FEDERAL COLLEGE OF EDUCATION, YOLA

PROFESSIONAL DIPLOMA IN EDUCATION

COURSE TITLE: GENERAL AND SUBJECT METHODOLOGY

COURSE CODE: PDE 5108
CREDIT UNITS: 2 Credits

COURSE OUTLINE
The course seeks to prepare candidates for practical teaching by providing a
theoretical background. This covers the general or common principles and
practices in teaching in respect of common problems such as the preparation of
lesson plans and those of implementation such as of introduction and
organization ofdelivery including pace, language, discipline, questioning,
maintaining interest, etc. It also covers principles and practices to do with
outcomes. The course then focuses on subjects based on the theoretical and
practical principles with examples across subjects. Stress is placed on the fact
that all subjects contain those two aspects; the difference being principally of
example and therefore of re-enforcement.

The following nine items are the area of emphasis. They include:

a). the concept of general and concept methodology.

b). factors that determine methodology.

c). overview of general teaching methods and techniques, their relative strengths
and weaknesses.

d). the lesson plans (Old and New) as basic tool; FORMAT of a lesson plan.

e). the three (3) broad groupings in instruction:-

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i. Lecture or large group instruction,

ii. small/medium group interactive instruction

iii. Individual or self-instruction

f). Issues in Delivery of Instruction.

Seven items under this include:-

i. Introduction
ii. Logical Progression
iii. Pace and Language
iv. Time management
v. Classroom management/Discipline
vi. Use of Resources; visual aids, chalkboard, etc.
vii. Questioning Techniques, etc.

g). the concept and benefits of individualized instruction; primary focus on

individual differences and designs that enable learners to develop at their
own pace.

h). the problems and strategies for the management of large classes.

and

i). subject methods include:

(I). Theoretical material; Steps, content, method, activity, resources

(II). Practical material; skills, explanation, trial, practice.

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CONCEPTS OF TEACHING METHODS
Teaching Methods:
Teaching methods are the strategies, techniques or systems used by the teacher
in piloting the pupils/students to learn. That is .e. the general principles,
pedagogy and management strategies used for classroom instruction. Teaching
methods are important factors in teaching and learning activities. They are
important instrument that the teacher employs in performing his/her basic
functions of teaching.
Subject Methodology:
 Subject methodology is the method chosen to achieve a teachinggoal.
This is normally defined by the teacher of a given subject so that the
pupil/student can then follow it.
 It should be designed in such a way that pupils/students acquire the
knowledge and skills for which the subject was included in the
curriculum.
General Methods of Teaching:
There are so many methods of teaching which are: Lecture method, Story
Telling, Demonstration Method, Project Method (Individual/Group), Discovery
(Individual/Group), Inquiry Method (Individual/Group), Discussion Method,
Play Method, Individualized,
Instructional Techniques;Question and answer, Tutorial, Programmed
Instruction, Computer-Assisted Instruction, Conventional/Traditional Methods,
Problem-Solving Method, etc.
Categorisation of Teaching Methods:
The above teaching methods are categorised into four broad Types; which
include:-
 Teacher-Centred Method.
 Learner-Centred Method
 Content-Focused Method and
 Interactive/Participative Method.
Difference between Teaching Methods and Techniques:
A method is aset of principles that include or exclude what should be done
under given circumstances while Techniques is how certain options,
instruments and actions are used to cause something specific to happen.

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Factors that Determine Methodology:
There are many methods and techniques of teaching.New Innovations are
introduced in recent years. Some of the methods are simple to use while some
require some time to prepare. Some are teacher- Centred while some are Child-
Centred.
However, not every method can be used in teaching every topic or subject at all
times. Some of the important factors to consider in choosing a method of
teaching are:
1. The Age and Class of the pupils/Students: their previous knowledge on
the topic and their general ability before you can choose any method must
be considered. The age and class determine maturation of the
pupil/students to learn certain topic using certain method. Maturation or
readiness is an important factor in learning. Certain methods are
meaningful to certain ages; e.g., for pupils in nursery classes and primary
1, the plat method is ideal for them. It is meaningful to them. It should not
be used for those in secondary school or higher institutions because to
them such a method is a waste of time. In the same manner the toddlers of
the nursery classes will not begiven lecture method any recognition
2. Topic:In a subject, there are many topics, for example, in history, the
method to be used in teaching local history varies from foreign history.
For local history, study trip may be used but the method will not be useful
in foreign history. Secondly, in teaching measurement of length, it will
not be appropriate to set up small group discussions, rather
demonstrations will be more appropriate from the learning point of view.
3. The Objective of the Lesson:
This is a strong factor which will guide the teacher in his choice. The method
chosen must be in agreement with the activities that can lead to the
achievement of the objectives of the lesson.
4. The Nature of the Class of the Pupils/Students:
This is another factor for consideration. This may be classified into three (3)
areas, that is:,
(A). the biological composition of the class pupils/students.
(B). the average rate of assimilation of the class.
(C). the inquisitive and instinctive nature of the class of pupils/students.
A). the Biological Composition of the Class:

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 In a class where there are boys, girls and are deformed (physically
challenged) children, it will not be appropriate to use vigorous practice
method like playing football during the physical education lesson.It is
inappropriate to use the class method in this case. The group method
coupled with drill should be used. The girls should be separated from the
boys and the deformed from the normal children. Each group can practice
any game specified for their nature.
B). Average Rate of Assimilation:
A class with an average high rate of assimilation deserves a method
which accommodates many facts than a class with a low average rate of
assimilation. i.e., a class with an average high I.Q. versus a class with an
average low I.Q.
C). the Inquisitive and Instinctive Nature of the Class:
The type of method to be used for inquisitive and curious pupils/students
is different from those who are submissive and want to be spoon-fed. The
curious ones may need discovery method while the lecture method may
be used for docile ones (class).
5. The Subject:

The subjects differ from one another in their nature. The Arts subjects are
different from the Sciences, Technical and Vocational subjects.The teacher may
successfully use the lecture, discussion, or questioning method in the arts lesson
but in the Sciences such methods may not be too effective. The discovery and
the project methods may be more suitable.

6. The Time Limit:

Some methods require long term preparation by the pupils/students or class in

general while some methods do not involve such preparation. For instance; The
Dramatic method may not be as appropriate as the lecture method for a short
time lesson because the dramatic method requires pre-lesson preparations, in
class preparations and post lesson Discussion. In the case of lecture method, the
teacher gives the lecture after his own pre-lesson preparation which takes a
shorter period. Secondly, the time of the lesson is also important. If a lesson is
to take place at noon, it is advisable to select a method which requires their
participation rather than selecting a method that makes the pupils/students sit
passively. The teacher will not be able to carry the learners along.

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7. The Size of the Class and the Classroom:
A class of 20-25 pupils/students can be comfortably handled by the teacher
using the individualized method because he will have time for individual child
but in a large class with small classroom size without a big hall, this method
cannot be used.
8. The Location of the School:
Accessibility or Non- Accessibility to a certain resources do affect the choice of
a method. For instance, in teaching transportation in Nigeria, say in a subject
like Geography or Social Studies; a teacher in Port-Harcourt may decide to take
his class to the sea port, Airport, or railway station as well as the motor park to
see the activities in such places. But a teacher in other towns or places where
these are not available may depend on use of pictures,, verbal descriptions and
perhaps audio-visual aids to make the children grasp the concept of
transportation, e.g. steamer ship, an aeroplane, a railway, train, while the Port –
Harcourt based teacher may use Field Trip Study.

9. The Availability of Educational Resources in the School:

Someschools are rich in graphics or electrically operated resources. They can
afford to use methods which will make use of these resources. In a school where
these materials are not available, the teachers often depend on methods which
involve verbal interactions mostly. The resources that are the disposal of the
teacher should be an important guide in the choice of teaching method. Schools
wherethere are no materials and equipment for laboratory experiment,
demonstration by the teacher cannot be effective.
10. The Home and the Societal Background of the Pupils/students :
In a home where there are no literate persons to put them through in their
assignments or home works, it is of no use using the assignment method.
11. The Type of Lesson:
There are three (3) stages in the treatment of a topic or field of study. These
stages are: The introductory, Development and the application stages.
The first lesson or two may be used in introducing the field of study. Some
lessons which follow may be on the development of the concept of the topic.
The last two lessons may be for practice.For example, in mathematics, in
teaching the concept of addition to primary one (1), the first two or three lesson
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may be spent on the introduction of the concept. Subsequent lessons will be on
gradual developments while the last few lessons may be on practice or
application. The choice of the method at each lesson depends on the stage of the
lesson.
As a teacher, you should not be dogmatic in your choice of methods for class
teaching. You should change or vary the methods as many times as the need
arises. It is possible for you to introduce a lesson with one method and then go
on to change the method when the lesson is developed. In order words, a good
teacher uses more than one or more than two methods while teaching.