Part 5. Methods of Teaching and IMs EDITED

Part 5
METHODS OF TEACHING AND IMs
SESSION 1
TYPE –STUDY METHOD
Objectives:
In the process of observing a demonstration teaching, the student teacher must be
able to trace the steps of a type study method.
TEACHER’S INPUT
Lardizabal (1992) describes this method with the following characteristics:
- Procedure except that only one case is studied. A typical case is taken
for a detailed examination.
- It aims to study a typical case thoroughly and in detail so as to make
the concepts gathered as a basis for comparison in studying similar
cases.
The steps:
a. Selection of the topic as a type to be studied
b. Appreciation and motivation
c. Statement of the typical case or model that will serve as basis for
comparison
d. Study of details
e. Comparison of details with the model
f. Generalization
ACTIVITY: Group Observation
Department of Home Economics and Family Life

HE 98.1 (Observation and Participation/Filed Study )
OBSERVATION SHEET #11
The Type –Study Method
Teacher Observed: ____________________________ School: _______________

Class Observed: ______________________________ Subject: _______________
Date: __________________ Time: _______________ Room: _______________
1. With which topic/lesson aid the demo-teacher use this method?

_________________________________________________________
_________________________________________________________
_________________________________________________________
2. Describe what the demo-teacher did in each of the steps.
a. Apperception and motivation.

______________________________________________________
______________________________________________________
______________________________________________________
b. Statement of the typical case or model that served as basis for

comparison.
______________________________________________________
______________________________________________________
______________________________________________________
c. Study of details
______________________________________________________
______________________________________________________
______________________________________________________
d. Comparison of details with the model.

______________________________________________________
______________________________________________________
______________________________________________________
e. Generalization
______________________________________________________
______________________________________________________
______________________________________________________
3. Which of the steps or part of the lesson did you find needing
improvement? Why do you say so?
_________________________________________________________
_________________________________________________________
_________________________________________________________
4. What suggestion can you give to improve the lesson presentation?
____________________________________________________________
____________________________________________________________
___________________________________________________________
5. With what other topics can this method be used?
____________________________________________________________
____________________________________________________________
____________________________________________________________
___________________________________________________________
Remarks/ Recommendations:
____________________________________________________________
____________________________________________________________
____________________________________________________________
___________________________________________________________
____________
Observer

SESSION 2
THE PROBLEM –SOLVING METHOD

Objective:
To observe the problem method of teaching demonstrated and determine
in what topics it can be appropriately used.
TEACHER’S INPUT
An individual is confronted with a problem when he encounters a
situation to which he must respond but does not know immediately
what the response should be (Ornstein, 1992). To encourage students to
develop critical and reflective thinking there is a real need to increase
problem –solving in our instructional approaches. Likewise, teachers
need to teach their students how to problem –solve.
Lardizabal defines:
Problem as “any question or matter involving doubt, uncertainly,
difficulty and, therefore requiring solution.”
Problem –solving as a “purposeful activity that will remove a
difficulty or perplexity through a process of reasoning.
A problem may be classified as:

a. Mental. These are problems that are contemplative, reflective,
academic, constructive or imaginative.
b. Symbolic. These are problems that require written language
drawing modelling or construction for solution.
c. Real. These are materials, physical or practical problems.

The major functions of problem-solving are:
a. To give training in reasoning
b. To give practical knowledge and skill
c. To develop proper thought habits that will enable the child to meet
whatever exigencies in life there are
d. To escape the consequences of some acts
e. To learn how to act in a new situation
f. To learn how to make something
g. To solve a puzzling mental problem
h. To get out of a difficult situation
i. To learn how to find solutions
j. To invent a new device or create a new idea
The essential steps are:

a. Recognition and statement of the problem originating in a difficult or
perplexing solution.
b. Statement of hypothesis-inspection and proposal of solution or
solutions
c. Critical evaluation of suggested solution
d. Verification of accepted solution

After the input and demonstration lesson, answer the following question:

The Problem Method
Teacher Observed: ____________________________ School: ____________

Class Observed: ______________________________ Subject: ____________
Date: __________________ Time: _______________ Room: _____________
1. What is the problem in the lessons? What hypothesis is posed for the
problem? Is the hypothesis accepted? How was the suggested solution
verified?
_________________________________________________________
_________________________________________________________
_________________________________________________________
2. How do you classify the problem? Is it mental, symbolic or real? Why?
_________________________________________________________
_________________________________________________________
_________________________________________________________
3. What function of problem –solving is seen with the problem posed to
the class?
_________________________________________________________
_________________________________________________________
_________________________________________________________
4. What value applicable to life, as evidenced by the demonstration
lesson, is derived by students when utilizing the problem method?
____________________________________________________________

____________________________________________________________
___________________________________________________________
5. Evaluate the method as used. Is there a part or step which needs
improvement? Which ones?
____________________________________________________________
____________________________________________________________
___________________________________________________________
6. Suggest ways to improve the lesson.
____________________________________________________________
____________________________________________________________
___________________________________________________________
7. Look at the PELC/PSLC, which topics can be taught with the problem
method?
____________________________________________________________
____________________________________________________________
____________________________________________________________
__________________________________________________________
________________
Observer
SUGGESTED ACTIVITIES
1. Discuss among your group mates five characteristics of successful
problem solvers. What characteristics coincide with your own problem
solving strategies?

2. Look at yourself. What strong characteristics do you possess in solving
life’s problems? If you have not yet acquired the characteristics of
good problem solvers, how do you resolve to acquire them?
SEESION 3
THE PROJECT METHOD
Objective:
To observe a demonstration teaching using the project method and to
identify other topics appropriate to the project method.
TEACHER ‘S INPUT
Lardizabal defines project as a” 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.”
As a learning activity, the project has the following characteristics:
1. It is a problematic in nature.
2. The activity should work a definite attainable goal.
3. The activity should be purposeful, natural lifelike and significant.
4. The pupil should plan, direct and execute the activities.
It may be classified as:
1. Construction project – to do or make something.
2. Enjoyment project- to motivate participation for enjoyment or
satisfaction.
3. Problem project- to master some intellectual difficulty.
4. Learning project- to acquire skill or some knowledge.
The steps of the method are:

1. Purposing
2. Planning

3. Executing
4. Evaluating

The Project Method

Date: __________________ Time: ________________ Room: _______________
Answer the following question based on inputs and discussion on the topic.
1. How were the following steps of the project method done?
Purposing
___________________________________________________________
___________________________________________________________
___________________________________________________________
Planning
___________________________________________________________
___________________________________________________________
___________________________________________________________
Executing
___________________________________________________________
___________________________________________________________
___________________________________________________________
Evaluating

___________________________________________________________
___________________________________________________________
___________________________________________________________
2. Did the students manifested a high level of interest and motivation
regarding the activity? How was this shown?
____________________________________________________________
____________________________________________________________
____________________________________________________________
3. How do you classify the project given to students? Justify.
_____________________________________________________________
_____________________________________________________________
____________________________________________________________
4. What problems were encountered by the class in the use of the project
method?
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
5. Give examples of students’ creativity in their works.
_____________________________________________________________
_____________________________________________________________
___________________________________________________________
6. Give suggestion or recommendations which could improve or
teacher’s use of the method or on student’s work projects.
_____________________________________________________________
_____________________________________________________________
___________________________________________________________
7. With what topics can the project method be used? Give some
examples.
_____________________________________________________________
_____________________________________________________________
___________________________________________________________

SESSION 4
THE LABORATORY METHOD
Objective:
After the demo-teaching, the student teacher must be reviewed with the steps
of the laboratory method of teaching.
TEACHER’S INPUT
The laboratory method designates a teaching procedure that uses
experimentation with apparatus and materials to discover or verify facts and to
study scientific relationships. (Lardizabal, 1991).
John Walton (1996), as cited by the Lardizabal, gives the following aims of
the laboratory method.
To give first-hand experience in the laboratory which may increase student

interest.
To provide student participation in original research to develop skills in the

use of laboratory equipment and instruments.
The two types of laboratory method are:
1. Experimental – aims to train pupils in problem solving with incidental

acquisition of information and motor skill. Emphasis is on discovery
procedure, analysis and solution of problems.
2. Observational – the acquisition of facts is the dominant aim of the
method.
The steps in the method are:

a. Introduction step
b. Work period
c. Culminating activities

The Laboratory Method

Date: __________________ Time: __________________ Room: _____________
1. In which way did the lesson adopt the experimental laboratory method?
___________________________________________________________
___________________________________________________________
___________________________________________________________
Observational laboratory method?
2. Give the aims of the laboratory method as seen in its use by the class.
___________________________________________________________
___________________________________________________________
___________________________________________________________
3. Was there any manifestation of teamwork and group effort by the
students during the activity? Justify.
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
4. Discuss the relevance of the activity to the students’ lives.

_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
5. What skills were developed by the students as they performed the

activity? Did the activity increase student’s scientific- mindedness?
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
6. Evaluate clearly the teachers’ use of the method. What suggestion can
you give to improve this?
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
____________________________________________________________
7. Consult you PELC/PSLC. Identify the topics that lend themselves to the
laboratory method.
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
________________
Observer

SESSION 5
THE DEMONSTRATION OR SHOWING METHOD
Objective:
To observe a demo-teaching on the demonstration method and

to cite its advantages over the laboratory method.
TEACHER’S INPUT
Lardizabal (1991) mentions that sometimes it may be better to

use demonstration method instead of the laboratory method. The
chief difference between the two is that in the laboratory method, all
the children perform the experiment and “learn by doing”. In a
demonstration method, the teacher does the experiment before the
class.
As many things in life are learned through imitation, this
method makes learning concrete and purposeful. Students learn faster
observing a demonstration that they could by trying to follow
directions or experimenting by trial and error. It encourages the
development of the skills in the psychomotor domain which starts
with imitation. Where the school lacks facilities, the demonstration
method may be used. In the hands of the competent teacher who is
good model herself, the demonstration method can be very effective.
One way to check the student’s mastery and skill is for them to do a
return demonstration.

Ornstein (1990) recommends the following tips to ensure the
effectiveness of the demonstration:
1. Plan and prepare for the demonstration.

2. Present the demonstration in the context of what the students
have already learned or as a stimulus for searching for new
knowledge.
3. Make provisions for the full participation of the students.
4. Pose both close-ended and open-ended questions according
to the students’ capacity for deductive and inductive
responses.
5. Encourage students to ask questions as they arise.
6. Encourage students to make observation first and then to
make inferences and generalizations.
7. Allocate sufficient time for completion of demonstration to
packing up of materials.
The steps are:
A. Introduction to the demonstration

B. presentation of guide question
C. demonstration proper
D. discussion of guide question
E. return- demonstration by students as required.


The Demonstration or Showing Method
Date: __________________ Time: __________________ Room: _____________
Answer the following questions based on the demonstration conducted and on the
inputs given to you.
1. Why was the demonstration method used in the lesson? What conditions
justify its use?
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
____________________________________________________________
2. Give the objective and the concept of the demonstration method.
Objective:
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
___________________________________________________________
Concept:
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________

3. What tips were observed by the teacher to ensure effective
demonstration?
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
4. Was there a provision of a return –demonstration by students?

_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
5. If there was none, how did the teacher check student’s comprehension or
mastery of the skill being demonstrated?
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
6. What problems were met by both teacher and students in the process?
___________________________________________________________
___________________________________________________________
___________________________________________________________
7. What suggestions can you give that could solve this?

_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
8. Which topics in your PELC/PSLC fits this method? Give examples.

_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_______________

Observer
SESSION 6
THE UNIT METHOD
Objectives:
To familiarize the student with the steps of the unit method and to cite other
topics where the method can be appropriately used.
TEACHER’S INPUT
NATURE OF THE UNIT METHOD
The unit method may be mentioned as the core of the integrative approach
(Lardizabal, 1990). As such, units are referred to as organized learning
experiences. The unit method is often associated with H.C. Morrison; hence, it is
also known as the Morrison technique. Apparently, Morrison had wanted this
method to be one for mastery learning. He has actually proposed a mastery formula
for learning employing this method. The formula consist of the “pre-test, teach, test
the result, adopt procedure, and test again to the point of mastery.”
STEPS IN THE UNIT METHOD
The steps followed in the unit method are the following:
1. EXPLORATION- through questions or tests, the teacher tries to

discover the previous knowledge or experience the pupils have about
the unit, this is done to avoid repetition of what is already known by the
students and to establish the perceptive basis for the new unit.
2. PRESENTATION- the salient points of the unit are pointed out and
emphasized the intention is to give the pupils a bird’s eye view of the
entire unit to set objectives and to arouse their interest.

3. ASSIMILATION- in this step, the pupil learns the lesson absorbs it and
makes it a part of himself; a test may be given after the assimilation to
determine whether there is a need for retouching. This test is actually
diagnostic in the sense that if shows that the pupils have learned the
lesson, then they are ready to proceed to the next step.
4. ORGANIZATION- in this step, cooperative outlining and synthesizing is

done by teacher and pupils; this will help the pupils see relationships
between and among the units; the outline/synthesis is placed on the
blackboard, is criticized, and adopted in final form.
5. RECITATION- this final step will afford the pupils an opportunity to

feedback their understanding of the unit. This feedback may be in form
of daily or unit recitation; it may take the form of creative activities
(skits, puppet shows, musical-literary programs, panel discussion, etc.)
and not only in answering questions; the creative feedback makes this
step lively and characteristics of maximum student involvement .
(Lardizabal, 1990).
The steps of the unit technique insure mastery. The subject as a whole
presented to the pupils at least five (5) times: during the presentation, at
the assimilation at the organization, during the recitation and finally at
the achievement test.

Observe a class. Accomplish the Observation Sheet below.

The Unit Method
Date: __________________ Time: __________________ Room: _____________
Objective:
 follow the steps of the unit method in the course of demo-teaching
Guide to Observation:
Observe carefully how the teacher used the unit method in teaching the lesson.
Answer the following questions:
1. What exploratory activity/ activities did the teacher do to ascertain the

existing knowledge and experience of the pupils about the lessons?
Describe briefly.
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
2. How did the teacher clarify/point out the salient ideas or concepts about the
lessons?
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
3. Cite evidence that the pupils have learned to organize or synthesize their
thoughts or insights about the lesson.

________________________________________________________
________________________________________________________
________________________________________________________
_______________________________________________________
4. Did the teacher employ a creative type of feed backing or simply answer the
question feed backing? Support your answer.
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
5. Recommended a simple feedback activity.

________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
Remarks /Recommendation
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
Reflect on your answer and discuss this with your classmate and Supervising
Instructor.
______________
Observer
OTHER SUGGESTED ACTIVITIES
Conceptualize how a lesson in a Social Science subject can be taught using
the unit method. Discuss your output with your classmates and Supervising
Instructor.
SESSION 7

THE LECTURE METHOD
Objective:
1. Cite the strength and weaknesses of the lecture method;
2. Familiarize the students with the general procedures and suggestions in
the use of the lecture method.
TEACHER’S INPUT
NATURE OF THE LECTURE METHOD
The lecture method has been defined as a “teaching procedure for clarifying
or explaining a major idea cast in the form of a question or a problem.” This makes
the lecture an exposition and is essentially an explanation (Ornstein, 1990). The
lecture method is similar to the telling method but they are not identical. Lecturing
is more of exposition while telling is more of narration. Generally, lecturing
makes use of narration and description to explain ; while telling on the other
hand is meant to inform not to explain.
Ornstein states:
Discussions can be an outgrowth of lectures or explanations. They are oral

exchanges between the teacher and the students or among the students.
Discussions permit students to respond to the teacher statements to ask questions
and to clarify ideas. The more involved the students are in discussions, the more
effective the exchange of ideas is likely to be since students’ thoughts tend to
wander as teacher talk increase. Younger and low- achieving students become
inattentive more readily than older and high-achieving students. The implication is
clear; teachers should make an effort to maintain student attention by limiting
lecture and explanation and by increasing discussion.
TYPES OF LECTURES

Lectures may be categorized into three (3) types:
1. FORMAL LECTURES- this type lasts for most of or the entire class
session; student questions and comments are discouraged. It is suggested
that formal lectures should be used only at the advanced high school
and college level where students are mature enough to sit for long
periods of time and are able to take notes on their own.
2. INFORMAL LECTURES- this type last about 5 to 10 minutes. Student
responses and questions are permitted but not encouraged.
3. BRIEF LECTURES- this type lasts no more than 5 minutes. Student
responses are encouraged.
Formal and informal lectures generally require extensive preparation. Brief

lectures involve less pre-planning and need perhaps only a one- or-two-sentence
reminder in the lesson plan.
USES OF LECTURE METHOD
It is generally believed that lectures are appropriate when:

1. The basic purpose is to disseminate information
2. The information is not available elsewhere
3. The information needs to be presented in a particular way or adapted
to a particular group
4. Interest in a subject needs to be aroused
5. The information needs to be remembered for a short time.
6. The purpose is to introduce or explain other learning tasks 9 Ornstein,
1990)
It should also be mentioned that the lecture method is inappropriate when:
1. Objectives other than the acquisition of information are sought

2. Long term learning is desired
3. The information is complex abstract or detailed

4. Learning preparation is important for achieving the objectives
5. Higher cognitive learning such as analysis or synthesis is sought
6. Students are below average in ability ( Ornstein, 1990)
STRENGHTS AND WEAKNESSESS OF THE LECTURE METHOD
There are administrative and practical reasons for using informal and brief
lectures, as well as explanations. These methods are well suited to large groups and
few materials and equipment are needed, giving the method the additional benefit
of being economical. The method is flexible and can be used in regular classrooms,
small groups and in large settings. Teachers who travel or change classrooms need
only to carry with them their lesson plans or notes. Although good lectures need
considerable preparation their delivery does not require elaborate advance
planning to have materials ordered or equipment scheduled and moved about.
(Ornstein, 1990).
The perceived limitations of the lecture method include the following: there
is little give-and take between the teacher and students and among students. The
lecture is often described as “unnecessary”, “dull”, and a “waste of time”. It
observed to increase student passivity and reduces the student’s role to note-
taking instead of luring students into more active learning. If a student has
missed a point or is lost , he cannot interrupt to ask for a personal explanation
or to stop and review with a book computer program or tape.
GENERAL PROCEDURES AND PRINCIPLES IN THE USE OF THE

LECTURE METHOD
When preparing and presenting informal or brief lectures and providing

explanations, the following steps and suggestions should be considered:

1. ESTABLISH RAPPORT WITH STUDENTS- telling a story or joke
periodically helps maintain interest and establish rapport with students.
2. OUTLINE THE MAJOR IDEAS AND CONCEPTS AT THE
START- corresponding activities and materials might be indicated
under each concept or idea.
3. MOTIVATE THE STUDENTS TO PAY ATTENTION- combining
the lecture method with some other methods using materials can serve as
motivation.
4. OBSERVE STRUCTURE AND SEQUENCE- major concepts and
difficult ideas should be presented in a linear and logical fashion and
with examples and questions to test students’ understanding ; topics
should be developed systematically and sequentially.
5. PROVIDE APPROPRIATE ORGANIZERS- organizers have
referred to as hooks and anchors which mean the major topics or
concepts around which teachers structure information.
6. USE EFFECTIVE STYLE OF PRESENTATION- appropriate are
gestures movements voice quality facial expression body movements
eye contact etc. can prove a talk and make it more interesting and
understandable.
7. COMBINE INSTRCTIONAL MATERIALS- the use of audio visual
aids, and special materials activities can live a talk and reinforce
content; for younger students less verbalization and more illustration
and activities are recommended.
8. SUMMARIZE CONTENT- lecture should end with a final summary
or conclusion the lessons however may also have internal summaries
called by educators as medial summarizes or chunking strategies. A
good type of a summary whether medial or final consists of brief
review of the presentation thus giving the students a chance to explain
ideas provide examples evaluate data and do some exercise.
(Ornstein, 1990).
The Lecture Method

Teacher Observed: _______________________ School: ____________________
Class Observed: __________________________ Subject: ___________________
Date: _______________ Time: _______________ Room: ___________________
Objectives:
 Pinpoint the characteristics of the lecture method in a lesson;
 Develop the ability to use the lecture method effectively.
1. What method did the teacher use to establish rapport at the start of the
lesson? Describe.
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
2. Was the teacher’s use of the lecture method in this particular lesson
appropriate? Why?
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
3. Was there any time during the lessons that the pupil appeared
“uninterested “? If yes, when or at what point of the lesson?
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
Can you give reason for this?

_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
How would you remedy the situation?

_____________________________________________________________
_____________________________________________________________
____________________________________________________________
4. Did the teacher effectively present the subject matter? Explain.

_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
5. What appropriate books or anchors did the teacher use? Describe.
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
Remarks/ Recommendation:
___________________________________________________________
___________________________________________________________
___________________________________________________________
Discuss your answer with your classmates and Supervising Instructor.
___________________
Observer
SESSION 8
THE INTEGRATIVE METHOD

Objectives:
1. Trace the steps involved in the integrative method;
2. Identify the principles underlying the planning of integrative activity
units applied by the teacher.
TEACHER’S INPUT
CONCEPT AND NATURE OF THE INTEGRATIVE METHOD
Integrative technique is a term used to describe what modern educators call

the “new learning” (Lardizabal, 1990). The technique tries to depart from the
traditional manner of studying the different subjects. Instead , it makes use of
activities as units of work which would help the child solve problems in his
everyday life. it is a method describing a procedure which relates varieties of
subject matter to unit of study or to problem solving situations.
The new trend in education that of focusing attention on the child’s interests,
abilities and needs and on improvement of the community living-necessities the
use of the “integrative technique” which enables each individual child to make the
best of all his abilities and to acquire the skills he would need in daily life so that
he can find his place in the community.
Integrative teaching is concerned with the development of a well-rounded
personality one which can respond and adjust to situations in a meaningful way. It
is a means of achieving both the personal and social integration of the individual.
The integrative curriculum provides learning opportunities which are organized in
such a way that they promote integration or wholeness of the learner. (Lardizabal,
1990). This is exactly the teaching methodology demanded by the 2002 Basic
Education Curriculum especially the Makabayan subjects.
INTEGRATIVE ACTIVITIES IN THE CLASSROOM
In the integrative classroom the subject matter is divided into meaning

learning experience which are unified around a certain core or theme for which
the child has a felt need. These organized learning experience are called units. In
other words a unit is defined as an organization of activities or experience around

a large centers of interest branching out into different activity fields so that the
individual reacts as a whole to the situation presented.
Three (3) units of work or integrative activities in the classroom have been
identified:
a. Subject matter units- the units are organized round the usual textbook
chapters or topics or around major generalization and principles.
b. Center of interest units- units based on the interest of pupils their felt
needs their dominant purposes or a combination of these.
c. Integrative experience units- units which aim at a learning product
which is the changed behaviour and the adjustment of the individual.
(Lardizabal, 1990).
Educators agree that in order to insure meaningful integrative activities

in the classroom units or learning experience should:
a. Be problem-centered
b. Within the comprehension of the learner and within the scope of
his experience
c. Provide for continuous of the learner in all phases of growth
d. Be cooperatively planned by the teacher and group of learners
( Lardizabal, 1990)
STEPS INVOLVED IN DEVELOPMENT UNIT
The integrative activity technique is composed of the following steps:

1. Initiating the unit
2. Point of experiencing

3. Culminating activity
4. Evaluation
In the first step initiating the unit the teacher skilfully guides the pupils to
become aware of a problem confronting them which challenges them to action.
A pressing problem in the school or in the home may serve the purpose of
initiating a unit. Planning follows after the unit has been initiated. Either as a
whole class or in individual groups, the pupils list down little problems and
possible activities which can be undertaken. In the second step point of
experiencing each pupil decides on his interest and under the teacher’s guidance
begins to work on the various activities suggested. Interest groups are created.
The teacher’s skilful guidance is most needed at this stage so that she can direct the
activities which will develop the capabilities of the pupil to the fullest. At this point
the pupils may then be guided to undertake one or several activities such as
researching reading collecting materials constructing simple article undertaking
fieldtrip sand other activities. At the third step culminating activity the teacher goes
for integration of the unit. She guides the pupils to summarize the unit organizes
ideas and develop expression. The culmination activity may be in the form of a
presentation of materials reports or research made by each group using both oral
and visual methods of presentation. It may also be the form of a project such as an
exhibit a play or a program which will reflect the understanding and insights
gained from the unit or learning experience. The last step evaluation consists of a
continuous assessment of the unit in order that the pupils may improve their work.
It is good to remember that group evaluation is of more value than teacher
evaluation. (Lardizabal, 1990).
PRINCIPLES UNDERLYING THE PLANNING OF

INTEGRATIVE ACTIVITY UNITS
Planning activity units requires careful preparation. Each unit should be

studied in order to discover possibilities for rich experiencing among the pupils

and to be sure that needed materials are on hand. Among the principles the
teacher should bear in mind are the following:
1. The learner is more important than the subject matter0 the

development of the whole personality of the learner should be the
main concern of the teacher the development of the integrated
personality of the pupil should be the main concern of the teacher.
2. Long-range plans and large units should be preferred to daily and isolated
tasks.
3. Learning activities should be organized around real life problems of the
pupils their needs and interests.
4. Learning should be characterized by group planning group work and
group evaluating.
5. Teaching and learning activities should follow democratic procedures
6. Individual’s differences should be provided for by a wide variety of
learning activities and experiences.
7. The atmosphere of the classroom should be permissive and happy
( Lardizabal, 1990)
The Integrative Method

Date: _______________ Time: _______________ Room: ___________________
1. What were the specific topics?
___________________________________________________________
___________________________________________________________
___________________________________________________________
2. What were the cues or indications which made you aware that the teacher
was using the integrative method of teaching? Specify or quote.
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
____________________________________________________________
3. Cite activities where group work was very evident.
___________________________________________________________
___________________________________________________________
___________________________________________________________
4. Identify the specific activity in the lesson illustrating:

___________________________________________________________
___________________________________________________________
___________________________________________________________
a. The initiation of the activity

___________________________________________________________
___________________________________________________________
___________________________________________________________
b. Point of experiencing
___________________________________________________________
___________________________________________________________
__________________________________________________________
c. Culminating activities
___________________________________________________________
___________________________________________________________
__________________________________________________________
5. Describe the evaluation activity done by the class:

___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
6. Cite two or three principles which the teacher followed in planning his
activity units or learning experiencing.
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
_____________________
Observer
SESSION 9
TEAM TEACHING
Objective:

Observe how team teaching is done and to identify factors that bring about
effective teaching.
TEACHER’S INPUT
Team teaching is any form of teaching in which a team consisting of two

or more teachers shares responsibility in the planning presentation and
evaluation of lessons prepared for the same group of students. It based on the
assumption that teachers can accomplish more work as a team than when each
individual teacher works alone.
The 2002 Basic Education Curriculum provides lot of opportunities for team
teaching especially the Makabayan subjects.
Some conditions must be present for team teaching to succeed:
1. All team members should participate in the following:

a. Formulation of objectives for the total program
b. Planning of daily activities
c. Teaching functions
d. Periodic evaluation of the entire program
2. Each teacher teaches the subject in which she is specialized.
3. The team is fully organized and is duly recognized by the school
system (Lardizabal, 1992).
4. Flexibility of grouping is possible. Large and small rooms for large
and small group discussion must be available.
5. Every team member must act professionally and must pull her own
weight; i.e., contribute adequately.
Team Teaching

Date: _______________ Time: _______________ Room: ___________________
1. Describe what each teacher contributed to the teaching.

_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
2. What good points did you observe in the team teaching?

_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
3. What points can still be improved?
________________________________________________________________
________________________________________________________________
________________________________________________________________
4. Can team teaching apply in all subjects? Explain your answer.
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
5. What elements must be present for team teaching to be effective?
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
6. Would you like to take part in team teaching a few months from now?
Explain your answer.
_____________________________________________________________
_____________________________________________________________

_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
SESSION 10
THE THREE –LEVEL APPROACH
Objective:
Follow the development of the lesson from the facts and concepts
level to the values-level.
TEACHER’S INPUT

More often than not, teachers teach on the facts and concepts level
alone. As a result teaching turns out to be mere depositing of facts and
concepts into the “empty” minds of students. These facts and concepts
deposited in the minds of student are withdrawn during quizzes and
exams. This, in short is what Paolo Freire termed as the banking system
of education.
If this is all that happens in the classroom it is not surprising that

pupils/ students experience boredom in the classroom. The pupils/
students fail to see the connection of these numerous isolated facts
and concepts with which they are bombarded every day to their young
life. One reason is because teachers fail to show the relation of the
facts and concepts that they teach to the daily life of their pupils/
students. If teachers want to show the connection of the facts and
concepts in their teaching. They have to reach the values level of
teaching. In other words teachers must employ three-level approach of
teaching.
This is most appropriate in the implementation of the 2002 Basic

Education Curriculum where value integration is a must in the tool
subjects.

The Three- Level Approach
Teacher Observed: _______________________ School: ___________________
Date: _______________ Time: ______________ Room: ___________________
1. Observe a teacher demonstrate the three-level approach. Describe what she

did in the facts level.

__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
2. Describe how she went about the concept level.
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
3. How did she go about the value level?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
4. Did you find the value level of teaching related to the facts and concepts?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
_________________________________________________________________
5. What was the most difficult part of the lesson and why?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
_________________
Observer
SESSION 11
USING INSTRUCTIONAL MATERIALS (IMs)

EFFECTIVELY
Objectives:
To evaluate Cooperating Teacher’s use of IMs in the development of a

lesson.
TEACHER’S INPUT

Below is the Edgar Dale’s Cone of Experience , one of the more popular
attempts at the classification of media or instructional materials.
Figure 1. The Cone of Experience
Source : Edgar Dale Audio –Visual Methods in Teaching , 3 rd edition ( New

York: Holt Rinehart and Winston , 1986).
The Cone of Experience shows the progression of learning experience from

direct, first hand participation to purely abstract verbal symbols. The closer
you are to the bottom of the cone , the more direct the learning experiences are;
the farther you are from the bottom , the farther you are from the direct
learning experiences.
Learning experiences calls for the sense. Of the 5 senses humans learn most from
what they see. Below is a graphic presentation of the approximation of what is
learned through each of the sense.
Sight

Hearing
Touch
Taste Smell
75% 13% 6% 3% 3%
(Source: Bar graph taken from a seminar by PACEM)
There is increasing evidence that positive results take place when carefully
designed high quality instructional media are used as an integral part of use
of instructional materials both the efficiency of learning and positive attitudes
towards learning may enhanced.
The following are outcomes that are often realized with the effective use of
instructional materials:
1. The instruction can be more interesting.
2. Learning becomes more interactive.
3. The length of time of instruction can be reduced.
4. The quality of learning can be improved.
5. The instruction can be provided when and where desired or necessary.
6. The delivery of instruction can be more standardized.

ACTIVITY: Individual Observation
Using Instructional Materials Effectively
Teacher Observed: _______________________ School: ___________________
Date: _______________ Time: _______________ Room: ___________________

1. Observe a teacher teach with her instructional materials. List down
instructional materials she used. Arranged them from first-hand experience to
abstract verbal symbols following the Cone of Experience. In the second
column, identify the senses stimulated by the use of each IMs.
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
2. Describe the effect of the teacher’s use of instructional materials on the
student’s learning. Be guided by the outcomes as cited on the previous page.
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
3. If you were asked suggestions to improve on the lesson observed , what
instructional materials in the lower portion of the Cone of Experience
would you suggest?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
4. Could teacher have attained her/his lesson objectives had he/ she not made use
of instructional materials?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
5. What tips did the teacher apply for her to use the IMs effectively?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
________________

Observer


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Part 5

METHODS OF TEACHING AND IMs

TYPE –STUDY METHOD

Lardizabal (1992) describes this method with the following characteristics:

ACTIVITY: Group Observation

Department of Home Economics and Family Life

Teacher Observed: ____________________________ School: _______________

1. With which topic/lesson aid the demo-teacher use this method?

2. Describe what the demo-teacher did in each of the steps.

a. Apperception and motivation.

b. Statement of the typical case or model that served as basis for

d. Comparison of details with the model.

Department of Home Economics and Family Life

4. What suggestion can you give to improve the lesson presentation?

Department of Home Economics and Family Life

THE PROBLEM –SOLVING METHOD

A problem may be classified as:

Department of Home Economics and Family Life

The essential steps are:

Department of Home Economics and Family Life

OBSERVATION SHEET #12

Teacher Observed: ____________________________ School: ____________

Department of Home Economics and Family Life

Department of Home Economics and Family Life

The steps of the method are:

Department of Home Economics and Family Life

ACTIVITY: Group Observation

OBSERVATION SHEET #13

Teacher Observed: ____________________________ School: _______________

Department of Home Economics and Family Life

Department of Home Economics and Family Life

THE LABORATORY METHOD

To give first-hand experience in the laboratory which may increase student

To provide student participation in original research to develop skills in the

The two types of laboratory method are:

1. Experimental – aims to train pupils in problem solving with incidental

The steps in the method are:

Department of Home Economics and Family Life

ACTIVITY: Group Observation

OBSERVATION SHEET #14

Teacher Observed: ____________________________ School: _______________

Observational laboratory method?

4. Discuss the relevance of the activity to the students’ lives.

Department of Home Economics and Family Life

5. What skills were developed by the students as they performed the

Department of Home Economics and Family Life

THE DEMONSTRATION OR SHOWING METHOD

To observe a demo-teaching on the demonstration method and

Lardizabal (1991) mentions that sometimes it may be better to

Department of Home Economics and Family Life

1. Plan and prepare for the demonstration.

The steps are:

A. Introduction to the demonstration

Department of Home Economics and Family Life

OBSERVATION SHEET #15

Department of Home Economics and Family Life

4. Was there a provision of a return –demonstration by students?

7. What suggestions can you give that could solve this?

Teacher Observed: ______________ School: _

Teacher Observed: ________________ School:

Teacher Observed: ______________ School: _

Teacher Observed: ______________ School: _

Class Observed: ________ Subject: _

Date: _______ Time: _ Room: _____________

Class Observed: ________ Subject: _

Date: _______ Time: _ Room: _____________