TEACHING METHODS (STRATEGIES)

 Teaching method is related to the presentation of the lesson.

 Adaption of a method depends on the nature of the lesson and the personal ability of the
teacher.
 Teaching methods can be categorized into four categories:
 Telling Methods-lecture method, discussion method, story-telling method etc.
 Activity Methods-project method, problem-solving method etc.
 Visual Method-textbook method, demonstration method, surprised study method.
 Mental Methods-inductive and deductive methods, analysis method, synthesis method
etc.

WE’RE GOING TO DISCUSS.............

1. Story-telling method 12.Brain storming method

2. Textbook method 13.Drill method
3. Lecture method 14.Inductive method
4. Demonstration method 15.Deductive method
5. Tutorial method 16.Analysis method
6. Question-answer method 17.Synthesis method
7. Discussion method 18.Source method
8. Heuristic method 19.Field trip method
9. Discovery method 20.Play-way method
10.Project method 21.Dalton method
11.Role-playing method
 1. STORY TELLING METHOD

 In this method, the teacher tells the students the stories depicting light on the lives of great man,
scientists, social reforms, saints and rulers.
 The purpose of these stories is to motivate the students and to develop in them the same qualities which
these great men had.
 These stories are directly or indirectly related to the lesson too.
 Students’ concentration level is increased through these stories.
 To develop the interest in students is another purpose of this method, so, stories must be interesting
also.
 Story also increases the vocabulary and thinking power of students.
 It is believed by most historians and psychologists that story telling is one of the many things that
define and bind our humanity .Humans are perhaps the only animals that create and tell stories.

2. TEXTBOOK METHOD

 In this method, the teacher reads out the book loudly and explains the important points
 Pupils are also given opportunity to read the book loudly silently to develop their
comprehension power.
 The purpose is to enable the students command over the textbook.
 Textbooks are written keeping in view the interest, abilities and needs of pupils; their
study suits them very much.
 Textbooks develop the understanding ability of pupils; they can understand other
subjects also without taking anybody’s help.
 3. LECTURE METHOD

 This is an old traditional method. (CHALK AND TALK METHOD)

 In this method, teacher delivers lecture on different points of a topic without taking the
help of notes and in order to concentrate the attention of his students, he asks questions
several times in the middle.
 The lecture of the teacher is so logical, systematic and attractive that the whole lesson
becomes clear to pupils in no time.
 Examples are given during lecture to clarify difficult concepts.
 This is an easy and effective method to introduce a lesson and to complete a lesson in
minimum period of time.

FEW EXTRA POINTS......

 This method makes the students passive listeners.

 There is very little scope for pupil activity.
 It is against the principle of learning by doing. It does not take into consideration
individual different.
 It does not develop power of reasoning of the students.
 It becomes monotonous to the students.
 Though this method has much limitation but still it is the most used method.

4. TUTORIAL METHOD

 In this method, the whole class is divided into different homogenous small sections on
the basis of abilities......
 So that teacher can remove difficulties by giving them individual guidence.
 Besides, group teaching is also possible here being the tutorial group homogenous.

5. DEMONSTRATION METHOD

 If a learning task is risky or complex to learn , teacher demonstrates and explains each
step and clears doubt of students , if any.
  in this method ,the teacher demonstrate all the activities given in the lesson before his
students and explains the difficult points in the middle through lectures.
 The advantage of this method is that pupils see everything happening before them in
action from and they come to acquire real knowledge without experimentation.
 This method is useful to teach science subjects.

FEW EXTRA POINTS..........

 Lack of opportunity for practical ability.

 Learners only observe the demonstration.
 Instructor may follow their own pace while demonstration.
 Not possible to teach all topics.

6. QUESTION-ANSWER METHOD

 The Greek philosopher, Socrates is the exponent of this method.

 He believed that knowledge existed in the spirits of human.
 He gets it out by question. Teacher also gives them new knowledge through this
question.
 Questions increases curiosity of pupils on one hand and their comprehension power on
the other.
 Teacher and disciple both learn from it.
 Questioning also helps the teacher to maintain discipline in the class.

SOME EXTRA POINTS........

 It is one of the most natural methods of learning with interaction.

 A child is full of curiosity. Child asks too many questions to understand the world
around.
 A teacher doesn’t give answer independently.
 Every question asked by a teacher is guidance for the learners.
 Similarly, every question asked by a learner is guidance for a teacher.

7. DISCUSSION METHOD

 In this Method, teacher discusses a matter with his pupils on one hand and students
discuss the same themselves.
 It can be formal or informal.
 Students try to dominate others through logical arguments. They criticize each other
with their own logic.
 Development of leadership quality is the main objective of discussion method.
 It develops the ability of tolerance in the students.
 Attitude and aptitude of students can also be measured through this method.
 Teacher provides open-ended questions.
 It develops student’s expression power.

8. HEURISTIC METHOD

 Students acquire the knowledge himself by discovering the facts himself in this method.
 Problematic situation is raised before students and first comes the hypothesis then the
fact.
 The term “Heuristic” refers Armstrong who was the exponent of this strategy.
 Pollion and Dankar(1945) called it “problem solving”.
 It is based on the psychological principles of “trial and error “theory.
 Logical and imaginative thinking are perquisites for this type of teaching strategy.
 Teacher guides them how to reach the solution of the problem by their own efforts.
 This method is very suitable to increase the self confidence of pupils.

9. DISCOVERY METHOD

 It is different from heuristic method in the following ways:

 A. It is used for the facts and concepts related to subjects of social sciences while
heuristic method is used to propound new laws and principles of science or to verify
them.
 B. Facts and information is explained here in an objective manner while subjectivity of
elaboration is seen in heuristic method. It means that everyone may have his own
discovery.
 C. Discovery is related to past incidents while heurism is related to present.
 EXAMPLE:
 Discovery Method: “Causes of Aurangzeb’s failure in South India.”
 Heuristic Method: “Causes of low production of milk in Bihar.”
 10. PROJECT METHOD

 In the early 20th Century, William Heard Kilpatrick developed the project method.
 His device is child-centered and based in progressive education.
 In this method, such a work is assigned to do students which are beneficial to them as
well as to the society.
 Students complete the project by working in a group and acquire practical knowledge.
 Difference between heuristic method and this one:
 1. group action is needed here to complete the project while pupils work individually in
heuristic method.
 2. the problem is given in the project real while imaginary problems can be given in
heuristic method.

11.Brainstorming can

Encourage your students to speak out

Encourage your students to share ideas

Help your students group work skills

Encourage your students to learn from each other

Improving your students confidence

Give you feedback on what misconception your students have

Show you what your students already know

13. DRILL METHOD

 In this method, whatever laws and principles are taught to students by the teacher they
are given drill work on the basis of those very laws and principles.
 This works generally done by the pupils in the class itself and teacher observes them
while they do this.
 If a student face any difficult at any step of the solution, he is provided immediate help
by the teacher.
 Drill work increases the confidence of students on one hand and develops their activity
on the other.

14. INDUCTIVE METHOD

 Given by Bacon, usually called the scientific method.

 In inductive method, we use our intuition, after observing many examples, and draw a
general formula.
 It is the most natural way of learning by going concrete to abstract thinking or known to
unknown thinking.
 E.g. try to guess, how we know that black clouds bring rain.
 Promotes Divergent thinking.

15. DEDUCTIVE METHOD

 Aristotle invented this.

 In this method, a learner learns the general formula, laws and principles first and then
applies it on various relative specific examples.
 Here teacher goes from general to specific.
 It saves time and energy of the learner.
 Promotes Convergent thinking.

16. PROBLEM-SOLVING METHOD

 A child is giving a problem and finds solution independently.

 The learner becomes pro-active or independent controller of the situation.
 If problem is simple, it is called problem solving method and
 If problem is complex and bigger, it becomes project for a learner.

17. FIELD TRIP OR EXCURSION

 Field trip or excursions is a journey by students to get direct experience and collect first
hand data.
 Learning with fun.
 Suitable for naturalists.

18. PLAY-WAY METHOD

 According to Frobel, children explore and understand their surrounding through various
play-way activities.
 According to him schools should be like play ground for children.
 He named it Kindergarten.

19. MONTESSORI METHOD

 Invented by Maria Montessori who was a naturalist.

 This method is based on self-learning hands on activity and collaborative play.
 A teacher provides appropriate activities to children.

20. DALTON METHOD

 The American teacher Helen Pankhurst developed at the beginning of the twentieth
century the Dalton Plan to reform the current pedagogic and the then usual manner of
classroom management.
 She wanted to break the teacher-centered lockstep teaching.
 During her first experiment, which she implemented in a small elementary school as a
young teacher in 1904.
 She noticed that when students are given freedom for self-increases considerably and
they learn a lot more.

21. ACTIVITY METHOD

 Activity-based learning started sometime in 1944 around world war-II by a British man
David Horsburgh.
 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.

22. ANALYSIS METHOD

 In this method, teacher divides the problem into different parts on the basis of its nature
and aspects, and then he teaches each of these segments one by one.
 In this method, we go unknown to known or from conclusion to hypothesis.
 This method goes ahead along with discovery or heuristic methods.
 Helpful in various topics of History also.

23. SYNTHESIS METHOD

 Combining small pieces into one and large form in such a manner that some new
conclusions can be drawn.
 In this method, we go from known to unknown and from hypothesis to conclusions.
 Teacher’s present small pieces of information before his students one by one and then he
asks them to draw conclusion on the basis of these information.
 e.g. helpful in teaching geometry.

24. SOURCE METHOD

 It is an activity oriented method.

 It is generally used in social studies subject also.
 Source means a person, books or document or picture or actual objects that can provide
information for learning.
 It is learning directly from the actual source.
 MATERIAL METHOD: Ideas, machines, weapons, etc.
 ORAL RESOURCES: sons, folk stories, traditions, customs etc.
 WRITTENAND PRINTED RESOURCES: Records, reports, letters etc.