CATEGORIES OF TEACHING METHODS
3 Direct instruction technique
1. INDUCTIVE AND DEDUCTIVE METHODS
2.LECTURE METHOD
2.1 Outlining technique
 Involves a cognitive framework in which the
subject matter is presented from general to specific
(from a broad topic to sub-topic, from the sub-
topics to sub-sub-topics) In outlining technique
there is hierarchy of ideas developed from big to
small, from complex to simple and from general.
2.2 Component technique
 exactly the reverse of the outlining technique that
is instead of breaking up the whole into parts the
lecturer should organize his ideas from small to
large. Hence, the process of synthesis is involved.
As the lecturer proceeds, more pertinent data are
presented resulting to the crystallization of one
pervasive idea.
2.3 Sequential technique
 Provides the most effective cognitive framework
around which the whole lecture revolves. It
provides a very logical presentation of ideas like:
a. The chronological arrangement of events in
history;
b. The stages in the cycle of communications;
c. The development of a story plot or a novel;
d. The operation of the law of supply and
demand;
2.4 Relevance technique
 consists of four main steps namely:
a. presentation of a central thought or the
singular idea;
b. giving all impressions about this idea;
c. separating the correct impressions from the
incorrect ones
d. concentrating the lecture on the explanations
of the correct impressions
2.5 Transitional technique
 an in-depth treatment of a particular topic. It aims
to expand and provide different but acceptable
perspectives about the topic.
e.g When you discuss about the philosophy of
education, you discuss it on several schools of thought
namely idealism, realism, naturalism pragmatism and
existentialism. Each philosophy views educational
goals and priorities distinctively.
3. DISCUSSION METHOD
3.1 Small group discussion technique
 breaking down the whole class into small groups
in order to encourage and maximize free exchange
of ideas about the topic.
3.2 Socialized classroom discussion technique
involves a free exchange of ideas between the
class and the teacher; the teacher acts as moderator
guiding and directing the class discussion.
3.
 In this technique, the teacher initially provides
information which will be adopted, supported, and
affirmed by the students. The teacher should:
a. explain further the initial exposition;
b. provide more and different pertinent
example.
c. re-state the teacher's point;
d. substantiate and support the ideas
presented.
3.4 Panel discussion technique
 It is a direct, conversational, and interactional
discussion among a small group of experts. In the
actual panel discussion conducted in the
classroom, the panelist should not be students
themselves instead, they are teachers or may be an
outside resource speaker. Even the moderator
should be one who is adept in conducting group
discussions.
3.5 Recitation technique
 The class is greatly engaged in a question-and-
answer session. From the preconceived questions
assigned to the class, the teacher usually makes
follow-up questions which are to be answered by
students.
3.6 Interview technique
* calls for an active interaction between the
interviewer and the interviewee. Interview is done to:
a. make an in-depth treatment of a subject or an
issue;
b. clarify certain points;
c. to provide the interviewer the first-hand
information about an interesting topic
4. REPORTING METHOD
4.1 Morrisonian technique
 To approach the topics as organized and integrated
body, showing relevance and cognitive
relationship. The teacher assigns every unit or
chapter as the lesson of the class activity.
4.2 Individual or group reporting
4.3 Reading and story-telling technique
4.4 Schematic technique
 A type of reporting which considerably makes use
of hardware of instruction. Hence, the products of
instructional technology are extensively used to
aid the reporter.
4.5 Symposium technique
 Closely identified with school forums which is
open to all faculty members and students
Symposium involves the following phases:
1. Identifying the theme
2. Breaking down the theme into three or more
specific topics
3. Selecting appropriate speakers
4. Allotting adequate time for each speaker
5. Giving time for the open forum whereby
students ask questions.
5.INVESTIGATORY METHOD
5.1 Laboratory technique
* a technique in which students actively manipulate
and study a given situation upon which a given
problem lies
Types of Laboratory technique
5.1.1 Laboratory exercise-designed to help the
students acquire fundamental knowledge and skills e.g.
speech exercises like reading of poetry, accentuation
ect. done in speech laboratory.
5.1.2 Laboratory investigation-a deeper and more
serious undertaking that requires careful planning and
doing on the part of the researcher.
5.1.3 Confirmatory type of laboratory technique-
tends to be traditional since the teacher explains the
concept or principle to students before they undertake
the investigation. The investigation only concretizes
the basic data expounded by the teacher.
5.1.4 Exploratory type of laboratory technique-
closely resembles a scientific investigation. Students
are not given the expected generalization instead they
are made to feel that they are responsible in actively
searching for it.
5.2 Problem-solving technique
 Requires a learner to work actively in the solution
of a difficulty or an undesirable situation.
5.3 Research technique
* a creative and systematic work undertaken to
increase the stock of knowledge". It involves the
collection, organization, and analysis of information to
increase understanding of a topic or issue.
5.4 Field study technique
* a technique in which the student investigates a given
situation by being an integral component of it.
6. ACTIVITY METHOD
6.1 Project technique
 Calls for an activity that is directly planned,
controlled, executed and evaluated by students in
order to accomplish a specific goal. The teacher
energizes his students to action to accomplish a
learning task.
6.2 Field Trip technique
 A well-planned trip to a special location which
provides students an opportunity to manipulate
knowledge they possess; an out of the classroom
experience, primarily for the purpose of observing
natural phenomena which cannot be brought into
the classroom because of their immediacy, are best
studied in their natural setting.
6.3 Dramatization technique
 one that involves telling a story in one's own
distinctive way. The story is told through acting on
a stage by actors before an audience.
6.4 Role playing
 it involves an activity which a student or. a group
of students dramatizes his or her real reactions to
certain problematic situations.
6.5 Simulation (game) technique
 involves a contrived experience previously
prepared and aimed at providing students with an
illusion of real experience.
6.6 Brainstorming technique
 it calls for an activity in which a deliberate attempt
is made to think and speak out freely and
creatively about all possible approaches and
solutions to a given problem.
6.7 Debate technique
 *A formal presentation of arguments on both sides
of a question before an audience in accordance
with standardized procedure.
7.DEMONSTRATION METHOD
7.1 Teacher-directed technique
 the teacher performs the demonstration, especially
when there is only one set of materials available
for instructional purposes.
7.2 Student-directed technique
 the teacher gives the instruction while the selected
student follow them.
7.3 Teacher-student directed technique.
 the teacher performs the demonstration with the
students helping in the handling of materials over
to the teacher.
7.4 Resource speaker-directed technique
 *the resource speaker may be found more effective
as he can provide the class with the necessary
 know-what and know-how in line with his own
expertise and special training

8. SELF-PACING METHOD

8.1 Programmed instruction

 a system of teaching and learning within which

pre-established subject matter is broken down into
small, discrete steps and carefully organized into a
logical sequence in which it can be learned readily
by students.

8.2 Mastery learning

 patterned after Morisson's mastery formula which

is an instructional procedure recommended for
securing mastery of subject matter and defined as
“pre-test, teach, test the result, adapt procedure,
teach and test again to the point of actual learning.

8.3 Modular learning technique

 a technique which allows student to proceed at his

own pace;

9.INTEGRATED METHOD

9.1 Lecture-discussion technique

 a technique that uses the “three-pronged strategy”

which includes careful organization of the course
material, student interaction, and discussion
activities.

9.2 Lecture-demonstration technique

 *a technique wherein the lecture part precedes the

demonstration. The combination aims at
concretizing the teacher's lecture with an actual
demonstration.

9.3 Film-showing-discussion technique

 the use of films, videos

 includes 3 phases: 1) introduction and raising
questions 2) film-reviewing 3) answering the
questions formed and discussing salient points
seen in the film.

9.4 Reporting-discussion technique

 *a technique wherein after the student makes a

report, the class can actively engage in the
discussion. The teacher can enliven the session by
asking some questions and by adding relevant and
clarifying ideas.

Note: These are the time-tested teaching methods. We

may also use modern teaching
methods/strategies/approaches in designing our course
plans like flipped classroom, gamification, design
thinking, spaced learning, cross-over learning, VAK
learning, cooperative learning etc. The selection of
methods/approaches/techniques to be used depends on
the type of lessons that we have. We just have to take
note po on the constructive alignment of our teaching
method/s and the learning activities and other entries in
our learning plan. Thank you.