TEACHING AS A PROCESS Module III, Lesson I  a plan of action or policy designed to achieve a major or overall

aim.
 Teaching is fundamentally a process, including planning,  an adaptation or complex of adaptations (as of behavior,
implementation, evaluation and revision. Planning and teaching metabolism, or structure) that serves or appears to serve an
a class are familiar ideas to most instructors. important function in achieving evolutionary success.
 More overlooked are the steps of evaluation and revision.  a careful plan or method.
Without classroom assessments or some other means of  the art of devising or employing plans toward a goal.
receiving feedback on a regular basis, it is surprisingly easy to Teaching strategy
misunderstand whether a particular teaching method or strategy  Teaching effectively involves not only the use of tools,
has been effective. techniques, and strategies to optimize student learning but an
 A teacher can create an environment of mutual trust and respect understanding of context, in particular how your students learn,
by relying on students for feedback, students can be a valuable how they process information, what motivates them to learn
resource for verifying whether the class pedagogy is (or isn't) more, and what impedes the learning process.
working. Self-examination with feedback from your students What is method?
and the instructor are key to improving your teaching.  Is defined as a way of reaching a given end by a series of acts
PLANNING which tends to secure that end.
 There are many different levels of setting goals for teaching,  a particular form of procedure for accomplishing or approaching
from the scale of an entire semester (syllabus) to a single class something, especially a systematic or established one.
(lesson plan).  a manner or mode of procedure, especially an orderly, logical, or
 You have the overall task of helping your students learn how to systematic way of instruction, inquiry, investigation,
think critically and to understand the basic concepts and tools of experiment, presentation, etc.
your discipline.  order or system in doing anything.
 You should also have more specific day-to-day goals, such as Characteristics of good methods
examining the social context of Victorian women writers or  Any method to be effective must have the following
demonstrating how to integrate partial differential equations. characteristics:
 As a graduate, you probably will not be responsible for  1. Good method must utilize the law of learning.
designing an entire course, but you should think about how your  2. Good method must aid the learner in defining his own
day-today teaching fits into the larger goals of the course purposes.
REVISION  3. Good method must provide opportunity for transfer of
 Revising your pedagogy will help your students learn... and learning.
keep you interested. If you keep your focus on student learning,  4. Good method must provide opportunity for sel-activity.
you will find a richer meaning to the typical  5. Good method must recogize individual differences.
lecture/discussion/test/grade process.  6. Good method must stimulate pupils to think and reason.
 Instead of an adversarial relationship, the teaching process  7. Good method must provide the pupils with numerous and
encourages a relationship of cooperation and mutual discovery. diverse learning experience.
 Ernest Boyer helped redefine the notion of scholarship, in fact,  8. Good method must provide opportunity for the pupils to ask
by including the scholarship of teaching as a culminating and to answer questions.
activity of the research process of discovery, integration, and  9. Good method must provide for the process of integration.
application of knowledge (Boyer 1990).
THE GOOD OLD RELIABLE AND TIME-TESTED METHODS
DEDUCTIVE METHOD
 It is a more instructor-centered approach to education.
 Concepts and generalizations are introduced first to learners,
ASSESSMENT followed by specific examples and activities to support learning.
 Regular assessment of your students and yourself is critical to  Lessons are generally conducted in lecture form with minimal
your success as a teacher. dialogue between educators and their learners.
 To really understand whether you are teaching effectively and  It refers to a method of teaching that may be more suitable in
your students are learning effectively, it is crucial that you introductory level courses who need a clear foundation from
actively and regularly assess what your students have learned. which to begin with a new language item.
 If you are able to solicit meaningful feedback from your  Learners who are accustomed to a more traditional approach to
students and the professor on a regular basis (not just at the end learning and therefore lack the training to find rules themselves
of the semester), you can modify and improve your teaching may struggle with this method.
strategies. INDUCTIVE METHOD
 Assessments do not need to be overly complex or involved. In  Inductive learning, also known as discovery learning, is a
fact, the more focused you are in the assessment, the more process where the learner discovers rules by observing
impact your changes will have. examples.
IMPLEMENTATION  This is different from deductive learning, where students are
 The best plans are meaningless if you don't try them. Although given rules that they then need to apply.
most of the work in teaching comes in planning and preparation,
many great ideas are never implemented because it was easier to
just keep doing the same thing. Don't be afraid if you have an THE GOOD OLD RELIABLE AND TIME-TESTED METHODS
idea you want to try. PROBLEM-SOLVING METHOD
 If something hasn't been working right, why not change what  Problem-solving is a process of thinking that is directed toward
you are doing and try something new? Unless you are willing to the solution of a problem. In a problem-solving method,
change and experiment, you will find it difficult to improve your children learn by working on problems.
teaching skills.  This enables the students to learn new knowledge by facing the
problems to be solved. The students are expected to observe,
STRATEGIES AND METHODS OF TEACHING understand, analyze, interpret find solutions, and perform
applications that lead to a holistic understanding of the concept.
What is teaching?  This method develops scientific process skills. This method
 something that is taught. helps in developing brainstorming approach to learning
 ideas or principles taught by an authority. concepts.
 Teaching from the word “teach” means ‘show or explain to DEMONSTRATION METHOD
(someone) how to do something’.  A method demonstration is a teaching method used to
 The guidance of learning. communicate an idea with the aid of visuals such as flip charts,
What is strategy? posters, power point, etc.
  A demonstration is the process of teaching someone how to  This method uses a set of learning opportunities systematically
make or do something in a step-by-step process. As you show organized around a well- defined topic, which contains the
how, you “tell” what you are doing. elements of instructions.
 A demonstration always has a finished product. The key to a PEER TUTORING
good demonstration is for the audience to be able to go home  Peer tutoring is a teaching strategy wherein students are paired
and do what you have taught them how to do. together to practice academic skills and master content.
TYPE STUDY METHOD Teachers may use peer tutoring to help accommodate a
 It is an inductive procedure except that only one case is studied. classroom full of diverse students who need more
 This method studies a typical case thoroughly and in detail so individualized attention.
that concepts gathered serve as a basis for comparison in
studying similar cases. GROUP ACTIVITY METHOD
 If students were to study the parts of river system, it is not  This method can be an effective source of learning, to help
necessary to study many river systems. Just one river would be teachers deal with differences among learners and provide
sufficient, but it must be a representative of other rivers and opportunities for students to plan and develop special projects
must have all the other parts of the river system. on which groups can work together.
LABORATORY METHOD DRAMATIZATION
 It is a method of learning that takes place in a space where  A method which refers to a collection of teaching tools that
students can observe, practice, and experiment with objects, include traditional drama techniques, such as improvisation,
materials, phenomena, and ideas either individually or in storytelling, role playing and games. A lot of emphasis is placed
groups. on engaging students through interactive activities.
 This learning is not confined within a physical laboratory space, BRAINSTORMING
but can also occur in various forms of space such as the e-  It is a technique to elicit large numbers of imaginative ideas or
learning management system and computer-simulated virtual solutions to open ended problems.
laboratories. BUZZ SESSION
MORRISONIAN OR UNIT METHOD  It refers to short participative sessions that are deliberately built
 It corresponds to the steps of mastery formula for learning into a lecture or larger group exercise in order to stimulate
which are; ‘pretest’ a survey test may be given; ‘teaching’ discussion and provide student feedback.
presentation of the lesson; ‘retest’ assimulation or diagnostic  In such sessions, small sub-groups of two to four persons spend
test; ‘reteaching’ the organization and recitation; and ‘test’ a short period (generally no more than five minutes) intensively
achievement test to the point of nature learning. It is the process discussing a topic or topics suggested by the teacher.
of taking the contents of a particular subject as big blocks and  Each sub-group then reports back on its deliberations to the
not as isolated and fragmentary bits of information. group as a whole, or sometimes combines with another sub-
 Its aim is to approach topics as organized and integrated body, group in order to share their findings and discuss the
showing relevance and cognitive relationship. implications.
INTEGRATION METHOD SYMPOSIUM
 Integrative learning is an approach where the learner brings  It is defined as a teaching technique that serves as an excellent
together prior knowledge and experiences to support new method for informing the audience, crystallizing their opinion
knowledge and experiences. and preparing them for arriving at decision regarding a
 By doing this, learners draw on their skills and apply them to particular issue or a topic.
new experiences at a more complex level.  It is a discussion method in which different view points on a
 The concept behind integrative learning is that students take single aspect of a topic is discussed. It is a series of speeches on
ownership of their own learning, becoming critical inquiries single aspect of a topic.
who are able to make meaningful connections between different DEBATE
disciplines and utilize critical thinking to real-life problems. It  It offers a dialogical or participative approach of learning. All
unifies mental, spiritual, physical, social and emotional energies students must be equally hearing their side whenever it is truth
through learning with experience. or not but mostly debate must convey the truth.
LECTURE METHOD FISHBOWL
 It is a teaching procedure which explains and clarifies a lesson  A technique in which group members give their full attention to
using exposition in the form of narration as description. what one individual wants to express, two chairs are at the
 It is the most commonly used method of teaching. It is a teacher- center of the circle of chairs.
controlled and information centered approach in which the COMMITTEE
teacher works as a soleresource in classroom instruction.  A small group working together in a common venture for a
PROJECT METHOD given period of time.
 The project method is a teacher-facilitated collaborative CRITIQUING
approach in which students acquire and apply knowledge  The examination of member’s work by the group. Group offers
and skills to define and solve realistic problems using a constructive comments and suggestions about ways to improve
process of extended inquiry. the works.
 Projects are studentcentered, following standards, PANEL DISCUSSION
parameters, and milestones clearly identified by the  It is a method of teaching in which four to eight persons or
instructor. students discuss the assigned topic/ problem/ issues creatively
 Students have control over the planning, refining, among themselves in front of an audience.
presenting, and reflecting of the project. This method is INTERVIEW
commonly used in teaching vocational courses like, wood  Interviewing involves the interaction in which an interviewer
working, agriculture and home economics, students learn collects information from students with a sequence of questions
by active doing. and listens for answers.
A VARIETY OF IMPROVED METHODS  This kind of interaction can be a rich source of information to
inform the teacher about how the student understands concepts
DISCOVERY METHOD and use procedures they learned from the course, and provides
Sometimes called the “inquiry method”, process of allowing student to take valuable information and directions for the teacher in modifying
the leading role in his own learning experience. the course for improvements.
DIOROMA ROUND TABLE
 It is a three-dimensional exhibit or presentation housed in a  A quiet, informal group, usually four or five students or
cubicle to be viewed through a picture or frame. members, who sit around a table conversing either among
FIELD TRIPS and COMMUNITY STUDY themselves.
 This method aims to expose pupils to firsthand experiences
with people, places, or things, that brings pupils to reality. Planning Lessons Module IV, Lesson I
MODULAR METHOD
The Three-Phase Approach to Teaching • Follow the plan. Keep to a schedule. Teach a lesson within the
1. The planning phase allotted time for each subject period. Start the Lesson on time,
2. The Implementing phase and be aware of your time.
3. The evaluation phase • Provide a review of previous lesson or integrate previous lesson
with new lesson.
LESSON PLAN • Present lesson with enthusiasm; motivate students.
 A lesson plan is a teacher’s daily guide for what students need to • Preset lesson at appropriate pace, not too slow or too fast.
learn, how it will be taught, and how learning will be measured. • Explain things clearly. Be students understand what to do and
 It help teachers be more effective in the classroom by providing when to do it.
a detailed outline to follow each class period. This ensures every • Try to find out when students don’t understand.
bit of class time is spent teaching new concepts and having • Provide sufficient time for practice.
meaningful discussions — not figuring it out on the fly!
• Ask questions frequently; be sure they are challenging and
Planning is one of the most important skills a teacher can have.
relevant.
 “A TEACHER WITHOUT PLAN HAS NO POINT OF
• Elaborate on difficult parts of the lesson; give details, provide
DESTINATION.”
examples.
IMPORTANCE OF A LESSON PLAN
• Choose activities that are interesting and promote success.
 Every teacher needs a carefully drawn lesson plan, irrespective
• Make smooth transitions between activities.
of the training, experience or competency.
 A lesson plan is required to assist the students in achieving the • Corporate supplementary materials and media.
learning objectives, on the short term and long term as well. • Summarize the lesson.
 Having a lesson is exactly like having a complete and clear • Schedule seatwork; monitor and assess student work.
picture of how a learning process is going to take place and how • Give homework, provide examples of how to do homework, and
students are able to grasp and retain what is being taught to collect and check homework.
them. • Evaluate lesson plan for teaching.
FUNCTIONS OF DAILY LESSON PLAN
 It ensures a definite objective for the lesson. “I am indebted to my father for living, but to my teacher for living
 2. It ensure a scheme of selection and organization of lessons, well.” –Alexander the Great
materials, and activities.
 3. It indicates the application of appropriate teaching procedures PARTS AND TYPES OF A LESSON PLAN, MODULE IV, LESSON II
to the lesson.
 4. It projects today’s lesson into tomorrow’s situation. THE MOST EFFECTIVE LESSON PLANS HAVE SIX(6) KEY
 5. It guides the teacher in her interactions with students. PARTS:
 6. It assists the teacher in identifying productive learning 1. Lesson Objectives
activities. 2. Lesson Materials
 7. It ensures proper connection if the new with the previous 3. Lesson Procedures
lesson. 4. Assessment Method
 8. It provides for an adequate checking of the outcomes. 5. Assignments
 9. It ensures some writing in lesson development. 6. Lesson Reflection
 10. It provides a framework for later evaluation of a lesson. : each part of lesson plan plays a role in learning experience of
 11. It ensures a definite assignment. students; it is important to approach them with a clear plan in mind.
 12. It makes possible adequate adaptation to individual
differences in pupils.
THE 10 ADVANTAGES OF HAVING A LESSON PLAN BEFORE
GOING TO CLASSROOM
 1. Inspiration A thorough lesson plan inspired the teacher to
improve the lesson plan further. You can make it better for the
purpose of achieving the lesson plan in a better way.
 2. Evaluation A lesson plan helps the teacher to evaluate his
teaching and to compare it with set objectives. This evaluation
will help you in achieving the set targets in a better way.
 3. Self-confidence These lesson plans develops self-confidence
in the teacher and make them to work towards definite goal.
 4. Previous Knowledge of the Students A teacher can take a
proper care by considering the level and previous knowledge of
the students in your class.
 5. Organized Matter A teacher will be able to finish a particular
lesson in a limited time frame. This will help him or her to make
the students learn a better and precise manner.
 6. Ask Questions A teacher will be able to ask proper and
important questions to the students in the classroom. This will
engage the students in communication and help them in
retaining the lesson.
 7. Guidance A lesson plan works as a guide for the teacher in the
classroom. It tells you what to teach so that they can cover the
entire lesson within a limited time frame.
 8. Interest A lesson plan creates the interest of the students in the
lesson and makes them learn with curiosity in subject matter.
 9. Stimulation A lesson plan stimulates the teacher to think in an
organized way. This helps you to match the ideal standard of
teaching more quickly than ever.
 10. Understand the Objectives Through a lesson plan, a teacher
is able to understand the objectives of the lesson properly and
make his students to understand them too, with ease.
Guidelines for Implementing Lesson Plans
• Plan lesson toward stated objectives or topics of the unit.
• Provide for individual and group differences in ability, age,
background, and reading level.