UNIT#4

TEACHING STRATEGIES FOR

ELEMENTARY EDUCATION
COURSE CODE:8623

PRESENTED BY: ZULFIQAR ALI

2
 INTRODUCTION
• WHETHER TEACHERS ARE ENTERING THEIR FIRST YEAR
IN THE CLASSROOM, OR THEY ARE CLASSROOM EXPERTS,
EDUCATORS ARE ALWAYS SEARCHING FOR NEW WAYS TO
IMPROVE THE LEARNING EXPERIENCE FOR STUDENTS.
• BY LEARNING NEW STRATEGIES AND TEACHING
METHODS, EDUCATORS CAN PROMOTE LEARNING AND
ACTIVELY STIMULATE CHILDREN‘S NATURAL THIRST FOR
KNOWLEDGE.
• THE IMPACT OF AN EFFECTIVE ELEMENTARY SCHOOL
TEACHER CAN REMAIN WITH A CHILD FOR THE REST OF
HIS OR HER LIFE.
 LECTURE METHOD
• THE LECTURE IS DEFINED AS THE METHOD OF INSTRUCTION IN
WHICH THE INSTRUCTOR HAS FULL RESPONSIBILITY FOR
PRESENTING FACTS AND PRINCIPLES ORALLY. LECTURES MAY BE
FORMAL OR INFORMAL.
• FORMAL LECTURES: THE FORMAL LECTURE METHOD IS
PRIMARILY USED WHEN PRESENTING INFORMATION TO LARGE
GROUPS. COMMUNICATION IS VIRTUALLY A ONE WAY
COMMUNICATION FROM INSTRUCTOR TO STUDENTS.
• INFORMAL LECTURES: THE INFORMAL LECTURE INCLUDES
ACTIVE STUDENT PARTICIPATION. LEARNING IS BEST ACHIEVED
IF STUDENTS PARTICIPATE ACTIVELY IN A RELAXED
ATMOSPHERE, THEREFORE, THE INFORMAL LECTURE IS
ENCOURAGED OVER THE FORMAL
 ADVANTAGES OF LECTURE METHOD
• IT PROVIDES AN ECONOMICAL AND EFFICIENT METHOD FOR
DELIVERING SUBSTANTIAL AMOUNTS OF INFORMATION TO
LARGE NUMBERS OF STUDENT.
• IT AFFORDS A NECESSARY FRAMEWORK OR OVERVIEW FOR
SUBSEQUENT LEARNING, E.G., READING ASSIGNMENTS, SMALL
GROUP ACTIVITIES, DISCUSSION.
• IT OFFERS CURRENT INFORMATION (MORE UP TO DATE THAN
MOST TEXTS) FROM MANY SOURCES.
• IT PROVIDES A SUMMARY OR SYNTHESIS OF INFORMATION
FROM DIFFERENT SOURCES.
• IT CREATES INTEREST IN A SUBJECT AS LECTURERS TRANSMIT
PASSION ABOUT THEIR DISCIPLINE.
 DISADVANTAGES OF LECTURE METHOD
• IT DOES NOT AFFORD THE INSTRUCTOR WITH WAYS
TO PROVIDE STUDENTS WITH INDIVIDUAL
FEEDBACK.
• IT IS DIFFICULT TO ADAPT TO INDIVIDUAL
LEARNING DIFFERENCES.
• IT MAY FAIL TO PROMOTE ACTIVE LEARNING
UNLESS OTHER TEACHING STRATEGIES, SUCH AS
QUESTIONING AND PROBLEM-SOLVING ACTIVITIES,
ARE INCORPORATED INTO THE LECTURE.
 DEMONSTRATION METHOD

• DEMONSTRATION INVOLVES SHOWING BY

REASON OR PROOF, EXPLAINING OR MAKING
CLEAR BY USE OF EXAMPLES OR EXPERIMENTS.
• DEMONSTRATIONS OFTEN OCCUR WHEN
STUDENTS HAVE A HARD TIME CONNECTING
THEORIES TO ACTUAL PRACTICE OR WHEN
STUDENTS ARE UNABLE TO UNDERSTAND
APPLICATION OF THEORIES.
 MAJOR PURPOSE OF DEMONSTRATION METHOD

• WHEN PRACTICAL, ALLOW TRAINEES TO REPEAT THE

PROCEDURE IN A HANDS ON PRACTICE SESSION TO
REINFORCE THE LEARNING PROCESS.
• BY IMMEDIATELY CORRECTING THE TRAINEES‘
MISTAKES AND REINFORCING PROPER PROCEDURES,
YOU CAN HELP THEM LEARN THE TASK MORE
QUICKLY.
• THE DIRECT DEMONSTRATION APPROACH IS A VERY
EFFECTIVE METHOD OF INSTRUCTION, ESPECIALLY
WHEN TRAINEES HAVE THE OPPORTUNITY TO REPEAT
THE PROCEDURES.
 ADVANTAGES OF DEMONSTRATION METHOD
• SAVES TIME IN PRESENTING
• CONCENTRATES ATTENTION OF LEARNERS ON
RELATIONSHIPS TO BE UNDERSTOOD
• MAKES EFFICIENT USE OF POWER OF
OBSERVATION
• IS A MEANS OF STRONG MOTIVATION, AND
• CAN BE USED IN TRAINING GROUPS OR
INDIVIDUALS.
 DRILL AND PRACTICE METHOD
• THE TERM DRILL AND PRACTICE IS DEFINED AS A METHOD OF
INSTRUCTION CHARACTERIZED BY SYSTEMATIC REPETITION OF
CONCEPTS, EXAMPLES AND PRACTICE PROBLEMS.
• DRILL AND PRACTICE IS A DISCIPLINED AND REPETITIOUS EXERCISE,
USED AS A MEAN OF TEACHING AND PERFECTING A SKILL OR
PROCEDURE.
• TO DEVELOP OR MAINTAIN ONE‘S SPECIFIC SKILLS, THE SUB SKILLS
BUILT THROUGH DRILL AND PRACTICE SHOULD BECOME THE
BUILDING BLOCKS FOR MORE MEANINGFUL LEARNING.
• EFFECTIVE USE OF DRILL AND PRACTICE DEPENDS ON THE
RECOGNITION OF THE TYPE OF SKILL BEING DEVELOPED AND THE
USE OF APPROPRIATE STRATEGIES TO DEVELOP THESE
COMPETENCIES.
 LIMITATIONS OF DRILL AND PRACTICE

• TEACHERS NEED TO MAKE SURE THAT WHEN

HAVING STUDENTS PRACTICE, THERE IS A CLEAR
LINK BETWEEN CONCEPT AND ACTION.
• STUDENTS MUST BE ABLE TO RELATE WHAT
THEY ARE DOING TO WHAT THEY ARE LEARNING.
SIMILARLY, DRILLS ARE NOT EFFECTIVE WHEN
STUDENTS ARE NOT PREPARED ENOUGH; THEY
WILL NOT BE ABLE TO MAINTAIN A PACE IF THEY
ARE STILL UNCLEAR ABOUT A CONCEPT.
 PROJECT METHOD

• PROJECT METHOD IS OF AMERICAN ORIGIN AND IS

AN OUTCOME OF DEWEY‘S PHILOSOPHY OF
PRAGMATISM. OXFORD LEARNERS‘ DICTIONARY
DEFINE PROJECT METHOD AS A ‘PLAN OF ACTION‘.
• ACCORDING TO DR. KILPATRICK , A PROJECT IS A
UNIT OF WHOLEHEARTED PURPOSEFUL ACTIVITY
CARRIED ON PREFERABLY IN ITS NATURAL
SETTING AND J. A. STEVENSON ,A PROJECT IS A
PROBLEMATIC ACT CARRIED TO COMPLETION IN
ITS MOST NATURAL SETTING‘.
 CONCEPT OF PROJECT METHOD
• THE PROJECT METHOD, ALSO DISCUSSED UNDER HEADINGS
LIKE PROJECT WORK, PROJECT APPROACH, AND PROJECT-BASED
LEARNING, IS ONE OF THE STANDARD TEACHING METHODS.
• IT IS A SUB-FORM OF ACTION-CENTERED AND STUDENT-
DIRECTED LEARNING AND AN ENTERPRISE IN WHICH CHILDREN
ENGAGE IN PRACTICAL PROBLEM SOLVING FOR A CERTAIN
PERIOD OF TIME.
• IN PROJECT METHOD, TEACHING AND LEARNING ARE
CONSIDERED FROM THE CHILD‘S POINT OF VIEW AND IN THIS
METHOD KNOWLEDGE AND SKILLS ARE LEARNT BY PUPILS
THROUGH PRACTICAL HANDLING OF PROBLEM IN THEIR
NATURAL SETTING.
 ADVANTAGES OF PROJECT METHOD
• THE PROJECT METHOD IS BASED ON SOUND
PSYCHOLOGICAL PRINCIPLES AND LAWS OF
TEACHING WHICH PROVIDE SCOPE FOR INDEPENDENT
WORK AND INDIVIDUAL DEVELOPMENT.
• IT PROMOTES HABITS OF CRITICAL THINKING AND
ENCOURAGES THE STUDENTS TO ADOPT PROBLEM
SOLVING METHODS.
• IT HELPS IN ENHANCING SOCIAL INTERACTION,
INCULCATES SPIRIT OF CO-OPERATION AND
EXCHANGES OF EXPERIENCES AMONG THE STUDENTS
 DISADVANTAGES OF PROJECT METHOD
• THE PROJECT IS UNECONOMICAL IN TERMS OF TIME AND IS NOT
POSSIBLE TO FIT IN TO THE REGULAR TIMETABLE.
• IT DOES NOT PROVIDE ANY TRAINING IN MATHEMATICAL THINKING
AND REASONING.
• THE LEARNING IS INCOMPLETE AND UNIFORM LEARNING OR
BALANCED LEARNING IS NOT POSSIBLE FOR ALL STUDENTS AS EACH
STUDENT PERFORMS A DIFFERENT ACTIVITY.
• TEXTBOOKS AND INSTRUCTIONAL MATERIALS ARE HARDLY AVAILABLE.
• IT IS AN EXPENSIVE METHOD AS IT MAKES USE OF A LOT OF RESOURCES
WHICH ARE NOT IMMEDIATELY AVAILABLE IN THE SCHOOL.
• SYLLABUS CANNOT BE COMPLETED ON TIME USING THIS METHOD.
 PHASES OF PROJECT METHOD
PROJECT METHOD TEACHING INVOLVES THREE PHASES.
• IN PHASE ONE, THE TEACHER BUILDS AN INTEREST IN THE TOPIC BY
ENCOURAGING STUDENTS TO SHARE PERSONAL RELEVANT STORIES
THAT ACT AS GUIDELINES TO HELP FORMULATE QUESTIONS TO
INVESTIGATE.
• IN PHASE TWO, THE TEACHER ENABLES STUDENTS TO GO ON FIELD
TRIPS; INTERVIEW EXPERTS SUCH AS WAITERS, FARMERS OR NURSES,
DEPENDING ON THE TOPIC OF STUDY; AND SHARE THE NEW
KNOWLEDGE WITH THEIR CLASSMATES.
• IN PHASE THREE, THE TEACHER GUIDES THE STUDY TO ITS
CONCLUSIONS AND HELPS THE CHILDREN REVIEW THEIR
ACHIEVEMENTS.
PROBLEM SOLVING APPROACH/INQUIRY METHOD
• THE USE OF, AND EVIDENCE BEHIND, TWO
RELATED STUDENT-CENTRED APPROACHES TO
TEACHING HAS GROWN SIGNIFICANTLY OVER
THE PAST DECADES - PROBLEM SOLVING
APPROACH AND INQUIRY METHOD.
• EACH OF THESE TERMS DEFINE A TYPE OF
LEARNING ENVIRONMENT THAT IS SIMILAR TO
ONE ANOTHER, BUT HAS OVER TIME BEEN
DEFINED SLIGHTLY DIFFERENTLY.
 ROLE OF A TEACHER
• GIVE SUGGESTIONS NOT ANSWERS
• OFFER A PROBLEM SOLVING HEURISTIC APPROACH
• TEACH A VARIETY OF PROBLEM SOLVING STRATEGIES
• ALLOW TIME FOR THE STUDENTS TO STRUGGLE WITH THE
PROBLEM
• CHOOSE PROBLEMS THAT REQUIRE TIME TO THINK THROUGH A
SOLUTION
• PROVIDE A VARIETY OF PROBLEMS
• ALLOW STUDENTS TIME TO PRACTICE A HEURISTIC AND
STRATEGIES
• GIVE SIMILAR OR THE SAME PROBLEM IN DIFFERENT WAYS
 ROLE-PLAYING---GAMES AND SIMULATION
PURPOSE OF ROLE-PLAYING
• ROLE PLAY INVOLVES IMAGINATION, AND
IMAGINATION IS MORE IMPORTANT THAN
KNOWLEDGE. FOR KNOWLEDGE IS LIMITED
TO ALL WE NOW KNOW AND UNDERSTAND,
WHILE IMAGINATION EMBRACES THE ENTIRE
WORLD, AND ALL THERE EVER WILL BE TO
KNOW AND UNDERSTAND. ALBERT EINSTEIN
 PRINCIPLES FOR EFFECTIVE ROLE PLAYING
• AS A TEACHING TECHNIQUE, ROLE PLAYING IS
BASED ON THE PHILOSOPHY THAT MEANINGS
ARE IN PEOPLE, NOT IN WORDS OR SYMBOLS.
IF THAT PHILOSOPHY IS ACCURATE, WE MUST
FIRST OF ALL SHARE THE MEANINGS, THEN
CLARIFY OUR UNDERSTANDINGS OF EACH
OTHER‘S MEANINGS, AND FINALLY, IF
NECESSARY, CHANGE OUR MEANINGS.
 BASIC ROLE-PLAYING PROCEDURES

• PREPARE CLASS FOR ROLE-PLAY.

• GIVE CLEAR INSTRUCTIONS.
• ACT OUT ROLE-PLAYS.
 DEVELOPING INTERPERSONAL SKILL AND TEACHING
STYLE
• FOSTERING PERSONAL
RELATIONSHIP WITH STUDENTS.
• DEVELOPING INTERPERSONAL
SKILLS.