Methods of teaching

Used in the
Direct approach
Deductive
method
Deductive Method
 Deduction starts with generalization that is applied to
specific cases.
 Deduction is a process of reasoning from the general
to particular
 Deduction is a process of solving a problem or
overcoming a difficulty by applying to the problem or
difficulty a generalization already formed.
The deductive method aims at the following:
1. To teach pupils to master difficulties by utilizing truths
or rules established by others.
2. To teach pupils to delay judgement until truth is
proven and not to judge even in the face of seeming
certainty until analysis is complete
3. To give remedy or overcome pupil’s tendency to jump
to conclusions at once.
Two Types of Deduction
1. Anticipatory Deduction forecasts details that will be
found in a particular situation

2. Explanatory Deduction connects facts at hand with

principles that interpret them.
(This type is often use in the classroom when the teacher
asks for the principle that explains this or that
phenomenon.)
Steps in the Deductive Method
Statement of
the Problem
Generalization

Inference

Verification
Steps in the Deductive Method
1. Statement of the Problem
The problem should be stimulating and should arouse a desire to
solve it
2. Generalization
Two or more generalizations, rules, definitions, or principles may
be recalled. One of these will be the solution to the problem.
3. Inference
This is choosing the generalization, rule, or principle that will fit
the problem
4. Verification
This is trying out and securing the successful generalization. It is
determining the validity of the inference by consulting accepted
authorities such as the teacher, textbook or other books.
Conditions for Effective Deduction
1. Starting with a rule or principle that will fit the
conditions.
2. Applying the rule or principle to enough cases to
prove or develop the rule or to make the illustration
clear.
3. Restating the rule or principle used at the
conclusion.
Advantages of the Deductive Method
1. The deductive method takes less time.
2. Ordinary subject matter and principles in textbooks
lend themselves well to the deductive method.
3. Already established principles are made more
meaningful through deduction.
4. In the anticipatory form, a very good motive is
furnished for seeking evidences that will support the
inferences made, thus arousing the puzzle instinct
which is a valuable aid.
Disadvantages of the Deductive Method
1. Some pupils cannot profit from deductive thinking.
2. It is criticized for encouraging guessing which,
however, may be allowed within certain limits.
3. It is restricted to certain topics and is of no value in
securing drill or emotional outcomes.
Demonstration
method
Deductive Method
 Demonstration are widely used to teach
students how to use equipment and materials,
rhythm and other musical instruments, rulers,
compasses and other items.
 Demonstrations are also used to develop skills
and concepts.
Two Kinds of Demonstration
1. Expository Demonstration – designed to impart
information directly or to illustrate a skill as
students observe.

2. Questing Demonstration – designed to foster

discovery of a concept or its application
Steps in the Demonstration Method
Introduction

Development

Conclusion

Evaluation
Steps in the Demonstration Method
1. Introduction
Clarify objectives for students. Make sure each student can see
and hear the demonstration
2. Development
Do each step according to plan. Repeat any steps as needed to
clarify understanding
3. Conclusion
Use a chart or the chalkboard to summarize. Or ask students to
summarize or demonstrate steps in order.
4. Evaluation
Know what aspects need further clarification.
Lecture
method
Lecture Method
Bossing defines “lecture” as a teaching
procedure for clarifying or explaining a major idea
cast in the form of a question or a problem.
Lecture Method
The main aim of the lecture method is to serve
as a guide through a great mass of information
characteristics of subject areas.
Steps in the Formal Lecture Method

Preparation Presentation Comparison

Application Generalization
Steps in the Non-Formal Lecture
Method
The class should be given an idea of what the
Introduction lecture is all about.

The important points should be presented

Presentation first. The less important should come later.

A summary or reorganization of what

Conclusion has been said may end the lecture
Advantages of the Lecture Method
1. The lecture may serve as a very effective means of
arousing appreciation
2. The lecture may also serve to motivate a study.
3. The lecture trains the students to listen.
4. New topics may be introduced by a lecture at the
beginning of the unit, a problem or a contract.
Disadvantages of the Lecture Method
1. The lecture method violates the principle of “learning
by doing”.
2. The teacher may not know the technique of lecturing.
3. Students may not know how to take down notes.
4. Students may not be able to distinguish the important
from not-so-important points.
5. Pupils lack the opportunity to study in advance
6. The learner becomes a mere recipient instead of
a thinker
expository
method
Expository Method
 Expository method is used as a great deal in the
lower grades as there are mush needs explaining.
 Expository method is also known as the “telling
method”
 Exposition means explaining or interpreting
The expository method is best used under the following
conditions:
1. When relevant information is needed to make the class
understand a part of the lesson.
2. When pupils do not have the information and time can be
saved by the teacher telling it.
3. When an idea or principles can be learned only by
explanation.
Steps in the Expository Method

Approach

Presentation

Application
Steps in the Expository Method

Approach
Approach
The proper mind-set may be established
by recalling past experiences related to the
Presentation
present lesson.

Application
Steps in the Expository Method
Presentation
Approach While explaining, it might be well for the
teacher to make use of the following
Presentation
principles:
1. Relate the new to previous experiences.
2. Teacher and class should have the same
Application
view point regarding what is to be
explained
3. Exposition means not only explaining but
also interpreting
Steps in the Expository Method
Presentation
To make explanation clear and effective,
Approach
devices may be used such as
1. Analogies and stories,
Presentation
2. Illustrations,
3. Models,
Application 4. Diagrams,
5. Demonstrations, and
6. Outlines and summaries.
Steps in the Expository Method

Application
Approach
This step will show whether the pupils
understood the explanation or not.
Presentation

Application
Advantage of the Expository Method

The expository method is time saving. The teacher

may be able t give more material in a period that would
take pupils hour to find.
Disadvantage of the Expository Method
The teacher should guard against committing the
following errors when using this method:
1. Telling to much
2. Telling too little
3. Telling what can be developed
4. Telling what the pupils can find out for themselves
5. Telling only what is in the book
Methods of teaching
Used in the
indirect approach
inductive
method
Inductive Method
 It is considered a discovery method.
 It is usually calls the attention of the students that
lead to the formation of a conclusion, a definition, a
rule, a principle, or formula.
The inductive method aims to:
1. help pupils discover important rules or truths for
themselves though careful observation
2. make meanings, explanations, and relationships of
ideas clear to pupils.
3. enable pupils to carry on investigations by themselves.
Steps in the Inductive Method
Preparation

Presentation

Comparison and Abstraction

Generalization

Application
Steps in the Inductive Method
Preparation Preparation
a. Apperception
The apperceptive basis may be a
Presentation
review of old facts or lessons that can be utilized
as background for the new one.
Comparison and Abstraction b. Motivation
It sets the goal to be achieved and
Generalization gives direction to the activities to be
accomplished. It is also the motivation that
arouses the interest
Application c. Statement of the Aim
This makes the goal clear to
the class.
Steps in the Inductive Method
Preparation

Presentation
Presentation Specific cases or instances are presented to the
class. There should be enough cases from which to draw
Comparison and Abstraction generalizations.

Generalization

Application
Steps in the Inductive Method
Preparation

Presentation Comparison and Abstraction

In this step, the common element among the
specific cases is deduced thoroughly.
Comparison and Abstraction

Generalization

Application
Steps in the Inductive Method
Preparation

Generalization
Presentation The common fact deduced from the specific
instances is stated as a generalization, a rule, a
Comparison and Abstraction definition, principle, or formula.

Generalization

Application
Steps in the Inductive Method
Preparation

Presentation Application
This step tests the child’s understanding of the
rule or generalization just developed. If he understood it,
Comparison and Abstraction
he should be able to apply it to other problems or
exercises.
Generalization

Application
Conditions for Effective Induction
1. There must be a problem that can be solved by a
study of many specific cases.
2. The fact to be generalized must be pointed at in
each case and separated from other facts.
3. There must be enough cases to make the
conclusion valid.
4. Generalization or rule must be carefully worded.
Advantages of using the Inductive Method
1. Whatever is learned through induction is learned
thoroughly and retained longer.
2. Pupils are provided with means of solving concrete
problems later.
3. Pupils trained to think logically and scientifically.
4. Pupils go through a method of work that is
psychologically right.
Disadvantages of using the Inductive Method
1. It is not suited to all subject matters; as not all of
what is taught has logical value. Some may have
value but temporary duration only.
2. Many teachers cannot master the technique
because it requires much clear thinking.
3. It is sometimes to lengthy.
Problem solving
method
What is a problem?
A problem is any question or matter involving
doubt, uncertainty, or difficulty and therefore
requiring
What solution. Solving?
is Problem
Problem Solving is the purposeful activity that will
remove a difficulty or perplexity through a process of
reasoning.
roblem Solving Method
 This method is usable in associations or integrated
learning.
 The primary purpose of this method is to develop the
thinking and reasoning power of the pupils.
Types of Problems
1. Practical - gives opportunities for collective thinking
(Example: How to keep the campus clean?)
2. Manual and Intellectual – foster analytical thinking
(Example: Physics and Math problems)
3. Social – makes use of real life phenomenon
(Example: Why is the development of Manila faster than of
Laguna?)
4. Puzzle – problems which the children enjoy
Characteristics of a good problem
1. A difficulty exists which demands solution
2. The problem is clear, definite, suitable to the level of the
pupils, and of practical value.
3. It is real, interesting, and worthwhile to the class.
assification of Problems in School
1. Mental – problems that are contemplative, reflective,
academic, reconstructive, or imaginative.
2. Symbolic – problems that require written language, drawing,
modeling or construction for solution.
3. Real – these are material, physical, or practical problems.
unctions of Problem Solving
1. To give training in reasoning
2. To give practical knowledge and skills
3. To develop proper thought habits that will enable the child to
meet whatever exigencies in life there are
4. To escape the consequences of some acts
5. To learn how to act in a new situation
6. To learn how to make something
7. To solve a puzzling mental problem
8. To get out of a difficult situation
unctions of Problem Solving
9. To learn to spend judgement
10. To learn to define and limit problems
11. To learn how to find solutions
12. To improve judgement
13. To verify an opinion
14. To discover a new process
15. To invent a new device
16. To create a new idea
17. To improve knowledge
unctions of Problem Solving
18. To entertain others
19. To help another solve a problem
20. To satisfy curiosity
teps in Problem Solving Method

Recognition
Verification
and Working on
of Accepted
Statement of the Problem
solution
the Problem
laboratory
method
What is a laboratory?
A laboratory is a place for experimental study in
natural sciences where various chemical materials
were tested, analyzed and prepared.
What is Laboratory Method?
Laboratory method was used to designate a
teaching procedure that uses experimentation with
apparatus and materials to discover or verify
facts and to study scientific relationship
Laboratory Method
Laboratory Method is defined as a teaching
procedure dealing with firsthand experiences regarding
materials or facts obtained from investigation or
experimentation.
 The laboratory method furthers three
types of learning namely:
1. Information gained through observation
2. Experimental solution of problems guided by reflective
thinking
3. Acquisition of skill in manipulation
 John Walton (1996) gives the following
aims of the laboratory method:
1. Forgive firsthand experience in the laboratory, which may
increase student interest.
2. To provide student participation in original research
3. To develop skill in the use of laboratory equipment and
instruments.
Types of Laboratory Method
1. Experimental Laboratory Method
It aims to train pupils in problem solving which incidental
acquisition of information and motor skill. The emphasis is on
discovery, original procedure, analysis and solution of problems
2. Observational Laboratory Method
the acquisition of facts is the dominant aim of the method.
Facts can be acquired through activities such as visits to
museums, exhibits, and act galleries, watching demonstrations,
listening to lectures, viewing films and going on field trips
teps in Laboratory Method
Introductory step for
orientation and Work Period Culminating Activities
Motivation
teps in Laboratory Method
Introductory step for
orientation and Work Period Culminating Activities
Motivation

Introductory Step for Orientation and Motivation

It includes determination of the work to be done
teps in Laboratory Method
Introductory step for
orientation and Work Period Culminating Activities
Motivation

Work Period
When all the pupils may be working on the
same problem or on different problems on their own,
this becomes supervised work period.
teps in Laboratory Method
Introductory step for
orientation and Work Period Culminating Activities
Motivation

Culminating Activities
After completion or near completion of the work,
the class may get together to discuss and organize
their individual findings.
Advantages of the Laboratory Method
1. It is learning by doing
2. Impressions though several senses make learning more
effective
3. Undergoing actual experiences is more vivid and what
one learns by the laboratory method is retained longer.
4. It is a direct preparation for life.
Disadvantages of the Laboratory Method
1. It is an uneconomical way of learning
2. It becomes mechanical at times
3. The expensive apparatus sometimes does not justify
results.
4. Loss of time occurs due to indiscriminate over use of
the method.
project
method
What is a project?
A project is significant, practical unit of activity of
a problematic nature, planned and carried to
completion by the student in a natural manner and
involving the use of physical materials to complete the
unit of experience
Types of a Project
1. Construction Project
The motive is to do or make something.
2. Enjoyment Project
The motive is participation in an activity that is
accompanied by enjoyment or satisfaction.
3. Problem Project
the motive is to master some intellectual difficulty which
comes from the learner himself.
4. Learning Project
The inner drive is toward acquisition of a skill or some
knowledge .
Characteristics of a Project
1. The activity is a unit.
2. It is carried on in a natural manner and in a natural
setting.
3. It is independent of logical divisions of subject
manner and is free from academic artificiality.
4. The learner approaches the task in an attitude of
purposefulness as the task of self-imposed.
Characteristics of a Project
5. The activity is aimed at definite, attractive, and
seemingly attainable goal.
6. The learner marshals his own activities, plans and
direct them, assuming responsibility for his efforts
and the success of his activities.
7. The nature of the activity is such that the degree of
success it attains is apparent in an objective way to
the learner and is not dependent upon the
judgement of the instructor
Steps in Project Method
Pur The nature and goals of the project are determined in this step.
posi
ng

Plan It can be the activity of both the teacher and the pupils.
ning

Exe It is carrying out activities as planned and envisioned by the class.

cuti
ng

Eval The finished products are displayed and judge by pupils and teacher
uati
ng
 Problems encountered in the use of the Problem
thod
1. Discipline
It is harder to maintain discipline when the class
is having project, especially if it is construction kind.
2. Interest
Although interest is high, it is not always so.
Advantages of the Problem Method
1. It emphasizes the practical in learning.
2. It increases as it is practical and tangible.
3. It gives experience in making plans and in selecting
tools and materials.
4. It encourages independent research in applying
practical criteria to a series of related activities
5. It breeds respect for the difficulties and values of
constructive labor
6. It provides a natural way of learning.
Disadvantages of the Problem Method
1. It is a slow way of learning and is time consuming.
2. It is expensive.
3. Much in life does not consist of planning and carrying
out activities.
4. It is a failure in the hands of poor teachers.
5. It sometimes degenerates into a fixed and formal
statement of subject matter.