill Method: Drill is a technique to aid in memorization and pattern
learning in which the teacher asks short questions or gives cues and students
respond. It is frequently used in language classes for pattern and vocabulary
practice. Most language textbooks include pattern drills which range from simple
repetition to transformation and translation drills. Drills are usually structured so
that students are mostly able to give the correct response quickly. While the
teacher usually provides cues and indicates whether the response is correct,
students can drill each other in pairs or small groups. Visual or taped cues can be
used to add variety to drill exercises.
Although drilling is most widely used in language classes, it has other
applications where memory is required. For example, mathematics teachers
might use a drill for aiding student memory of multiplication tables. Since drilling
also involves much repetition and structured response, it should be alternated
with other techniques. Generally, recitation and drilling should not exceed five
minutes.
12. Socratic Method. This Socratic strategy is known as question answers
direct. It is developed by the famous philosopher Socrates. He assumes that all
knowledge with in the learner and teacher must unfold it. His further assumes that
teacher should present the subject method in such a way that learners recognize the
truth and he can identify himself with in it.
Types of question: the following are the main types of question.
A. introductory questions: These are used in introducing new topic or lesson to
students the introductory question is based on the previous knowledge which is related
to new knowledge this question employee from known and unknown maximum of

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teaching.
B. developing question: after introducing new topic some question is asked to develop
the new content it employs from logical to psychological technique of teaching the
logical sequence of unit of new content should be psychological work table.
C. recapitulatory question: In the learning process law of practice online exercise play a
significant role in teaching content these type question provides the situation to practice
the learned content.
D. Evaluator questions: At the end of the lesson the teacher put question to test the
knowledge of the learner to assimilate whether they could learn the content generally
oral questions are asked these are short answer type Sometimes this question are
helpful to diagnose the weakness of the learners the area medial instruction can be
provide the learners by the teacher it is also function as feedback or to teaching learning
process.
Advantages: The following are major advantages of question answer method. • The
classroom verbal interaction can be encouraging. • The learners remain active and
participate in teaching acts. • The new knowledge is imported by Linking with earlier at
what knowledge. • It involves the psychological Principle of Learning. • It is more useful
at primary and secondary level.
Limitation: it has following disadvantages. • It is very difficult to prepare good question
and arrange them in psychological sequence. • It is mechanical strategy and limited to
memory level cross loan climate. • It cannot be used in the teaching at high classes • All
knowledge cannot be imported by question answer method.

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Unit 3. Innovative Methods of Teaching

10. Computer Assisted Instruction.

Computer-assisted instruction" (CAI) refers to instruction or remediation presented on a
computer. Many educational com
puter programs are available online and from computer stores and textbook companies.
They enhance teacher instruction in several ways. Computer programs are interactive and
can illustrate a concept through attractive animation, sound, and demonstration. They allow
students to progress at their own pace and work individually or problem solve in a group.
Computers provide immediate feedback, letting students know whether their answer is
correct. If the answer is not correct, the program shows students how to correctly answer
the question. Computers offer a different type of activity and a change of pace from teacher-
led or group instruction. Terminology Use of computer in education is referred by many
names such as
o Computer Assisted Instruction (CAI)
o Computer Aided Instruction (CAI)
o Computer Assisted Learning (CAL)
Computer Based Education (CBE)
o Computer Based Instruction (CBI) o
Computer Enriched Instruction (CEI)
o Computer Managed Instruction (CMI)
CAI refers to the use of the computer as a tool to facilitate and improve instruction. CAI
programs use tutorials, drill and practice, simulation, and problem-solving approaches to
present topics, and they test the student's understanding.
12

13. Team Teaching The team-teaching method is one of the greatest innovations in the
teaching sector. It came into existence in the year 1954 in the USA and was mainly focussed
on developing courses and teaching strategies. Team teaching is also known as
collaborative teaching or co-teaching method. The definitions to team teaching are defined
by different people in different ways. “It is a form of organization in which individual
teachers decide to pool resources, interest and expertise in order to device and implement a
scheme of work suitable to the needs for their pupils and the facilities of their school”.
Types of Team Teaching:
There are mainly 2 types of team-teaching methods.
A. Hierarchic team teaching: This type of team-teaching method is just like a pyramid where
different levels of teachers are organized in a structure from top to bottom. The team leader
is placed at the top, mid-level teachers just below the team leader and normal teachers at
the bottom.
B. Synergetic team teaching: In this type of teaching method, there is no differentiation

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between teachers. Through the cooperation of two or more teachers working together,
synergetic team-teaching groups can be formed.
Six Approaches to Co-Teaching/Team Teaching: Co-teaching or team teaching is basically a
collective understanding of two or more teachers focusing on a single group of students
with the best use of strategies, methodology and joint accountability.
1. One Teach, One Observe
2. One Teach, One Assist
3. Parallel Teaching
4. Station Teaching
5. Alternative Teaching
. Advantages of Team Teaching
1.The best teacher is shared by all
2.The school atmosphere improves. Students do not enjoy unnecessarily free periods
3.It motivates teachers and students alike
4.In this teaching strategy, resources (both men and material) are better utilized
5.By observation teacher other, teacher improve their own working and methods of teaching

16. Simulated Teaching

Simulation is a controlled representation of reality. Simulation means role- playing or
rehearsal in which the process of teaching is carried out artificially. Simulated teaching is a
teacher training technique. It is used to bring about modification in the behaviour of the
teacher. It introduces pupil teacher to teach in non-stressful conditions. Simulated teaching
is used prior to the classroom teaching practice with the objective of developing a specific
skill of communication. It can be used for pre-service teachers to make them effective. In
simulated teaching, one pupil-teacher acts as a teacher and other teacher trainers act as
students. The teacher in this situation teaches considering the student as school students.
Characteristic ❖ This technique requires very systematic planning in advance that ensures
attainment of desired goals. ❖ This method is effective for the practice of teaching skills by
pupil teacher. ❖ The training is provided in artificial situations. Through mock trails learns
are fully trained to face real situations. ❖ Through feedback drawbacks are noted in
teaching, they are pointed out along with appropriate suggestions to rectify them.
Procedure of simulated training Following are the six steps that are usually followed in
simulated teaching. (1) Assignment of role: - The student teachers are assigned the roles of
teachers and observe resp. It is done rotation basis. (2) Deciding skill to be practiced: At this
stage, the skill to be practiced is decided and planning and preparation for it are done. Each
trainee selects the topic according to his interest and intelligence. (3) Preparation of work
schedule: At this stage, it is decided who will teach first and who will observe and how
everyone would be teaching /observing one by one. (4) Determining technique of
observation: In this stage, the decision is taken about the type of observation technique to
be adopted. It also includes which type of data is to be collected and how these data are to
be intercepted. (5) Organization of first practice session: The first practice session is started,
and its observations are recorded for judging the teaching behavior. This followed by

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feedback and suggestions for further improvement. (6) Alteration of procedure: The whole
procedure is changed at this stage. There is a change of teacher, change of observers,
change of teaching skill and change in topic to be taught. Every student is given the
opportunity to play the role of teacher, a student, and a teacher.
Advantage of simulated teaching (1) It is for experiencing problem situation. (2) This
technique helps us in acquiring some classroom manners. (3) The use of this technique
enables us to study and analyse the teaching problems. (4) Self-confidence in teaching
developers through simulated teaching. (5) This technique helps in explaining the behaviour
problems in the classroom and contributes to its solutions. (6) This technique makes a
person more aware of the role. (7) It bridges the gap between theory and practice of
teaching. (8) It provides them with the reinforcement to develop various teaching skills.
17. Programmed Instruction
Program instruction method of teaching is an autocratic and individualized strategy. It is
based on psychological principles of operant condition. The response of the learner is
strictly controlled by the programmer. Programmed instruction is a method of presenting
new subject matters to students in a graded sequence of controlled steps. Students work
through the programmed material by themselves at their own speed and after each step test
their comprehension by answering an examination question or filling in a diagram. Its focus
is to bring desirable change in the cognitive domain of the learner’s behavior. The structure
of teaching method is that the selected content is analyzed and broken into smaller
elements. Each element is independent and complete. The programmer develops frames
based on each element. Responses are also provided to the learner in the program on some
different leaflets. The correct response of the learner is the new knowledge or new behavior.
Immediate confirmation of correct response provides reinforcement to the learner and he
proceeds to the next frame. Wrong responses required feedback. Physical presence of the
teacher is not necessary. He may come to give instructions regarding the program. Students
are left for learning at their own pace. Types of Programmed Instruction There are three
types of this teaching strategy
1.Linear Programming. It is being used for teaching all subjects. In programed teaching
strategy progressive chain elements are presented. Last step is at the mastery level. It is
based on five fundamental principles. 1. Small steps 2. Active responding 3. Immediate
confirmation 4. Self-pace 5. Student testing
2.Branched Programming. It is generally used in mechanical fields.
Advantages of Programmed Instruction 1.The main emphasis is on individual differences
and students’ involvement. 2.There is not fixed time interval for learning. Students may learn
at their own pace. 3.Learning by doing maxim of teaching is followed to involve learners in
the learning process. 4.Students are exposed only to correct responses, therefore,
possibility to commit errors in reduced. 5.Immediate confirmation of the results provides
reinforcement to the learners and encourages the learners to proceed further. Feedback is
provided to wrong answers, so that learner can develop mastery over the content.
Disadvantages of Programmed Instruction 1.It is very difficult to develop an instructional
program 2.Only cognitive objectives can be achieved 3.Due to tight schedule of time table,

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students cannot be left to learn at their own pace. It would be very difficult to learn the
content the subject matter in a limited period. 4.There is no chance for students’ creativity,
their responses are highly structured. 5.Development of program is not economical in terms
of cost and time 6.In absence of the teacher, students may spoil the disciplinary tone of the
class, or they will be helpless when any problem arises. 7.It cannot be applied at primary
level of education or at higher education Suggestion for this Teaching Strategy 1.A
programmer should have thorough knowledge of the content and technique of content
analysis. 2.This strategy should be used as a supplementary device for remedial teaching in
the class room. 3.It should be used in distance education or continuing education programs
where no rigid time table is applied. 4.If no at a primary level or higher level of education, this
strategy may be useful at secondary level of education where many new subjects are
introduced in the curriculum and they create problems in learning.

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