ILO 5. Methodologies For A Class

ILO 5.
Methodologies for a
Class
Discussion
•“discourse”
•free communication of ideas
• teacher and the students
• among students
•Employed for the purpose of
clarifying some points during a
learning task.
Instructional Characteristics
• Describes as an “orderly verbal
interchange”
• Facilitates the students’ construction
of meaning
• Improves students’ ability to think and
provides opportunity for them to
analyze their own thinking process
• Students gain communication skills.
Limitations
•Monopolized discussion
•Discussions without learning
activity could be boring
•Too much teacher talk may
discourage students to open
up
Reflective
Teaching
Reflective Teaching
• Involves a thoughtful analysis of a
teacher’s actions, decisions and
results of teaching
• Through reflection, students’
experience acquires meaning
which then serves as the basis of
the new ideas and behavior.
Strategies Using Reflection
• Writing Journal
• Description
• Outcomes
• Value/worth of the outcome
• causes of success or failures of the
teaching-learning process
• Keeping a portfolio
• Self-Analysis
Facilitating Reflection
• Analysis is the “processing phase”
• Allocate sufficient time for reflection
• Schedule a short briefing activity so
as to recall salient events
• Allow the students to recount the
experience to others
• Attend to feelings
• Evaluate the experience
Concept Teaching
• Concept – “big idea or generalization”
• the way knowledge and experiences are
sorted out to form a specific class.
• One concept is distinguished from other
concept through its attributes.
• Concept teaching is based on the
assumption that concept formation begins
at an early stage when children at 9 to 12
months of age start with object sorting
and object-preference behavior.
• Bruner (1984) identified 3 distinct modes of
learning
• Enactive mode – learning by doing
• Iconic mode - learning by forming mental images
• Symbolic mode – learning through a series of
abstract symbols.
• Presentation of concepts:
• Direct Presentation Approach
• Expository or Rule-to-Example Method
• Concept Attainment Approach
• Interrogatory or Example-to-Rule Method
Interest
Learning Center
•Interest-centered classroom
•The entire area is divided into
several academic learning center
•Each center contains the
instructional materials, tools kits,
and equipment that might be
needed during an investigation
•Instructional Characteristics
• Provides everything for an
individualized learning
• Success-guaranteed since interest is
the strong driving factor
• Learning is self-paced and non-
competitive.
• Learning through self-directed
investigations could developed ones
independent thinking and decision-
making.
Limitations
•A large number of materials
must be gathered ahead of
time.
•Congestion
•Requires ample of time in
preparing, replacing and
arranging the materials
Team Teaching
Team Teaching
•Consist of tapping the expertise of
two or more teachers in planning,
teaching and evaluating the
student’s learning.
•Collaboratively plan the learning
activities, the instructional
materials and the assessment
measures to be undertaken.
Instructional characteristics
•Expertise in content and skills are
assured.
•Collaborative planning would
result to a rich and varied
generation of ideas, strategies and
assessment measures.
•Enhance professional growth.
(Best Practices)
Limitations
•May overemphasize the
topic
•Selection process may not
come up with the right team
•Group planning entails more
time.
Demonstration
Demonstration
•shows how a process
is done
•students act as
observers
Instructional Characteristics
•Able to achieve vivid learning
through focused observation
of a well-planned procedure
•The use of real materials
provides learners authentic
presentation of concept
Limitations
•Require laboratory equipment,
learning devices and materials
that are expensive and up-to-
date
•An instant demonstration
hurriedly done may not result to
a smooth sequencing of steps to
be followed.

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