Innovative Ways of Teaching Learning in Muslim Managed ... · way of teaching learning process such as lecture method, project method, text book method, problem solving method

International Journal of Management and Social Sciences Research (IJMSSR) ISSN: 2319-4421 Volume 2, No. 5, May 2013

i-Xplore International Research Journal Consortium www.irjcjournals.org

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Innovative Ways of Teaching – Learning in Muslim Managed

Academic Institutions

Dr. Mujibul Hasan Siddiqui, Department of Education, Aligarh Muslim University, Aligarh, Uttar Pradesh

ABSTRACT

Method is a way of doing something, especially a planned

or established way. Method of teaching is a systematic

way of presenting subject matter for the learners in the

conducive, socially, healthy, congenial environment of

well managed classroom situation which must influence

the level of learning in learner’s behaviour for the sake of

obtaining behavioral objectives as set by the teacher

before delivering the lesson. There are several innovative

way of teaching learning process such as lecture method,

project method, text book method, problem solving

method, discussion method, supervised method, role play

method, and some of the other techniques which are

helpful for inducing teaching learning process such as

questioning, dramatization, programmed instruction,

symposium, team teaching etc

INTRODUCTION

Method is a way of doing something, especially a planned

or established way. Method of teaching is a systematic

way of presenting subject matter for the learners in the

conducive, socially, healthy, congenial environment of

well managed classroom situation which must influence

the level of learning in learner‟s behaviour for the sake of

obtaining behavioural objectives as set by the teacher

before delivering the lesson.

Lecture is a talk to a group of people about a particular

subject, especially at a college or university.

Text is the part of a book, magazine or computer

document that consists of writing and does not include

pictures or notes.

Text is a written record of the words of a speech, lecture,

programme or play.

Text is a piece of writing such as a book or play that is

studied for an examination o for research.

Text is a short piece of writing that we discuss or textbook

is a book containing information about one subject.

The word lecture taken from Latin word “lecture” to read

aloud. Lecture is a verbal speaking of text followed by a

commentary related to a particular topic. The lecture of a

teacher is supplemented by handouts or other written

material. The teachers convey ideas, facts, principles,

generalizations to the students with the help of versatile

and authentic lecture.

The students receive, interpret and respond to the

information presented by the teachers.

PHASES OF LECTURE METHOD

The lecture method includes some phases as under:

Phase-I: Introducing the topic

Phase-II: Explanatory

Phase-III: Summarization

Phase-I: Introducing the topic is most important phase in

teaching – learning process. The teacher introduces the

topic with the help of his several experiences and the

experiences of the students. The teachers considers the

societal experiences of the students like interaction with

their family members, neighbours, peer groups multi-

media: experiences with Television, radio, computer,

internet world wide website, films, V.C.R.,

Audiocassettes, speeches of great thinkers, newspapers,

books, journals etc., experiences of the classroom like the

preceding lessons taught by the teacher and interaction

with their classmates. At the time of introducing the topic

the teacher can utilize effective teaching audio-visual aid

such as charts, pictures, sceneries, etc. for the sake of

attracting the mind of students towards topic and

maintaining discipline in the classroom. The teacher tries

to integrate the new topic with the old one, taught by the

teacher in the classroom.

Phase-II: Explanatory phase is the main body of the

lecture. The teachers tries to divide the whole topic into

various small parts. Each and every parts are integrated.

The teacher explains each and every parts with the help of

providing suitable examples related to the explanatory

content. Here the teacher can take the help of multi-media

for supporting explanatory commentary. The sequences

are maintained, with well integration and association. For

effective and most facilitative explanation, the teacher

tries to correlate each and every part. With the content of

the other subjects. Explanatory phase must be versatile,

authentic, suitable, understandable, easy and simple in

audience (students) language.



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Phase III: Summarization is the next phase of lecture

method. Here, the teacher makes the summary of the

whole topic consisting of main aspects of the topic.

Summary of the topic must be synthesized, well integrated

and well sequenced, so that the students could be able to

keep this well defined and well summarized learning

material in their memory reservoir.

SIGNIFICANCE OF THE LECTURE

METHOD

This method is very suitable as under:

1. It is economical.

2. It covers course contents in limited times.

3. It presents factual information effectively.

4. It helps to introduce topic.

5. It makes the work of teaching learning process very

simple for the teacher.

6. It develops imaginative power.

7. It is very helpful for clarifying concepts, ideas,

doubts and confusions of the students.

8. It increase the capacity of oral expression.

9. It stimulates and encourages the students.

TEXTBOOK METHOD

Textbook method is a method of teaching in which teacher

proceeds ahead a teaching learning process via textbook.

The teacher presents the subject matter with the help of

textbook. Both the teacher and students use textbooks for

teaching and learning. The students read the books for

learning. The students understand the subject matter and

able to provide answers of the several questions given in

exercise used to be given at the end of the each chapter.

Textbooks are accumulated experiences and ideas of the

people of the society. There are two types of textbook

method as under:

A. Single textbook method.

B. Multiple textbook method

If teacher and students use single textbook then it is

termed as single textbook method and on the other hand, if

the teacher and the students use more than one textbook

then it is termed as multiple textbook method of teaching.

VARIATION OF TEXTBOOK METHOD

There are some of the important variations of textbook

method as under:

1. The Recitation Testing Method.

2. Rapid-Teacher Textbook Study Method.

3. The Topical Recitation Method.

In recitation testing method, the teacher provides few

pages to memorize the facts, principles, definitions,

generalization. The teacher can ask several questions for

testing the memorization power of the students whether

the students are able to reproduce the substance of the

facts and principles etc.

In pupil-teacher textbook study method the teacher

explains the various concepts, principles, or definitions.

The teacher tries to supplement the learning material of the

textbook for better understanding. The teacher asks several

questions from the students and tries to know whether the

students understand the subject matter or not. The pupils

try to ask the question and start discussion with the teacher

to clarify various doubts and confusions for understanding

the subject matter well.

In the topical recitation method the teacher makes efforts

to outline the unit in a series of lessons and its several

parts in integrated and sequenced manner. The teacher

asks the students to make the study of each and every parts

of the lesson to become a master of subject matter.

SIGNIFICANCE OF THE TEXTBOOK

METHOD

The outcomes of the textbook method are as under:

1. It enhances the habit of self-study.

2. It is helpful for acquiring knowledge.

3. It provides systematic course content.

4. It saves valuable time.

5. It evaluate knowledge, understanding and

application level with the help of questions given in

the exercises.

6. It increase the capacity of memory power.

7. It is helpful for completing homework provided by

the teacher.

PROJECT METHOD

Project is a scheme of something to be done. Project as a

method of teaching is a natural, whole hearted problem

solving and purposeful activity carried to completion by

students in a social environment under the guidance of

their teacher. This is the outcome of pragmatic philosophy

of education propounded by John Dewey. This is generally

associated with W.H. Kilpatrick‟s advocacy of purposeful

activity, problem solving and the needs and interests of the

individual child in action, learning and conduct. The first

formal project recognized was introduced in 1908 in the

Massachusetts Vocational Agricultural High School R.W.

Stemson, an agent of the Massachusetts Board of

Education use the term “Home Project” to describe a plan

of part-time work done away from the school and only

partially under school direction.

There are several steps of a project method as under:

1. Provision of a situation.

2. Selection of a project.

3. Objective of a project.



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4. Planning of a project.

5. Execution of a project.

6. Evaluation of a project.

7. Recording of a project

OUTCOMES OF A PROJECT

1. It is a meaningful activity.

2. It is a purposeful activity.

3. It provides practical knowledge.

4. It enhances sense of cooperation.

5. It increases the level of creativity.

6. it develops thinking power.

7. It develops power of tolerance.

8. It makes the students self dependence to complete

their work.

9. It helps the students to become resource person.

10. It increases level of understanding and application

power.

11. It develops problem-solving and good leadership

skills.

PROBLEM SOLVING METHOD

Anything, not understandable, is a problem. Problem is a

matter of difficult settlement or solution. It is a question or

puzzle propounded for solution. From the point of view of

education, it is an educational device, whereby the teacher

and the students attempts in a conscious planned,

purposeful effort to arrive at an explanation or solution to

some educationally significant difficulty.

It is defined by Good as “(i) a method of instruction by

which learning is stimulated by the creation of challenging

situations that demands solution, (ii) a specific procedure

by which a major problem is solved through the combined

solutions of a number of smaller related problems.”

STEPS OF PROBLEM SOLVING METHOD

1. Selection of a problem.

2. Collection of information.

3. Making some possible solutions.

4. Drawing finding and conclusions

5. Evaluation of findings and conclusions

6. Summarization verification with suggestions for

further study.

OUTCOMES

The outcomes of a problem-solving method are as under:

1. It develops understanding level.

2. It enhance reasoning power.

3. It helps students to contact many facts.

4. It develops problem solving skills.

5. It increase good leadership skills.

6. It develops interest for finding out solution for the

problem.

7. It helps to generate own ideas.

8. It makes students active.

9. It develops feelings of cooperation and critical

thinking.

10. It enhances the level of permanent learning.

11. It develops the habit of independent study.

DISCUSSION METHOD

Discussion is an interaction between two person or more

than two person or groups. Discussion method of teaching

is a process in which a small group assembles to

communicate with each other using speaking, likening and

non-verbal processes in order to achieve instructional

objectives. Group members have reciprocal influence over

one another. The learning is affected by the behaviour of

each and every person in a group.

ESSENTIALS OF DISCUSSION METHOD

1. The Leader the teacher of a student in a group.

2. The Group the students.

3. The problem or the topic.

4. The content body of knowledge.

5. Evaluation change in ideas, attitude etc.

OUTCOMES

The outcomes of the discussion method are:

1. To communicate each other.

2. To make interaction meaningful.

3. To use time property.

4. To provide training of listening.

5. To develop power of logical thinking.

6. To enhance creativity of ideas.

7. To increase the capacity of patience.

8. To develop socialization.

9. To increase knowledge, understanding and

application power.

10. To motivate the students for further discussion.

11. To provide feedback for both the teachers and

students.

INDUCTIVE AND DEDUCTIVE METHOD

In inductive method of teaching, the students are

encouraged to discover facts themselves. In this method

start from particular to general. There are several steps of

inductive method of teaching as under:

1. Observation of information.

2. Discrimination and analysis of differences and

similarities.



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3. Classification.

4. Abstraction.

5. Generalization

6. Application or verification.

OUTCOMES

The outcomes of the inductive method of teaching are as

under:

1. To encourage the students for activity.

2. To increase the level of participation.

3. To make the students able how to observe.

4. To develop the ability of conclusion.

5. To induce self learning.

6. To develop interest among students.

7. To increase problem-solving skills.

8. To enhance learning by doing.

9. To develop application power.

DEDUCTIVE METHOD OF TEACHING

In this method of teaching, the teacher gives rules,

generalizations and principles to the students. The students

are induced to verify these rules, generalizations and

principles with the help of specific examples. In this

method, we start from general to the particular.

OUTCOMES

The outcome of this method of teaching are as under:

1. The work is very simple for teacher.

2. The teacher provides general principles.

3. It is helpful for verification.

4. It is economical in terms of time.

5. It is applicable for small children.

6. it has no chance of getting wrong and incomplete

conclusions.

7. It develops interest among students.

8. It increases understanding level.

9. It helps the students to use particular examples.

10. It increases the level of participation.

SUPERVISED METHOD OF TEACHING

In supervised method of teaching the teacher supervise a

group or class, or students, when they work at their desk.

In this method, the teacher also includes other activities to

make the students such as assignment, socialized

procedures, and forms of recitation. Some of the plan, we

can consider in supervised method of teaching as under:

1. Conference plan

2. Special teacher plan

3. Divide period plan

4. Double period plan

5. Periodical plan

OUTCOMES

The outcomes of the method are as under:

1. To find out individual mistakes.

2. To provide remedial measures.

3. To help the students in problem.

4. To encourage the students for work.

5. To help the students to complete work in time.

6. To induce the habit of discussing.

7. To help the weaker students.

8. To increase the observation level of the teacher.

9. To develop cooperative skills.

10. To encourage for group learning.

TECHNIQUES OF TEACHING

Some of the important techniques of teaching are as under:

QUESTIONING

Question is an inquiry, an interrogation, the putting of a

problem, a demand for an answer, an interrogative

sentence or other forms of words in which it is put and a

unit task in an examination etc. The questioning makes

learning more effective and the mental exercise take place

that helps the students to remain students active and search

for information to provide the right answers of the various

problems related to the subject.

OUTCOMES

The questioning is helpful to evaluate previous learning

outcomes, knowledge, understanding, application, skills,

values, interest and attitudes etc.

ILLUSTRATION

The meaning of illustration is to clear the meaning of any

concept or fact to the mind of the students. The abstract

concepts are explained clearly with the help of diagrams,

charts, figures, tables or other audio-visual aids.

OUTCOMES

The outcomes of illustrations are to make the concepts

clear, to develop interest curiosity easy understanding of

complex and abstract ideas of subjects to develop retention

power, to increase the power of concentration and

observation.

ASSIGNMENT

Assignment is the work given to he students or to the

whole class. This is very important to engage the students

active mentally for learning. The teacher provides



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assignment of chapter, page, paragraph, topic, project

exercise etc.

OUTCOMES

The outcomes of the assignment are to develop interest, to

engage students active to increase the habit of writing,

encourage the students for further study, and to use the

experiences of the learners or students.

CASE STUDY

Case study was originally used in medicine. In education,

the exceptional child, the blind, the deaf, the mentally

defective, the delinquent, and the truant etc. could be

studied to find out learning problem and the teacher can

provide remedial measures at the right moments.

OUTCOMES

The outcomes of the case study method are to find out

various problems and difficulties of disabled students, to

provide them remedial measures, to develop interest

motivation, encouragement and make the disabled learners

self-dependent and confident in their learning and putting

them in real world.

SYMPOSIUM

Symposium is a „meeting for philosophic conversations‟, a

conference, and „a collection of views on one topic.‟ In

this, one specific topic is selected. The students are

encouraged to discuss and provide their own views.

OUTCOME

The outcomes of symposium are to develop independent

habit of work, provide free response, and develop self-

confidence interest, socialization, feelings of cooperation

etc.

ROLE PLAY

A role is a patterned sequence of feelings, words and

actions. It is a unique and accustomed manner of relating

to others. Students can explore feelings, attitude values,

and problem solving strategies.

OUTCOMES

The outcomes of role play are to develop feelings,

emotions, insights, values, attitudes, interest, problem-

solving skills, self-confidence cooperation level of

socialization, and creativity.

DRAMATIZATION

Drama is a story of life and action for representation by

actors, a composition intended to be represented on the

stage. The dramatization plays important role in teaching-

learning process to provide creative opportunities in

academic institutions.

OUTCOMES

The outcomes of dramatization are to express. The inner

feelings and emotions of students to develop self

confidence to understand the students well, to find out

hidden talent of the students.

TEAM-TEACHING

Team-teaching consists of a group of teachers. The

teachers have a specific talent in a particular subject. The

teachers deliver content, instruct and discuss with the

students and evaluate collectively achievement of the

students.

OUTCOMES

The outcomes of the teach-leading are to consider special

area of content. To develop interest, to use special talent of

teacher to provide better guidance to the students and

make the level of learning higher, to develop problem-

solving skills, and to consider the abilities of the students.

PROGRAMMED INSTRUCTION

Programmed instruction is a process of arranging materials

to be learned in a series of small steps designed to lead a

learner through self-instruction from what he knows to the

unknown of new and more complex knowledge and

principles. It is a planned sequence of experiences, leading

to proficiency in terms of stimulus response relationship.

OUTCOMES

The outcomes of programmed instruction are to teach

factual information through programmed instruction,

utilize time and thinking in planning programmed

instruction, to deal social and emotional problems, to

handle problem of indiscipline, to engage heterogeneous

population of students, to correct mistakes at individual

level, and to enhance interest among the students for better

learning.



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REFERENCES

[1] Amreek Singh(1990):On Being A Teacher, Kanark

Publication, Delhi.

[2] Bennett (1976): Teaching Styles and Pupil Progress,

London, Open Books.

[3] Bossing NL (1952): Teaching in Secondary Schools,

Amrind Publication, New Delhi.

[4] Chakravarty Sukhmoy (1987): Teaching of Bombay,

Himalaya Publications.

[5] Dhand (1990): Techniques of Teaching, Ashish

Publishing House, New Delhi.

[6] Good, C.V.: Dictionary of Education.

[7] Kochhar, S.K. (1984): Teaching of Social Science,

New Delhi.

[8] Sharma, L.N. (1979): Technique of Teaching, Delhi,

Dhanpat Ray.

[9] Siddiqui Mujibul Hasan (2005): Techniques of

Teaching Strategies, Ashish Publishing House, New

Delhi.

[10] Siddiqui,Mujibul Hasan (2005) Techniques of

Teaching Ashish Publishing House , New Delhi

[11] Siddiqui Mujibiul Hasan (1993): Teaching of

Economic, Ashish Publishing House, New Delhi

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Innovative Ways of Teaching Learning in Muslim Managed ... · way of teaching learning process such as lecture method, project method, text book method, problem solving method