a TIME-TESTED METHODS Objectives 1. Enumerate and explain the time-tested methods of teaching 2. Demonstrate each method of teaching Required Activities 1. Lecture 2. Demonstration on the different time-tested methods 3. Examinations - Introduction Lardizabal, et al. (1991) state that the concept of method is probably as old as education itself. Methods go as far back as antiquity. These include the Socratic method, Commenius’ nature teaching, Pestalozzi’s object teaching, the Herbartian steps, and others. Only those methods that have stood the test of time and are still used today will be discussed in this chapter. THE TIME-TESTED METHODS A. -The Inductive Method Induction is simply defined as the process of arriving at ‘a given generalization. It starts from the known to the unknown, from the specific to the general, from the particular to the universal, from simple to complex, and from the concrete to the abstract. Steps of the Inductive Method a) Preparation b) Presentation 79oa Absalon consion raliation Oak thod, a specific oe aint ‘illo studies has eo? jes and make a mental eso in ose ou © sein gine tat OU ery to tv pes the place and later te ea the winding cr and more pine trees are with me? s te: Theta ee enifs it Fe becomes cote a0 ‘Where are we 1007) re ehveainap ofthe Piipines, can % Perch ofthe ae 0 : etl son let ropa Can at ar ep with the placed So civ i th sou The expected nls ofthe ci “ truction of a chart similar to this.) [ Place Crops Batanes root erops like camote Baguio City fresh fruits, flowers, and vegetables cos region tobacco Central Plain of Luzon | rice Comparison an Absration Analytical questions are Taised at this point like " = ‘Can the locos region raise a such es rts, vers, and i Why de Nerss and vegetables as Baguio City? = Pe Wy does tobacco not grow well in Baguio City? crop lide rec cybates preter rot erope and mot other tobacco, and even flowers and vegetable” % ‘ation. Why do these places grow different srops? The expected answer: They differ in prevailing Weather conditions. It should be made clear to students that the Philippines has only one elimate — tropical climate — but within that climate are found different weather types, It is this difference in weather types that explains the various prevailing weather conditions from stormy weather, dry season, and the Central Pla long rainy season, . Application. Apple growing has been tried many times in our country and so far nobody has been successful in this undertaking. Similarly, the banana plant cannot grow in places where the climate is very cold. Can you explain these two situations? Is difference in weather type only manifested in difference in crops raised in certain placos? What are the other effects of such difference? B. The Deductive Method ‘The deductive method begins with a generalization and ‘subsequently all examples and specific situations to be given fare supportive of this generalization, ‘The deductive method is a process of starting with a gene- ralization and arriving at a specific statement or conclusion ‘namely: one which is not applicable to a.class of objects, situa. tions, or phenomena, ‘We use a generalization or rule or principle to arrive at a specific statement. In a broad sense, when the pupil thinks in ‘logical sequence and arrives at a specificitem, he is deducting, ‘One well-known example of a deductive scheme ofa formal argument is syllogism. It usually consists of a major premise, minor premise, and a conclusion. Steps of the Deductive Method a) Introduction b) Statement of a generality 81tion of « general idea ey Balan )Tiustraton Evaluation sof the deduetive method, the lesson t pelow has been prepared ooo, How many of 00 havea bet fiend whe 1. Introduet Mgr, let us say abroad? Lam sure the wines in pw os eer wot ering a friendly lotr earn ota generality ta wring a fendy Tales, 2. Statement of Godin, ne ata, he Bey of he the pra nay ls, andthe signature. 4 penamation ofthe general dea, The Reading of « Bepanatons oun ofthe Totter sender and the Tite ep eer was made spescatutatin isthe gesting found atthe stat of the ter : vr hdy ofthe letter ite most important part of Caray it eantains the message of the sender the eter eto wham the Tetris addressed. ‘The complimentary close isa word or a group of words used to end the letter. ‘The signature is the name of the person who writes the letter, ‘4. Mlustration. On the board is written a sample friendly letter. See how each ofthe five parts is properly written: ‘Read its part and let us give our observations on how ceach part is correctly written. 5, Evaluation. Thave prepared another friendly letter which is incorrectly written. I want you to rewrite this letter and to correct the errors found in it. Observations seem to show that stud show that students can better graP the idea presented through the combination of the explan®” 82 me ry ne 1AV8 absorbed end ered to fn ie and to provi -_ later ‘a improve lant ‘The inductive ctive method is bes for the following purposes; 1) tomake the teachin, oriented e-learning process more student D) to develop the hi to develop the higher lvl of inking among the ° to treat every topic in a more in-depth manne tees Ti enti mation he te band i died a fuente he eganaton orate en tet C._ The Integrated Method Integration isthe processor practice ofombining different elements and presenting them as one unifying whole. It has Been used in several instance lke combining two subjects tthe curriculum like science and health, music and physical education, social studies and character education. Integration can also take place within a subject os in language teaching in which literature is usually rated fe enna In fac, the so-called integrated aprons stint Faarrragng the literature as the springbotrd othe ake Psi of the grammar lesson. ‘illustrate, a poem expounding sm the Bou oe nT laa tat desi is initially ten oP ‘are used as actual examples: “during the grammareorature topi i well aie pail a caning orton, Te Us Fee ne oFecomes more meaning. Ean tt ramet nou ese sare re wo given methods or fas po combing combination aims at reson, yearned in one method hats etn ne campensated by the, otDer shods that are usuall hod include’ y combined anew ma socal inate a) lectureiseussions » 9 reporting inductive dedueive demonstraton-lecture; ‘lm showing-discussion; iseussion; and ° D, The Lecture Method ‘The eture method isa teaching p and daring a major iden It makes use of expos may bea narration ora description. ‘The main aim ofthe lecture method isto serve as a guide through gest mass of information characteristic of subject areas, The use ofthe lecture is justified therefore under the fallowing conditions: 1. When the teacher can give affective information in one hour of lecture-demonstration what may be taken UP by the class in two or three hours of laboratory work to reinforce learning. 2. When the teacher has available [ep teacher as avaible ata that would be hard rocedure for explaining 18 which ‘When @ new topic is to be introduced so as: a) to show : how how the new topie fits the work; ‘0 give a birds eye view of the work to come; 8 ©) to arouse interest in the new work; and 8) to give adoquat explanation for student to bein ‘When summaries aro needed at the fa) close of the day's work; b) close of the topie; ©) end of the chapter; and 4) end of a unit, At the beginning of the hours, to create proper mind set; to generate enthusiasm; or to arouse appreciation. On oceasions where problems arise or questions are ‘asked that are valuable and pertinent. When visual materials such as slides, pictures, graphs, films, and specimens need explanation, Garcia (1989) states that the lecture method is pre- dominantly teacher-directed, aimed at providing needed information, It involyes factual presentation and textual explanation of a particular topic or few selected topics It is a factual presentation since salient and pertinent information are given out. Not only are these bits of information merely presented, but also meanings and insights are to be derived from them. Hence, there is the textual explanation whereby the lecturer interprets them so'they could be better understood. This explanation, therefore, expands and advances the frontier of know! edge. Without this aspect, lecture becomes synonymous with the telling process, Lecturing goes beyond the level of telling since it males points clearer and clarifies some issues, and if successfully done, it should be able to erase certan doubts in the minds of the learners. Steps ofthe Lecture Method 1, Preparation for the lecture. This encompasses salient points-like the 2) cognitive framework upon which to develop the topic selected; 85_ oo sent ag rt tion, that is, 00 stodeatss sal aids and instruct- a rials; -all of int ot wae canis eal of inte ' iar to the 4) panning th ed ie situatons fami tin = Soares oblems during cei dices and ata ‘he lecture; and tives to these oe ye pana on doing away with i mg a eset teeming more relaxed and rested, and Soccer ca eee aie, oot eee eae eee mm en ener so earane cae, imc oe rw eceararar ee a ating Ergin eae Gig tb thee Tee are Tees have {20 ce tanwo apn wis he nee sSioe Ee ial ur yearn Conedsn eee let. Conc ph etre, the er mrt nt ae sigofcany, uch payhologizal overtones Uke 85 2) summarising major points presented; ») Paraphrasing the key ideas shared; ©) forming generalizations; and @) giving implications, E. Type-study Method It is an inductive procedure except that only one case ia studied. For example, if one were to study the parte ofa tee system, itis not necessary to study many river syetone Jere one river would be enough, but it must be representative of other rivers and must have all the parts, In studying the parts of a ower, one nee to sol ‘one flower which has all the charact ae teristics of most flowers, Steps of the Type-study Method 8) Selection of the topie ) Apperception and motivation ©) Statement of a typical case 4) Study of details ©) Comparing details Generalization F. Problem Method ‘The problem method gives direction toa discussion and Prevents wandering off from the topic. It stimulates reflective thinking and furnishes a guide for organizing’ideas. It directs attention to the task to be done and it encourages concen: tration Te-may be used in two ways: 1. A whole unit of subject matter may be presented as a problem; or 2. Problem‘solving may be one ofthe methods utilized in Unit of work. 87a, tod oni spine len MEMES lem vin ‘steps statement Oo situation. ie, jeans 2 eet eat NDS A and propel » Sr eoltion oF suns solution. evasion of 9 Gate ations rr eee the procedure if 700g. Pupils will Ia nt tee nl ct the ant het pepo witout the poet at be ale robe, te teacher a ane. oo iy directing their seer cl 8 th tage Te na rein ps eens that Seeing the problem. : ‘hemo np wong te ren, Tile ertinent to the oe ca, principles, and ideas ert tin of nd trying (tout, gathering tte, evaluating the solution, ‘is do the work while the etn rie St Eons Sorter or ‘The last step is checking or =r Se ay Bele i the ple So Se mane ria Be «ises or problems must be provided by the teacher for: ‘practical ae te tater bas eee ee canavo te caries Ses G. The Project Method aieran emer nas Saeco sheen Types of Pes 1 Consrtin Pree. thing ‘The me st Preheat ty want pat in ee os ‘Another classification of projects acco Employment Project. The motives partic ! The motives pastciaton in an acta i acompanedy eee rec ‘example may be planning tnd taking prt in schon ‘ Par in a che Problem Project. The mative to master sm intel- Tectual dificlties which come frm the learner Himself. ato nee the te ay et Sonia acon Learning Project. The inner drive is toward acquisition cof a skill or some knowledge. For example, a pupil may ‘want to learn to swim or master certain combinations in arithmetic. to Risk (1965): Physical or material project (making a table, digging ‘2'wall, making a school album, planning a garden plo, or fencing the garden). Learning projects are study activities on the initiative of the individual, such as a project to speak English fu- ‘ently, master Spanish conjugation, write a short story, ete Intellectual or problem projects are intellectual questions that can be solved by induction or deduction, such as 4) to determine whether Maria Clara would survive in modern-day society or not. b) to determine how Spain lost her colonies. ©) todetermine if Romeo is worthy ofthe love of Juliet. Steps of the Project Method L Purposing. It is important for the teacher to consider the pupils’ needs, abilities, and interests at this step of the lesson. Goals and activities ean be decided upon coopers tively by students and teachers. Planning. No matter how young the pupils are they can always offer very good suggestions. When activities are 89oe en. Sopeee its are di pagal sd ee isan ox ye pking amon te Pls lt Took for what is positive anc te rain wich is negate The laboratory ith Se on or eperinetain, Ti oxper Te fom venation ne. aplation by indviduls or small ae eth aca materials Essential, i the ea tal et, elrged and expounded es rogarding ma ‘ypes of Laboratory Method 1. Bxperimental Ams to tran pupils in problem-solving vith ineidental acquisition of information and motor ‘il. The emphasis is on discovery, orginal procedure, ‘nai, and elton of problems, 2 Observational The acquisition of fact is the dominant sim ef the method, Facts can be acquired through aetivi- ‘ies such as its o museum, exhibits, and art galleries, watching demenstration, listening to lectures, viewing fis, andguing cn Gel tris. Stes of the Laboratory Method lala ofr rentaion and motivation be tt the determination of work tobe ti ce rkobedne Matiaion the teacher is very much ‘needed, oa: ‘erred When lth pupils may Working on the 80 ‘same problem or on different becomes a supervised work are working on, the studi scientific procedure, tool. problems on their own, this Period. No matter what they lents will gain experience in ‘banding raw materials, and using 5, Gnlminating activities. ter completion or ner com: pletion ofthe wrk, the dans may ge togrtor anes tnd organic thelr Individual fading: They oe decide on howto protet rents ether neheaen we which may take any of he flowing aon ©) explaining the nature and importance ofthe pro Jem the group had worked on; E b) reporting data gathered on other findings; ©) presenting illustrative materials or special contr- bution 4) special reporting and exhibition of work by those with individual projects; and ©) exhibiting various projcts and explanations by their sponsors. ‘The Demonstration Method ‘There are cases when it is better to use the demonstration ‘method instead of the laboratory method. The chief difference ‘between the two is that in the laboratory method, all the child- ren perform the experiment and “learn by doing.” In the de- ‘monstration method, the teacher does not experiment before the class. ‘The demonstration method is sometimes called the imi ‘ative method (Garcia, 1989). Learning a skil is faster and more effective when the students are shown how the job is done by ysing the actual tools, machines, and materials they are ex: pected to work with on the job. All the steps involved in the project method are adopted in the demonstration method, although there is an addition of one very important step. aMet! wwol onst ity which invent soya om 0a ern oe tion ye may encours 1 Parse ema the Gitte eo sibel ra eee demons aro a ofthe obec the de ain TAP gs andi ety. ran el it eceasary da an le vid, necessary ete a reat or or iain sould made. ye demonstration in prepared ent of er, Before th Parcs ahold have bee Pre vid the physical arrange! seared weary out or repeat 4 ecg She ning he iy. Dar a eee tear sad Keep 6 clss wate of imi partemanc oe thy ay Whol tssstance and furder explanation 4 Bvalation, This ie done to assess how successful the stodete ae in flowing certain instructions, in dupli- (ating an observed phenomenon, and in showing thei creat, 4. The Expository Method ‘The expositary method is closely akin to the showing or elig etic, Iis used a grat dealin the lower grades as ‘heres ch that needs explaining. However, it is also used inthe uper rade in the secondary schol, and even in college ‘hes eomthing dificult needs explanation by the teacher. Steps ofthe Expository Method vee mean Sere racer 2 2. Presentation, While explaining, it might be well forthe teacher to make use ofthe fllewing srneiplee 8) relate the new experience to the previous exper 5) teacher and class should have the same viewpoint regarding what is to be explained; © expeion mean ot nly explaining but lin preting; a . 4) materials shouldbe organize so st permit think: ing; and ce seas ©) to1make the explanation clear and effctive, device may be used such as: ‘aiait 1) analogies and stories; 2 » o 5) demonstration; and 6) outlines and summaries to set faets in proper relationships. Application. This step will show whether the put understood the explanation or not. It may be given in the form of a test, creative work, or ancther activity The Mortisonian Technique or Unit Method (Garcia, 1989) : Henry C. Morrison, former Superintendent of Schools in New Hampshire, is the proponent of the Unit Method, 4 particular subject as big blocks and not at fragmentary ‘The unit method is the process of taking the contents of elated and its of information. The aim isto approach topics 4s an organized and integrated body, showing relevance and cognitive relationship. Commonly, the teacher assigns every unit or every chapter as the subject of the class activity. The activity does not last in just one sitting; it may certainly take several days before one unit or chapter is completely taken by the class, 93=" Se o step he re Me a) Balti oy Preeti Aiton Onn i aio. stions and tests eh si cer, oh att ge oF orton pei Knowedgo oF + eae era rie eee be ple Mae egy eared fe ase for the new uni a ears haut are ed The ain i ts empha er te tn et sre tn, lee ee et can elie to make Pa iStoard eeies a i ech rs what has ben presented i est cand makes pre of Kisele Ee erie uy The assmlation period er coor rte echt check ce iy hl ef caren. ts an opportunity {2 develop ralabl baits of study suchas outlining, use freee materials, geting the gt of paragraphs, ee Organization. After asian the unit, the class is ready rh orgasiation sep. This shouldbe done with ct bls, ite chars, I the step, cooperative out- “sng iupally tied and adopted in final form. This gurantee otra the puis fn cating pth children gradually learn'to bet gradually lear Recitation. This sep is the reverse of ‘ 2 reverse of presentation I teres ot ofthe activity while the class Bete pst perors wil the teacher and fhe een beta pes Sel be the liveliest, part Pea many ae Pol prepare for and partic % BIBLIOGRAPHY Garcia, Manuel Buencoosj, Focus on Rox Printing Company, Ine, 1g99° #2 City Lardisbl Arp 8, Prins lle and ina: Queron Cy: Poon Paang Net ae 95