1

HELLO!
 INTRODUCTION
Students have different ways of
absorbing information & demonstrating
their knowledge. So, teachers often use
techniques which cater to multiple
learning styles to help students from
retain information & strengthen
understanding.
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DEFINITION
»The method of teaching is which
approaches most likely to the method of
investigation. ---BURKE
»A device implies the external mode or
form in which teaching may take from
time to time. Teaching methods is the
stimulation, guidance, direction, &
encouragement for learning. ----- BURTON
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1.
MEANIN
G
The procedural dimension like sustentative,
environmental, & human relations are
interrelated. In the educative process it refers to
the methods & techniques, which may be used
by the teacher or learner to achieve the desired
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PRINCIPLES FOR SELECTION

 Methods should be suited to objectives & the content
of the course.
 Should be adopted to the capacity of the student.
 Should be in accord with sound psychological
principles.
 Should suit the teacher personally & capitalize on her
special assets.
 Methods can be used creatively.
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METHODS EXAMPLES
TECHNIQUE OF LECTURE METHOD
» Rapport
» Voice
» Gesture
» Eye contact
» Lecture outline and students notes
» Enthusiasm
» Examples
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DEMONSTRATION
METHOD
GUIDELINES FOR GOOD DEMONSTRATION
 It should be planned
 Equipment should be visible to the whole class
 All equipment should be placed in order before starting the
demonstration
 Purpose of demonstration should be defined before the procedure
 Demonstration should be quick and slick
 Demonstration should be interesting
 Students should be actively participate in the demonstration
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LECTURE-CUM-DEMONSTRATION
METHOD
»STEPS OF LECTURE-CUM-DEMONSTRATION METHOD

 Planning and preparation

 Introduction of the lesson
 Presentation
 Performance of procedure
 Blackboard summery
 Supervision
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DISCUSSION METHOD
»PRINCIPLES OF DISCUSSION METHOD
 There should be a leader
 There should be participants
 Every person should feel free to participate
 Discussion should keep to the point
 The discussion should be closed with a report,
decision, recommendation or summing up of
the matters discussed.
 All group members should come to the
discussion with a basic knowledge of the topic.
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TYPES OF DISCUSSION
CLOSED GROUP DISCUSSION
 Study group
 Work shop
 Staff meeting
 Briefing sessions
 Round table
DECISION MAKING
 Public discussion or discussion techniques
for large groups
 Pannel discussion
 Symposium
 Discussion techniques for small group
 Individual conference
 Seminar
 Role play
 Case analysis
 Group discussion
SEMINAR 11

METHOD
MAIN APPROACHES OF SEMINER METHOD
 To give students the opportunity to
participate.
 The teacher should help the students to
select, formulate and organize the most
significant student problems.
 The participants talk to one another, not just
the teacher alone
 Group should be 10-15 students, duration is
1-2 hours
 The leader does not offer his/her own
opinions.
 The group should be heterogeneous.
 Evaluation of seminar done by participants.
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PROJECT METHOD
TYPES OF PROJECT

Consumer
Projector Problem Drill type
type
type type
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PROBLEM SOLVING
Problem solving is process of overcoming
difficulties that appears to interfere with the
attainment of goal. It is a procedure of making
adjustment in spite of interferences.

PURPOSES

 To train the students in the act of reasoning.

 To give practical knowledge.
 To discover new knowledge.
 To solve puzzling problem.
 To improve students’ knowledge.
 To help in an individual as well as societies
progress.
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ESSENTIAL
 Problem should be meaningful, interesting &
FEATURES
worthwhile.
 Should have correlation with life.
 Should arise out of the real needs of the
students.
 Should be clearly defined.
 Student must possess some background
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STEPS
 Recognizing the problem
 Defining the problem
 Collection of relevant data & information.
 Organization of conclusion
 Drawing & testing conclusion.
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METHO
DS
Deductive
Inductive
Combination of
both
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Give them
ROLE OF TEACHER Give them
time to
evaluate
time to each
suggestio
organize
n
udents material. carefully.
G et t he s t
he
to define t
learly.
problem c

Set up an
G et t hem r
atmosphe
to make
e of
suggestion
freedom in
s by
the class.
encouragi
ng them.
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DIFFERENT METHODS OF
TEACHING
1. Direct and Indirect
Methods
»Methods of teaching can be direct or
indirect. The direct method is teacher-
dominated.
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Example
:
You want to teach students how to
pronounce a word, how to write a paragraph,
how to add fractions, how to thread a sewing
machine, how to dribble a ball, how to draw a
G-clef or how to read a map. To teach them
the skill or process, you show them how by
demonstrating it.
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» The indirect
method is leaner-
dominated.
You give the student an
active role in the
learning process.
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»
Example: You ask students to share their
comments on a news article, share their thoughts
about a lesson-related picture, their stand on
controversial issue like the proposed Charter
Change, Presidential Development Assistance Fund
(PDAF). After listening to their thoughts, you
continue facilitating the teaching-learning process
by asking more thought-provoking questions and
by leading them to the drawing of generalization,
abstraction or conclusion.
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In the indirect method,

you synthesize what have
been shared to connect
loose ends and give a
whole picture of the past
class proceedings and
ideas shared before you
lead them to the drawing
of generalizations or
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» In the indirect method,

your task is to ask your
students questions to Place your screenshot here
provoke their thinking,
imagination, thought-
organizing skills. You are a
questioner, a facilitator, a
thought synthesizer.
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2. Deductive
and Inductive
Methods
»Methods of teaching can also be
grouped into deductive or
inductive method.
»In the deductive method, you
begin your lesson with a
generalization, a rule, a
definition and end with examples
and illustrations or with what is
concrete.
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Exampl
es:

1. You start your lesson in economics with the law of

supply and demand and then give examples to
illustrate.
2. You state the rule on deriving the area of a
rectangle then apply it with an example.
3. You state the rule on subject-verb agreement then
give sentences that illustrate the rule.
4. You give the definition of pollination then show a
video clip of the pollination process.
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In contrast to the deductive method, in

the inductive method you begin your
lesson with the examples, with what is
known, with the concrete and with details.
You end with the students giving the
generalization, abstraction or conclusion.
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Examples:
1. For a lesson on the law of supply and demand, you start by giving many
instances that illustrate the law then with your questioning skills the class
will arrive at a general statement showing the relationship of supply and
demand which is actually the law of supply and demand in economics.
2. For the lesson on deriving the area of a rectangle, you proceed this way:
present at least five rectangles of different lengths and widths with
computed areas; then you ask the class how the areas were derived; finally
ask them to state in a sentence how the area of a rectangle is derived.
3. For the lesson on subject-verb agreement, you give sentences that make
use of s-verb form and the non-s verb form for subjects in the third person.
(Don’t bring in I, You as subjects yet to avoid confusion. That will be another
lesson on subject-verb agreement). Based on the sentences, you ask the
students to state the rule on the use of s-verb and non-s verb form.
4. For the lesson on pollination, you show them a video clip of the process of
pollination. Make your students view the process of pollination, then ask
them to state in a sentence what the process of pollination is.
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To enable the students to derive the

rule, state the formula or give the
definition, be sure you gave
Deductive and Direct
Instruction
Begins with the abstract, rule, definition,
generalization, unknown and ends with experience,
examples, details, known.

Abstract, rule, definition, Experience, examples,

Generalization, unknown details, known.

Inductive and Indirect
Instruction
Begins with the concrete, experience, examples,
details, known and ends with rule, definition,
generalization or conclusion.

Experience, examples, Abstract, rule, definition,

Details, known generalization, unknown
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�
Interactive approach and the direct-
deductive, indirect-inductive method. Which
between the groups of teaching methods is
more interactive? Stated in another way,
which engages students to talk, think and do
more?
give more opportunities for students
to participate in the learning process.
In the inductive-indirect method, the
students are made to study details,
examples or concrete experiences,
make sense of these details and state
in their own words relationships that
they see.
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In the deductive and direct method, the

teacher tells directly the rule and the
generalization and follows it up with concrete
examples and illustrations.

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DEDUCTIVE – Direct Method INDUCTIVE – Indirect Method

It requires more time and so less
Teacher – dominated Approach
subject matter will be covered.

It begins with the abstract rule, Need much time to lead students to
generalization, principle and ends with formulate generalizations.
specific examples and concrete details

Cover a wider scope of subject matter Teachers got to ask the right
questions, organize answers and
comments to pave the way to the
derivation of generalizations or
principles.

Learning is passive process, the

learners do not take part in the
generation of conclusion or
generalization

Drill or exercise come after the

explanation of the rule or principle.
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DEDUCTIVE – Direct Method INDUCTIVE – Indirect Method

Example: SCIENCE Example: SCIENCE

Teacher defines: All animals with backbone To find out the body parts of the animal that
are classified as vertebrates. if it has a backbone.

Teacher gives examples: dog is vertebrate Teacher will say: the dog has a backbone.
because it possesses backbone. Fish, frog The fish, frog and cow also have
and cow are vertebrates, they possess backbones.
backbone.

Then the students will conclude that: the

dog, fish, cow and frog are vertebrates.
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Which is the best

method?
»There is no such thing as best
method!

»The effectiveness of a method is dependent on many

factors such as:
»1.) teacher’s readiness,
»2.) learner’s readiness,
»3.) nature of the subject matter,
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»The inductive-indirect method is

superior to the deductive-direct method
in terms of learner’s engagement. This
method is more in keeping with the
time-tested principle that learning is an
active process. The more a learner is
engaged in the learning process, the
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However, there are times when the inductive

or indirect method does not work. In case, when
learners are not yet capable of drawing
generalizations or abstractions, you may employ
all facilitating skills you have learned but students
can’t draw and state the generalization or
abstraction you ask for, so you will end up giving
the generalization yourself after spending so
much time asking them questions to help them
draw the generalization.
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“when the
inductive-indirect
method may not
be advisable is
when subject
matter is quite
difficult, very new
or no reading
material is readily
available. “
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» The inductive and indirect

method require more time
than the deductive and
direct method. Time is
needed for students to
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The readiness of the

teacher to employ the
inductive and indirect
method is crucial. A method
may be superior in terms of
interaction but if the teacher
lacks the facilitating skills
for its effective use, insisting
on its use may court disaster.
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In short, we advocate the use of

the inductive and indirect method
because it is more engaging and
interactive. However, to ensure its
effective use, both students and
teacher must be ready, the subject
matter is something the students
have knowledge about, and that
time allotted allows you to have
maximum student interaction.
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THANKS!

Any questions?
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REFERENCES
» Corpuz, Brenda B. Ph.D. and Salandanan, Gloria G.
Ph.D. PRINCIPLES of TEACHING (with TLE). Quezon
City, Metro Manila: LORIMAR Publishing, Inc. 2015.

» Corpuz, Brenda B. Ph.D. and Salandanan, Gloria G.

Ph.D. PRINCIPLES of TEACHING 1. Quezon City,
Metro Manila: LORIMAR Publishing, Inc. 2017.