Different Methods of Teaching Teaching Strategy defined-A comprehensive approach consisting of orderly, systematic and scientific acts projected towards the accomplishment of a specific objective of developing an individual to be one complete whole.McClosky, 1971 A teaching approach that is used either in solving a classroom problem or in improving instruction.Ober et al., 1971 A purposely conceived and determined plan of action designed to facilit a particular kind of learning in a given situation and in term of specific learning objective.Fraenkel, 1973 Represent combinations of certain specific procedures or operations grouped and ordered in definite sequence that teachers can use in the classroom to implement both e and affective objectives.**di ko alam yung e dun sa e and affective objectives. Yun ang nakalagay sa prezi

DIFFERENT STYLES OF TEACHING METHODOLOGIES-LECTURE is a discourse which explains, describes, or narrates a topic, a fact, a point of view, a principle, an event, a situation, any material object, or any subject matter. It is aimed to serve as a guide through great mass of information.-It is an AUTHORITARIAN form of teaching.

According to DELIVERY Formal Lecture-an interrupted oral delivery-no questions asked-big seminars-open forum after the lecture-audience may share what they know about the topic. Informal Lecture-delivered conversationally-interrupted once in a while-questions, comments, discussions-classroom setting

According to PURPOSE Expository Lecture-explains and clarifies a topic, fact, a principle, a point of view, an abstract idea, or an subject matter-requires clearness-exact, unity, coherence, emphasis Descriptive Lecture-describes concrete objects, situations or conditions-objective or subjective Narrative Lecture-narrates events in chronological order-teaching history

When is lecture method most appropriate? When textbooks and other references are inadequate or lacking When the lecturer believes that the lecture is more effective than any other device When preparing learners for examination When the teacher is hurrying up to be able to cover the minimum essentials of his subject or course

Why is lecture considered a BAD or GOOD approach?STRENGTHS Develops the ability to listen Trains in note taking More subject matter may be covered in a shorter time Teacher can explain more clearly, concisely and effectively May use either inductive or deductive method Provides a different perspective on what is discussed in the reference text Ideas from different references may be fused in a single discussion

WEAKNESSES Waste of time if information is already found in the textbook Learners may not fully grasp the meaning of certain words, phrases or statements Learners may not be able to jot down all important points Encourages passivity (does not conform learning by doing) Lecture may degenerate into a dictation Lecture may be telling too much or too little Learners lack opportunity to study in advance; becoming mere recipients instead of a thinker.

TIPS ON EFFECTIVE LECTURINGConsider the lecture Well prepared Logically organized Clearly outlines Consistently stimulating Useful and informativeConsider the lecturer Always personify mastery of the subject matter Conversationally interactive and motivating Maintain a pleasant and cheerful disposition Inquisitively alert in class recitations Learn to assimilate discussions in well-maintained environment

GENERAL STEPS FOLLOWEDIntroduction May use attention-getting device Give the class an idea of what the lecture is all about Audience interest can be drivenBody Important points should be presented first Less important should come later Substantiates the whole lecture process Audience interest must be maintainedConclusion Closure, completion or culmination Summary or reorganization Comprehension is the measure of the success of the lecture

DEVELOP YOUR CRITICAL THINKINGShould you learn first before you should teach?Which is more important: The WHY or the HOW of teaching?Who among your teachers can be considered an EPITOME OF AN EXCELLENT TEACHER? Justify.

DIFFERENT METHODS of TEACHING(continuation) CASE STUDY METHOD Group effort Situations/problems --- brainstorming --- final decision --- presentation --- informal report Diversity of responses Wider perspective of a certain problem Widely employed in medical field MT field PBL or Problem Based Learning

ROLE PLAYING METHOD Spontaneous acting out of problems or situations; simple; minimal demands Requirements: Extraordinary skills, finesse, acuity of observation, analysis; time element; practice (precise and distinct) Recommended Steps: Problem identification, establish situation, establish roles & select participants, present the act, playing the situation, analyze and evaluate presentation

BUZZ and PANEL METHOD Buzz Session Small group discussion (6 members) Odd row seat to turn back Each row with total number of seaters divisible by 3 Topics --- brainstorming and discussion Given a definite time to finish Secretary: write all responses Reporter Panel Forum Direct, conversational, interactional discussion Small group of experts/well-informed persons Discussion of problem for the benefit of an audience Communication pattern: distinctive features Different points of view or information Leader: avoiding biased or controversial issues Politicians

DEBATE and ROUND TABLE METHOD Debate Forum Discussion; free to state beliefs Informal: teacher initiates problem bud does not take any side Formal: structured speech; requires affirmative and negative groups; definite time to speak Relevant and timely issues Logical reasoning, public speaking skills Round Table Conference Quite similar to panel Small discussion seated face to face around a table; without a large audience Small conference Informal semisocial gathering 6-8 members (