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11 views3 pagesClassification of Teaching Methods
The document classifies teaching methods into various categories based on reasoning, organization of subject matter, relation to reality, student activity, systematization of knowledge, and acceptance of taught content. It discusses traditional methods such as deductive, inductive, and analogical reasoning, as well as modern approaches that focus on student psychology and active participation. The text emphasizes the importance of adapting teaching methods to current educational needs and technological advancements.
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0% found this document useful (0 votes)
11 views3 pagesClassification of Teaching Methods
The document classifies teaching methods into various categories based on reasoning, organization of subject matter, relation to reality, student activity, systematization of knowledge, and acceptance of taught content. It discusses traditional methods such as deductive, inductive, and analogical reasoning, as well as modern approaches that focus on student psychology and active participation. The text emphasizes the importance of adapting teaching methods to current educational needs and technological advancements.
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Classification of teaching methods
Based on texts by Renzo Titone and Imideo Nérici
When a classification of methods is made, it is usually done in a very personal way,
according to one's own experiences and research. In this text, I have preferred to use
traditional classifications, mainly because of the use of language and terminology,
which are well known to everyone. However, I have allowed myself to vary the
nomenclature at some point, in order to better adapt it to the times, the advances in
knowledge of learning and the relationship with new technologies in education.
1. Methods regarding the form of reasoning
1.1. Deductive method
When the subject studied proceeds from the general to the particular. The teacher
presents concepts, principles, definitions or statements from which conclusions and
consequences are drawn, or particular cases are examined on the basis of the general
statements presented. If we start from a principle, for example that of Archimedes, we
first state the principle and then list or present examples of flotation…
Deductive methods are those most traditionally used in teaching. However, it should
not be forgotten that they are the least suitable for learning cognitive strategies,
conceptual creation or synthesis. Let us remember that in the learning proposed from the
beginning of this text, experimental and participatory methods are advocated.
The deductive method is very valid when the concepts, definitions, formulas or laws
and principles are already well assimilated by the student, since 'deductions' are
generated from them. Avoid work and save time.
1.2. Inductive method
When the subject studied is presented through particular cases, suggesting that the
general principle that governs them be discovered. It is the method, active par
excellence, that has given rise to the majority of scientific discoveries. It is based on
experience, participation, and facts, and greatly facilitates generalization and global
reasoning.
The inductive method is ideal for achieving principles, and from them using the
deductive method. Normally in classrooms it is done the other way around. If we
continue with the example started above of Archimedes' principle, in this case, from the
examples we move on to the 'induction' of the principle, that is, from the particular to
the general. In fact, it was Archimedes' way of reasoning when he discovered his
principle.
1.3. Analog or comparative method
When the particular data presented allow comparisons to be established that lead to a
solution by similarity, we have proceeded by analogy. Thought goes from the particular
to the particular. It is fundamentally the way in which children reason, without
forgetting its importance at all ages.
The scientific method always requires analogy to reason. In fact, this is how
Archimedes arrived, by comparison, at the induction of his famous principle. As adults,
we fundamentally use the analogical method of reasoning, since it is the only one we are
born with, the one that lasts the longest and the basis for other ways of reasoning.
2. Methods regarding the organization of the subject matter
2.1. Method based on the logic of tradition or scientific discipline
When data or facts are presented in order of antecedent and consequent, obeying a
structure of facts that goes from the least to the most complex or from the origin to the
present or simply following the custom of the science or subject. Structure the elements
according to the adult's way of reasoning.
It is normal that textbooks are structured this way. The teacher is responsible, if
necessary, for changing the traditional structure in order to adapt to the logic of student
learning.
2.2. Method based on student psychology
When the order followed responds more to the interests and experiences of the
student. It adapts to the motivation of the moment and goes from what is known to the
student to what is unknown to him. It is the method that renewal movements promote,
which focus more on intuition than memorization.
Many teachers are reluctant, sometimes as a defense mechanism, to change the
'logical order', the usual one, for different organizational means. Bruner gives great
importance to the form and order of presenting the contents to the student, as a relative
didactic element in relation to motivation and therefore to learning.
3. Methods in relation to reality
3.1. symbolic or verbalistic method
When oral or written language is almost the only means of conducting the class. For
most teachers it is the most used method. Dale criticizes it when it is used as the only
method, since it ignores the interests of the student, hinders motivation and forgets other
different ways of presenting the content.
3.2. Intuitive method
When you try to get as close to the student's immediate reality as possible. Part of
experimental activities, or substitutes. The principle of intuition is its foundation and
does not reject any form or activity in which the real activity and experience of the
students predominates.
4. Methods regarding the student's external activities
4.1. Passive method
When the teacher's activity is emphasized while the students remain passive.
Presentations, questions, dictations...
4.2. Active method
When there is student participation and the method itself and its activities are what
achieve student motivation. All teaching techniques can become active as the teacher
becomes the learning guide.
5. Methods for systematizing knowledge
5.1. Globalized method
When classes are developed based on a center of interest, covering a group of areas,
subjects or topics according to needs. The important thing is not the subjects but the
topic being discussed. When there are several teachers who rotate or support in their
specialty, it is called Interdisciplinary.
At the time, in this same text, the transversal strategy and the possibilities of use in
the classrooms are explained in detail.
5.2. Specialized method
When areas, topics or subjects are treated independently.
6. Methods regarding the acceptance of what is taught
6.1. Dogmatic
It imposes on the student without discussion what the teacher teaches, assuming that
this is the truth. It is learning before understanding.
6.2. Heuristic or discovery (from the Greek heurisko: to teach)
Before understanding what to commit to memory, before discovering what to accept
as truth. The teacher presents the elements of learning for the student to discover.
